Enabling Student Learning One Bite at a Time

Seven Strategies of Assessment for Learning Where am I going? 1.Provide students with a clear and understandable statement of the learning target. 2.Use examples and models of strong and weak work. Where am I now? 3.Offer regular descriptive feedback. 4.Teach students to self-assess and set goals. How can I close the gap? 5.Design lessons to focus on one learning target or aspect of quality at a time. 6.Teach students focused revision. 7.Engage students in self-reflection, and let them keep track of and share their learning.

Learning Targets I can describe how to design lessons to focus on one learning target or aspect of quality at a time. I can describe ways to teach students focused revision.

Are these in place? 1.Provide students with a clear and understandable statement of the learning target. 2.Use examples and models of strong and weak work. 3.Offer regular descriptive feedback.

Use them to do these: 5.Design lessons to focus on one learning target or aspect of quality at a time. 6.Teach students focused revision. But how?

Reading Standards for Second Grade: Fluency 4.Read with sufficient accuracy and fluency to support comprehension. a.Read on-level text with purpose and understanding. b.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I can read aloud well. I can read aloud with accuracy. This means…. I can read aloud at an appropriate rate. This means…. I can read aloud with expression. This means….

Practice Using the Rubric Focus on one aspect of quality at a time. Model and have students use rubric to critique you (emphasizing one aspect at a time) Have students pair up, read a selection of their choice and use rubric to give one another feedback on one aspect of quality. Have students discuss how they used rubric and language of rubric to help one another read aloud well. Have students talk about one thing they would work on now to improve their reading aloud.

Does everything need a rubric? No!

Reading: Integration of Knowledge and Ideas, Grade 1 8. Identify reasons an author gives to support points in a text. 1.What are the likely answers students will give to this question? 2.What issues/misconceptions would cause them to give those answers? 3.What would my next steps be with students who have each of those issues/misconceptions?

Big Ideas: Mostly for reasoning, skill, or product targets. Strategies 1-3 are part of and foundational to these activities/strategies. When you do these, it is critical for students to be involved in making the rubrics. Students need time to practice using what they have learned in various ways with models and with their own work.

Learning Targets I can describe how to design lessons to focus on one learning target or aspect of quality at a time. I can describe ways to teach students focused revision.