1.Session 3 B: Quality Resources- Writing an Effective Cover Profile September 2013

2. Help Desk Monday-Friday 7:00 a.m.-7:00 p.m. (EST) 855-657-8587 SmarterBalancedLibrary@ amplify.com 3. Focus: Section B Learning Target: I understand the components of an accurate and effective Cover Profile. Success Criterion: When contributing a resource, I can write detailed responses in the Cover Profile fields to support the review of the resource. 4. Lets Get Started In preparation for walking through an effective Cover Profile, you will need to watch the video that is found on the next slide. You will need to click on the picture to open up the video. 5. Video 6. Writing a Cover Profile 7. - Core Literacy + Using Evidence from informational and literary text 8. Does the resource clarify intended learning to help students and teachers understand the expectations and goals (or learning target) for their work together? 9. Does the resource elicit evidence through interactions with students, using appropriate questioning strategies, focused observations of students, or by looking at student work and analyzing it? 10. Does the resource help the teacher interpret the evidence to determine where students are in relation to the learning target and success criteria? 11. Does the resource help the teacher provide feedback to students or make adjustments to instruction to keep learning on track? 12. - Student engagement in the formative assessment process is clearly evident in the entire resource. 13. How does the resource enable or promote student engagement in the formative assessment process? 14. + Student engagement in the formative assessment process is clearly evident in the entire resource. One learning target the teacher employs in the lesson promotes the students continuous involvement in self and peer assessment. The students are owners of their work and provide descriptive feedback to peers. The students discuss how the next group of students can utilize the feedback to inform their work. 15. Does the resource focus more on student learning, educator learning or both? 16. Hint: If you select Combination, evidence for both must be shown in Learning Targets and Success Criteria (to be discussed shortly). 17. The owner of the resource may or may not be the same as the author. For example, the resource you read earlier entitled Formative Assessment: An enabler of learning is written by Margaret Heritage but owned by the National Center for Research on Evaluation, Standards and Student Testing (CRESST). 18. Provide an abstract. Be specific and brief. Avoid jargon. Only the first 140 characters will show up in the search. 19. This is a 10th grade ELA class focusing on citing evidence from informational and literary text. The video shows snippets of a lesson with teacher commentary as students engage in a discussion using the fishbowl protocol. The discussion focuses on two guiding questions: Why read? and What is a world without books? The inner circle cites evidence from the two types of texts to support their reasoning. At the same time, the teacher requires the outer circle to track the ideas presented as evidence. After a set amount of time, the outer circle provides feedback to their peers. At the end of the lesson, a debrief circle connects the intended learning to what occurred during the lesson. 20. Describe how, where and when the resource will be used. 21. This resource can be used be used by a teacher to help implement the fishbowl protocol as a tool to actively involve students in the formative assessment process. This resource is used with a whole class but could be modified for use with small groups. This fishbowl protocol could be used to support ongoing learning by having students act on the feedback given at the next session. How 22. This resource can be used be used by a teacher to help implement the fishbowl protocol as a tool to actively involve students in the formative assessment process. This resource is used with a whole class but could be modified for use with small groups. This fishbowl protocol could be used to support ongoing learning by having students act on the feedback given at the next session. Where 23. This resource can be used be used by a teacher to help implement the fishbowl protocol as a tool to actively involve students in the formative assessment process. This resource is used with a whole class but could be modified for use with small groups. This fishbowl protocol could be used to support ongoing learning by having students act on the feedback given at the next session. When 24. The video highlights the interconnected nature of the ELA Common Core State Standards by providing an example of the how the ELA strands of Speaking and Listening, Reading Literature, and Reading Informational Text are combined in a lesson. The video shows a teacher implementing the ELA instructional shifts in her classroom. Students are building knowledge through complex text and content-rich non-fiction as well as citing specific evidence from the texts to support their reasoning when speaking with their peers. 25. Elaborates on the attributes of the formative assessment process (See page 1). 26. -The teacher emphasizes the intended learning of the activity, and the students consistently refer back to the target throughout the lesson. Also, the teacher and students actively provide specific feedback throughout the activity. The students utilize this feedback to adjust their presentation when they enter the inner circle. 27. +The teacher clarifies the intended learning of the activity at each round in the discussion protocol. Students track peer responses during the discussion and give clear, constructive feedback at the end of each round. Subsequent groups are able to act on that feedback to improve the quality of their responses. The end user is able to see examples of student engagement in the formative assessment process. The teacher elicits evidence of learning at the end of the lesson by asking what the takeaways were from using evidence to move the discussion. The teacher ends by clarifying the learning for the next day. 28. The student will understand how to cite evidence during conversation from informational and literary text to convey information and ideas clearly. The student will understand how to provide clear and actionable feedback to peers. The student can cite evidence during conversation from informational and literary text to support their reasoning and keep a conversation flowing. The student can give positive and constructive feedback while giving suggestions for improvement. The student can point out strengths and weaknesses in discussion points without evaluating or judging. 29. - The fishbowl protocol was found in multiple lessons. For each of the lessons reviewed, the students were actively engaged in the formative assessment process and positive learning outcomes were achieved. 30. + I have implemented the fishbowl protocol in multiple lessons. In each of the lessons, the students were actively engaged in the formative assessment process by providing feedback to their peers and adjusting their learning based on peer- and teacher-feedback. Positive learning outcomes were achieved with each lesson. 31. - The attention to text complexity, the use of informational text, and the combining of reading, listening and speaking informs this resource. These instructional strategies highlight CCSS English language arts shift. 32. + The attention to text complexity, the use of informational text, and the attention to speaking and listening informs this resource. The instructional strategies used in this resource highlight the three CCSS ELA instructional shifts. Fishbowl protocols are used to assess comprehension, to assess group work, to encourage constructive peer assessment, to discuss issues in the classroom, or to model specific techniques such as literature circles or Socratic Seminars. Fishbowl protocols allow students to practice group discussion skills and provide a safe forum for students to participate in a discussion about charged topics. This strategy for formal discussion also allows the teacher to see what misconceptions students have and address them. 33. Section B Learning Target: I understand the components of an accurate and effective Cover Profile. Success Criterion: When contributing a resource, I can write detailed responses in the Cover Profile fields to support the review of the resource. 34. Help Desk Monday-Friday 7:00 a.m.-7:00 p.m. (EST) 855-657-8587 SmarterBalancedLibrary@ amplify.com