HWDSB OCA TRAINING

Ontario Comprehension Assessment (OCA)

ObjectivesParticipants will: understand the design and purpose of the OCA understand how the OCA supports the

development of student literacy by connecting to the research on proficient readers.

learn how to conduct the assessment moderate student responses to questions in the

OCA connect the OCA to instruction consider strategies for using the assessment with

struggling readers.

The Ontario Reading Comprehension Assessment (OCA)

Design & Purpose

OCA Training Module

Purpose of the OCA

The primary purpose of the OCA is to:

help teachers plan for systematic comprehension instruction

help students learn more about themselves as readers

Key Components

Reading Passages 35 copies of each text

Teacher Guide “Front Matter” Student Response Sheets (Early and Later Grades) Answer Keys (Early and Later Grades) Assessment Summary Sheet (Early and Later

Grades) Appendices (Curriculum Links, Implementation

Models, Data Collection Options)

General Information

Grades 7-10Informational Text2 Assessments per

GradeInitial AssessmentLater AssessmentDescriptive Feedback

Connecting to the research on proficient readers

The Development of Student Literacy

OCA Training Module

What the Research Says

Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.

~ Black and William, 1998

Aspects of Reading

The OCA is designed to provide students and teachers with descriptive feedback in three aspects of reading:use of comprehension strategies

demonstrating understanding

analysis

Proficient Readers … Set a Purpose for Reading Access or Build Background Knowledge Ask Questions Determine What’s Important Synthesize Make Inferences Make Connections Visualize Monitor Comprehension

Aligned Assessment Design

Aspects of Reading Sub-aspects/Skills of Proficient Readers

ReadingTasks OCA

Use of Comprehension Strategies

• Setting a Purpose• Building or Accessing Background • Knowledge• Asking Questions• Monitoring Comprehension

Asking Questions (7-9)Monitoring/Meta-cognition

Question 1

Question 5

Demonstrate Understanding

• Determining What’s Important• Making Inferences• Visualizing

Retrieving InformationSynthesizing, SummarizingMaking Inferences/ Interpreting Text

Question 2

Question 3

Analyze Texts • Synthesizing and Extending Understanding

Analyzing Text and Extending Understanding

Question 4

Reading ExpectationsRetrieve Information (OSSLT skill, 1.4)o The reader locates information explicitly

stated in the text. Demonstrate Understanding (1.4)o The reader uses information provided in the

text and reformulates it in her/his words – summarizing and citing details.

Make Inferences/Interpret Texts (1.5, OSSLT)

o The reader integrates stated and implied ideas and information to explain an interpretation.

Analyze Texts (1.7, 2.1, 2.2)o The reader takes a stance, evaluating,

connecting and explaining how the different elements in a text contribute to meaning and influence the reader’s reaction.

(Numbers refer to the Ontario Curriculum Reading expectations.)

Analyze Texts

Demonstrate Understandin

g

RetrieveInformation

Interpret Texts

Question #5: Metacognition

Sub-strand in the revised Language and English curriculum.

By the end of Grade 7/8, students will: “reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.”

Reading Overall Expectation #4

Connecting Acrossthe Curriculum

All teachers of all subjects, K-12, are teachers of literacy.

Literacy instruction must be embedded across the curriculum.

Connecting Acrossthe Curriculum

All teachers must be equipped with the knowledge and skills to model effective literacy skills in their subject area.

▪ Guiding Principles from Think Literacy Success (2003)

Additional information on Making Connections Across

the Curriculum are located in the OCA Teachers Guide p. 13

and p. 41.

Setting students up for success

Conductingthe OCA

OCA Training Module

OCA: How? When?

Initial AssessmentBeginning of year or semesterAssessment FOR LearningWhere do I go with instruction?

Later AssessmentEnd of term or mid-point in semester, end of

yearAssessment FOR or OF LearningHas my teaching made a difference?

Starting the Assessment

Plan to administer the first OCA early in the year Plan for a 60 minute block of time Administer the assessment to the whole class Distribute the reading passage and the student

response sheet Ask students to answer Question 1 before

reading Give students 45 minutes to complete the

assessment (students may receive additional time but should complete the assessment in a single sitting)

During the Assessment

Students answer questions independently

Allow extra time for students who need it

Students who normally receive accommodations or modifications for assessment tasks should continue to do so on the OCA

Completing the Assessment

Students may complete the assessment on the black line masters, however, space limitations may make it preferable to have student given the option to complete their work on a separate page or use a computer.

After the Assessment

After the assessment: If possible, work in pairs or teams to

moderate assessments and share instructional strategies to respond to results

Use a highlighter to mark criteria in rubrics or on the individual profile sheet

Plan next steps using information in the teachers guide.

Identifying student strengthsand next steps

Teacher Moderation

OCA Training Module

Teacher ModerationGetting Set Up…

1. Click on the following link to access student exemplars: OCA exemplars

2. Click on the following link to access the sample student responses: Student Responses

3. Turn to page 20 in the Teachers’ Guide

Teacher Moderation

With a partner, use the rubric and exemplars to assess the student response and use page 20 of the teacher’s guide to determine instructional next steps.

The following slides will walk you through the moderation process for each question.

Question #1

Are students previewing text to either build or access background knowledge before reading?

Are students asking themselves quality questions that set a purpose for reading?

Purpose and Connections

Question #1Set a purpose Ask questions Predict

Question #2

Are students sorting and conceptualizing main ideas and supporting details?

Are students creating an accurate synthesis representative of important information in the text?

Purpose and Connections

Question #2Find important ideas Summarize Make

notes

Question #3

Are students reading between the lines and inferring and elaborating on ideas not directly stated in the text?

Purpose and Connections

Question #3Infer Visualize Find important ideas

Question #4

Are students pushing their thinking beyond the information in the text and making meaningful connections that deepen their comprehension (text to self; text to text; text to world connections)?

Purpose and Connections

Question #4Make connections Synthesize Evaluate

Question #5

Are students meta-cognitive and aware of

strategies that could help them “fix” comprehension problems?

Purpose and Connections

Question #5 Reflect on strategies (Metacognition)

Connecting data to instruction

Next Steps

OCA Training Module

Teachers Guide Resources

Appendices Individual Profile (p. 44) Group Profile (p. 45) Class Profile (p. 46) Disaggregating the Data (p. 47) Synthesizing the Data (p. 48)

Recording the Data Rubric categories are titled by achievement

chart categories from the Ontario Curriculum

Class Profile columns are titled based on the reading strategies/sub-aspects assessed.

This may require that the teacher use their professional judgement to determine an overall level by considering one or more of the achievement chart categories for some questions.

Recording the Data

Class Profiles are generic across the grades, not grade specific, so there may be extra columns in some grades.

Disaggregating the Data

Disaggregating the Data

© CI SC, School District 36, Surrey, 2005 Sept 30/05 KP:ld 04/05 Engl LA/ Programs/ RAD 36/ Disaggregating Data Secondary.doc

Secondary Tally Form

Aspect of Reading Not Yet Within Expectations Male Female

Meets Expectations (Minimal Level) Male Female

Fully Meets Expectations Male Female

Exceeds Expectations Male Female

STRATEGIES Text Features (Question 1)

Comprehension Skills/ Metacognitive Awareness (Question 5)

COMPREHENSI ON Main I deas (Question 2)

Details (Question 2)

Note-Making (Question 2)

I nf erences (Question 3)

ANALYSIS Connections (Question 4)

Evaluation (Question 4)

TOTAL NUMBER STRATEGIES

COMPREHENSION

ANALYSIS

Sub Total:

Total:

Total # of Participants: ___________ __

Synthesizing the Data

Recording the Data You may prefer to use the HWDSB

electronic spreadsheets or create one that meets your specific needs.

HWDSB Spreadsheet

Link to HWDSB Spreadsheet

Key Considerations

Supporting Struggling Readers

OCA Training Module

… “most children who struggle to read do not require instruction that is substantially different from their more successful peers; rather, they require a greater intensity of higher quality instruction”.

- Snow, Burns, & Griffin (1998)

Beers (2003)

“There is not a single template for the struggling reader. We cannot make the struggling reader fit one mould or expect one pattern to suffice for all students”.

Reading

If a student struggles with reading grade level passages…the teacher may select a lower grade-level passage that is more appropriate.

The OCA Student Success Kit contains passages and strategies for the struggling reader as low as grade 4 level.

Reading If a student struggles with reading lower

grade-level passages, the assessment may be administered orally (as a documented accommodation) and the student could independently complete the written responses.

Please note that by reading the passage and questions orally to the student, the purpose of the OCA changes to a listening comprehension assessment, which is an indicator for potential growth in reading comprehension.

Writing

If the student struggles with written output…the student may be scribed for as a documented accommodation.

Assistive Technology

The use of assistive technology such as word processing, “Dragon” (speech to text) or “Premier” (text to speech) software may be an appropriate support for students struggling with reading and written output.

Processing

If the student struggles with processing information…the teacher may simplify the language or chunk the assessment as a documented accommodation.

Focus

When a student struggles with maintaining focus…the student may complete the assessment in an alternate setting and/or complete the assessment in stages.

Ensuring Success

In short, students on IEP’s are entitled to whatever modification or accommodations have been deemed necessary in the creation of the IEP and are part of the student’s regular instruction.

Review of objectives & additional support

Wrap-Up

OCA Training Module

ObjectivesThe objectives of this training module were for

participants to: understand the design and purpose of OCA understand how OCA supports the development of

student literacy by connecting to the research on proficient readers

Moderate student responses to questions in OCA Connect OCA to instruction Consider strategies for using the assessment with

struggling readers.

Additional Supports Your Administrator Program Consultants (elementary and secondary) Literacy Improvement Project Teachers Pearson Publisher Representative Ministry of Education Guides to Effective

Instruction; Volume One, Foundations and Volume Five, Reading.

Ministry of Education Think Literacy Guides

Important Links Link to Sample Student Responses Link to Grade 7 publisher exemplars Link to Grade 8 publisher exemplars Link to HWDSB Spreadsheet Link to Ministry Guides

Thank you for your

time & participation!

When learning is the goal, teachers and students collaborate and use ongoing assessment and pertinent feedback to move learning forward.

- Earl & Katz (2006)