Formative assessment practices that help students think and teachers teach between the lines

for Groton Elementary SchoolSeptember 21, 23 & 24, 2010

Session Objectives:

• To deepen our understanding of inference and formative assessment;

• To practice and examine prediction as a form of inferential thinking;

• To practice and examine the Learning from Student Work protocol.

Rewrite the text in your own words, substituting the nonsense words with real words.

Fluky Flan flubbed and flanned without fubbing. He slipped on a blute and broke his sark. He was rushed to a hod in a sneed that ran every red light. Fluky Flan no longer flubs or flans due to his binny.

Tatum, Alfred. Teaching Reading to Black Adolescent Males.

Background Knowledge:

Academic:• Domain (Biology)

• Topic (amphibians)

• Concept (biogenesis)

• Vocabulary (metamorphosis)

• Text Features --External (e.g. title) --Internal (e.g. text

structure)

• Reading process (strategies)

Non-academic:• Life experiences• Attitudes → EFFICACY• Motivation• Interests• “practical

intelligence” (ex: best back-road to avoid

construction on Route 96)

Sternberg and Wagner (1986); www.ncrel.orgMarzano.(2004). ASCD.

Strategic Readers

• Understand reading as a meaning-making process;

• Use multiple cueing systems (visual, structural, meaning, and background knowledge);

Tatum, Alfred. Teaching Reading to Black Adolescent Males.

• Put the text in their own words to check comprehension.

Inference

+ = IBackgroundKnowledge

Text Clue comprehensi

on

S-O-S Summary:

• Read the statement.• What’s your opinion?• Support your opinion with

evidence.

Predictions help readers comprehend text.

1. Write the title of the text on yourworksheet:

“Terra-Cotta Soldiers Stand Guard”

2. Note your background knowledge

3. Make at least 3 predictions about what you expect to learn.

Qin Shi Huang, the first emperor of China

http://www.crystalinks.com/chinahistory.html

http://en.wikipedia.org/wiki/Terracotta_Army

http://en.wikipedia.org/wiki/Terracotta_Army

1. Revisit your predictions and mark those that have been confirmed (+).

2. Add a new prediction.

http://en.wikipedia.org/wiki/Terracotta_Army

http://en.wikipedia.org/wiki/Terracotta_Army

http://en.wikipedia.org/wiki/Terracotta_Army

http://en.wikipedia.org/wiki/Terracotta_Army

http://www.new7wonders.com/classic/en/n7w/results/

1. Revisit your prediction(s) and mark those that have been confirmed (+).

2. Pair and share one prediction that was confirmed.

What kinds of things do we predict?

Non-Fiction Fiction

The kinds of things we expect to learn:

The kinds of things we expect to happen:

Why revisit our predictions?

Harvey, S. and Goudvis, A. Strategies that Work. 108.

Miller, Debbie. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland: Stenhouse, 2002.

S-O-S Summary:

• Read the statement.• What’s your opinion?• Support your opinion with

evidence.

Predictions help readers comprehend text.

Let’s Reflect:

• Which performance indicators did this lesson target?

NYSED.gov

Instruction

Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009.

http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt

Instruction

Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009.http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt

•Oral language

•Questioning

•Writing

•Projects & performances

Learning fromStudent Work

Instruction

Heritage, Margarete. “Formative Assessment.” Iowa High School Summit. 2008.18 June 2009.http://www.aea13.org/IowaHighSchoolProject/High%20School%20summit.workshop.ppt

Facilitator:

• Timekeeper• Participant or non-participant

Presenting Teacher:

• Select student work

• Establish a context for sharing

Support Teacher R & R:

• Observe the student work--FACTS• Interpret the student work –

INFERENCES

• Consider the gap• Offer feedback

“I’m wondering if…”• Share possible instructional

adjustments