Transcript Critical Components of Early Literacy

Critical Components of Early Learning
- ELA
Catch-up (K-3) September 14, 2011
Business
 Name Tags and Introductions
 Expense forms...
Purpose for coming together
 To explore and reflect on early learning
 To examine ELA and how the new curriculum
allows learning for all students
 To introduce additional support materials for
unit and year planning
 To provide time to plan
 To reflect on and respond to data
Our day
Early Learning
What do I know about Early Learning?
English Language Arts
What is this subject all about?
ELA Curricular Document
What can I learn from what I have been given?
Planning Supports
How can I make sense of my year and the units I will teach?
Assessment
What is assessment? Why do I assess?What do I assess?
 IF WE HAVE TIME: Book Leveling
Early Learning
What do I know and learn about Early Learning?
KWL
What do I know about
Early Learning?
What do I want to learn
about Early Learning?
What did I learn about
Early Learning?
Principles of Early Learning
 Children are competent learners
 Children develop and learn holistically
 Strong, positive relationships influence children
 Stimulating and dynamic environments enhance student
learning
Components of Early Learning
 Creating
 Moving
 Singing
 Interaction-
Language
 Observing
 Literacy
 Playing
Friendship Groups
1.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Roberta,
Cathie, Amanda
Alicia, Leanne,
Kathy, Charlie
Melissa, Alexis,
Danielle, Carmen
Carina, Lisa,
Nicole
Nadine, Alison,
Desiree, Raquel
Debbie, Amanda,
Raquel, Carmen
Alicia, Cathie
Leanne, Charlie
Melissa, Kathy,
Roberta, Desiree,
Carina, Alexis,
Lisa, Danielle
Nadine, Alison,
Nicole
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Leanne,
Alison, Nicole
Alicia, Roberta,
Carmen
Melissa, Cathie,
Alexis, Danielle
Carina, Amanda
Lisa, Kathy,
Nadine, Desiree,
Raquel, Charlie
Debbie, Leanne,
Cathie, Danielle
Alicia, Alison
Kathy, Amanda
Melissa, Alexis,
Charlie
Carina, Lisa,
Nicole, Raquel
Nadine, Desiree,
Carmen, Roberta,
English Language Arts
What is this subject all about?
What is Early Literacy?
Graffiti Activity
1. Individually think of words and phrases related to literacy and jot
them down on a piece of paper.
2. With your “park” friends, brainstorm words and phrases related
to literacy and jot them down on chart paper.
3. Create a group definition of literacy based on the words and
phrases generated. Write the common definition of literacy at
the bottom of the chart.
Friendship Groups
1.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Roberta,
Cathie, Amanda
Alicia, Leanne,
Kathy, Charlie
Melissa, Alexis,
Danielle, Carmen
Carina, Lisa,
Nicole
Nadine, Alison,
Desiree, Raquel
Debbie, Amanda,
Raquel, Carmen
Alicia, Cathie
Leanne, Charlie
Melissa, Kathy,
Roberta, Desiree,
Carina, Alexis,
Lisa, Danielle
Nadine, Alison,
Nicole
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Leanne,
Alison, Nicole
Alicia, Roberta,
Carmen
Melissa, Cathie,
Alexis, Danielle
Carina, Amanda
Lisa, Kathy,
Nadine, Desiree,
Raquel, Charlie
Debbie, Leanne,
Cathie, Danielle
Alicia, Alison
Kathy, Amanda
Melissa, Alexis,
Charlie
Carina, Lisa,
Nicole, Raquel
Nadine, Desiree,
Carmen, Roberta,
Developing Literacies p.3 and 4
Literacies are multi-faceted and provide a variety of ways,
including the use of various language systems and media, to
interpret the world and express understanding of it.
Literacies involve the evolution of interrelated skills,
strategies, and knowledge that facilitate an individual's ability
to participate fully and equitably in a variety of roles and
contexts – school, home, and local and global communities.
To achieve this competency requires developing skills,
strategies, and knowledge related to various literacies in
order to explore and interpret the world and communicate
meaning. English language arts requires students to use
different literacies, including language literacy, effectively and
contextually to represent ideas and understanding in
multiple, flexible ways.
ELA Word Sort
 Consider the key ideas generated in the literacy definition
activity. What was important? What are the key words and
ideas that stand out in your mind?
 How could you present these ideas in an effective and
coherent graphic organizer, illustration, or mind map that
represents the big picture of Language Arts?
Why do we ask students to do the
things we ask them to do?
What can we do to develop…
 good listeners?
 good viewers?
 good speakers?
 good readers?
 good writers?
 good representers?
What do we do with students who
are already…
• good speakers?
• good writers?
• good listeners?
• good readers?
• good viewers?
• good representers?
Learning in ELA…… is about reading and creating a
variety of texts that examine the world, with all its
beauty and flaws, and deciding for ourselves what it
means to live and act in the world.
Schnellert, Datoo, Ediger & Panas, 2009
ELA Curricular Document
What can I learn from what I have been given?
Broad Areas of Learning &
Cross Curricular Competencies
Goal Areas
 Compose and create - expressive strand and
includes speaking, representing and writing
 Comprehend and respond – receptive strand and
includes listening, viewing and reading
 Assess and reflect – reflecting on self and others
and setting goals for language learning
Emphasis
 In the C and C goal area, the greatest
emphasis rests on the work students do
before producing a product
 In C and R, this emphasis shifts to the work
students do during their interaction with
texts
Goal area connections
 Children demonstrate their learning and understanding in the
receptive strands (comprehend and respond) through
expressive means (compose and create).
 Example: I show I can comprehend what I read by talking
about it, writing down my thoughts and representing myself
through drawings, charts, diagrams, videos and so on.
 Therefore:You cannot teach each goal area in isolation.
 EVERYTHING IS CONNECTED
Comprehend and Respond (Receptive
– Viewing, Listening, Reading)
Compose and Create (Expressive –
Representing, Speaking, Writing)
Content
Can students identify the message? Can they
identify the key ideas? Supporting details?
Can students create a clear message?
Strategies
Can students identify different ways to
deconstruct the message (Before, during and
after)
Can students use the creative process to
create/ construct the message? (Before,
during and after)
Cues and Conventions
Can students identify:
Pragmatic Who is the intended audience?
What is the purpose for the text?
Textual How was this text created? What
organization patterns are used? What textual
features do I notice?
Semantic What word choices were made?
Were they effective? Why or why not?
Syntactic What types of sentences are used?
Do all sentences begin the same? Are there
sentences of different lengths?
Graphophonic What sounds/letters do I
recognize?
Other How can examining the elements help
me understand the message?
Assess and Reflect
Are students able to monitor their own
learning? Their use of strategies and language
cues and conventions?
Who am I creating this for? What is my
purpose?
How should I organize this text? What text
features do I need to include?
What words should I use to best convey my
message?
Have I used a variety of sentence types?
Sentence openers? Sentence lengths?
How well do I use sounds/letters to
communicate?
How can I use the elements to communicate
my message most effectively?
Are they given opportunities to reflect, react,
revise? Can they set goals for future learning?
Contexts
 Broaden and deepen students’
understanding of themselves, others, life
and the world
 Language learning happens within a
context…we communicate and think about
things -not as isolated skills
Contexts
 The contexts connect to the Broad
Areas of Learning and the Cross
Curricular Competencies.
 They help us get students to where they
need to be in their K-12 learning.
Students need opportunities to:
Learn to use language
Learn about language
Learn through language
What we do with students
before, during and after
engaging in a text will determine
their growth, engagement and
success.
We must continually ask ourselves if our students are thinking and learning,
and what we need to do differently in order to help them.
 Find your “restaurant” friends.
 Consider:
 How do we know students are thinking when they are viewing,
listening, and reading?
 How do we measure growth in the receptive strands?
Friendship Groups
1.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Roberta,
Cathie, Amanda
Alicia, Leanne,
Kathy, Charlie
Melissa, Alexis,
Danielle, Carmen
Carina, Lisa,
Nicole
Nadine, Alison,
Desiree, Raquel
Debbie, Amanda,
Raquel, Carmen
Alicia, Cathie
Leanne, Charlie
Melissa, Kathy,
Roberta, Desiree,
Carina, Alexis,
Lisa, Danielle
Nadine, Alison,
Nicole
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Leanne,
Alison, Nicole
Alicia, Roberta,
Carmen
Melissa, Cathie,
Alexis, Danielle
Carina, Amanda
Lisa, Kathy,
Nadine, Desiree,
Raquel, Charlie
Debbie, Leanne,
Cathie, Danielle
Alicia, Alison
Kathy, Amanda
Melissa, Alexis,
Charlie
Carina, Lisa,
Nicole, Raquel
Nadine, Desiree,
Carmen, Roberta,
We can’t see their minds at work so we must rely on
their behaviours…
 Are they engrossed in the text?
 Are they asking questions?
 Are they recording connections?
 Are they noting significant or key ideas from quotations,





illustrations, or a speech?
Can they summarize what they’ve read?
Can they make inferences?
Can they have deep conversations about what they are reading?
Are they open to other viewpoints?
Do they reread or revisit portions of the text?
We know our students have
learned something when they…
Get better at a skill over time…
 Listening, viewing, and reading closely
and thoughtfully
 Discussing topics and texts critically and
insightfully
 Creating and revising a variety of texts
 Choosing, using, creating and adapting
strategies for these skills
Pull together ideas/ concepts from a
variety of texts
 Using various texts to speak about, write
about, or represent a concept
 Putting together various concepts to create
a new concept or idea
Apply acquired strategies and
approaches to new situations
 Finding themes in a poem or illustration, or drama using
a strategy for finding themes in a story
 Using symbolism in a representation of their learning
 Using methods for holding thinking in their independent
novels
 Thinking critically about their own beliefs and values
Engage in metacognition and selfregulation
 Reflecting on their methods and learning
 Engaging in self-assessment and goal-setting
 Adjusting methods to be more successful in
their learning
 Find your “theatre” friends.
 Consider:
What are the characteristics of an
effective ELA program?
Post on chart paper.
Friendship Groups
1.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Roberta,
Cathie, Amanda
Alicia, Leanne,
Kathy, Charlie
Melissa, Alexis,
Danielle, Carmen
Carina, Lisa,
Nicole
Nadine, Alison,
Desiree, Raquel
Debbie, Amanda,
Raquel, Carmen
Alicia, Cathie
Leanne, Charlie
Melissa, Kathy,
Roberta, Desiree,
Carina, Alexis,
Lisa, Danielle
Nadine, Alison,
Nicole
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Leanne,
Alison, Nicole
Alicia, Roberta,
Carmen
Melissa, Cathie,
Alexis, Danielle
Carina, Amanda
Lisa, Kathy,
Nadine, Desiree,
Raquel, Charlie
Debbie, Leanne,
Cathie, Danielle
Alicia, Alison
Kathy, Amanda
Melissa, Alexis,
Charlie
Carina, Lisa,
Nicole, Raquel
Nadine, Desiree,
Carmen, Roberta,
An effective ELA Program…
 Focuses on grade-specific outcomes
 Provides meaningful contexts
 Encourages inquiry, questioning and efficacy
 Focuses on language
 Teaches critical and powerful learning strategies
 Includes a range of texts
Minimum of five units in five contexts
Five Contexts:
1. Personal and Philosophical
2. Social, cultural and historical
3. Imaginative and literary
4. Communicative
5. Environmental and technological
TYPE OF UNIT
NUMBER OF UNITS per YEAR
Multi-genre thematic
3 (minimum)
Multi-genre inquiry and/or
interdisciplinary
1 (minimum)
Author or genre study
1 (maximum)
Engaging in curricula
Identity, Community, and Social Responsibility
 Kindergarten:
“make connections; share and relate personal experiences”
 Grade 1:
“relate to own feelings, ideas, and experiences”
 Grade 2:
“make connections to prior learning and experiences”
 Grade 3:
“make comparison with personal experiences and across areas of
study”
Outcomes
CR _. 2 Viewing
CR _. 3 Listening
CR _. 4 Reading
CC _. 2 Representing
CC _. 3 Speaking
CC _. 4 Writing
AR _. 1 Reflect & Assess all strands
AR _. 2 Goal Setting
Indicators
Before, during, and after strategies
c. Cues and Conventions
b.
Engaging in curricula
With your “home” friends:
 Looking at the outcomes and indicators what are the “Whats”
(tasks),“Hows” (before, during, and after strategies) and
“Criteria”…where does this information come from?
Friendship Groups
1.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Roberta,
Cathie, Amanda
Alicia, Leanne,
Kathy, Charlie
Melissa, Alexis,
Danielle, Carmen
Carina, Lisa,
Nicole
Nadine, Alison,
Desiree, Raquel
Debbie, Amanda,
Raquel, Carmen
Alicia, Cathie
Leanne, Charlie
Melissa, Kathy,
Roberta, Desiree,
Carina, Alexis,
Lisa, Danielle
Nadine, Alison,
Nicole
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Leanne,
Alison, Nicole
Alicia, Roberta,
Carmen
Melissa, Cathie,
Alexis, Danielle
Carina, Amanda
Lisa, Kathy,
Nadine, Desiree,
Raquel, Charlie
Debbie, Leanne,
Cathie, Danielle
Alicia, Alison
Kathy, Amanda
Melissa, Alexis,
Charlie
Carina, Lisa,
Nicole, Raquel
Nadine, Desiree,
Carmen, Roberta,
Planning supports
How can I make sense of my year and the units I
will teach?
Supporting Documents
 “Task Sheets” (Unpacking- Stage 1 UbD)Comprehend & Respond and Compose & Create Outcomes:
 Includes:
 ELA Task
 BDA
 Knows & Do’s
 Essential Questions & Enduring
Understandings
 Connections with other Outcomes
Supporting Documents
 Rubrics (Stage 2 UbD)
Name ______________________________
CR1.2 Viewing
(explicit messages, feelings, and features in a variety of visual and multimedia texts)
Respond to and Analyze
Texts
Text
Information and Ideas
Structures
and Features
Great work! This is
going extra
well for you!
You did it and you
did it on your
own!
Good start. You are
beginning to
make sense of
this on your own.
You can do it. Spend
some extra time
with the criteria
and ask for help.
Identify Intent and
Appeal
Wow! You were able to Good job! You were
identify what the
able to identify
creator wanted to
what the creator
say with the
wanted to say with
the message.
message and
support your thinking
with evidence from
the viewing text.
You are starting to know
what the creator of the
message wants to say.
Think: What did the creator
of the message want to
say? Was the creator
successful?
Feelings
You were able to
You were able to
recognize the
recognize some of
feelings portrayed in
the feelings
the
portrayed in the
visual/multimedia
visual/multimedia
texts.
texts and appraise
the commonalities in
works by the same
creator.
You are beginning to
recognize some of the
feelings portrayed in
the visual/multimedia
texts.
Think: What feeling does
the creator want you to
have?
You were able to
interpret the key
information in
pictures, charts, and
other visual forms.
You were able to
identify the key
information in
pictures, charts,
and other visual
forms.
You were able to find
some of the key
information in pictures,
charts, and other visual
forms.
Think: What important
information is given in
this picture, shart,
photograph, physical
movement, icon?
You can explain the
purpose of this
representation.
You can tell the
purpose of this
representation.
Good start! Dig further to
find what the purpose
of the representation is.
Think: What was the
purpose of this
representation?
You are able to
evaluate the
difference between
daily life and life in
television shows,
cartoons and films.
You are able to
You are getting the idea
distinguish between
that there is a
daily life and life in
difference between
television shows,
daily life and life in
cartoons and films.
television shows,
cartoons and films.
View and Locate Key
Information (Explicit
messages)
Purpose of
Representation
Distinguish between
Fiction and Nonfiction
Think: Fantasy is not real.
Fact is real. What parts
were real (daily life)
and what parts were
fantasy (TV life)?
Now What?
Laying it all out there!
Assessment
Definition of assessment
What is assessment?
Why do we assess?
What do we assess?
Authentic assessment
 Authentic assessment clearly assesses the outcomes in a context
that reflects the actual learning experience. In other words, we
assess in the exact same way we have invited students to learn.
 Authentic assessment also invites us to ask how students may
come to apply the knowledge and skills they have gained and
assess them based on that information.
Assessment plan
 An assessment plan clarifies the learning destinations.
 It clarifies how evidence of learning will be collected –
through products, observations and conversations.
 An assessment plan is realized over the course of an entire
unit and, ultimately, over the course of a year.
 It aims to provide multiple opportunities for students to
demonstrate their learning.
 It clarifies how students will be assessed formatively and
summatively, how they will be offered feedback and how
their progress will be reported.
In the North East School Division we believe:

that effective instruction depends on high quality assessment. Therefore, we
expect all assessments to provide accurate and timely information about student achievement.
Each assessment must adhere to standards of quality that all staff know and follow.

the primary purpose of assessment is to improve student learning. It is the
expectation of the NESD that all assessments will be directly linked to specific student
learning outcomes, use assessment methodology appropriate for the subject/grade level, and
will allow for the effective communication of results.

that assessment can serve as a powerful form of instruction. By involving students
in the assessment and evaluation of their own achievement under direct supervision, teachers
can use assessment and feedback to help students progress towards meeting the expected
learning outcomes for each subject, at each grade level.

that a variety of assessment tools are considered appropriate for use within the
NESD. Any ‘grade’ should include varied forms of assessment.

that a differentiated approach allows all students to be assessed on student
learner outcomes in a manner that is appropriate to each individual.

that achievement and behavior should be assessed and reported separately.
Two approaches to thinking about
assessment
When thinking like an
assessor, we ask…
 What would be sufficient and
revealing evidence of understanding?
 What are the different types of
evidence I can use to assess student
learning?
 Against what criteria will I consider
work and assess quality?
 Did the assessments reveal and
distinguish those who really
understood from those who only
seemed to? Do I know why mistakes
were made?
When thinking like an activity
(only) designer, we ask…
 What would be fun and
interesting activities on this topic?
 What projects might students
want to do?
 What tests should I give based on
the content I taught?
 How will I give students a mark
and justify it to their parents?
 How well did the activities work?
 How did students do on the test?
Wiggins and McTighe (2005)
So how does assessment fit into
Understanding by Design?
Formative Assessment
Through what
multiple sources of evidence will students
demonstrate their understanding on a daily basis.
Summative Assessment
Is an
assessment of what students know and can do
according to the outcomes. It is a snapshot in
time, used for reporting.
Stage Two of the Planning process
Critical Evidence of LearningTwo – Critical
Evidence of Understanding
Once outcomes
are understood in
their complexity
and intent, it is
time to consider
how to assess
learning both
formatively and
summatively. It is
time to clarify the
learning
destination
(criteria).
Looking at rubrics
 With your park friends look at the four rubric samples
provided.
 All four rubrics were designed to assess the same task.
 What task are these rubrics assessing?
 What values do these rubrics communicate? What do they say
is most important about this task?
Friendship Groups
1.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Roberta,
Cathie, Amanda
Alicia, Leanne,
Kathy, Charlie
Melissa, Alexis,
Danielle, Carmen
Carina, Lisa,
Nicole
Nadine, Alison,
Desiree, Raquel
Debbie, Amanda,
Raquel, Carmen
Alicia, Cathie
Leanne, Charlie
Melissa, Kathy,
Roberta, Desiree,
Carina, Alexis,
Lisa, Danielle
Nadine, Alison,
Nicole
2.
3.
4.
5.
1.
2.
3.
4.
5.
Debbie, Leanne,
Alison, Nicole
Alicia, Roberta,
Carmen
Melissa, Cathie,
Alexis, Danielle
Carina, Amanda
Lisa, Kathy,
Nadine, Desiree,
Raquel, Charlie
Debbie, Leanne,
Cathie, Danielle
Alicia, Alison
Kathy, Amanda
Melissa, Alexis,
Charlie
Carina, Lisa,
Nicole, Raquel
Nadine, Desiree,
Carmen, Roberta,
Sticky note brainstorm
5 minutes
 Using the same rubrics, write down
your observations, comments or
questions about the rubrics provided.
 Put one idea/ sticky note.
 Sort sticky notes into general
categories of commentary/ questions.
Here’s what/ so what/ now what
10 minutes
 Choose three and use the following prompts to
reflect:
1) Here’s what we notice…
2) So what does this say
about rubrics/assessment/
learning, etc.?
3) Now what we propose is…
 Be prepared to share 5 minutes
RUBRIC
The continuum of learning…
Rubrics
A rubric is a criterion-based
scoring guide consisting of a fixed
measurement scale and
descriptions of the characteristics
for each score point.
 A rubric establishes a continuum of
learning for given criteria.
 It makes this continuum visible to
everyone.
 It articulates how learning can
continue.
Rubrics answer the questions:
By what criteria should performance be judged and
discriminated?
Where should we look and what should we look for
to judge performance success?
How should the different levels of quality,
proficiency, or understanding be described and
distinguished from one another?
Two types of rubrics:
Holistic rubric – Provides an overall
impression of a student’s work. These rubrics
yield a single score or rating for a product or
performance.
Analytic rubric – Divides a product or
performance into distinct traits or dimensions
and judges each separately.
Rubric Templates in ELA
Comprehend & Respond
Specific Criteria
Information & Ideas (I)
2. Text Structure &
Features (TS)
3. Respond to & Interpret
Text (R)
1.
Compose & Create
Specific Criteria
Message & Meaning (M)
2. Organization &
Coherence (O)
3. Style & Language
Choices (LC)
1.
CR: Information & Ideas (I)
 Understanding the ideas in texts by clearly, completely, and
accurately summarizing and explaining the explicit and
implicit messages and main ideas (including setting, main
characters, conflicts, events) in texts; citing details that
support the main ideas; making logical inferences;
interpreting obvious themes or author’s message logically.
 Refer to Key Language Cues and Conventions (Pragmatic,
Syntactic, Semantic/Lexical/Morphological)
CR: Text Features and Structures (TS)
 Understanding how texts are organized and presented for
effect (and use the text structures and features) to construct
meaning and evaluate craft and technique (e.g., elements) of
different types of text including visual (e.g., color),
multimedia (e.g., special effects), oral (e.g., tone), and print
fiction (e.g., autobiography, biography, informational,
newspaper, reference) and organizational structure within
different texts (e.g., problem/solution, compare/contrast,
cause/effect, order of importance, chronological).
 Refer to Key Language Cues an Conventions (Textual and
Other Cues and Conventions)
CR: Responding to and Interpreting (R)
 Responding to and interpreting texts by responding with
clear, complete, and accurate information that includes
specific references to the texts; offering reactions and
opinions about texts; making, explaining, and justifying
reactions and personal connections to texts; making explicit
and deliberate connections with previous knowledge and
experiences; giving opinions and making judgments
supported by reasons, explanations, and evidence; drawing
conclusions about ideas of the basis of evidence; making
logical interpretations of the author’s message; making and
supporting inferences about characters’ feelings, motivations,
and point of view.
CC: Message and Meaning (M)
 Message content or ideas (meaning) focuses on
straightforward ideas and information; provides relevant
details, examples, and explanations; generally is accurate and
complete; uses own words.
 Refer to Language Cues and Conventions (Pragmatic)
CC: Organization and Coherence (O)
 Introduces the topic and purpose; may provide some context;
sticks to the topic; provides easy to follow sequences with
related ideas grouped together (sequence is logical); uses a
variety of connecting words; creates a logical ending;
includes appropriate, required text features (e.g., titles,
headings, diagrams, illustrations); uses paragraphs that have
main ideas and supporting details.
 Refer to Key Language Cues and Conventions (Textual)
CC: Style and Language Choices (LC)
 Language conventions suitable for the text
 Refer to Key Language Cues and Convention
 Focus on:
o syntactic
o semantic/lexical/morphological
o phonological/graphophonic
o other cues and conventions
Remember:
Understanding is not yes or no; it is a
matter of degree.
It is a continuum!
Validity
 Validity is about the inferences we try to make
from particular assessment results, not about
the assessment itself.
 We want to sharpen the power of our
inferences about understanding.
Re-defining assessment
Look at your definition from
earlier today. Has anything
changed?
Formative Assessment & Feedback
Generating feedback
In pairs,
 Read the student exemplars
 Generate feedback or questions you might
share with students (15 minutes)
Digging deeper
 In your pairing, consider the following questions:
 What is important when offering feedback?
 What makes the process most successful?
 When is feedback ineffective?
 What additional information is important when
crafting feedback? (10 minutes)
Consider…
Timely and specific feedback is the
greatest contributing factor to
growth in learning and skills.
Enhancing our feedback
 These exemplars are from grade 1-3 students. They were
written mid year. They represent both males and females.
 The rubric you have been given articulates the criteria for this
writing assignment.
 With your partner, consider:
 How will your feedback change now that you have more
information?
 How and when you can imagine delivering it to the students?
 How could you use the rubric as Assessment as Learning,
Assessment for Learning and Assessment of Learning? (15 minutes)
Groups of four
 Combine with another group and share your
thoughts, findings and feedback.
 Consider:
 How can we use feedback to move every
student forward?
 (10 minutes)
Feedback…
 Comes before, during, as well as after the learning
 Is easily understood and relates directly to the learning
 Is specific, so performance can improve – not simply “do more” or






“do better”
Is not simply “making corrections” which is an ineffective practice
Involves choice on the part of the learner as to the type of feedback
and how to receive it
Is part of an ongoing conversation about the learning (timely)
Is in comparison to models, exemplars, samples, or descriptions
Originates from both teachers and learners
Is about the characteristics of learning and not about characteristics
of the student
Feedback ideas
 Traffic lights/ coloured cards (red, yellow, green, orange and




blue)
Dart boards (bulls eye, getting there, working on it, needs
improvement)
Highlighter (Pink – Tickled pink,Yellow – Goal area)
Error analysis – 3 wrongs and a right
Conversations, journal entries, rubrics, emails, peer feedback
sessions
Assessment & Reflection
The other outcomes….
GRADE 1
Assess &
Reflect
Great work! This is going extra You did it!
well for you!
Good start. You are beginning
to make sense of this on your
own.
You can do it. Spend some
extra time with the criteria
and ask for help.
Establish criteria
Is able to state the criteria
independently for the work
they are doing.
Is able to state the criteria,
with teacher guidance, for
the work they are doing
Needs help stating the criteria,
even with teacher guidance.
Make sure you know what is
most important.
Identify
successes
Is able to describe the things
that went well independently
Is able to describe the things
that went well, in
consultation with the
teacher.
Is unable to state the
criteria, even with teacher
guidance, for this task.
What do we need to do in
order to be good viewers,
listeners, readers,
representers, speakers or
writers?
Is unable to recognize
strengths on own. What did
you do well? What can you
do better?
Set goals
Needs a little help identifying
some strengths, even with
teacher consultation. What
went well for you? What did
you find easy?
Is able to set goals
With teacher consultation, is Needs a little help setting goals
independently. The goals are able to set goals that link to that relate to the work they
appropriate and display an
strengths and challenges.
are doing; has trouble linking
ability to reflect deeply on own
future work to current work
strengths and challenges
Take steps
toward goals by
applying
strategies
Has a clear and deep
understanding of how to
progress toward goals and
enthusiastically does so
With teacher consultation, is
able to identify steps needed
to address goals and then
take those steps
Needs help imagining how to
address goals and showing
movement toward goals, even
with teacher consultation.
What areas need work?
Respond to
feedback
Seeks feedback willingly and
applies new information to the
work they are doing; shows
strong reflective practices and
good listening skills
Approaches feedback with
an open mind and a
reflective manner; makes
decisions about how to
respond to feedback and
apply it to the work they are
doing
Is showing some skill in
responding to feedback
through reflection and good
listening; needs a little help
deciding how to apply
feedback to work
Is unable to set goals that
are appropriate and
specific; needs to spend
much more time practicing
reflection
Is unable to move toward
goals, even with teacher
consultation. Think about
the rubric for your work.
Where do you need to
improve and how can you
do it?
Much help is needed in
active listening and deciding
how to apply feedback to
work they are doing. What
did you hear? How can you
apply it?
Grade 2: Assess
& Reflect
Great work! This is going extra You did it and you did it on
well for you!
your own!
Establish criteria
Has an in depth understanding
of the criteria and how they
link to the work they are doing
Is able to state the criteria,
for the work they are doing
Identify
successes
Is able to describe the things
that went well.
Set goals
Has a specific understanding of
own strengths and how they
relate to the goals of the work
they are doing
Is able to set goals
independently. The goals are
appropriate and display an
ability to reflect deeply on own
strengths and challenges
Take steps
toward goals by
applying
strategies
Has a clear and deep
understanding of how to
progress toward goals and
enthusiastically does so.
As a result of group
discussion, is able to identify
steps needed to address
goals and then take those
steps.
Respond to
feedback
Good start. You are beginning
to make sense of this on your
own.
Needs help stating the criteria.
Make sure you know what is
most important.
You can do it. Spend some
extra time with the criteria
and ask for help.
Is unable to state the criteria
for this task. What do we
need to do in order to be
good viewers, listeners,
readers, representers,
speakers or writers?
Needs a little help identifying
some strengths. What went
well for you? What did you find
easy?
Is able to set goals, as a result Needs a little help setting goals
of the group discussion, that , even with group discussions,
link to strengths and
that relate to the work they are
challenges.
doing; has trouble linking
future work to current work
Is unable to recognize
strengths on own. What did
you do well? What can you
do better?
Is unable to set goals that
are appropriate and specific;
needs to spend much more
time practicing reflection.
How could you be a better
viewer, listener, reader,
representer, speaker, and
writer?
Is unable to move toward
goals. Think about the rubric
for your work. What
strategies do you need to
apply?
Needs help imagining how to
address goals and showing
movement toward goals, even
with group discussion. What
areas need work? What
strategies will you use?
Seeks feedback willingly and
Approaches feedback with an Is showing some skill in
applies new information to the open mind and a reflective
responding to feedback
work they are doing; shows
manner; makes decisions
through reflection and good
strong reflective practices and about how to respond to
listening; needs a little help
good listening skills
feedback and apply it to the deciding how to apply feedback
work they are doing
to work
Much help is needed in
active listening and deciding
how to apply feedback to
work they are doing. What
did you hear? How can you
apply it?
Grade 3: Assess
and Reflect
Great work! This is going extra You did it and you did it on
well for you!
your own!
Good start. You are beginning
to make sense of this on your
own.
Establish criteria
Has an in depth understanding
of the criteria and how they
link to the work they are doing
Identify
successes
Has a specific understanding of Is able to describe the things
own strengths and how they
that went well
relate to the goals of the work
they are doing
Needs a little help identifying
Is unable to recognize
some strengths. What went
strengths on own
well for you? What did you find
easy?
Set goals
Goals are appropriate and
Is able to set goals that link
specific and display an ability to to strengths and challenges
reflect deeply on own strengths independently
and challenges
Needs a little help setting goals
that relate to the work they are
doing; has trouble linking
future work to current work
Is unable to set goals that
are appropriate and specific;
needs to spent much more
time practicing reflection
Take steps
toward goals by
applying
strategies
Has a clear and deep
understanding of how to
progress toward goals and
enthusiastically does so
Is able identify steps needed
to address goals and then
take those steps
Needs help imagining how to
address goals and showing
movement toward goals. What
areas need work?
Is unable to independently
move toward goals. Think
about the rubric for your
work. Where do you need to
improve and how can you
do it?
Respond to
feedback
Seeks feedback willingly and
applies new information to the
work they are doing; shows
strong reflective practices and
good listening skills
Approaches feedback with an
open mind and a reflective
manner; makes decisions
about how to respond to
feedback and apply it to the
work they are doing
Is showing some skill in
responding to feedback
through reflection and good
listening; needs a little help
deciding how to apply feedback
to work
Much help is needed in
active listening and deciding
how to apply feedback to
work they are doing. What
did you hear? How can you
apply it?
Is able to state the criteria for Needs a little help
the work they are doing
remembering some of the
independently
criteria. Make sure you know
what is most important.
You can do it. Spend some
extra time with the criteria
and ask for help.
Is unable to state the criteria
for this project on own.
What is unique about this
text form? What is the same
as other text forms?
Summative Assessment
Summative assessment
 Find your partner.
 Consider:
 What are the differences and similarities between formative and
summative assessment in ELA?
 What are successes we’ve experienced in summatively assessing
learning in ELA?
Summative assessments
When we begin to think about the summative assessments, we try to
create tasks that require students to:
 Connect what they already know to new information
 Process ideas and information
 Personalize and transform the ideas and processes we’ve been
developing
 Demonstrate their competence with learning goals
If we haven’t taught it, we don’t summatively assess it!
How does determining the criteria
clarify the Learning Plan?
Criteria and teaching:
The essential link
 If we determine the destination before embarking on the
journey, we must ask ourselves how we can ensure every child
makes the connecting flights. What skills do they need to do so
(strategies)?
 It is our job to explicitly TEACH the understanding embedded
in the criteria and invite children to reflect on how they are
learning in addition to what they are learning.
The Learning Plan
MUST HAVES:
 Essential Questions to Frame the Learning
 Before, During & After Learning Strategies
 Pre Assessment, Formative Assessment, Summative Assessment
 Resources
Book leveling
Question & Answer
Why is book leveling a priority in our system?
It’s an effective strategy that
encourages children to read
independently. It allows students to
develop reading at their own rate.
Why doesn’t RAD provide teachers
with a reading level?
RAD measures reading
comprehension and strategies. The
information from RAD improves
instruction and provides your
students with the skills necessary to
become effective readers.
Can I level the RAD stories?
 Taking a look at the NESD book leveling criteria, you can
probably get an idea of the level the stories are at. Although
these stories are not in a “book” format, you can get a feel for
what level the story is at. If students are “fully meeting
expectations” in the RAD assessment in all the criteria, they are
probably reading at the following book levels. This information is
determined on the NESD criteria, not by the creators of RAD.
Leveling RAD stories:
RAD ASSESSMENT
NESD BOOK LEVEL
Grade 1 Initial: Getting Together
Level 3/4
Grade 1 Final: A Surprise
Level 10
Grade 2 Initial: A Special Bug
Level 12/13
Grade 2 Final: A Lovable Creature
Level 16
Grade 3 Initial: A Ride in the Sky
Level 17/18
Grade 3 Final: The Same or Different
Level 21
What is the purpose of book leveling?
 Book leveling is a strategy that can be
used in a number of ways to encourage
children to read independently and
fluently. Teachers may use book leveling
in guided reading, home-school reading
programs, and/or independent reading.
How do we level books?
 Utilize the books that are already in your grade 1-3 classrooms.
Begin by using the lists that are provided by the NESD, to give
you an idea of the types of books that fit certain levels. Then
begin sorting books using the NESD book leveling criteria that
is posted on Curriculum Corner. Books should be stored in
leveled containers or banker/cardboard boxes. The containers
must be easily accessible and durable for children to access the
books.
Do all schools need to level the books
the same?
 No, but we should be somewhat close to
the NESD Book Leveling Criteria. For
example, it would not make sense to have
the same book at a level 1 in one school and
at another school at a level 5, but you could
have the same book at a level 3 at one
school and at another school at a level 4.
What can we use as benchmarks?
 Any book or published program (i.e. Fountas & Pinnell) can be
used to bench mark. As long as you are completing a running
record and asking varying levels of comprehension questions.
Utilizing the RAD format of questioning may be a great start to
creating your own level of questioning. Be cautious that the
questions are at varying degrees. For example, we want
students to answer “right there” questions, and questions that are
“think, search, find”, “between the author and me” or “in my
head” type questions.
What if students move to another
school and their levels don’t match
up?
First off, the leveling shouldn’t be too
out of whack, and secondly, the
entering school should do a quick
running record and comprehension
check and be able to level the student.
Should book leveling be consistent
within a school?
Yes, this will build for better
transition of students, and sharing of
resources.
Should leveling be consistent within
the division?
Ideally, but near to impossible based
on the variety of books each school
has and based on the leveling that has
already been completed. We should
strive to be as close as possible.
How many books should we have at
each level?
This depends on the class size, but
approximately 20-30 books per level
is a good start.
Do we need to use the correlation
chart?
 The correlation chart is a guide to get you started. The data has
been compiled by publishers that have correlated their levels
with levels of other publishers. You need to use your
professional discretion and the NESD criteria. Not always will
the correlation chart match up with the NESD criteria. Make
your best judgment. Plus or minus a level is not a big deal.
twice?
Absolutely. We want students to
build confidence, and often reading a
book several times improves their
confidence.
How can our school get started?
 Develop a plan.
 Contact the Early Learning Coordinator to assist with the plan.
 Talk to your administrator.
 Purchase containers.
 Make labels.
 Contact volunteers to help.
 Compile your books in a central location.
 Set a date(s) to level the books.
 Determine a system of borrowing and returning the books.
 Establish a budget of books you need to purchase to enhance a level.
 Purchase books.
 Create an inventory of the books.
 Determine your benchmark books.
 Establish the running record forms and comprehension questions.
When does book leveling need to be
completed?
 In 2010-2011, a plan should be put in place with your
administrator. In 2011 -2012 schools should begin the process
of leveling books. By 2012-2013 schools should be using book
leveling as a strategy in their school and begin to develop
benchmarks. By fall of 2013, all schools will actualize the
strategy of book leveling and submit data to the NESD.
Collaboration and Reflection
How can I work with others in this journey and
be a reflective Early Learning Teacher?
Today was…
 I wish…
From here, I can…