The Planning and Assessment Cycle. In the Backpack of the Junior Learner Literacy knowledge and skills Reading, writing, talking and listening processes

The Planning and Assessment Cycle

In the Backpack of the Junior Learner

Literacy knowledge and skills

Reading, writing, talking and listening processes

Developing a sense of identity

Independence Learning styles

and preferences Prior

experiences Background

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, 2004. , pg. 45

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

Reading(and Viewing)

Writing (andRepresenting)

Talkingand Listening

MakingMeaning

Thinking

Thinking Thinking

Social Studies

Mathematics

Drama

Physical Education

Dance

Visual Arts

Music

HealthScience

Use the pieces in the envelope to construct a visual organizer that represents your group’s beliefs and thoughts about assessment.

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.

Activity: Putting the Pieces Together

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

Planning with the End in Mind

Communication

TeacherWhat are my students expected to learn and

be able to do?

What will I be learning?


Unpack the Curriculum

TeacherHow 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?


TeacherHow will I know my

students are learning?

How will I know what I am learning?

Gather the Evidence

TeacherHow 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

Unpack the Curriculum

What do I need to know about my students?

What are my students expected to know and be able to do?


Gather the Evidence

How will I know my students are learning?

How will I gather the evidence?

How will I know I am learning?

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? How will I learn

and what help will I need?

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?


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 .

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.

Diagnostic Assessment

Opportunities for Assessing Student Learning

For learning

For learning

OF learning

Formative Assessment

Summative Assessment


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?

Assessment For Learning

DIAGNOSTIC

ASSESSMENT

(BEFORE - tryouts)

CASI

(Example)

Running Records

(PM Benchmark, DRA,

Miscue Analysis)(Example)

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.


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?

Assessment For Learning

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?)


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?

Assessment Of Learning

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?)

Activity: First Word, Last Word

Read pg. 50 & 51 in

Literacy for Learning

VIPsNote 3 Very Important Points using sticky notes, highlighting or underlining


1. Identify who in the group will begin. 2. They get the First Word and will

share one of their VIPs without explanation.

3. In turn, and without interruption or cross-talk, others in the group respond to the VIP.

4. They then get the Last Word to respond to their VIP selection.

5. Next person in the group reads their section and the process continues.


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?

Planning for Assessment

When will I gather evidence of student learning?

Assessment Before, During and Of Learning


Assessment

Evaluation


FOR learning

FOR learning

OF learning




When will I gather evidence of student learning?How will students demonstrate their learning?


Strategies for students toSay, Write and Do

How will students demonstrate their learning?

StrategiesStrategies provide specific ways for students to demonstrate their learning.

SAY

WRITE

DO


When will I gather evidence of student learning?How will students demonstrate their learning?How will I gather and analyse the evidence of learning?



Tools

How will I gather and analyse evidence of learning?

ToolsTools are what a teacher uses to record and/or categorise observations.

Anecdotal Records

Checklists

Rating Scales

Rubrics


When will I gather evidence of student learning?How will students demonstrate their learning?How will I gather and analyse the evidence of learning?How can I ensure the evidence truly reflects the students’ learning?



Tools

Multiple and varied opportunities

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


When will I gather evidence of student learning?How will students demonstrate their learning?How will I gather and analyse the evidence of learning?How can I ensure the evidence truly reflects the students’ learning?



Tools

Multiple and varied opportunities

Video-clip: Student Assessment

Activity: Triple Venn


Brainstorm strategies through which students can demonstrate their literacy learning. Consider the following:

Say Do

Write

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.

Documents

The Planning and Assessment Cycle. In the Backpack of the Junior Learner Literacy knowledge and skills Reading, writing, talking and listening processes