Assessment and Concepts About Print January 23, 2012

Announcements Criminal Background Check Go to Gateway in ICampus and print off the page that shows you have met the CBC requirement Tutoring Kit questions or great finds?

Identify Big Ideas Discuss Assessment Cycle and Constructive Assessment Define Concepts About Print Identify methods for Assessing Concepts About Print (CAP) Discuss the nature of technology in classrooms today Discuss Web Literacy

Something to think about…  In small groups of 4-5, discuss you’re the readings for today. In addition to discussing the key ideas on your I read, I thought, consider the following questions in your discussion. We will come back as a large group to discuss you thoughts.  What are most salient ideas/ themes?  How do these ideas connect to teaching? To students?  How do you see this ideas influencing your instruction?  How is this different from what you know about “school”/ “doing school”

“Kidwatching” Building an insider view of the community Understanding how lang. & lit. develop Organizing a rich environment for learning Interacting with children Observing and documenting children’s knowledge Analyzing data Fostering children’s self-evaluation Engaging in self-evaluation of teaching Using evaluation to inform instruction

Observation Purposes Importance for teachers for supporting children’s literacy development Kinds – “cold” – “participant” Considerations – Permission/Entree – Comfort zone

“Shut up and teach!” Teaching as talker (lecturing) Assumptions: – Teacher is knowledgeable one – Learning is a process of filling students’ minds – Literacy is a thing to be given to someone Teaching as listener/ observer Assumptions: – Teacher must learn from and about students in order to support learning – Learning must be based on what children already know – Literacy is a social practice (not a commodity or object)

Big Ideas: Teacher Discourse Being a “constructive evaluator” Assessment as “social interaction” The “language of assessment” Trust, power and control Trajectory- “Where was I?” Where am I now?” “How did I get there?” The Implications of teachers’ responses

Building an Insider View: Social Imagination “The ability to read others” “…. The possibility of understanding our own and others’ experiences from that many more vantage points” “Valuing, exploring, and appreciating multiple perspectives in the classroom.” (Johnston, Knowing Literacy, 199?, Owacki & Goodman, Kidwatching, 2002)

Assessment Assessment: What do you know about assessment? How is it used? What materials/tools do teachers use to assess students? Ideas from Kidwatching – What is Kidwatching? – What can we learn from it? – How does it differ from other types of assessment you’ve experienced?

Assessment Cycle Observe and assess Score and analyze assessment(s) Sort and sift data within assessments. Look for patterns: OVERALL Write and prioritize instructional goals Find instructional strategies Write lesson plans Instruct

Use this to list the assessments that you have learned about and how you might choose to apply them to tutoring with your student. Consider what it is you want to know and the purpose of the assessment. What does this assessment designed to do? What information can you get from it? How does it fit in with other assessments? Why give this assessment? (what is the purpose; which of 6 language arts can you gather information about? ) What changes need to be made? (what are the pros/cons of this assessment?) What do you still need to know?

Concepts About Print Shout Out – What do people need to know and be able to do in order to access printed texts?

Concepts About Print What are concepts about print? – Print orientation – Letter identification – High frequency words – Writing Spree – Dictation What tools do we have to help us assess a child’s understanding of concepts about print?

Next Time  CW 3,4,5  Bring CBC page  Work on your Tutoring Kit

Day 2 Any great finds? Concepts about Print- revisted Digital Literacies

Let’s Try It- CAP Video: Harrison’s VoiceThread orHarrison’s VoiceThread or &title=Reading_with_two_children &title=Reading_with_two_children Make a “checklist” of a few things you might expect to observe regarding print orientation. What do these children know about print and books?

Ideas for teaching CAP Class books Environmental Print Charts Shared Reading and Read-alouds Other ideas from the reading or other classes that you may want to try?

Divide into groups of 4 Share ideas from Digital Storytelling – Make connections – Ask questions Make a list of “Big Ideas” from each reading and discuss how this might impact your work with children?

Big Ideas Chart So what does all of this mean for us? What will this look like when we are working with our students?

Something to Ponder…. Turn and talk: What does this mean for you as a teacher? Share which tools you are familiar with, which ones you have actually used and what some of your reservations are. Consider some other perspectives. What might other teachers, students, administrators, parents.

Illinois Professional Teaching Standards #4 Planning for Instruction- The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.  4E. Understands how to integrate technology into classroom instruction.  4F. Understands how to review and evaluate educational technologies to determine instructional value.  4G. Understands how to use various technological tools to access and manage information.  4H. Understands the uses of technology to address student needs.  4N. Incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.  4Q. Uses teaching resources and materials which have been evaluated for accuracy and usefulness.  4R. Accesses and uses a wide range of information and instructional technologies to enhance student learning.

Illinois Professional Teaching Standards #6 Instructional Delivery - The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.  6C. Knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.  6K. Uses a wide range of instructional technologies to enhance student learning.  6N. Uses technology appropriately to accomplish instructional objectives.

Classrooms and Instruction are changing  The use of Web 2.0 tools affects both the learning and teaching environment.  Literacy instruction is no longer limited to paper and pencil, basals, and books. Today's student is accustomed to being a producer of text, not just a passive consumer.  Students have to "shut down" to come to school  Web 2.0 tools provide authentic literacy learning experiences for students  Students can have a world-wide audience  Students can collaborate with students from anywhere in the world  Web 2.0 tools are designed to be easy to use, produce, edit, create, and share  Web 2.0 tools are FREE!

Identity and Agency Turn and talk-

For next time Read Miscue Made Easy PKT pgs IR Bring a pencil