f ormative assessment practices that help students think and teachers teach between the lines
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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; - PowerPoint PPT PresentationTRANSCRIPT
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Formative assessment practices that help students think and teachers teach between the lines
for Groton Elementary SchoolSeptember 21, 23 & 24, 2010
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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.
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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.
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Background Knowledge: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
Marzano.(2004). ASCD.
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Strategic Readers• Understand reading as a meaning-
making process;• Use multiple cueing systems (visual,
structural, meaning, and background knowledge);
Tatum, Alfred. Teaching Reading to Black Adolescent Males.
• Put the text in their own words to check comprehension.
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Inference
+ = IBackgroundKnowledge
Text Clue comprehensi
on
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S-O-S Summary:• Read the statement.• What’s your opinion?• Support your opinion with
evidence.
Predictions help readers comprehend text.
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1. Write the title of the text on yourworksheet:
“Terra-Cotta Soldiers Stand Guard”2. Note your background knowledge3. Make at least 3 predictions about
what you expect to learn.
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Qin Shi Huang, the first emperor of China
http://www.crystalinks.com/chinahistory.html
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http://en.wikipedia.org/wiki/Terracotta_Army
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http://en.wikipedia.org/wiki/Terracotta_Army
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1. Revisit your predictions and mark those that have been confirmed (+).
2. Add a new prediction.
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http://en.wikipedia.org/wiki/Terracotta_Army
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http://en.wikipedia.org/wiki/Terracotta_Army
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http://en.wikipedia.org/wiki/Terracotta_Army
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http://en.wikipedia.org/wiki/Terracotta_Army
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http://www.new7wonders.com/classic/en/n7w/results/
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1. Revisit your prediction(s) and mark those that have been confirmed (+).
2. Pair and share one prediction that was confirmed.
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What kinds of things do we predict?
Non-Fiction FictionThe kinds of things we expect to learn:
The kinds of things we expect to happen:
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Why revisit our predictions?
Harvey, S. and Goudvis, A. Strategies that Work. 108.
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Miller, Debbie. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland: Stenhouse, 2002.
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S-O-S Summary:• Read the statement.• What’s your opinion?• Support your opinion with
evidence.
Predictions help readers comprehend text.
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Let’s Reflect:• Which performance indicators
did this lesson target?
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NYSED.gov
Instruction
Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009.
http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt
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Instruction
Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009.http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt
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•Oral language•Questioning•Writing•Projects & performances
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Learning fromStudent Work
Instruction
Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009.http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt
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Facilitator:• Timekeeper• Participant or non-participant
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Presenting Teacher:• Select student work • Establish a context for sharing
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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