Day 3 in seminar on reading assessment - what works in supporting and improving student learning.

1. A Systems Look at Reading
Growth
MRCL
Oct
2
&
3,
Dec
8,
2014
Faye
Brownlie
h>p://www.slideshare.net/
FayeBrownlie/mrlcoctreading

2. Learning Intentions
• 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
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. • Select
a
statement
from
one
of
the
following
slides.
• Write
down
1-­‐2
sentences
about
why
you
chose
this
statement:
– How
does
it
resonate
with
you?
– What
does
it
look
like
in
your
pracNce?
– What
is
the
challenge
inherent
in
the
statement?
– What
is
the
significance
of
the
statement?

4. Reading Assessment
• The
end
goal
of
teaching
reading
is
to
create
readers
who
read
with
understanding
and
who
choose
to
read;
the
end
goal
of
a
reading
assessment
is
to
determine
the
strengths
and
areas
to
strengthen
of
a
student’s
reading
with
understanding.

5. • Assessment
should
allow
students
to
exhibit
their
strengths.
• Students
should
know
the
purpose
of
the
assessment.
• Assessments
should
mirror
the
best
of
what
we
know
about
teaching
reading.
• More
Nme
should
be
spent
on
formaNve
assessment
than
on
summaNve
assessment.

6. • The
skills
required
for
fluency
and
effecNve
decoding
are
important
as
building
blocks
to
understanding,
not
as
independent
aspects
of
reading.
• Background
knowledge
affects
understanding
tremendously.
• When
assessing
fluency,
students
should
have
had
an
opportunity
to
pracNce
first.

7. • Find
a
partner
and
discuss
your
chosen
statement
with
them.
– 10
minutes

8. Formative Assessment
• InformaNon
gained
from
an
assessment
should
be
used
to
influence
instrucNon
–
or
the
assessment
is
not
worth
doing.
• Assessments
should
not
be
too
Nme-­‐
consuming
as
we
need
to
get
on
with
the
teaching.
• Feedback
is
the
heart
of
assessment
–
– Feedback
from
the
student
to
the
teacher
– Feedback
from
the
teacher
to
the
student.

9. Putting into Practice
• Reconsider
the
learning
intenNons
from
Oct.
– What
worked?
– What
did
you
find
out
about
your
students?
– How
did
you
use
the
informaNon?
– What
were
the
challenges?
– How
did
you
conquer
the
challenges?
• 20-­‐30
minutes
• Quick
share:
ONE
success,
ONE
challenge

10. Learning Intentions
• 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
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.

11. Learning Intentions
• I
have
a
be>er
understanding
of
how
to
use
data
from
reading
assessments
to
guide
teaching.
• I
am
be>er
able
to
use
formaNve
assessment,
day
by
day,
in
reading
instrucNon.
• I
have
a
plan
to
try
a
new
strategy
or
structure
to
enhance
reading.

12. • How
does
the
informaNon
I
am
collecNng
INFLUENCE
my
instrucNon?
– Not
numbers
– Not
sorNng
– Not
reporNng
out
– INFORMATION
–
can
do
and
needs
to
do
• So
I
need
to
know
TARGETS

13. • What
does
the
research
say?
• What
counts?

14. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecNve
than
wri>en
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

15. You’re
born
with
what
you
got…
and
that’s
that!
It’s
fixed......or…

16. Your
brain
is
like
a
muscle.
It
can
grow…and
will
with
pracNce

17. • How
do
you
find
Nme
in
each
lesson
to
provide
1:1
feedback
for
all
students?

18. Features
of
High-­‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opNons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraNve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wri>en
• the
meaningfulness
of
the
acNviNes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995

19. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

20. Response To Intervention:
Literacy Framework
[Whole
Class
–
Small
Group
–
Individual]
[One-­‐to-­‐One]
[Small
Group
–
Individual]

21. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

22. Universal Design for Learning
MulNple
means:
-­‐to
tap
into
background
knowledge,
to
acNvate
prior
knowledge,
to
increase
engagement
and
moNvaNon
-­‐to
acquire
the
informaNon
and
knowledge
to
process
new
ideas
and
informaNon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

23. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001

24. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
EducaNonal
Leadership,
March
2012
6
elements
of
instrucNon
for
ALL
students!

25. 1.
Every
child
reads
something
he
or
she
chooses.

26. 2. Every
child
reads
accurately.
-­‐intensity
and
volume
count!
-­‐98%
accuracy
-­‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all

27. 3. Every
child
reads
something
he
or
she
understands.
-­‐at
least
2/3
of
Nme
spent
reading
and
rereading
NOT
doing
isolated
skill
pracNce
or
worksheets
-­‐build
background
knowledge
before
entering
the
text
-­‐read
with
quesNons
in
mind

28. Merchant of Venice, Act 1, Scene ii
with Mark Smith and Ben Pare
• Antonio
• Bassanio
• PorNa
• Nerrissa
• Merchant
of
Venice

29. • Themes:
– Love
– Roles
– Prejudice

30. Lesson Design
• Whip
around
from
yesterday
(Act
1,
Scene
i)
• ClarificaNon
and
quick
write
• Themes
introduced
• Think
aloud
(PorNa’s
second
speech)
• Quick
write
–
from
phrase
• Overview
with
graphic
text
• Quick
write
–
would
you
open
the
lid?
• Read
scene
with
a
partner
or
alone

42. Building Deeper Connections
• Grade
2
with
Kinder
Mann,
Burnaby
• Explain
how
connecNons
help
us
deepen
our
understanding
of
a
story.
• Make
connecNons
with
the
cover
• Give
kids
a
post-­‐it
note
with
their
name
• Read
the
story
as
kids
silently
place
their
post-­‐it
notes
when
they
make
a
connecNon.
• Reread
the
‘improved’
story
now
that
it
is
richer
with
all
our
connecNons.
• Write
about
your
connecNon
with
the
story
–
one
that
really
helped
you
think
more
deeply
about
the
story.

43. Ralph
Tells
a
Story
–
Abby
Hanlon

49. How can I help my students
develop more depth in their
responses? They are writing
with no voice when I ask them
to imagine themselves as a
demi-god in the novel.

50. How can I help my students
develop more depth in their
responses? They are writing
with no voice when I ask them
to imagine themselves as a
demi-god in the novel.

51. Students need:
• to ‘be’ a character
• support in ‘becoming’ that
character
• to use specific detail and precise
vocabulary to support their
interpretation
• choice
• practice
• to develop models of ‘what works’
• a chance to revise their work

52. The Plan
• Review scene from novel
• Review criteria for powerful
journey response
• Brainstorm who you could be in
this scene
• 4 minute write, using ‘I’
• Writers’ mumble
• Stand if you can share…
• What can you change/add/revise?
• Share your writing with a partner

58. 4. Every
child
writes
about
something
personally
meaningful.
-­‐connected
to
text
-­‐connected
to
themselves
-­‐real
purpose,
real
audience

59. 5.
Every
child
talks
with
peers
about
reading
and
wriNng.

60. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-­‐different
kinds
of
text
-­‐with
some
commentary

61. 1. Every
child
reads
something
he
or
she
chooses.
2. Every
child
reads
accurately.
3. Every
child
reads
something
he
or
she
understands.
4. Every
child
writes
about
something
personally
meaningful.
5. Every
child
talks
with
peers
about
reading
and
wriNng.
6. Every
child
listens
to
a
fluent
adult
read
aloud.

62. • Reading Next: A Vision for Action and
Research in Middle and High School
Literacy – Biancarosa & Snow, 2004
• Instructional improvements

63. 1. Direct,
explicit
comprehension
instrucNon
2. EffecNve
instrucNonal
principles
embedded
in
context
3. MoNvaNon
and
self-­‐directed
learning
4. Text-­‐based
collaboraNve
learning
5. Strategic
tutoring
6. Diverse
texts
7. Intensive
wriNng
8. A
technology
component
9. Ongoing
formaNve
assessment
of
students

64. • Working
together,
teachers
can
develop
lessons
and
acNviNes
that
reach
more
learners.
Most
importantly,
we
design
learning
sequences
that
be>er
engage
our
students
while
we
become
more
strategic
in
our
teaching.
• It’s
all
About
Thinking
–
Brownlie
&
Schnellert

65. Resources
• Assessment
&
Instruc-on
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
Conversa-ons,
Though<ul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani-es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011