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Grade 3 Inquiry Group

Grade 3 Inquiry Group. Recap and Next Steps January 21, 2014. Reading Instruction and Assessment. What is working related to record keeping? What is challenging?. Conducting a Baseline. Based on end-of-unit goals Used to determine what students already know without instruction

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Grade 3 Inquiry Group

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  1. Grade 3 Inquiry Group Recap and Next Steps January 21, 2014

  2. Reading Instruction and Assessment

  3. What is working related to record keeping?What is challenging?

  4. Conducting a Baseline • Based on end-of-unit goals • Used to determine what students already know without instruction • Used to determine what students can do independently • Allows you to streamline and focus the unit by identifying trends • Will allow you to assess progress at the end of the unit

  5. Assessing Students at the End of the Unit Assessing Work (e.g. writing) Completed with Support: • How are students responding to instruction? • How do students perform under more “authentic” contexts? On Demand Assessment: • What can students do independently? • What have students internalized? • How do students perform when asked to integrate the skills and knowledge in an on-demand context?

  6. Teaching and Assessing “In Between” • Individual Conference Forms Allow You To: • Document observations while student is in the process • Stick with a goal and teaching point • Identify trends in your observations • Small Group Conference Forms Allow You To: • Set and track goals for a small group

  7. Creating and Using a Continuum • Outlines steps along a progression so that you can identify incremental progress • Can be used with students; allows for goal setting

  8. Using a Goal Sheet to Track Class Progress Toward Goals • Use for goals you expect to work on for an extended period of time • Allows you to see class progress and group for instruction • Allows you to see children who are “stuck” more easily

  9. Class Meeting Sheet • Keeps us honest! • Prevents individuals from falling through the cracks

  10. Tips for Record Keeping Success • Commit to a system for a period of time. Stick with it for awhile even if it’s not perfect. • Make sure your system identifies a schedule for meeting with students. • It is okay to meet with fewer students if you add in time to write your notes. • When you develop a system, choose one that allows you to return to teaching points/goals with an individual student but also allows you to track trends as a class. • Any system needs to work for you and it must be easy enough for you to be able to use it to inform instruction.

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