1. The Planning and Assessment Cycle
Assessment and planning are essential to the teaching/learning cycle. Assessment drives planning and instruction. It is ongoing and threaded through the entire process.
Refer to the 2 Enduring Understandings that talk about Assessment.
Make connections to work done yesterday on Enduring Understandings.
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2. 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
Junior learners bring a wealth of lived experiences, backgrounds, abilities and interests to enrich the classroom. They also exhibit a wide range of development: social, emotional, and cognitive. It is the job of the classroom teacher to build on the diverse strengths of their students and support them as they continue to develop into proficient, confident communicators.
This requires that classroom teachers get to know their students in two ways: both as individuals and learners. Yesterday, we identified a variety of strategies that may be used to get to know the individuals and develop that sense of a community of learners within the classroom setting.
Today we are going to look at getting to know and monitor our students as literacy learners. This will involve developing an understanding of the assessment and instruction cycle, the processes involved in literacy learning, and principles for assessment planning.
Through the development and implementation of a systematic and purposeful assessment plan, we are better able to implement a literacy program that meets the needs of all learners.
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3. 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, , pg. 45
When we talk about assessment, we must remember the purpose of assessment.
Directions for Presenter:
Invite participants to read the quote on the screen.
As this quote clearly points out, the purpose of assessment is to support the language development and learning of the junior student. In short – the purpose of assessment is to improve student learning.
We do this by using assessment data to:
identify student strengths and learning needs;
provide data for instructional decisions;
monitor student progress and performance;
provide ongoing feedback to students, colleagues, and parents;
monitor program effectiveness; and
later for evaluation and reporting purposes
By remaining focused, systematic and purposeful in our assessment practices, we can support student learning though the effective use of assessment data gathered.
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4. 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
The connection between assessment and instruction is critical. If our assessment does not result in improved learning, then the value of it greatly diminishes, and to go a step further is in fact a wasted opportunity. Developing a plan for assessment is necessary if we want to ensure that the data we are gathering is timely and reliable and will be helpful in truly informing our classroom practice.
Our goal as we assess students is to find out what students can do, and then support their next steps in becoming literate learners.
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5. Cross-curricular Literacy Connections
Health
Science
Reading
(and Viewing)
Writing (and
Representing)
Thinking
Music
Social Studies
Making
Meaning
Thinking
Thinking
Mathematics
Visual Arts
Literacy skills and content can be assessed across all curriculum areas.
Talking
and Listening
Drama
Dance
Physical Education
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6. 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.
Assessment is a complex task. This next activity will help us construct a shared understanding of the complexity and challenges faced in developing a comprehensive assessment plan.
Directions for Presenter: tell participants…
In order to prepare for this next activity you will need some space on your tables, so take a moment before we move on and clear your binders off your table.
Activity: Assessment Puzzle
Materials: (BLM 2.1.4) Provide each table (4-6 people) with an envelope with each of the following Assessment Puzzle pieces:
• Title - Planning With the End in Mind • Student questions
• Teacher questions • Improved Learning Graphic
• Planning Stages -unpack the curriculum, gather evidence, teaching for learning and ongoing assessment, evaluation and reporting
• Graphics for specific background for unpack the curriculum, communication strategies, gather the evidence, and teaching for learning
(Cont’d on next slide)
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7. 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.
Directions for Presenter: AS finished puzzle put up hand and get coloured puzzle to compare.
1. Allow approximately 8-10 minutes to discuss the pieces in the envelope and use them to construct a visual organizer that represents the group’s beliefs and thoughts about assessment.
2. Signal time is up.
3 Ask participants to take 2 minutes to visit 2 -3 other tables to view how others used the pieces to represent their views about assessment. This observation time should be done individually.
4. Have participants return to their home groups and share their observations (3 minutes).
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8. 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
Assessment is about Planning with the End in Mind. Sometimes known as backwards design or the Wiggins and McTighe model of Understanding by Design, this approach, of considering the desired destination and working from that, provides a framework for teachers to use as they construct assessment plans and instruction programs which will inform their classroom practice.
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9. Planning With The End In Mind
Teacher
How will I determine the level of my student’s learning and report on it?
On-going Assessment, Evaluation and Reporting
How will I know how well I did?
Communication
Teacher
What are my students expected to learn and be able to do?
What will I be learning?
Unpack the Curriculum
Improved Student
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
Teacher
How will I know my students are learning?
How will I know what I am learning?
Gather the Evidence
Assessment is a complex process of planning with the end in mind in order to support student literacy development.
“In an effective literacy program, teachers need good information about 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, using achievement charts as a guide. They determine ways to track student progress and to record the results for evaluation, reporting, and future planning.”
(Literacy for Learning: The Report of the Expert Panel on Literacy on Grades 4-6 in Ontario, 2004, pg. 47)
Surrounding the entire assessment process is a communication cycle reminding us of the importance of including all members of the learning community in this process; students, colleagues and parents. Working collaboratively in schools, and using the data gathered regarding student reading, we can better plan how to share the responsibility for student learning and plan instruction that will meet the needs of all learners. Junior students need to be actively involved in the assessment process and encouraged to reflect on how they can improve their literacy skills.
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10. Unpack the Curriculum What do I need to know about my students?
What are my students expected to know and be able to do?
As a teacher, the first step in the planning and assessment cycle is unpacking the curriculum:
what we know about our students as individuals and learners; and
what the curriculum expects students to know and be able to do.
Information we want to identify about our students includes:
the knowledge and understanding our students currently demonstrate with respect to reading, writing, vocabulary and use of oral language;
the strategies our students are using to communicate through reading, writing, speaking and listening;
and the interests of our students, and their attitudes towards reading, writing, speaking and listening;
The second part of unpacking the curriculum involves developing an understanding of the grade level expectations required:
What does the Language Curriculum state by grade and strand?
What literacy expectations are embedded in other subject area documents?
What are the key learnings, or essential outcomes students need to be able to demonstrate?
Finally, what students need to know and be able to do should be clearly communicated to students so that they:
share responsibility for their learning;
can establish the anticipatory set for their learning.
What will I be learning?
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11. How will I know I am learning?
Gather the Evidence
How will I know my students are learning?
How will I gather the evidence?
The second phase of the assessment cycle, “gathering the evidence”, focuses on developing a plan for the purposeful collection of evidence of student learning using a range of assessment strategies and tools.
Teachers must ask themselves:
How will I know what my students are learning?
How will I gather the evidence?
By planning what evidence is needed and how it will be gathered prior to instruction, teachers will know in advance what they will be looking for during the learning process.
Planning for gathering evidence of student learning must include:
evidence of learning before instruction, during instruction and after instruction;
multiple opportunities to demonstrate learning in a variety of ways.
Gathering the evidence should involve a variety of assessment tools and strategies including anecdotal notes, observations, and checklists.
Finally, how student learning will be assessed should be shared with students so students develop self-assessment strategies, and recognize when they are moving closer to their literacy goals.
How will I know I am learning?
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12. How will I learn and what help will I need?
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?
Teaching for learning involves using evidence of learning gathered in a systematic manner, to make appropriate choices of resources, instructional groupings, teaching approaches, and instructional foci in order to meet the needs of all students.
This third phase of the assessment cycle requires the teacher to reflect on their own instructional practice by asking the questions :
How will I help my students learn and respond if they are not learning?
How will I differentiate my program?
Analysis of the student data provides the teacher with opportunities to:
make developmentally appropriate decisions;
implement a program best suited to meet the needs of all students.
This phase requires teachers to be flexible and adjust instructional plans and approaches based on the on-going assessment of student learning.
Teachers need to help students realize that what they are learning is relevant to their development as proficient communicators.
How will I learn and what help will I need?
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13. 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?
The final phase of the assessment cycle is “on-going assessment, evaluation and reporting.” Assessment is an on-going process that teachers must plan purposefully to meet the needs of all students.
At various times teachers apply their professional judgment to evaluate a student’s achievement in relation to particular criteria.
Reporting is an opportunity for teachers to document a student’s achievement. The report card is intended to be a document that allows the classroom teacher to describe the highest, most consistent, most recent demonstrations of student learning. It should include evidence of student learning after instruction and multiple opportunities to practise.
Students should clearly understand and be able to identify their learning and achievement. This can be done through developing assessment tools collaboratively with students, clearly outlining the criteria for different levels of performance prior to assessment. Students require opportunities to self-assess using the same criteria that the classroom teacher will be using.
How will I know how well I did?
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14. 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 .
Participants will need the chance to reflect on their learning up to this point. This transition is an opportunity to do that.
Provide participants with the chance to read through the paragraph (handout) describing Planning With the End in Mind, Literacy for Learning, the Report of the Expert Panel on Literacy in Grade 4-6 in Ontario, 2004, p. 47.
Find a partner either at their table, or across the room (sense whether participants need a space change – which will also increase the energy level in the room) and share their GINTOT.
Management Moment: Be sure to indicate before participants move how you will call them back to their tables.
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15. 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.

16. Opportunities for Assessing Student Learning
Diagnostic Assessment
For learning
Formative Assessment
For learning
When talking about opportunities for assessment, teachers must consider the different times they can assess student learning. Each category of assessment is an integral part of the Planning Cycle and represents the necessary ‘ingredients’ for creating a program that meets the needs of all learners.
These three types of assessment comprise the Teaching/ Learning Road Map:
• Diagnostic assessment shows us where to begin the journey.
• Formative assessment tells us if we’re on the right path.
• Summative assessment shows us how far we’ve come.
Assessment needs to be fair and equitable, taking Special Education and ESL students into consideration.
Summative Assessment
OF learning
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17. 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?
Diagnostic assessment is like the “You Are Here” label on a map. It allows you to see where students are in terms of their current level of skill and knowledge. Diagnostic assessment is a time-saver: The teacher develops lessons from where the students are thereby increasing motivation and facilitating learning.
It is essential to collect diagnostic assessment data before instruction to ascertain what students already know/what they need to learn. This baseline data also allows the teacher to adjust instruction to best suit the needs of the students.
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18. (PM Benchmark, DRA, Miscue Analysis)
DIAGNOSTIC
ASSESSMENT
(BEFORE - tryouts)
CASI
(Example)
Running Records
(PM Benchmark, DRA, Miscue Analysis)
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.
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19. Assessment For Learning
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 is the regular, ongoing assessment during a unit of study or a term, which allows teachers to quickly identify students who may be struggling, or, conversely, those who would benefit from enrichment, and program accordingly.
Formative assessment serves as a “checkpoint”, a brief snapshot to determine understanding and address further needs during instruction. Timely, descriptive feedback is a determining factor in student achievement and encourages students to take responsibility for their own learning by showing them what they need to do to improve.
Formative assessment should include peer and self-assessment strategies, demonstrating that assessment is a shared responsibility among teacher and students. The process of discussing and reflecting on learning helps to create a community of learners.
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20. (Variety of genres - cross curricular reading)
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, Mini-lessons, 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?)
Make reference to page 48 Figure 9 (Expert Panel Report)
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21. Assessment Of Learning
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 gives teachers information about the learning after instruction. It can be used to evaluate achievement for reporting purposes.
This form of assessment facilitates professional reflection:
What did students learn?
Did students learn what I wanted them to learn and if not, why?
How can the unit be improved to support student achievement?
What are the next steps for the students?
The key point about summative assessment is that it occurs after much instruction, practise and feedback and should therefore assess what students have learned. This could occur throughout the learning process.
Summative assessment is not meant to be punitive. Students should be assessed on previously taught material, which they have had ample opportunity to practise, and receive feedback. In order to be effective, feedback must be explicit, immediate and on-going.
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22. (AFTER INSTRUCTION- game)
SUMMATIVE
ASSESSMENT
(AFTER INSTRUCTION- game)
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?)

23. 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
Explain to participants that they will be given the opportunity to consolidate what we have just discussed through a structured reading and dialogue activity using a process called First Word, Last Word.
To begin, they will read independently Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2004, pages 50 and 51.
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24. Activity: First Word, Last Word
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 cross-talk, 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.
After participants have had adequate time to read the two pages and mark their VIPS (very important points), explain this process for them and provide 8-10 minutes to carry this out. Identify at the start that in this situation there isn’t adequate time for all of them to have the first and last word, but that when working with teachers they would want to ensure this section had adequate time.
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25. 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?
Allow participants to discuss in their group how this process could be used in the junior classroom and advantages to using it with junior students.
This discussion may be debriefed in large group or left in small groups.
Some advantages to using this process:
It can be used in any situation when students are asked to respond to something they have read, viewed or participated in.
The structured dialogue process deepens understanding for all participants.
The first word, last word participants have the advantage of hearing other participants respond before explaining their choice.
Everyone is going to get a chance, so participants can relax and listen deeply knowing their turn will come to contribute
It provides an opportunity for all students to participate, not just those who might typically do so.
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26. Planning for Assessment
When will I gather evidence of student learning?
Assessment Before,
During and Of Learning
The first consideration when developing an assessment plan is determining when you will gather evidence of student learning?
As identified earlier, assessment needs to occur at all stages of the learning process, for different purposes and with different results.
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27. Assessment Before, During and Of Learning
Diagnostic Assessment
FOR learning
OF learning
Formative Assessment
Summative Assessment
At this point it is important to highlight the difference between assessment and evaluation. There is a clear distinction between these two terms.
Assessment is the on-going systematic gathering, recording and analysis of information about a student’s learning, using a variety of strategies and tools. The teacher assesses a student’s progress throughout the term, using a variety of strategies and tools. This on-going assessment is used as the basis of program development and modifications throughout the course of a unit of study.
Evaluation involves making a judgment about the level of a student’s learning on the basis of assessment data, and assigning a level, grade or mark. The judgment is based on the student’s highest, most recent, most consistent performance. The teacher evaluates a student’s progress usually at the end of a term basing the evaluation on the student’s best, most consistent work.
While a teacher will need to continually assess student learning through a variety of ways, it is not necessary, nor appropriate for a teacher to evaluate every demonstration of student learning throughout a unit.
Evaluation
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28. 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
The second consideration when developing an assessment plan is determining how students will demonstrate their learning.
The effective use of strategies allows the teacher to gather student learning in many ways.
Evidence is gathered through student demonstrations of what they are able to SAY, WRITE or DO. In planning for assessment, teachers will want to identify strategies that are most appropriate for the expectations and learning goals established at the outset of the unit of learning.
These expectations for what will be assessed within any task, need to be clearly communicated, and instruction provided for, or created with students in advance of the task being assigned.
Teachers need to think about what fair and equitable assessment looks like for all students including Special Education and ESL learners. Considerations include such things as prior knowledge, vocabulary, and life experiences.
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29. How will students demonstrate their learning?
SAY
Strategies
Strategies provide specific ways for students to demonstrate their learning.
WRITE
Strategies that gather evidence of what students know through what they SAY (click to see arrow) allow for in-depth questioning, encourage students to explain their reasoning, allow for oral communication and provide an avenue to examine the depth of understanding that a student possesses. Examples of SAY strategies can include a readers’ theatre performance, literature circle conversations, interviews with peers or community members, oral presentations or student conferences, both formal and informal.
Evidence of student learning gathered through what a student can WRITE (click to see arrow) can allow for clarity of thought and expression in written form, when adequate time is provided. Students may be asked to demonstrate a new text form of writing, accuracy of information included in a report or procedure, the development of voice in a narrative piece of pros, or an analysis or reflection of a media work they have viewed or listened to as part of their class experience.
The final type of evidence gathered is through what a student is able demonstrate or DO (click to see arrow). This type of assessment can determine a student’s ability to demonstrate the application and integration of complex skills involved in literacy. This is the preferred method for authentic performances involving the integration of knowledge and skills across the range of literacy areas.
With any of these strategies, the teacher must be clear from the outset what they are looking for as evidence of student learning and use those to guide their collection and analysis of evidence. DO
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30. 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?
The third consideration in planning for assessment is determining how the evidence of student learning will be analysed and recorded. The terms assessment tools and strategies are often tossed around to mean one in the same thing. There are in fact differences between tools and strategies. We have talked about assessment strategies as the method by which we gather evidence of student learning. Assessment tools are then what the teacher uses to record the assessment information gathered through the use of various strategies.
Tools
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31. How will I gather and analyse evidence of learning?
Anecdotal Records
Tools
Tools are what a teacher uses to record and/or categorise observations.
Checklists
Assessment tools include 4 types appropriate for use with junior students; anecdotal records, rating scales, checklists, and rubrics. These assessment tools help teachers analyse what students are able to do against sets of “look fors” by providing a clear picture of what learning should look like in the form of criteria and indicators. With any assessment tool, the teacher must be clear from the outset what evidence of student learning they are looking for and use that criteria to guide their collection and analysis of evidence. Assessment tools provide clarity for the teacher as well as the students as they become more involved in the self-assessment and monitoring of their own learning.
During diagnostic and formative assessment it is more likely a teacher will use anecdotal records, checklists and rating scales to capture what learning a student is demonstrating and then use these records to determine instructional next steps. Rubrics will be added to the assessment toolbox when teachers and students are ready to determine the specific level of a student’s achievement. Rubrics are best used as an assessment tool during the summative phase of assessment for complex tasks requiring the integration of a number of areas of learning. They should be shared or created with students when the activity is introduced. Teachers may use rubrics with students in the formative phase as benchmarks for student self-assessment and to determine further instructional needs. Conferencing with individual students is a powerful assessment strategy.
Rating Scales
Rubrics
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32. 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?
The final consideration that must be made when planning for assessment is determining that the evidence gathered truly reflects students’ learning.
Teachers need to plan for multiple and varied opportunities for students to demonstrate their learning over time.
Tools
How can I ensure the evidence truly reflects the students’ learning?
Multiple and varied
opportunities
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33. 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
Students require many opportunities to demonstrate what they have learned and in a variety of ways and contexts. Gathering data with a variety of tools, over time and in a variety of contexts, will ensure that the assessment is fair and inclusive and an accurate reflection of students’ learning.
By providing students with multiple opportunities to demonstrate their learning, teachers are able to continually monitor student achievement, provide students with timely feedback, and to make modifications to instruction so as to support further learning.
In addition to multiple opportunities, teachers need to plan for students to demonstrate their learning in a variety of ways, considering Say, Write and Do. This provides students with multiple ways of “showing what they know” through a variety of strategies, involving a range of multiple intelligences and learning styles.
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34. 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?
Sum Up
Planning for assessment is a complex process that needs to be thought of prior to instruction. By considering these four questions and the accompanying principles of assessment, teachers can feel confident the assessment plan they have prepared will support student learning.
Tools
How can I ensure the evidence truly reflects the students’ learning?
Multiple and varied
opportunities
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35. Video-clip: Student Assessment
Show video-clip on ‘Student Assessment’ from Shared Reading video.
Directions to Presenters:
Have participants observe how the teachers in the video reflect on their ongoing assessment in order to influence their instructional decisions.
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36. Strategies for students to
Activity: Triple Venn
Brainstorm strategies through which students can demonstrate their literacy learning. Consider the following:
Say Do
Write
This activity will provide us with the opportunity to consider how many different and varied ways we can provide for students to demonstrate their learning across all aspects of a rich and comprehensive literacy program.
Activity: Sort with triple venn and stickies (classroom activities or strategies)
NEXT GO TO Critical Literacy Slideshow
Strategies for students to
Say, Write and Do
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37. Activity: Carousel Brainstorm
Brainstorm strategies through which students can demonstrate their literacy learning Consider the following:
(Example) Say R
Share reflections during a reading conference W
Identify the features of a procedural text
S & L
Participate in a literature circle.
Alternate activity
Directions for Presenter:
Materials:
BLM 2.1.5
Multiple charts posted around the room, labeled SAY, WRITE or DO at the top and down the left side R (read), W (write) and S&L (speaking and listening), 1 marker per station (different colours), auditory signal (e.g. music, chimes)
Have participants call off at their tables “say, write or do”.
At the signal have participants select a chart to move to with the same title as they called off, ensuring that there isn’t anyone from their group at the same chart, and that there are at least 3 but no more than 5 people per chart.
Provide groups with 5 minutes at the first station to brainstorm and record all the strategies they can think of that fit that category of assessment.
Use a signal (identified earlier) to indicate groups should move to the next chart, review the previous group’s contributions and add any of their own that are different. (decrease the time for the two subsequent rotations)
Signal and rotate one last time so all groups move through each of SAY, WRITE and DO.
Have groups move to a designated SAY, WRITE, DO area taking their last chart with them. Post charts and review individually. While reviewing, ask individuals to identify a new strategy they are going to incorporate in their classroom assessment practices(gee, I never thought of that) they’ll take back to their home group.
Participants move back to their home group and share their reflection they picked up in the final step.
NEXT Critical Literacy – Melody and Lianne 1.2
Strategies for students to
Say, Write and Do
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