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F ormative assessment practices that help students think and teachers teach between the lines

F ormative assessment practices that help students think and teachers teach between the lines for Groton Elementary School September 21, 23 & 24, 2010. Session Objectives:. To deepen our understanding of inference and formative assessment;

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F ormative assessment practices that help students think and teachers teach between the lines

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  1. Formative assessment practices that help students think and teachers teach between the lines for Groton Elementary School September 21, 23 & 24, 2010

  2. Session Objectives: • To deepen our understanding of inference and formative assessment; • To practice and examine prediction as a form of inferential thinking; • To practice and examine the Learning from Student Work protocol.

  3. Rewrite the text in your own words, substituting the nonsense words with real words. Fluky Flan flubbed and flanned without fubbing. He slipped on a blute and broke his sark. He was rushed to a hod in a sneed that ran every red light. Fluky Flan no longer flubs or flans due to his binny. Tatum, Alfred. Teaching Reading to Black Adolescent Males.

  4. Academic: Domain (Biology) Topic (amphibians) Concept (biogenesis) Vocabulary (metamorphosis) Text Features --External (e.g. title) --Internal (e.g. text structure) Reading process (strategies) Non-academic: Life experiences Attitudes → EFFICACY Motivation Interests “practical intelligence” (ex: best back-road to avoid construction on Route 96) Sternberg and Wagner (1986); www.ncrel.org Background Knowledge: Marzano.(2004). ASCD.

  5. Strategic Readers • Understand reading as a meaning-making process; • Use multiple cueing systems (visual, structural, meaning, and background knowledge); • Put the text in their own words to check comprehension. Tatum, Alfred. Teaching Reading to Black Adolescent Males.

  6. Inference I = + Background Knowledge Text Clue comprehension

  7. S-O-S Summary: • Read the statement. • What’s your opinion? • Support your opinion with evidence. Predictions help readers comprehend text.

  8. Write the title of the text on your worksheet: “Terra-Cotta Soldiers Stand Guard” • Note your background knowledge • Make at least 3 predictions about what you expect to learn.

  9. Qin Shi Huang, the first emperor of China http://www.crystalinks.com/chinahistory.html

  10. http://en.wikipedia.org/wiki/Terracotta_Army

  11. http://en.wikipedia.org/wiki/Terracotta_Army

  12. Revisit your predictions and mark those that have been confirmed (+). 2. Add a new prediction.

  13. http://en.wikipedia.org/wiki/Terracotta_Army

  14. http://en.wikipedia.org/wiki/Terracotta_Army

  15. http://en.wikipedia.org/wiki/Terracotta_Army

  16. http://en.wikipedia.org/wiki/Terracotta_Army

  17. http://www.new7wonders.com/classic/en/n7w/results/

  18. Revisit your prediction(s) and mark those that have been confirmed (+). 2. Pair and share one prediction that was confirmed.

  19. What kinds of things do we predict?

  20. Why revisit our predictions? Harvey, S. and Goudvis, A. Strategies that Work. 108.

  21. Miller, Debbie. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland: Stenhouse, 2002.

  22. S-O-S Summary: • Read the statement. • What’s your opinion? • Support your opinion with evidence. Predictions help readers comprehend text.

  23. Let’s Reflect: • Which performance indicators did this lesson target?

  24. Instruction NYSED.gov Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009. http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt

  25. Instruction Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009. http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt

  26. Oral language • Questioning • Writing • Projects & performances

  27. Instruction Learning from Student Work Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009. http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt

  28. Facilitator: • Timekeeper • Participant or non-participant

  29. Presenting Teacher: • Select student work • Establish a context for sharing

  30. Support Teacher R & R: • Observe the student work--FACTS • Interpret the student work –INFERENCES • Consider the gap • Offer feedback “I’m wondering if…” • Share possible instructional adjustments

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