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The Planning and Assessment Cycle In the Backpack of the Junior Learner Developing a sense of identity Independence Learning styles and preferences Prior experiences Background Literacy knowledge and skills Reading, writing, talking and listening processes Just as literacy is a rich and varied concept that encompasses the skills involved in comprehending and producing a wide range of texts, literacy assessment must provide rich and varied information to support the language development and increasingly complex learning needs of the junior student. Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004. , pg. 45 If assessment does not result in improved teaching, then its value in school diminishes greatly. Assessment allows us to see the results of our teaching and allows us to make valid judgments about students’ literacy. I. Fountas & G.S. Pinnell Health Science Social Studies Reading (and Viewing) Thinking Writing (and Representing) Music Making Meaning Thinking Thinking Mathematics Visual Arts Talking and Listening Drama Dance Physical Education Activity: Putting the Pieces Together Use the pieces in the envelope to construct a visual organizer that represents your group’s beliefs and thoughts about assessment. Activity: Putting the Pieces Together Use the pieces in the envelope to construct a visual organizer that represents your group’s beliefs and thoughts about assessment. Planning with the End in Mind To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction. Stephen R. Covey On-going Assessment, Evaluation and Reporting Communication Unpack the Curriculum Teacher Teacher How will I determine the level of my student’s learning and report on it? What are my students expected to learn and be able to do? How will I know how well I did? What will I be learning? Teacher How will I help my students learn and respond if they are not learning? How will I learn and what help will I need? Teaching for Learning How will I know what I am learning? Teacher How will I know my students are learning? Gather the Evidence Unpack the Curriculum What do I need to know about my students? What are my students expected to know and be able to do? What will I be learning? Gather the Evidence How will I know my students are learning? How will I gather the evidence? How will I know I am learning? Teaching for Learning How will I help my students learn and respond if they are not learning? How will I differentiate my instruction to meet the needs of all my students? How will I learn and what help will I need? On-going Assessment and Evaluation How will I determine the level of student learning and communicate it? What will I do with the assessment information? How will I know how well I did? GINTOT (Gee, I never thought of that!) Read through the summary of Planning with the End in Mind in Literacy for Learning, the Report of the Expert Panel on Literacy in Grade 4-6 in Ontario, 2004, p. 47. Take a moment to share with a partner a GINTOT you’ve had regarding the process . Planning With The End In Mind (p. 47) In an effective literacy program, teachers need good information about the students’ literacy development before engaging in the instructional process. From this reference point, teachers identify the learning expectations, or clusters of expectations, that will be the focus of instruction in the immediate and longer term. They plan assessment approaches and determine the criteria for assessing reading, writing, and oral/visual communication, and to record the results for evaluation, reporting, and future planning – for example, through anecdotal notes, observations, and checklists that can become part of a student’s literacy assessment profile. Opportunities for Assessing Student Learning Diagnostic Assessment Formative Assessment Summative Assessment Diagnostic Assessment Assessment For Learning Focus Questions: What can the student already do? So what do I want this student to learn? Now what are the literacy goals for this student? CASI DIAGNOSTIC ASSESSMENT (BEFORE - tryouts) (Example) Running Records (PM Benchmark, DRA, Miscue Analysis) (Example) What can the students already do? Make a few simple connections to self. Use visual cues So what do I want this student to learn? How to make connections to real world and other texts. How to search and crosscheck for meaning & syntax. Now what are the literacy goals for this student? To make connections of more complexity to self, real world and other texts. To use all 3 cueing systems to decode and understand what she/he reads. Formative Assessment Assessment For Learning Focus Questions: What is the student demonstrating he/she knows and is able to do? So what feedback will I provide? Now what further instruction is required? FORMATIVE ASSESSMENT (DURING practices) Conferences, anecdotals, checklists, rubrics, journals, reading logs, interviews, quizzes, self assessments… (Variety of genres - cross curricular reading) What is the student demonstrating he/she knows and is able to do? Make connections to self and texts. Uses mainly visual cues and is beginning to make meaning. So what feedback will I provide? Provide timely, constructive feedback during informal or planned conferences. (oral &/or written) Prompting and/ or checklist for M (ie. Does it make sense?, M & V (ie. Does it look right and make sense? ). Now what further instruction is required? Shared, Guided and Independent Reading (Scaffold, Think Alouds, Minilessons, Modeling) using a variety of genres to demonstrate connections. Direct teaching of syntactical (grammar) information. (ie. Does it sound right? Or Can we say it that way?) Summative Assessment Assessment Of Learning Focus Questions: What is the student now demonstrating he/she knows and is able to do? So what do these results tell me about the student’s developing strengths? Now what are the next steps? SUMMATIVE ASSESSMENT (AFTER INSTRUCTIONgame) Effective Performance Tasks (ie. project, test, presentation…involve multiple intelligences) ASSESSMENT ON PREVIOUSLY TAUGHT MATERIAL WHICH THEY HAVE HAD AMPLE OPPORTUNITY TO PRACTISE AND RECEIVE FEEDBACK What is the student NOW demonstrating he/she knows and is able to do? Make connections to self, text and real world using a variety of genres. Uses visual cues and meaning cues when reading texts at instructional reading level. So what do these results tell me about the student’s developing strengths? The student is developing the ability to make connections with some complexity. When reading texts at instructional level student independently crosschecks using visual and meaning cues. Now what are the next steps? To apply connections across the curriculum. Continue to teach the use of syntactical (grammar) information. (ie. Does it sound right? Or Can we say it that way?) Activity: First Word, Last Word Read pg. 50 & 51 in Literacy for Learning VIPs Note 3 Very Important Points using sticky notes, highlighting or underlining Activity: First Word, Last Word 1. 2. 3. 4. 5. Identify who in the group will begin. They get the First Word and will share one of their VIPs without explanation. In turn, and without interruption or crosstalk, others in the group respond to the VIP. They then get the Last Word to respond to their VIP selection. Next person in the group reads their section and the process continues. Activity: First Word, Last Word How could First Word, Last Word be used in the junior classroom? What advantages would there be for students if this process were used in the classroom? Planning for Assessment When will I gather evidence of student learning? Assessment Before, During and Of Learning Assessment Before, During and Of Learning Diagnostic Assessment Assessment Formative Assessment Summative Assessment Evaluation Planning for Assessment When will I gather evidence of student learning? Assessment Before, During and Of Learning How will students demonstrate their learning? Strategies for students to Say, Write and Do How will students demonstrate their learning? Strategies Strategies provide specific ways for students to demonstrate their learning. SAY WRITE DO Planning for Assessment When will I gather evidence of student learning? Assessment Before, During and Of Learning How will students demonstrate their learning? Strategies for students to Say, Write and Do How will I gather and analyse the evidence of learning? Tools How will I gather and analyse evidence of learning? Tools Tools are what a teacher uses to record and/or categorise observations. Anecdotal Records Checklists Rating Scales Rubrics Planning for Assessment When will I gather evidence of student learning? Assessment Before, During and Of Learning How will students demonstrate their learning? Strategies for students to Say, Write and Do How will I gather and analyse the evidence of learning? Tools How can I ensure the evidence truly reflects the students’ learning? Multiple and varied opportunities How can I ensure the evidence truly reflects students’ learning? Multiple opportunities to demonstrate learning Monitor progress Timely feedback Instructional adjustments Varied ways of demonstrating learning Multiple intelligences Learning styles Range of applications Planning for Assessment When will I gather evidence of student learning? Assessment Before, During and Of Learning How will students demonstrate their learning? Strategies for students to Say, Write and Do How will I gather and analyse the evidence of learning? Tools How can I ensure the evidence truly reflects the students’ learning? Multiple and varied opportunities Video-clip: Student Assessment Activity: Triple Venn Brainstorm strategies through which students can demonstrate their literacy learning. Consider the following: Strategies for students to Say, Write and Do Do Say Write Activity: Carousel Brainstorm Brainstorm strategies through which students can demonstrate their literacy learning Consider the following: Strategies for students to Say, Write and Do (Example) Say R Share reflections during a reading conference W Identify the features of a procedural text S&L Participate in a literature circle.