ncra conference-greensboro, nc march 11-13, 2009 literacy coaches equipping teachers across north...
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NCRA Conference-Greensboro, NCMarch 11-13, 2009Literacy Coaches Equipping Teachers Across North Carolina
Recipes for SuccessWelcome Judith Hennen
Quick Reads Holly [email protected]
Text Clues Sally [email protected]
Differentiated Formative Assessment Sheryn Waterman [email protected]
Techno Strategies Donna McElveen [email protected]
Creating an Invitational Atmosphere
Judy Hennen
Building Background Knowledge
Differentiation
Knowledge and Expertise
Chef Paul Bocuse
Lyon, France
Sailing Up the Rhone and the Saone to Lyon and Paul Bocuse from Cape Cod Today 7/09/06
Formative Assessment
A Culinary Expert is
• Knowledgeable• Skillful• Flexible• Strategic• Artistic
Recipes for SuccessQuick Reads Holly Konrady
Text Clues Sally [email protected]
Differentiated Formative Assessment Sheryn Waterman [email protected]
Techno Strategies Donna McElveen [email protected]
Bell Work, Activator,
Set, Focus,
or……
QUICK READ
Every teacher teaches students to learn with text.
A guided reading program for teachers of all content areas.
Holly Konrady, M.Ed.Literacy Coach
New Hanover County
What is a Quick Read?
• Short text (Half to a full page)• Topic of text is relevant to the goal and
objective for that class• Instructional Strategies for pre, during, and
post reading are connected.• Strategies “owned” by students
Why a Quick Read?
• Students become strategic readers.• Students practice through collaboration with others.• Students create relevancy.• Students can physically move in the context of the
learning.• Can act as a springboard to higher order thinking.• Students add strategies to their own “tool box.”
My Strategy Tool Box1 = will not use, 2 = might use, 3 = Great; helpful!
StrategyStrategy DescriptionDescription RatingRating
P.M.I.P.M.I. Use while reading to keep Use while reading to keep track of what I understand, track of what I understand,
am confused about, or have am confused about, or have a question about.a question about.
33
Pre-Reading Strategies
• focus the learning• activate prior knowledge (and the
sensory receptors) • create relevancy
During Reading Strategies
• Create a visual representation of material to help organize new information.
• Chunk difficult text to make it more manageable
• Make greater meaning through interaction with text and other students.
Post Reading Strategies
• Repeat information that has been learnedAND/OR
• Apply information that has been learned TO
assess student learning and move new information into long term memory.
What’s in a Picture?
Before you teach a class that involves text, ask yourself, “Could I teach this with no students
in the room?” If the answer is yes, don’t teach it that way.
Compare and Contrast
Looking at Text StructureDr. Sally Evans
Compare and Contrast
Soccer Basketball
played with feet played with hands
ball kicked into net ball is thrown into a net
a goalie defends the net a guard defends the net
Dribbling means kicking dribbling means bouncing
Compare
• Look for ways that people, events, things, or ideas are the same.
• Contrast the two by looking for differences in color, size, and shape, ideas or other similar characteristics.
Signal Words
• Signal words and phrases that show similarities– similarly– like– still– likewise– in the same way– in comparison– at the same time– in the same manner
Signal WordsSignal words that show contrasts (differences)
however on the other hand but nevertheless conversely rather on the contrary yet nonetheless in contrast
Compare and Contrast
Herring Gull Mallards
Compare and ContrastAdult male and female herring gull look alike, while
adult male and female mallards differ greatly in coloring. Juvenile herring gulls, on the other hand, change coloring when they mature into adults, while mallards do not change appearance as adults. The adult herring gull is mostly white with a dark gray back and wings.
By contrast, the male mallard is quite colorful, with an iridescent green-blue head, a white ring around the neck, a ruddy brown breast, and a light gray body. Both gulls and mallards have webbed feet, but the herring gull's feet are pink, while the mallard's are orange.
http://www.literacymatters.org/teachers/compare2.htm
What Should Maria Do
• Watch the video• http://www.literacymatters.org/teachers/
activity.htm• Fill out the compare and contrast organizer
describing which vacation you would choose• Write an email to a friend giving the reasons
for your choice
Differentiating Formative Assessment
By Sheryn Waterman
What is Formative Assessment?
Sampling student ability during the learning process.
Why Differentiate Assessment?
It is the only fair way to evaluate students’ learning?
6-Parts of Differentiating Assessment
Part 1: Students Needs
6-Parts to Planning Differentiated Assessment
Part 2: Curriculum (SCOS, EEKs/EQ, KUD, MO)
6-Parts to Planning Differentiated Assessment
Curriculum - Example
SCOS EssentialQuestion:How do certain picture books exemplify certain text structures?How can we use the process of inductive reasoning to generalize about text structures?
Know – how to construct generalizationsAbout various picture books through an inductive process
Understand that…We can use an inductive process to generalize about the text structure of a picture book.
Do- visit learning centers that have picture books, choose text structures from a list, use induction to generalize text structures in picture booksSee MO below
6-Parts to Planning Differentiated Assessment
Part 3: Measurable Objectives
6-Parts to Planning Differentiated Assessment
Measurable Objectives - Example
Introduction ThinkingVerbs
Product ResponseCriterion
Content
Students will… compare, explain, generate, attribute, and critique
a completed graphic organizer that includes generalizationsand evaluations
that are accurate and sufficient
about the text structure of 6 picture books.
6-Parts to Planning Differentiated Assessment
Part 4: Differentiation
6-Parts to Planning Differentiated Assessment
Differentiation- Example
Readiness – teacher-led process and experiential learning activities scaffold assessment
Interest – a variety of interesting picture books will capture students’ attention
Style- self-expression, visual, investigative, kinesthetic
6-Parts to Planning Differentiated Assessment
Part 5: Procedures (Steps)
6-Parts to Planning Differentiated Assessment
Part 6: Assessment Audit
6-Parts to Planning Differentiated Assessment Template
1. Students’ Needs
2. Curriculum
3. Measurable Objectives
4. Differentiation
SCOS Essential Question(s)
Know Understand Do
Introduction Thinking Verbs Product Response Criterion
Content
Readiness Interests Learning Styles
5. Assessment ProceduresListed by Steps
6. Assessment Audit
This information is from:
Differentiating Assessment in Middle and High School Mathematics and Science
AndDifferentiating Assessment in Middle and High
School English and Language ArtsBy Sheryn Spencer Waterman
Contact me for more information:[email protected]
TECHNO STRATEGIES
DONNA MCELVEENCENTRAL MIDDLE SCHOOLWHITEVILLE CITY SCHOOLS
Is technology the magic bullet?
• Technology, in and of itself, is not a magic wand. Technology is not going to fix the problems associated with schooling, but, at the same time, the problems that plague our educational system are not going to be remedied without the presence of technology.
• Researcher, Northeast Regional Forum
Studies examining the success of technology-rich schools have revealed four key features that appear to represent
best practices of the high technology school of the future.
Technology must support student needs
• The first feature emphasizes the role of concentrated, conscious, and explicit planning among school leaders, families, and students to create "learner centered" environments. These learner-centered environments focus on how technology can support students' individual needs and capabilities, not on the capabilities of the technology itself.
Rigor and Relevance• As a corollary to this planning process, the
goals and challenging standards for student achievement are clearly articulated. In successful technology-rich schools, these measures of student success are not simply limited to achievement test scores, but also include indicators of other important school processes, such as student motivation and engagement, job placement, attendance rates, dropout rates, and level of family involvement.
Learner focused Environments
• A third feature emphasizes the restructuring of the school to support the learner-centered environment and achievement of standards. Successful technology-rich schools physically reorganize and redesign their classrooms and school buildings, rethink their use of time, reevaluate the manner in which they deliver their curriculum, and build better partnerships among teachers, administrators, parents, and students.
Universal access
• The fourth and final feature common to successful technology-rich schools is near universal access to computer technology --at least one computer for every five students.
Restructure classes• For example, within the framework of this learner-centered
environment, a successful technology-rich school may lengthen its class periods to accommodate an interdisciplinary program, which is enhanced through the use of technology. Teachers may lecture less and require more interaction and discussion from students. Properly supported with technology, many students with disabilities remain in regular classrooms with their peers, or reduce their need for school-related services. In these and similar ways schools are restructured to become learner centered.
Pairing Technology and Effective Instructional Strategies
Technology resources that support Instructional Strategies
which increase Student achievement Setting goals, objectivesSetting goals, objectives
providing feedback.providing feedback.http://rubistar.4teachers.org/index.phphttp://rubistar.4teachers.org/index.php
http://www.rubrics.com/http://www.rubrics.com/
http://illuminations.nctm.org/http://illuminations.nctm.org/
http://www.intime.uni.edu/http://www.intime.uni.edu/
http://www.quia.com/http://www.quia.com/
http://www.inspiration.com/home.cfm http://www.inspiration.com/home.cfm
Identifying similarities and Identifying similarities and differences : graphic differences : graphic organizers,organizers,
Visual thinking,Visual thinking,
movie editing,movie editing,
graphic applicationsgraphic applications
http://www.edhelper.com/teachers/graphic_organizers.htmhttp://www.edhelper.com/teachers/graphic_organizers.htm
http://www.inspiration.com/Kidspirationhttp://www.inspiration.com/Kidspiration
http://www.apple.com/ilife/imovie/http://www.apple.com/ilife/imovie/
http://www.microsoft.com/windowsxp/using/moviemaker/default.mspxhttp://www.microsoft.com/windowsxp/using/moviemaker/default.mspx
http://162.127.6.150/esu6/Gems/instructionalstrat/TablesinWord.dochttp://162.127.6.150/esu6/Gems/instructionalstrat/TablesinWord.doc
http://www.readwritethink.org/student_mat/student_material.asp?id=33http://www.readwritethink.org/student_mat/student_material.asp?id=33
http://www.webenglishteacher.com/graphic.htmlhttp://www.webenglishteacher.com/graphic.html
http://www.explorelearning.com/index.cfm?method=cCorp.dspUsingTechhttp://www.explorelearning.com/index.cfm?method=cCorp.dspUsingTech
SummarizingSummarizing
and and
notetakingnotetaking
http://cssdesigns.com/learningtoolbox/cornell.htmlhttp://cssdesigns.com/learningtoolbox/cornell.html
http://www.big6.org/showarticle.php?id=45http://www.big6.org/showarticle.php?id=45
http://162.127.6.150/esu6/Gems/instructionalstrat/DataChartforNoteTaking.dochttp://162.127.6.150/esu6/Gems/instructionalstrat/DataChartforNoteTaking.doc
http://notestar.4teachers.org/http://notestar.4teachers.org/
• Students use technology in every facet
of their lives, therefore the instructional day should incorporate that same technology seamlessl
• Students use Students use technology in technology in every facet of every facet of their lives, their lives, therefore the therefore the instructional day instructional day should should incorporate that incorporate that same technology same technology seamlessly into seamlessly into the curriculum. the curriculum.
• For samples and more information on the strategies presented at this workshop
Visit: ncalconline.org