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BRING C
OMPREHENSIO
N
ALIVE W
ITH E
NERGIZIN
G
LESSONS
AS
SE
SS
YO
UR
ST
UD
EN
TS
AN
D I M
PR
OV
E C
OM
PR
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N
October 6, 2015Presenters: Dr. Janie Hull Jessica Kestner Dana Rasnick
PRESENTERS:
Janie Hull - B.A. Elementary Education, M.S. Reading , Ed. D. Ed. Leadership & Policy Analysis
Literacy Coach/Reading Specialist; Van Pelt Elementary School, Bristol Virginia City Schools
Creating Strategic Readers Staff Developer, Bradenton, Florida
30 years public; 6 years private
Jessica Kestner - B. A., Education Pre-K -6
Third Grade Language Arts, Van Pelt Elementary School
Bristol Virginia City Schools
12 years of experience
Dana Rasnick: BA of Education -Pre-K - 8
Second Grade Teacher, Van Pelt Elementary School
Bristol Virginia City Schools
27 years experience
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
RESOURCES
Creating Strategic Readers, Valerie Ellery, 2014
Interactive Think-Aloud Lessons, Lori Oczkus, 2009
Virginia Department of Education website, www.doe.virginia.doe
ALIGNING UNIT TESTS AND BACKWARDS INSTRUCTION PLANNING
Virginia Department of EducationOffice of School Improvement
20
13
- 20
14
(Resource)
STAGES IN THE BACKWARDS DESIGN PLAN
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences and
instruction.
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
BENEFITS OF BACKWARDS DESIGN
• Clarifies learning goals for both students and teachers
• Results in sharply defined teaching
• Increases student performance
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
STAGE O
NE
I DE
NT
I FY
DE
SI R
ED
RE
SU
LTS
FO
R T
HE
UN
I T.
WHAT ARE ENDURING UNDERSTANDINGS?
Enduring Understanding
Important to know and do
Worth being familiar with
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, Virginia: Association for Supervision of Curriculum Development.
STAGE T
WO
DE
TE
RM
I NE
AC
CE
PT A
BL E
EV
I DE
NC
E.
STEPS FOR CREATING A STANDARDS-BASED UNIT ASSESSMENT
Subtask 1
Determine
which standar
ds, knowle
dge, and skills
will be assess
ed
Subtask 2
Unpack standar
ds, knowle
dge, and skills for
content and
cognitive
level.
Subtask 3
Determine how
each standar
d, knowle
dge and/or skill be
will assess
ed
Subtask 4
Design the
assessment
THE SHIFT IN CHOOSING CONTENT AND SKILLS FOR ASSESSMENTS
Assessing what is EASY for us as
teachers
Assessing what is IMPORTANT for them as students
ASSESSMENT SHOULD…
Include activities addressing multiple levels of cognition.
BLOOM’S TAXONOMY (REVISED)
Create Generating new ideas, products, or ways of viewing things
Evaluate Justifying a decision or course of action
AnalyzeBreaking information into parts to explore understandings and relationships
Apply Applying knowledge to actual situations
Understand Demonstrating an understanding of the facts; explaining ideas or concepts
Remember Recalling previously learned information
BLOOM’S TAXONOMY (REVISED)
Createassemble, combine, compose, construct, design, develop, devise, formulate, generate, plan, set up, synthesize, tell, write
Evaluateappraise, argue, assess, attach, choose, conclude, defend, discriminate, estimate, judge, justify, interpret, rate, support, value
Analyzeappraise, breakdown, calculate, categorize, compare, contrast, diagram, differentiate, distinguish, examine, infer, model, question, test
Applychange, choose, compute, demonstrate, employ, illustrate, interpret, manipulate, modify, practice, prepare, show, sketch, solve, use
Understandclassify, convert, defend, describe, discuss, distinguish, estimate, explain, give examples, indicate, locate, paraphrase, predict, summarize
Rememberarrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, recall, relate, recognize, repeat, select, state
ASSESSING KNOWLEDGE AND SKILLS
• Selected Response• Constructed Response
• Performance Tasks
THE ITEM TYPE - PERFORMANCE TASK
• Apply knowledge
• Usually “real life” situations
• Generally graded with a rubric
• Examples:
Role-play (debates, skits)
Model/Simulation
Performance/Product
Labs
Gareis, C.R., & Grant, L.W. (2008). Teacher-made assessments: How to connect curriculum, instruction, & student learning. Larchmont, NY: Eye on Education.
MAIN TYPES OF STUDENT RUBRICS
1.Checklist2.Holistic Rubric3.Analytical Rubric
Gareis, C.R., & Grant, L.W. (2008). Teacher-made assessments: How to connect curriculum, instruction, & student learning. Larchmont, NY: Eye on Education.
TODAY’S ADDITION! TEACHER LESSON RUBRIC
• Lesson Preparation: SOL’s; Bloom’s Taxonomy/levels of cognition; Gardner’s Learning Styles; lesson focus; before, during, and after strategies; student engagement; lesson scaffolding,; appropriate materials ; preparation and organization;
• Classroom Environment: Relevance, Affective Domain Considerations, Atmosphere, Appearance
(Hull, 2015)
STAGE T
HREE
PL A
N L
EA
RN
I NG
EX
PE
RI E
NC
ES
AN
D
I NS
TR
UC
TI O
N.
JOYFUL LESSONS FOR SOL ACHIEVEMENT
• Scaffolded
• Engaging & Flexible
• Resourceful & Interactive
• Purposeful
• Incorporates Bloom’s Taxonomy; Cognitive Skill Levels
• Includes Gardner’s Learning Styles
• Both students and teachers love joyful lessons!
Oczkus, 2009
COMPREHENSION CHALLENGES
• What are your concerns regarding your students comprehension?
• Which of these do you find most difficult to teach at your grade level?
(Turn and Talk)
Oczkus, 2009
STRATEGIC APPROACH -
Highlight Characters and Use Props
QUINN THE QUIZZICAL QUESTIONER QUESTIONS THE AUTHOR
BEFORE, DURING, AFTER (Examples)
Why?
How?
I wonder?
When?
What?
Why?
• Why did you write this text?
• If you could write a sequel, what would it be about?
• Why did you?• How did you make the
character change over the story?
• How did you get the idea for____?
• Why did you use the words _____________?
• Why did you make the character___________?
IMPLEMENTATION:
1. Choose the skill or enduring understanding you will teach.
2. Decide how you will assess skill mastery.
3. Select text.
4. Decide which technique you will use to teach the strategy, skill or enduring understanding.
5. Prepare for the Engagement Technique/Performance Task.
6. Plan and prepare the Rubric then prepare the Lesson.
Consider the Text Features involved.
Consider Levels of Cognition,, Learning Styles and SOL’s that will be included in the lesson add missing elements.
WHICH MULTIPLE INTELLIGENCES ARE USED IN THE LESSON?
Interpersonal/Cooperative Worker
Intrapersonal/Responsible Learner
Logical/Mathematical/Critical Thinking
Creative Learner/Musical/Rhythmic
Visual Spatial/Information Manager
Verbal Linguistic/Communication
Naturalist/Resourceful
Bodily Kinesthetic/Active
(Ellery, 2014)
THINK ABOUT THE LESSON…
Evaluate the LESSON by marking the rubric.
CONNIE, THE CONSTRUCTION CONNECTOR
Strategy: Connecting Ideas
Analyze Cause-Effect
Text to self, to text, or to world.
Engagement Technique: 3-D Chain Graphic Organizer
(Green and Red Sentence Strips, Staple or Glue)
Construction Hat and Tool Belt
Lesson: Cause and Effect (This happened because....When _____happened, then ______ happened.
Text:
How will you assess skill mastery? What is the Performance Task or Enduring Understanding you want your students to demonstrate?
In your group, prepare a student rubric. Consider SOL’s, Strategies, Enduring Understandings.
PAULA, THE POWERFUL PREDICTOR
Strategy: Predict
Use text, text features, and prior knowledge.
Reflect and change.
Engagement Technique: Weather girl with information and data charts.
Post-a-notes for data collected on the chart.
Lesson: Use data and information to predict what will happen.
Text:
CLYDE, THE CLARIFIERStrategy: Monitor and Clarify
Clarify word and sentence meanings.
Break words into segments and pronounce
Reread or read on
Monitor understanding using text features
Visualize
Engagement Technique: Hand motions, Glasses, boa or flashy necktie
Lesson: Use Hand Motions for key words or points.
“I don’t understand….so I (fix-it strategies);
“I don’t get it.” (word, idea)…so I…..
Text:
INA, THE INVESTIGATOR
Strategy: Inference
Engagement Technique: Magnifying Glass, notebook, trench coat, clipboard, dark glasses; Look around for clues, tiptoe, hide and dart between locations. Use post-a-notes to justify inferences.”
Lesson: Write the inference on a post-a-note and place it beside the text where it can be justified.
“The character felt ________because”
“The author didn’t say, but I know …..because…….”
Text:
SAM, THE SUPER SUMMARIZERStrategy: Summarize Discern important points and main ideas Place events in sequence Utilize graphic organizer Use own wordsEngagement Technique: Cowboy hat, and yarn or jump
rope for lassoing ideasLesson: Retell the story Create a graphic organizer Somebody-Wanted-But-So “I can tell that ______ because_________.” “Book clues…… “ “My clues_________”
Text:
DESCRIBE (EVALUATE THE PRODUCT)
SEQUENCE
Event 1
Event 2
Event 3
Event 4
Event 5
MAIN IDEA/DETAILS
STORY MAP
Setting Characters
Problem
Events Solution/Ending
SIDNEY, THE SYNTHESIZER
Strategy: Synthesis Engagement Technique: Shakers labeled with words, opinions,
ideas, evaluations, connections, thoughts; bowls, spoons, chef hat, and pot. Post-a-notes to justify thoughts in text.
Lesson: Synthesize ideas to form thought , opinion, judgment, summariy, or feelings.
“I now think…..because…..(justify with evidence on post-a-notes)
“When I read….I changed what I thought because….. “I will remember….because …..Text:
JUD, THE JUDGE
Strategy: Evaluate
Engagement Technique: Gavel, balance scale and objects to weigh.
Lesson: Evaluate the author’s ideas, character’s actions, or own
reading progress.
Separate main ideas from interesting details.
“I rate……because……..”
“I agree/disagree with ……..because………”
Text:
BIBLIOGRAPHY
Ellery, V. (2014). Creating Strategic Readers. Huntington Beach, CA: Shell Education Publishing, Inc.
Oczkus, L. (2009). Interactive Think-Aloud Lessons. New York: Scholastic.
Office of School Improvement, Virginia Department of Education. 2013-2014. Aligning Unit Tests and Backwards Instruction Planning [PowerPoint]. http://www.doe.virginia.gov
PRESENTERS:Janie Hull - B.A. Elementary Education, M.S. Reading , Ed. D. Ed. Leadership & Policy Analysis
Literacy Coach/Reading Specialist; Van Pelt Elementary School, Bristol Virginia City Schools
Creating Strategic Readers Staff Developer, Bradenton, Florida
30 years public; 6 years private
Jessica Kestner - B. A., Education Pre-K -6
Third Grade Language Arts, Van Pelt Elementary School
Bristol Virginia City Schools
12 years of experience
Dana Rasnick: BA of Education -Pre-K - 8
Second Grade Teacher, Van Pelt Elementary School
Bristol Virginia City Schools
27 years experience
