Download Literacy for Learning

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.