Day 3 of series, reading assessment: what counts, what is measured, what is valued, what informs our daily instruction. A sampling of instructional sequences with high ceilings and low floors.
1. A Systems Look at Reading
Growth, Continuing the
Conversation
MRCL
Nov 4,5, 2015, Feb 16, 2016
Faye Brownlie
h<p://www.slideshare.net/FayeBrownlie/
mrlc.nov.reading
2. Learning Intentions-Oct 2015
• I have a be<er understanding of how to use the data
from my reading assessments to guide my teaching.
• We have a plan to use a performance-based reading
assessment.
• I have a plan to use the IEYE to help guide my
instrucNon.
• I am be<er able to use formaNve assessment, day by
day, in my reading instrucNon.
• As a team, we can describe what counts in quality
reading and how to teach toward this for all students.
3. Learning Intentions-Feb 2016
• I have a be<er understanding of how to use the
data from my reading assessments to guide my
teaching.
• I have a plan for a new strategic sequence to use
with my students to directly support them as
readers and thinkers.
• I have a plan to use the IEYE to help guide my
instrucNon.
• I am be<er able to use formaNve assessment, day
by day, in my reading instrucNon.
4. • What have you tried?
• How did it go?
• What did you noNce about the results for your
learners?
• 10 minutes to tell your story to someone NOT at
your table
• 15 minutes to share your stories and what you
learned from others AT your table
15. Some points to consider:
• It is not the accuracy that is so important it is
what you noNce in terms of reading behaviour so
you can use this informaNon to teach with.
• M – meaning
– Did that make sense?
• S – sound, syntax
– Did that sound right?
• V – visual
– Did that look right?
18. 20 minutes
• Aler the data collecNon and student reading levels have
been established, how is the data analyzed?
• Strengths and areas to strengthen for each student?
• Strengths and areas to strengthen for the small groups?
• Strengths and areas to strengthen for the class?
• Who analyzes the informaNon?
• How is it shared?
• How do you know that your teaching is making a
difference?
• When you analyze how a student spends Nme during the
day, in literacy situaNons, what is the focus of the Nme?
19. Support for Vulnerable Students
• Good classroom teaching
• Daily 1:1 or small group teaching
– Word work
– Reading of just right or instrucNonal text
– WriNng about reading
Fountas & Pinnell
20. Sharon Hoffinger, 6/7,
Cougar Canyon
• Inquiry-based learning with a focus on skills:
– Accessing, comprehending and synthesizing
informaNon
– New meaning from new and prior knowledge
– Think criNcally, creaNvely, and reflecNvely about
the new learning
30. Response to Poetry – Gr 10
with Susan Telfer, Gibsons
• Day 1: As a class, review the performance
standard, read a poem, take notes, discuss in
small groups, report to class, write response
• Day 2:
-choice of 3 poems
-take notes
-discuss in groups Day 3 & 4:
-report to class -individual response
-write response -peer & self feedback
33. Short order Cook – Jim Daniels
An average joe comes in
and orders thirty cheeseburgers and thirty
fries.
I wait for him to pay before I start cooking.
He pays.
He ain’t no average joe.
The grill is just big enough for ten rows of
three.
I slap the burgers down
throw two buckets of fries in the deep frier
and they pop pop spit spit …
pss…
The counter girls laugh.
I concentrate.
It is the crucial point –
They are ready for the cheese:
my fingers shake as I tear off slices
toss them on the burgers/fries done/
dump/
refill buckets/burgers ready/flip into buns/
beat that melNng cheese/wrap burgers in
plasNc/
into paper bags/fries done/dump/fill thirty
bags/
bring them to the counter/wipe sweat on
sleeve
and smile at the counter girls.
I puff my chest out and bellow:
“Thirty cheeseburgers, thirty fries!”
They look at me funny.
I grab a handful of ice, toss it in my mouth
do a li<le dance and walk back to the grill.
Pressure, responsibility, success,
Thirty cheeseburgers, thirty fries.
42. K – Building Connections/Response
to Reading
• PracNce making connecNons
• Choose a symbol
• Talk about how this helps our reading
• Read together and make connecNons
• Students show their connecNons by drawing
and wriNng
• with Jessica Chan, Inman, Burnaby