formative assessment practices that help students think and teachers teach between the lines for...
TRANSCRIPT
Formative assessment practices that help students think and teachers teach between the lines
for Groton Elementary SchoolSeptember 21, 23 & 24, 2010
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.
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.
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.orgMarzano.(2004). ASCD.
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.
S-O-S Summary:
• Read the statement.• What’s your opinion?• Support your opinion with
evidence.
Predictions help readers comprehend text.
1. Write the title of the text on yourworksheet:
“Terra-Cotta Soldiers Stand Guard”
2. Note your background knowledge
3. Make at least 3 predictions about what you expect to learn.
http://en.wikipedia.org/wiki/Terracotta_Army
http://en.wikipedia.org/wiki/Terracotta_Army
http://en.wikipedia.org/wiki/Terracotta_Army
http://en.wikipedia.org/wiki/Terracotta_Army
http://en.wikipedia.org/wiki/Terracotta_Army
http://en.wikipedia.org/wiki/Terracotta_Army
1. Revisit your prediction(s) and mark those that have been confirmed (+).
2. Pair and share one prediction that was confirmed.
What kinds of things do we predict?
Non-Fiction Fiction
The kinds of things we expect to learn:
The kinds of things we expect to happen:
Miller, Debbie. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland: Stenhouse, 2002.
S-O-S Summary:
• Read the statement.• What’s your opinion?• Support your opinion with
evidence.
Predictions help readers comprehend text.
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
Instruction
Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009.http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt
•Oral language
•Questioning
•Writing
•Projects & performances
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