educating each child: strategies that work!
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Educating EACH Child: Strategies that Work!. Prepared for the Grade 4 through Grade 6 PLC of Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D. January 2010. Sustaining Growth in Student Achievement. - PowerPoint PPT PresentationTRANSCRIPT
Prepared for the Grade 4 through Grade 6 PLC of
Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D.
January 2010
Educating EACH Child: Strategies that Work!
Sustaining Growth in Student Achievement
According to research conducted by NWREL (Northwest Regional Education Laboratory), sustaining growth in student achievement is contingent on one key factor:– The professional staff responsible for learning
identifies the strategies (actions) that contributed to the gains in student achievement.
– The staff then refines the implementation of these factors by meeting periodically throughout the year to evaluate the success of the strategies.
Problem Solving ProcessDefine the Problem
Defining Problem/Directly Measuring Behavior
Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
EvaluateResponse to
Intervention (RtI)
There are three parts to any research-based
lesson:• Beginning – ‘check for’ and
‘build’ background knowledge of each student;
• During – teach and actively engage each student in new content – making connections to prior knowledge;
• End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson
Give One … Get One …
On your handout, write one strategy or practice that you have implemented since the December session. Think and be creative.
When signaled, circulate the room to meet a colleague. Give him/her your answer and get their answer.
You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat.
Enjoy!
Opportunity to Learn
Three types of math curricula were identified by SIMS:The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.The Implemented Curriculum: content/skill actually delivered by the teacher.The Attained Curriculum: content/skill actually learned by the students.
Intended Curriculum
Implemented Curriculum Attained
Curriculum
Has the strongest relationship with student achievement of all school-level factors.
Content-Related Evidence of Validity(Intended Curriculum)
Essential
Skills
Essential
Knowledge
Essential
Vocabulary
ASSESSMENTTARGET
(content validity)
The Helicopter Dilemma
Category Ave. Effect
Size (ES)
Percentile Gain
Identify similarities & differences
1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*
.61 23
Generating & testing hypotheses
.61 23
Questions, cues, & advance organizers
.59 22
Generating and Testing HypothesesProblem Solving
Approaches to this strategy in the classroom:– Giving students a model for the process,– Using familiar content to teach students the steps
for problem solving
What does it look like? Steps for problem solving:– What am I trying to do?– What things are in my way?– What are some of the things I can do to get around
these things?– Which solution seems to be the best?– Did this solution work? Should I try another solution?
Collecting
QUALITATIVE
Data
Checking for background knowledge:
What is a hieroglyphic?
American Heritage Dictionary - hi·er·o·glyph·ic, adj. Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound. Written with such symbols.
FOUR-SECOND PARTNER
Steps:1. Find a person currently not seated next to you.
Make friends
2. This person is now your FOUR-SECOND PARTNER!
EyesYear’s of experience at your school
0 – 1 years 2 – 10 years More than 10 years
NoseGrade-level attention to including cognitive skills in questioning
Limited Moderate Exceptional
MouthEvidence of differentiation in lessons
Limited Moderate Exceptional
HairUse of formative assessments in your content area.
Little or none Pockets of change
Large scale action
Getting to Know YOU!!!
Momentous DiscoveryWhen teachers regularly and
collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens.
Michael Fullan
“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”
HUNT for SOLUTIONS
1. The percent of ALL students graduating on-time in the Class of ‘07.
2. The percent of HISPANIC students graduating on-time in the Class of ‘07.
3. According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.
4. The percent of WHITE students graduating on-time in the Class of ‘07.
5. The percent of ELL students graduating on-time in the Class of ‘07.
6. The percent of POVERTY students graduating on-time in the Class of ‘07.
7. The percent of ALL students PASSING the GRADE 4 SCIENCE AIMS test in ’09.
8. The percent of ALL students PASSING the GRADE 5 MATH AIMS test in ‘09.
86
73
51
90
49
74
C31 S55
In Deer Valley Unified Schools:
SOLUTIONS (C): 31, 49, 51, 56, 73, 74, 86, 90
C56 S70
SOLUTIONS (S): 49, 51, 55, 70, 73, 74, 86, 90
Thinking Goes to SchoolHunt for Solutions
1. Designed to check for background knowledge and already acquired knowledge (differentiation tool).
2. Fosters team-talk at higher levels of thinking (by providing solutions before questions).
3. Provides ENGAGEMENT (MIND before Movement).4. Becomes a formative assessment if after the teaching/learning,
students can evaluate and adjust - as needed – answers.5. Primary Goal: Students (including at-risk) experience success
(Yes…they can!!!)
Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with 1 team member to (1) select a content area, (create 2 or 3 questions to check for background knowledge and 3 or 4 questions that check for already acquired knowledge.
Data provide the power to … make good decisions, work intelligently, work effectively and efficiently, change things in better ways, know the impact of our hard work, help us prepare for the future, and know how to make our work benefit all children.
Victoria Bernhardt
Teacher/School EffectivenessStudent Experience for 2
YearsPercentile Rank
EnteringPercentile Rank
LeavingAverage school Average teacher
50 50
Highly ineffective schoolHighly ineffective teacher
50 3
Highly effective schoolHighly ineffective teacher
50 37
Highly ineffective school Highly effective teacher
50 63
Highly effective schoolHighly effective teacher
50 96
Highly effective schoolAverage teacher
50 78
The average student talks 35 seconds a day.The student who is talking is growing dendrites.
Waiting for the Train
Good Instruction(Keep it Simple…Keep it Real)
“Good instruction is good instruction, regardless of students’ racial, ethnic, or socioeconomic backgrounds. To a large extent, good teaching – teaching that is engaging, relevant, multicultural, and that appeals to a variety of modalities
and learning styles – works well with ALL children.”
Educating Everybody’s Children, ASCD, 1995.
Category Ave. Effect
Size (ES)
Percentile Gain
Identify similarities & differences
1.61 45
Summarizing & note taking 1.00 34Reinforcing effort & providing recognition
.80 29
Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*
.61 23
Generating & testing hypotheses
.61 23
Questions, cues, & advance organizers
.59 22
Summarizing and Note TakingApproaches to this strategy in the classroom:– Teaching students the rule-based summarizing
strategies,– Using summary frames, and– Teaching students reciprocal teaching and group-
enhanced summary.What doe it look like?– Take out material that is NOT important for
understanding,– Take out words that repeat information,– Replace a list of things with a word that describes the
things in the list (e.g., use trees for elm, oak, and maple).
– Find a topic sentence. If you cannot find a topic sentence, make one up.
Summarizing and Note TakingGeneralizations form the research:– Verbatim note-taking is, perhaps, the least
effective technique.– Notes should be considered a work in
progress.– Notes should be used as a study guide for
tests.– The more notes that are taken, the better.
Managing Complex Change
Skills Incentives Resources AssessmentAction Plan Confusion
Vision Skills Incentives Resources Action Plan UnknownResults
Vision Skills Incentives Resources Assessment FalseStarts
Vision Skills Incentives AssessmentAction Plan Frustration
Vision Skills Resources AssessmentAction Plan GradualChange
Vision Incentives Resources AssessmentAction Plan Anxiety
Vision Skills Incentives Resources AssessmentAction Plan MeaningfulChange
Adapted from Delores Ambrose, 1987
C O V E R
Allow students to personalize their notebook with a cover collage.Preserve with packing tape.
Tabl
e of
Con
t ent
Sam
p le s
Experiencing a MIND Notebook
What is a MIND Notebook?
A personalized, clear textbookA working portfolio -- all of your notes, classwork, etc. -- in one convenient spot
NOTE: a MIND notebook does not take the place of an engaging lesson. It is a
powerful summarizing activity.
MIND Notebook Rubric
Left Side – Right Side Orientation
Right SIDE
Right side items are items from the teacher and text
to be . . .
REMEMBERED
Left SIDE
Left side items are what the student has . . .
LEARNED
Right Side
Right is for content that is to be remembered!The right side “belongs” to the teacher and the text.The right side has “testable” information.
Rule of 9
For mastery a student needs nine times to practice.3 – teacher models
3 – students work in collaboration
3 – students work on his/her own, two of these in a timed situation, since pacing is critical
Silver, H. and Strong, R.
Comprehension Can Be Taught!Narrative Text Expository Text
Comprehension Strategy The True Story of the 3 Little Pigs Chapter 3 “The American Revolution”
PreviewingWhat is the story about?What might the story be about?
What do I already know about the American Revolution?
Self Questioning Why is the wolf telling the story? Why did this war occur?
Making Connections How does this pig story compare to others I have heard?
How does the information in this chapter compare to the movie we saw?
Visualizing Is my mental picture of the wolf still good? Should I change it?
What did an American soldier look like? A British soldier?
Knowing How Words Work
Does the word make sense in the sentence?
What clues in the text can I use to figure out the word representation?
Monitoring Does what I am reading make sense?
Does what I am reading make sense? Did French soldiers fight in this war? How can I find out?
Summarizing What has happened so far? What is the most important information in the chapter?
EvaluatingDo I believe the Wolf’s story? Why? How does this story rate to other I have read?
How would my life be different if we had not won this war?
START: 1. What is the Question? 2. W
ho will Answ
er?3. Who will Paraphrase and Praise?4.
Who
will
add
to
the
answ
er?
by Maribeth Boelts and Noah Z. Jones
“Insanity: the belief that one can get different results by doing the same thing.”
-Albert Einstein
RECALL
CREATE
CONNECT
RELATE
Arizona Standards Verbs PROBLEM SOLVING
Analyze Derive Discover Evaluate ExplorePredict Solve Survey Verify Investigate
REASONINGCategorize Classify Compare ContrastDifferentiate Describe Estimate Explain Generalize InterpretJustify Order Hypothesize Predict InferPrioritize Rank Validate Summarize
COMMUNICATIONClarify Correspond Describe Discuss Demonstrate ExhibitExplain Express Persuade PortrayRestateShow Speak State Write
Why use them?Higher-level thinking– Expand student thinking skills
AnalyzingSynthesizingEvaluatingRelating and developing conceptsCategorizingSequencingComparing and contrasting
– Get to higher levels of Bloom’s
WHO AM I ?
Questioning StrategiesThink TimeQuestion ExchangeJournalingNumbered HeadsJigsawLearning CentersTimed Pair ShareWriting and Discussing
Beating the Odds
366 high-poverty schools in 21 states beat the odds and reached exceptional levels of achievement by using “monitoring systems … for providing ongoing analysis of student achievement data”Equally important, teachers at these schools met regularly – monthly or more often – to discuss student performance against state standards in order to reach measurable goals.
~ EdTrust study, 1999
Common Characteristics of High Achieving Schools (90/90/90)
Focus on academic achievementClear curriculum choicesFrequent assessment of student progress and multiple opportunities for improvementAn emphasis on writingExternal scoring
Words Heard in an Hour
Poverty: 615 words
Middle class: 1251 words
Professional: 2,153 words
Hart and Risley, 1995
Types of Assessment Items and Formats Related to Different Aspects of Learning
Aspects ofLearning
ForcedChoice
Essay ShortWritten
Response
OralResponse
PerformanceTasks
TeacherObservation
StudentSelf-
Assessment
InformationalTopics
M H H H H M H
ProcessTopics
L M L M H H H
Thinking &Reasoning
M H M H H L H
Communication L H L H H L H
Non-achievement
Factors
L L L L M H H
Assessments
Note: L – Low, M – Medium, H - HighTransforming Classroom Grading, ASCD,
2002
A Balanced Assessment Program
Assessment“OF”
• Summative• Norm Referenced /
Standardized• A snapshot in time
Essential Question:• What have
students already learned?
Assessment“FOR”
• Formative• Often teacher-
made• A moving picture
Essential Question:• How can we help
students learn more?
Cooperative Learning Approaches to this strategy in the classroom:– Using elements of cooperative learning,– Varying grouping criteria, – Managing group size, and– Applying consistently and systematically, but without
overusing.What does it look like?– Positive interdependence (feeling of succeed
together)– Face-to-face promotive interaction (helping each
other learn, applauding success and efforts)– Individual and group accountability (each of us has
to contribute to the group achieving its goals)– Interpersonal and small group skills ( communication,
trust, leadership, decision making, and conflict resolution)
The Garden Plot
She is believed to have sewn the first flags for our country
She was an Indian girl who was a friend and helper to the Jamestown settlersBetsy Ross
Pocahontas
He was the first African American who studied science and plantsHe became a teacherHe developed hundreds of uses for peanuts, sweet potatoes and soybeans
Benjamin Franklin
START: 1. What is the Question? 2. W
ho will Answ
er?3. Who will Paraphrase and Praise?4.
Who
will
add
to
the
answ
er?
1. Identify similarities & differences2. Summarizing & note taking3. Reinforcing effort & providing
recognition4. Homework & practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives & providing
feedback8. Generating & testing hypotheses9. Questions, cues, & advance organizers
Setting the Purpose ….
With Music.
Harold Melvin and the Bluenotes
“Wake Up Everybody”
Wake up everybody no more sleeping in bedNo more backward thinking, time for thinking aheadThe world has changed so very much from what it used to beThere’s so much hatred, war and poverty.Wake up all the teachers time to teach a new wayMaybe then they’ll listen to what you have to say.They're the ones who are coming up and the world is in their hands.When you teach the children, teach them the very best you can.The world won’t get no better,
if we just let it be.The world won’t get no better,
we got to change it … ya…just YOU and ME.
As a team of professional educators:
Discuss with your peers:What strategies shared
during this session can you add to your toolkit?
Why are these strategies important?
Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
After Reading Choice Board
Summarize a main idea and put it to a beat.
Draw the sequence of events on a timeline.
Create a way to remember the information.
Reflect on the significance of the information in your
journal.
WILD CARD !!!Your choice after getting
approval.
Create a series of at least six cartoon frames
to express the main idea.
Condense the information about a main idea and
create an advertisement, banner, or slogan.
Act a short skit that conveys the message of
the story.
Write a poem that conveys the main idea of
the story.
1. Identify similarities & differences2. Summarizing & note taking3. Reinforcing effort & providing
recognition4. Homework & practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives & providing
feedback8. Generating & testing hypotheses9. Questions, cues, & advance organizers
Instructional Strategies: from Classroom Instruction That
Works
Information StorageBrain research has identified the “dual-coding’ theory of information storage. Knowledge is stored in two forms:– Linguistic – statements to be learned– Imagery – mental pictures or sensations (nonlinguistic)
Using both linguistic and nonlinguistic representations better enables students to think about and recall information. Too often students are left on their own to create images.– If the teacher assists the student in creating images, there is
a greater impact on learning.
Generating and Testing HypothesesProblem Solving
Approaches to this strategy in the classroom:– Giving students a model for the process,– Using familiar content to teach students the steps
for problem solving
What does it look like? Steps for problem solving:– What am I trying to do?– What things are in my way?– What are some of the things I can do to get around
these things?– Which solution seems to be the best?– Did this solution work? Should I try another solution?
Question from the Snapshot Survey for this Factor
To what extent do we engage in these behaviors or address these issues?
1. Instructional Strategies2. Classroom Management3. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great
extent
Keeping Track of My LearningName: Stu Dent Learning Goal: Understand and use decimals, percents, and fractionsMy score at the beginning 1.4 My goal is to be at _3__ by Nov. 30Specific things I am going to do to improve: Work 15 minutes three times a week.________________________ Learning Goal: Comparing decimals, percents, and fractions.
0
1
2
3
4
Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5
Quiz 1: Oct. 5; Quiz 2: Oct. 12; Quiz 3: Oct. 20; Quiz 4: Oct. 30 Quiz 5: Nov. 26
Direct Teaching Words Contextualize the word within the story.
• "In the story, Lisa was reluctant to leave ...." Have the children say the word.
• " Say the word - reluctant" Provide (teacher or student) a student-friendly
explanation or description of the word. • "Reluctant means you are not sure you want to
do something." • Versus a definition.
o Reluctant - 1. Striving against; opposed in desire; unwilling disinclined; loth.
Webster's Revised Unabridged Dictionary (1913)
Teaching New Words Present examples of the word used in
contexts different from the story context• Someone might be reluctant to eat a food
that he or she never had before.• Students provide an example.
Give a non-linguistic representation of the words• Students generate one.
Marzano, Pickering and Pollock, 2001
Engaging Students Generate Examples
• Tell about something you would be reluctant to do. Try to use reluctant when you tell about it.
• You could start by saying something like. “I would be reluctant to ___”
Answering Questions/Giving Reasons• Why might a person be reluctant to eat a new
food?• Why might a child be reluctant to come here?• Show me how a reluctant broccoli eater would
look? Put the new words in a Vocabulary Log
Types of pictures:• Use a symbol.
Providing RecognitionApproaches to this strategy in the classroom:– Establishing a rationale for recognition;– Following guidelines for effective and
ineffective praise;– Using recognition tokens; and,– Using pause, prompt, and
praise techniques.
Nonlinguistic Representations Approaches to this strategy in the classroom:– Graphic organizers,– Pictographic representations,– Mental images,– Physical models, and– Kinesthetic representations.
Setting Objectives Approaches to this strategy in the classroom:– Setting objectives that are not too specific,– Personalizing objectives,– Communicating objectives, and– Negotiating contracts.Generalizations from Research:– Instructional goals narrow students’ focus.– Instructional goals should not be too specific.– Students should be encouraged to
personalize the teacher’s goals.
Providing Feedback Approaches to this strategy in the classroom:– Using criterion-referenced feedback and
explanations,– Using feedback from assessments,– Engaging students in peer feedback, and– Asking students to self-assess
What does it look like?– Give timely feedback,– Explain what was correct and what was incorrect,– Avoid student grading of another’s work. Rather,
encourage students assisting each other to improve, and
– Provide students with opportunities to self-assess.
Questions, Cues, and Advance Organizers Approaches to this strategy in the classroom:– Cues and questions, and advance organizers are
techniques that call on students’ prior knowledge.– Cues and questions should focus on what is
important as opposed to what is unusual.– “Waiting” briefly before accepting responses from
students has the effect of increasing the depth of students’ answers.
– Questions are effective learning tools even when asked before a learning experience.
Generalizations from Research:– Advance organizers should focus on what is important
as opposed to what is unusual.– “Higher level” advance organizers produce deeper
learning than “lower level” advance organizers.
Classroom ManagementClassroom management is defined as
teachers’ actions related to:i. Establishing and enforcing rules and
procedures.ii. Carrying out disciplinary actions.*iii. Maintaining effective teacher-student
relationships*, andiv. Maintaining an appropriate
mental set.
Classroom Managementii. Carrying out disciplinary
actions.Effect Sizes for Disciplinary Interventions
Reinforcement .86
Punishment .78
No immediate consequences .64
Punishment and reinforcement .97
Classroom Managementii. Maintaining effective
teacher-student relationships.<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
High Dominance High SubmissionClarity of Purpose, Lack of clarity, strong guidance purpose, or direction
<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
High Cooperation High OppositionConcern for needs Active antagonism, of others, team member thwart others’ goals
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great
extentTeachers in my school,
1. Have comprehensive and well articulated rules and procedures for: general classroom behavior, beginning and ending the period or day, transitions and interruptions, use of materials and equipment, group work, and seat work.
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great
extentTeachers in my school,
2. Utilize specific disciplinary strategies that reinforced appropriate behavior and provide consequences for inappropriate behavior.
3. Utilize specific strategies that instill a sense of confidence in students that they are receiving proper guidance and direction.
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great
extentTeachers in my school,
4. Utilize specific strategies that instill a sense of confidence in students that their concerns and wishes are being considered.
5. Use different strategies with different types of students to provide them with a sense of acceptance by the teacher.
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great
extentTeachers in my school,
6. Use specific techniques to keep aware of problems or potential problems in their schools.
7. Respond to in appropriate behaviors quickly and assertively.
8. Use specific techniques to maintain a healthy emotional objectivity when dealing with student behavior.
8. Classroom Curriculum Design
Teachers in my school, when planning units of instruction …
1. …identify specific types of knowledge that are important for students to learn (e.g., important categories of knowledge, examples, sequences, comparisons, cause/effect relationships, facts, incidents, episodes, terms, skills, processes.)
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
8. Classroom Curriculum Design
Teachers in my school, when planning units of instruction …
2. …ensure that students will have multiple exposures to new content presented in a variety of forms (e.g., stories, descriptions) using a variety of media (e.g., read about the content, watch a demonstration, listen to a presentation.)
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
8. Classroom Curriculum Design
Teachers in my school, when planning units of instruction …
3. …make a clear distinction between skills and processes that are to be mastered versus skills and processes that are to be experienced but not mastered.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
8. Classroom Curriculum Design
Teachers in my school, when planning units of instruction …
4. …organize examples into categories or groups that demonstrate the essential features of the content.
5. …ensure that students will be involved in complex projects that require them to address content in unique ways.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
Question from the Snapshot Survey for this Factor
To what extent do we engage in these behaviors or address these issues?
9. Home Environment10.Learned Intelligence/ Background
Knowledge11. Motivation 1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great
extent
9. Home Environment
Socio-economic Indicators
% of Variance Explained
Income Only 9.92
Education Only 3.24
Occupation Only 4.04
Home Atmosphere Only 33.29
Income and Education 5.29
9. Home Environment
1. Training and support is provided to parents to enhance
• Their communication with their children,• Their supervision of their children, and• Their parenting roles.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
10. Learned Intelligence/ Background Knowledge
1. Students are involved in a school-wide program of wide reading that emphasizes vocabulary development.
2. Students are involved in school-wide programs that directly increase the number and quality of life experiences that have.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
10. Learned Intelligence/ Background Knowledge
3. Students are involved in a school-wide program of direct instruction in vocabulary terms and phrases that are important to specific subject matter content.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
11. Motivation
1. Students are provided with feedback on their knowledge gain.
2. Students are involved in simulation games and activities that are inherently engaging.
3. Students are provided with opportunities to construct and work on long-term projects of their own design.
4. Students are provided with training regarding the dynamics of motivation and how those dynamics affect them.
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great extent
Learning in NOT a MysteryVisualsOwnership of learningQuestioningNote-taking
Not New Concepts
Suggested Use of Instructional Strategies
BeginningSet ObjectivesProvide feedbackQuestions, cues, advanced organizersCooperative LearningIdentifying similarities and differences
During Nonlinguistic
representation Notetaking and
summarizing Questions, cues,
advanced organizers
Cooperative Learning
Identifying similarities and differences
End Reinforce effort Provide
recognition Evaluate Self-
Assessment
“The future is not a result of choices among alternative
paths offered by the present, but a place that is created--created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them, changes both the
maker and the destination.”~ John Schaar
Thank you for your commitment to children!
"It's your attitude, not just your aptitude that determines your ultimate altitude."
--Zig Ziglar
Dan
Personal Learning GoalsI will recognize strategies that have improved achievement for our students.I will use data to focus additional improvement efforts to reach more students.I will support my peers by offering constructive feedback to improve their efforts.I will acquire a sense of urgency that this is OUR YEAR; andI will enjoy working with my colleagues!
Preserve and Enhance
There are three parts to any research-based
lesson:• Beginning – ‘check for’
and ‘build’ background knowledge of each student;
• During – teach and actively engage each student in new content – making connections to prior knowledge;
• End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson
Assessment Informing Instruction
People without information cannot
act. People with information cannot
help but act.Ken Blanchard
Question from the Snapshot Survey for this Factor
To what extent do we engage in these behaviors or address these issues?
1. Instructional Strategies2. Classroom Management3. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4 Not at all To a great
extent
What is the: essential knowledge, essential vocabulary, & essential skills of this kindergarten standard?
First-grade children from higher SES groups know about twice as many words as lower SES childrenHigh school seniors near the top of their class knew about four times as many words as their lower performing classmatesHigh-knowledge third graders have vocabularies about equal to lowest-performing 12th gradersIndividual differences in vocabulary have a powerful impact on reading comprehension beginning about third grade
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
Types of pictures:• Draw the actual thing.
Marine biologist
Types of pictures:• Draw the actual thing.
Abraham Lincoln
Mutualism
When one thing helps another.
Types of pictures:• Draw the concept.
Change
Types of pictures:• Draw the concept.
Explorer
Types of pictures:• Draw an example.
revolve
Types of pictures:• Draw the concept.
Types of pictures:• Draw an example.
food chain
Types of pictures:• Use a symbol.
Name That Category
Partner A faces the boardPartner B faces away from the boardClue giver lists terms that pertain to a category
Research on Imagery as Elaboration
637 percentile pts. higher
than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
When I dieI hope it occurs during a
lecturebecause the transition
from life to deathwill be so slight
that I will hardly notice it.
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Grade 2 math
Line of Symmetry
Third from Right
Pattern
Solid Shapes
Ruler
Rotation
50 POINTS 50 POINTS 50 POINTS
100 POINTS 100 POINTS
200 POINTS
Words with the long i vowel
soundWords with the long a vowel
soundWords with the long e
vowel sound
Words that start with Tt
Words that start with Mm
Parts of a book
Grade 1: English
There are three parts to any research-based
lesson:• Beginning – ‘check for’ and
‘build’ background knowledge of each student;
• During – teach and actively engage each student in new content – making connections to prior knowledge;
• End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson
Beginning of LessonKey questions:1. What is the
background vocabulary that must be understood by each student?
2. What is the prior knowledge necessary to be ready for the lesson?
3. How will students’ demonstrate readiness?
Providing opportunities for teachers:
Checking for and building background
knowledgeDiscuss with your peers the current status of your school/grade-level in implementing this strategy to improve the achievement of EACH student.
The Las Vegas Principle:“What is said in this room … stays in this room!”
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
Factors Influencing Achievement
School
“Involvement of all stakeholders (students, parents, teachers and administrators) is essential in improvement efforts. The process of sustaining student achievement is to know what
students must be able to do, where you (they) are, determine where you want them to be, then figure out what actions will
get you (them) there and who is going to do this. Regular monitoring of progress and resulting course corrections
completes the process.
2006-07 GES DCPS VAAll English 76 78 85 Math 88 70 80 Science 83 77 88
Black English 76 73 76 Math 90 64 68 Science 82 71 77Hispanic English < 99 72 Math < 94 70 Science < 88 78White English 71 90 90
Math 80 85 85
Science 86 92 93Disabled English 63 59 62 Math 73 56 58 Science < 59 67
Poverty English 75 73 73
Math 88 64 67 Science 86 71 77
LEP English < 100 67 Math < 93 70 Science < 88 73
Required pass rates for each subgroup:
2005 tests – reading (65%) math (63%)
2006 tests – reading (69%) math (67%)
2007 tests – reading (73%) math (71%)
2008 tests – reading (77%) math (75%)
GES 2006-07 RLR-3 RLR-4 RLR-5 RLR-5 Writing
All Advanced 22 42 25 31Proficient 36 42 63 62Fail 42 16 13 8
Black Advanced 23 38 15 29Proficient 38 46 70 65Fail 38 17 15 6
Hispanic Advanced < < < <Proficient < < < <Fail < < < <
White Advanced 20 < < <Proficient 30 < < <Fail 50 < < <
Disability Advanced < 42 < <Proficient < 17 < <Fail < 42 < <
Poverty Advanced 21 44 22 <Proficient 34 44 65 <Fail 45 12 13 <
GES 2006-07 MTH-3 MTH-4 MTH-5
All Advanced 32 21 56Proficient 50 66 41Fail 18 14 3
Black Advanced 30 27 55Proficient 56 64 40Fail 15 9 5
Hispanic Advanced < < <Proficient < < <Fail < < <
White Advanced 36 < <Proficient 36 < <Fail 27 < <
Disability Advanced < 50 <Proficient < 20 <Fail < 30 <
Disadvantaged Advanced 26 17 52Proficient 58 70 43Fail 16 13 4
GES 2006-07 SCI-3 SCI-5 HST-3 Virginia Studies-CS
All Advanced 25 15 48 32Proficient 54 73 38 64Fail 21 12 14 5
Black Advanced 19 6 45 38Proficient 57 82 41 56Fail 24 12 14 6
Hispanic Advanced < < < <Proficient < < < <Fail < < < <
White Advanced < < < <Proficient < < < <Fail < < < <
Disability Advanced < < < <Proficient < < < <Fail < < < <
Disadvantaged Advanced 25 10 48 37Proficient 54 85 36 58Fail 21 5 16 5
GES 2006-07 RLR-3 RLR-4 RLR-5 RLR- 5Writing
Female Advanced 13 20 35 43
Proficient 47 50 47 50
Fail 40 30 18 7
Male Advanced 29 52 13 17
Proficient 29 38 80 75
Fail 43 10 7 8
GES 2006-07 MTH-3 MTH-4 MTH-5
Female Advanced 19 0 71
Proficient 63 70 29
Fail 19 30 0
Male Advanced 41 32 40
Proficient 41 63 53
Fail 18 5 7
GES 2006-07 SCI-3 SCI-5
Female Advanced 21 14
Proficient 57 71
Fail 21 14
Male Advanced 29 17
Proficient 50 75
Fail 21 8
GES 2006-07 HST-3 CSVirginia Studies
Female Advanced 40 <Proficient 47 <Fail 13 <
Male Advanced 57 33Proficient 29 67Fail 14 0
The Major Dimensions of Reading
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Reporting Category Number of Operational ItemsGrade
3Grade
4Grade
5Grade
6Grade
7Grade
8Grade
11Use word analysis strategies and information resources
8 8 10 11 11 11 12
Demonstrate comprehension of printed materials
27 27 30 34 34 34 38
Total Operational Items
35 35 40 45 45 45 50
Field Test Items 7 7 10 10 10 10 10Total Number of Items 42 42 50 55 55 55 60
Virginia SOL Reading Test Blueprint Summary TableGrade 3 through Grade 11
*Additionally, the Spring 2006 Reading SOL tests will emphasize nonfiction.
Reading Think-Tac-Toe: 1What picture comes to mind when you think of the story?
Why?
What part of the story would you
change, if possible? How?
What symbol would you choose to
represent the main character’s
personality? Justify!What might another possible title be and
why?
Do you know someone like a character in the
story? How are they the same?
How did the story begin?
Describe the setting?
What do you think is the main problem in
the story?
What are the solutions? Were you
satisfied with the solution? Why or why
not?
Knowing the Learner
Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.
Knowing
the Learner
Strengths NeedsExperimentationRisk takingAdventurousIntuitive/InsightfulCreativeSpontaneous
GuidelinesBoundariesExpectationsStandardsParametersHelp in Focusing
Attitudes PreferencesDon’t like step-by-step directionsReact to internal and external rewardsWant to improve things for society
Stimulus-rich environmentOptions and alternativesInteresting and exciting learning
Learning Style of Beach Balls
Knowing the
Learner
Strengths Needs
See the big pictureHome in on main pointsLearn from lecture and readingThink in abstract terms and languageAnalyze theories and informationThorough logical learnersCan delay gratification
Help in working with othersHelp in organizing time and bringing closure
Attitudes PreferencesDon’t like to waste time “pooling ignorance”Don’t like inquiry
Vicarious learningSimulationsAnalytical thinkingExpert informationFeedback that will improve grades
Learning Style of Microscopes
Knowing the
Learner
Strengths Needs
Precision and accuracyStriving for perfectionPracticalityCompliance with teacherSensory responsiveExternally motivatedDelay gratification
Real experiencesConcrete examples, not theoryStructureProcedures, routinesDirections
Attitudes PreferencesNo news is good newsSerious about their workRequire feedback
Precise, useful feedbackRecommendationsAppreciate privacy
Learning Style of Clipboards
Knowing the
Learner
Strengths Needs
EmpathicIntuitiveSubjective, abstract, affectiveRead between the linesSee the gestalt
Opportunities to work with othersTime for self-reflectionTo connect with teacher and peersRationale for learning
Attitudes PreferencesInternal motivationSelf-monitoring toward personal criteriaRequire rationale for learningCan block out stimuli
Subjective versus abstractPersonal incentives, encouragementChoice of learning environments
Learning Style of Puppies
“If an educator keeps using the same strategies over and over and the student keeps failing,
who really is the slow learner?”
Musical/RhythmicSing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem
Verbal/LinguisticRead itSpell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics
Logical/MathematicalMake a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics
Visual/SpatialMind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster
Body/KinestheticRole playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language
IntrapersonalMetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership
InterpersonalThink-Pair-ShareJigsawCooperative groupingDramaDebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared Journals
NaturalistLabel itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns
Multiple Intelligences in the Reading Classroom
Verbal/Linguistic Musical/Rhythmic Visual/Spatial Logical/Mathematical
Is a fluent readerListens attentivelyCommunicates in
writingLinks new and prior
learningDebates issuesResearches topicsExpresses a point of
viewReads for pleasureEnjoys listening to
someone readUses verbal
mnemonicsUses language to
communicate effectively
Comprehends with background music playing while reading
Finds interest stimulated with beats
Looks for rhythmic patterns and poetry
Spells words to a beatAttacks words by
dividing them into syllables
Creates songs, poems, jingles, or raps to remember information
Enjoys reading while playing background music that depicts the setting
Color-codes and highlights
Doodles while listening
Visualizes pictures while reading about events, character descriptions, and settings
Uses graphic organizers to plot thinking
Needs visual hooksViews, interprets, or
draws pictures and graphics to understand text
Prepares visualsUses art to express
understanding
Organizes informationOutlines and classifies
data Yearns to understand
sequence of the information
Learns by using timelines and step-by-step procedures
Reasons logicallyNeeds clear; precise
directionsLearns trivia factsEnjoys logic-related
games and puzzlesThinks abstractly and
criticallyUses the computer and
other gadgetsIs a problem solver
Multiple Intelligences in the Reading Classroom
Body/Kinesthetic Naturalist Intrapersonal Interpersonal
Learns by role-playingSimulates eventsCreates artifactsNeeds centers, labs,
and hands-on Needs a comfortable
spot of choice to read and work
Can skillfully use the body
Uses manipulatives to explore, learn and discover
Can show it or demonstrate it
Needs to move to learn
Responds to actions and feelings of characters
Yearns to discover with nature
Intuitively relates and learns factual information about science and the world around her
Creates habitatsConducts
experimentsIs a survivorSees patterns in
natureCopes and survives
in most environmentsRelates to events
and settings
Works best independently
Needs time to make personal applications
Reflects in a journalIs self-reflectiveNeeds time to
process new learning independently
Needs a quiet space to read and work
Accepts goals and responsibility
Enjoys reading aloneLearns with personal
links and connections
Works best with othersEnjoys partner readingCommunicates with othersLearns through interactions
such as text or literary talksEmpathizes with struggling
readersNeeds to talk while learningWorks well in flexible
groupingEnjoys discussionsIs a social butterflyUnderstands others’ feelings
and emotionsNeeds interaction,
conversations, and discussions
Needs a listening ear
Multiple Intelligences (Howard Gardner’s theory)
It is essential to collect qualitative data on the variety of human intelligences in our classroom.This qualitative data must be a factor in lesson planning.This qualitative data must be shared with all students. This helps students recognize that together they have 3 or 4 areas of strength and therefore more tools for creativity and problem solving.
Lesson Learned: Diversity in our class is our strength!
Activity: Establish and share the Multiple Intelligences of the staff at our school.
Choice Board or Tic-Tac-ToeThis assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
After Reading Choice Board
Summarize a main idea and put it to a beat.
Draw the sequence of events on a timeline.
Create a way to remember the information.
Reflect on the significance of the information in your
journal.
WILD CARD !!!Your choice after getting
approval.
Create a series of at least six cartoon frames
to express the main idea.
Condense the information about a main idea and
create an advertisement, banner, or slogan.
Act a short skit that conveys the message of
the story.
Write a poem that conveys the main idea of
the story.
Reporting Category Number of Operational ItemsGrade
3Grade
4Grade
5Grade
6Grade
7Grade
8Grade
11Use word analysis strategies and information resources
8 8 10 11 11 11 12
Demonstrate comprehension of printed materials
27 27 30 34 34 34 38
Total Operational Items
35 35 40 45 45 45 50
Field Test Items 7 7 10 10 10 10 10Total Number of Items 42 42 50 55 55 55 60
Virginia SOL Reading Test Blueprint Summary TableGrade 3 through Grade 11
Use Word Analysis StrategiesIdentify words that have the same vowel sound. 61
START: 1. What is the Question? 2. W
ho will Answ
er?3. Who will Paraphrase and Praise?4.
Who
will
add
to
the
answ
er?
Reporting Category Number of Operational Items
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Number and Number Sense 13 8 8 8 7 7
Computation and Estimation 11 12 12 10 7 7
Measurement and Geometry 12 12 12 12 12 12
Probability and Statistics 7 8 8 8 12 8
Patterns, Functions & Algebra 7 10 10 12 12 16
Total Operational Items 50 50 50 50 50 50
Field Test Items 10 10 10 10 10 10
Total Number of Items 60 60 60 60 60 60
Virginia SOL Mathematics Test Blueprint Summary Table
Virginia Standards of Learning, Bloom’s Taxonomy, and Research-Based Strategies For Increasing Student Achievement
Recall Relate Connect Create
Cognitive Domain
Knowledge Comprehension Application Analysis Synthesis Evaluation
Question Cues
List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, what where, etc.
Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, initiate, discuss, extend
Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite
Assess, decide, rank, grade, tests, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Research-Based
InstructionalStrategies
Summarize and Note Taking
Nonlinguistic Representation
Cooperative Learning/ Homework & Practice/ Reinforcing Effort & Providing Recognition/ Setting Objectives & Providing Feedback
Summarize and Note Taking
Similarities and Differences
Nonlinguistic Representations
Generating & Testing Hypotheses
Similarities and Differences
Generating and Testing Hypotheses
Similarities and Differences
Questions, Cues, and Advanced Organizers
Nonlinguistic Representations
Summarize and Note Taking
Generating and Testing Hypotheses
Nonlinguistic Representation
Summarize and Note Taking
Generating and Testing Hypotheses
Similarities and Differences
Research-Based
AssessmentStrategies
Student Self-AssessmentsPerformance TasksOral ReportsEssay
Forced-ChoiceShort Written Response
Forced-ChoiceShort Written
ResponseEssay
EssayTeacher Observation
EssayShort Written Response
Essay Essay
English K.8 K.2 K.3 K.9 K.10 K.12
K.4 K.5 K.7 K.13 K.1 K.11 K.6
Mathematics K.1 K.2 K.3 K.4 K.5 K.7 K.8 K.10 K.11 K.12 K.18
K.2 K.7 K.9 K.18 K.11 K.13 K.14 K.15 K.16
K.1 K.4 K.6 K.10 K.13 K.17
Science K.1 K.2 K.3 K.4 K.5 K.6 K.7 K.8 K.9 K.10
History/ Social
Science
K.1 K.2 K.4 K.5 K.8 K.9
K.6 K.7 K.2 K.3 K.6
Kindergarten
Dan Mulligan, 2006
2006 – 2007
Virginia Standards of Learning, Bloom’s Taxonomy, and Research-Based Strategies For Increasing Student Achievement
Recall Relate Connect Create
Cognitive Domain
Knowledge Comprehension Application Analysis Synthesis Evaluation
Question Cues List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, what where, etc.
Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, initiate, discuss, extend
Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite
Assess, decide, rank, grade, tests, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Research-Based
Strategies
Summarize and Note Taking
Nonlinguistic Representation
Cooperative Learning/ Homework & Practice/ Reinforcing Effort & Providing Recognition/Setting Objectives & Providing Feedback
Summarize and Note Taking
Similarities and Differences
Nonlinguistic Representations
Generating & Testing Hypotheses
Similarities and Differences
Generating and Testing Hypotheses
Similarities and Differences
Questions, Cues, and Advanced Organizers
Nonlinguistic Representations
Summarize and Note Taking
Generating and Testing Hypotheses
Nonlinguistic Representation
Summarize and Note Taking
Generating and Testing Hypotheses
Similarities and Differences
Research-Based
AssessmentStrategies
Student Self-AssessmentsPerformance TasksOral ReportsEssay
Forced-ChoiceShort Written Response
Forced-ChoiceShort Written
ResponseEssay
EssayTeacher Observation
EssayShort Written Response
Essay Essay
English 1.11 1.2 1.3 1.6 1.7 1.8 1.10
1.1 1.5 1.4 1.9 1.12
Mathematics 1.1 1.4 1.5 1.8 1.9 1.10 1.15 1.16 1.17 1.18
1.3 1.5 1.7 1.21 1.6 1.9 1.10 1.111.12 1.19
1.2 1.7 1.111.13 1.14 1.181.19 1.20
1.16 1.21
Science 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
History/ Social Science
1.9 1.15 1.2 1.3 1.10 1.11 1.12 1.13
1.4 1.8 1.12 1.1 1.6 1.7 1.8 1.9
1.5
Grade 1
Dan Mulligan, 2006
2006 – 2007
Virginia Standards of Learning, Bloom’s Taxonomy, and Research-Based Strategies For Increasing Student Achievement
Recall Relate Connect Create
Cognitive Domain
Knowledge Comprehension Application Analysis Synthesis Evaluation
Question Cues List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, what where, etc.
Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, initiate, discuss, extend
Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite
Assess, decide, rank, grade, tests, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Research-Based
Instructional Strategies
Summarize and Note Taking
Nonlinguistic Representation
Cooperative Learning/ Homework & Practice/ Reinforcing Effort & Providing Recognition/Setting Objectives & Providing Feedback
Summarize and Note Taking
Similarities and Differences
Nonlinguistic Representations
Generating & Testing Hypotheses
Similarities and Differences
Generating and Testing Hypotheses
Similarities and Differences
Questions, Cues, and Advanced Organizers
Nonlinguistic Representations
Summarize and Note Taking
Generating and Testing Hypotheses
Nonlinguistic Representation
Summarize and Note Taking
Generating and Testing Hypotheses
Similarities and Differences
Research-Based
AssessmentStrategies
Student Self-AssessmentsPerformance TasksOral ReportsEssay
Forced-ChoiceShort Written Response
Forced-ChoiceShort Written
ResponseEssay
EssayTeacher Observation
EssayShort Written Response
Essay Essay
English 2.8 2.5 2.6 2.7 2.9 2.10 2.12
2.4 2.1 2.3 2.11 2.2
Mathematics 2.1 2.2 2.3 2.62.12 2.15 2.17 2.18 2.20 2.25
2.1 2.4 2.7 2.8 2.12 2.13 2.14 2.15 2.18 2.19 2.24 2.25
2.1 2.4 2.5 2.7 2.8 2.9 2.11 2.12 2.24 2.26
2.2 2.11 2.16 2.17 2.20 2.22 2.23
2.9 2.10 2.21 2.22 2.25 2.26
2.23
Science 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8
History/ Social Science
2.1 2.4 2.11 2.6 2.7 2.8 2.9 2.10 2.12
2.5 2.2 2.3 2.4 2.8 2.6 2.7
Grade 2
Dan Mulligan, 2006
2006 – 2007
Teachers should use feedback to support the learning of essential knowledge and essential skills and furnish useful information to both the teacher, parent and the
student. Assembling evidence from a variety of sources is more likely to yield an accurate picture.
Classroom
Performance
Assessments
Sample Checkpoint Test for SOL K.4
Sample Checkpoint Test for SOL K.4
Sample Checkpoint Test for SOL K.4
Sample Checkpoint Test for SOL K.4
“The math program in pre-kindergarten through Grade 2 should take advantage of technology. Guided work with calculators can enable students to explore number and pattern, focus on problem-solving processes, and investigate realistic applications.”~Principles and Standards 2000
www.authorama.com
http://www.highlights.com/
http://rubistar.4teachers.org/index.php
http://www.rockingham.k12.va.us/mves/mves.html
http://nlvm.usu.edu/en/nav/vlibrary.html
www.augusta.k12.va.us
www.ttaconline.org