richmond.after dart.nov.2011
DESCRIPTION
Dixon, McKinnery & Wouk staffs join together to consider the question, 'What do we do after we have administered either the DART and EPRA and FI-EPRA reading assessment?' - a morning sessionTRANSCRIPT
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A"er DART – planning and teaching a"er a school-‐wide
reading assessment
Richmond Nov. 28, 2011 Faye Brownlie
www.slideshare.net
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Formative assessment to determine students strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
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What is working?
What is my focus area?
What is my plan?
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Teaching Content to All
Open-‐ended teaching
adapted
modified
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Teresa Fayant K
Stzuminus First Nation
Teaching how to respond
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Essential Lesson Components
• EssenTal quesTon/learning intenTon/a big idea • Open-‐ended strategies: connect-‐process-‐transform • DifferenTaTon – choice, choice, choice • Assessment for learning • Gradual release of responsibility
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QuesToning – oral language, vocabulary, building background knowledge
Think Aloud – deepening comprehension, applying reading/thinking strategies
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Sea O\er Pup -‐ Victoria Miles (Orca)
There is a forest of seaweed in the ocean.
It is a forest of kelp. At the bo\om of the
kelp forest, Mother sea o\er searches for
food.
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High above, her pup is waiTng. He is
wrapped in a piece of kelp so he can’t
dri" away while Mother is down below.
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He bobs, floaTng on his back in the
cold waves, holding his front paws and
hind flippers above the water to keep them dry.
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Making Inferences
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Learning IntenTons:
• I can examine a picture and infer what is happening
• I can provide ‘because’ reasoning (evidence) for my inference
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• Peter’s Poofect Pet -‐ Tina Powell
• www.bigfatpen.com
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Goals
Plan
Rationale
Planning
What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners?
Why are we choosing this focus?
How will we do this?