Secondary LiteracyBurnaby

Presented by Faye BrownlieJan. 11, 2010

Learning Intentions

• I can apply concepts and additional strategies of Assessment for Learning to my practice.

• I can explain my use of the frameworks of Universal Design for Learning and Backwards Design in my lesson design.

• I have a plan to implement a strategy which is new to me.

Reporting Out

• Implementation– What have you tried?– How have you adapted/– What do you notice as an impact on student

learning?• Describe the follow-up day in your school

– What worked?– What didn’t? or what was challenging?– What’s next?

Its’ All about Thinking

• Table groups– 10 minutes to preview your chapter, highlight a

few big ideas, interesting points, or ‘notice that’s’

•Jigsaw into groups of 4 to exchange ideas

•Sharing thinking in table groups

NAME DATE

Reading Expository Text - The Terra Cotta Warriors

Before Reading

Use traffic lights to assess the strategies you use now and again at the end of our unit After Reading

 I know what the Terra Cotta Warriors are.  

 I know where the Terra Cotta Warriors are located.  

 I know the significance of the archeological find.  

  I know why they were built.  

SAMPLE EXCHANGE

Kim Boettcher, SD 60, Fort St. John

NAME DATE

Reading Expository Text - The Terra Cotta Warriors

Before Reading

Use traffic lights to assess the strategies you use now and again at the end of our unit After Reading

 I know what the Terra Cotta Warriors are.  

 I know where the Terra Cotta Warriors are located.  

 I know the significance of the archeological find.  

  I know why they were built.  

SAMPLE EXCHANGE

Kim Boettcher, SD 60, Fort St. John

Learning Intentions

• I can pose questions to build an understanding of a piece of text.

• I can integrate the information that I have inferred, based on my and other’s questions.

Direct, explicit comprehension instruction

• Secret of the Dance - • Andrea Spalding and Alfred Scow, Illustrations

- Darlene Gait

• Orca Publishing, 2006• #9 781551 433967

Social Studies - Grade 9

Tony Dickson

Standard Reading Assessment

What’s Working?What’s Not?What Now?What Next?

What is Your Class Profile?

• What are their strengths?• What do they need help with?• What skills do they need to improve?• What strategies can you implement to address

these needs?

Cape Lazo Middle-Tony Dickson

I can see, as evidenced from Questions 1 and 4, that 2/3rds of my class is less than proficient in the areas of Text FeaturesIdentifying the Main IdeasCompleting the tasks with AccuracyDistinguishing Supporting DetailsNote-TakingAnd making an Inference

The Strategy for Text Features

Double Entry Journal (Gradual Release)Text Feature Question

Answer

Sub-Heading: Janissary Corps (172)What is a Janissary?

Sub-Heading: Palace School (173)Who got to go to a Palace School?

Sub-Heading: Non-Muslims/Empire (173)How were non-Muslims treated in

the Ottoman Empire

Reflection: How did using the Sub-Headings help you to understand this section?

The Strategy for Main Ideas5-3-1 Steps:

1. Individually-jot down five key words-the Janissary Corps2. Groups of 3-4.Share your five words and select three words that you

think are the most important. 3. Groups-choose one word for the Janissary Corps. 4. Groups-prepare to share your word and why you chose it.5. Class-share words and reasoning6. Individually-write for 3-5 minutes on the topic, your word and why you

chose it.

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

How does this process address the Six Big AFL Strategies?

English 12

-Krista Ediger/Joanne Panas, Richmond SD #38

Enduring Understanding

• Students will engage with and respond to poetry and ideas, and interact with others around those ideas orally and in writing

Small group discussions

• Discuss rubric• Use with fishbowl• Poetry circles• Self-assess• Teacher observation/feedback• (Written analytical response)

John CunnianChemistry 11

Penticton

Criteria

Self & peer assessment

• 1st lab - teacher discusses marking guide• Students write up their 1st lab• Exchange labs with partners and peer assess• Rewrite with assessment feedback

Bruce GowePhysics 12Penticton

Descriptive FeedbackQuestioning

Peer & self assessmentOwnership

• Students use Renaissance Responders• Begin class with a MC question, all respond• Teachers shares % of each a/b/c/d• Students must discuss - as a class - and

reach consensus on correct response• In competition with the other Physics 12

block

Voting cards & concept questionsAliisa Sarte and Joni Tsui, Port Moody Sec.

• 4-6 questions, 1 at a time• Questions review the previous content• All questions are multiple choice• Students choose their response• Votes counted• Partner talk• Revote• 2 students explain their reasoning

Myron DueckSocial Studies 11

Penticton

Getting the ‘marks’

Retesting

Supporting learning

• Test is sectioned, divided by topic• Score sections separately• Using a custom tracking sheet, student

calculates his scores, and indicates their prep plan for a retest

• Make a new test for those sections required - include different representations

• Score and compare

Gr. 8 Science“The Digestive System”

Paul Paling, Prince Rupert

Learning Intention:Demonstrate where in the body

digestion occurs and what happens to the food

Connecting/processing Strategy: What’s In, What’s Out? (Reading 44, adapted by PPaling)

• stomach squeezing• abdomen hungry• saliva ulcer• bolus tongue• gastric juices mucus• pepsin carbohydrates• muscles mechanical