Presentation on theme: "The Second Teacher: Putting Classroom Walls to Work for You Part 1 Diane Cepela, PhD 815.258.5251 Onevoiceone.wikispaces.com."— Presentation transcript:
The Second Teacher: Putting Classroom Walls to Work for You Part 1 Diane Cepela, PhD firstname.lastname@example.org 815.258.5251 Onevoiceone.wikispaces.com
Today: Ideology… A word about finding information from today… Poster – ology: What should visuals look like in your room? – Aesthetics of poster making – Wall Thoughts - poster placement Dos and Donts of ISAT Walls Contact information Relax, share, enjoy…
Lets think about this… We teach to the Illinois Learning Standards. The Assessment Framework guides us in our teaching of the Standards. The Assessment Framework is directly aligned to ISAT. Therefore – our teaching should be aligned to teaching to success on ISAT.
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What ISBE says… There are only 2 types of posters that cannot be displayed on classroom walls during ISAT testing. (For posters and classroom displays that are not specifically prohibited, we are relying on your professional judgment.) – Any poster that has step-by step instructions for answering a reading extended-response question--for example, the Reading Student-Friendly Rubrics. – Any poster that displays and defines those root words and affixes listed in the Illinois Assessment Framework for Reading. Students may not get out of their seats to refer to a poster or classroom display during testing. Test Administrators should not make reference to posters or classroom displays immediately prior to or during testing. Likewise, posters or classroom displays should not be added to the classroom immediately prior to the two-week test window. Posters or classroom displays may not be copied and moved to an alternative testing location which creates an artificial environment and may lead students to believe that they should use these during testing.
What Cannot Be On Walls? Reading – – Affixes with definitions – Step by Step Expository Writing – Writing Rubric Math – everything can be up but multiplication tables, etc cannot be on desks Anything your principal does not feel comfortable having…
Wall Thoughts - Visual Aids Print – never cursive ALL CAPITAL LETTERS IS LIKE SHOUTING – IS THAT WHAT YOU MEAN? Use upper and lower case letters Size matters – write large enough so that all may see – every place in the room
Wall Thoughts - Visual Aids Colors: Use blue, green, brown or purple for the letters Alternate between 2 colors for letters Every bullet point should have an icon – use yellow, orange, red, pink… Use 3 colors per page – Kinesthetic – use many colors Include pictures when you can…
Wall Thoughts - Visual Aids Use walls only – no ceilings, no clothes lines Print large enough so that all can read Keep like posters together - Genres, 12 powerful words… Keep reading with reading and math with math – 2 walls for reading, 1 for math. Refer to posters constantly; wall walk the last weeks before ISAT
Wall Thoughts - Visual Aids Wall use - Put posters up as you use them Refer to posters on the walls. By now you should be able to say, If it was during ISAT time and you forget what….is, where would you find it on our walls? Do a WALL WALK – talk to students. Do we need this poster on the wall? Where should we put it? Organize, organize, organize – get rid of posters that are good but not on ISAT.
STANDARD 1A – VOCABULARY DEVELOPMENT Words in Isolation Grade 3Year# of ItemsGrade 4Year# of ItemsGrade 5Year# of Items 1.3.01 Determine the meaning of an unknown word using knowledge of common prefixes, suffixes, and word roots (see Roots and Affixes List) (e.g., use knowledge of the prefix dis- to determine the meaning of disrespect). 2010 1.4.01 Determine the meaning of an unknown word using knowledge of common prefixes, suffixes, and word roots (see Roots and Affixes list) (e.g., using knowledge of the suffix –ish to determine the meaning of foolish). 2010 21.5.01 Determine the meaning of an unknown word using knowledge of prefixes, suffixes, and word roots (see Roots and Affixes list) (e.g., using knowledge of the suffix –ian to determine the meaning of guardian). 2010 20091 1 2008 1 1 2007 20061 1.3.02 Identify the word base of familiar words with affixes from Roots and Affixes list (e.g., misspelled, unfinished). 20101 1.4.02 Identify the word base of familiar words with affixes from Roots and Affixes list (e.g., precooked, realistic). 2010 1 20091 2 20081 1 2007 1 2006 1.3.03 Identify words that begin with the same sound (including consonant digraphs, different letters having the same sound, and silent letterse.g., knight and new). 2010 1.4.03 Determine the meaning of unknown compound words by applying knowledge of known individual words (e.g., watchman). 2010 2009 1 2008 1 2007 1 2006 1.3.04 Identify words having the same vowel sound (e.g., date and slave). 2010 2009 2008 2007 2006 1.3.05 Identify rhyming words with different spelling patterns (e.g., feet and neat, light and kite). 2010 2009 2008 2007 2006 1.3.06 Determine the meaning of unknown compound words by applying knowledge of individual known words (e.g., baseball). 20102 Reading – State Goal 1 (Reading Assessment Framework 2006 – 2010)
STANDARD 1C – READING COMPREHENSION Literal or Simple Inference Grade 3Year# of ItemsGrade 4Year# of ItemsGrade 5Year# of Items 1.3.20 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 201091.4.17 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 201091.5.16 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 20108 20099 9 6 20089 1020086 20078 6 10 20066 8 13 Reading – State Goal 1 (Reading Assessment Framework 2006 – 2010)
Reading Posters – Grade Level Specific Data Walls – class specific – Students need to know how they are performing – What their target is – Have a plan for getting there Student conferencing 3 times before ISAT
KWL - Inference Read passage (on grade level) by self Circle all the things (or use sticky notes for text) you wonder about. Write all over the story: – I had a dog once – I wonder if this dog is like mine? – What does scruffy mean? – How many characters are in this story? Fill out the Know and Wonder section of KWL Talk to a partner about what you just read with your wonders and knows…what can you change to learned? Find out what else you need to know – answer that. Teacher direction – what else do you need to know? Return to partner group and answer. Culminating Project, Synthesis and Metacognition… Talk, talk, talk – return to partner, class discussion, combine 2 groups
Keep it Simple Use the same graphic organizer each time Pictures and colors
Other Reading Posters Extended Response – see example in a minute (you cannot have step-by-step nor rubric up during ISAT) Grade Level Genres with Examples from class Story and Literary Elements with definitions and connections to work done in class Word walls with affixes done in colors – Prefix – Green – Root word – Blue – Suffix – Red – miscommunication Tricky Words – the way ISAT asks questions that might trick you…