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RAD Data Grade 1: Nov. 21 Grade 2: Nov. 23 Grade 3: Nov. 25

RAD Data Grade 1: Nov. 21 Grade 2: Nov. 23 Grade 3: Nov. 25. Critical Components of Early Learning. Today’s Agenda. RAD Data Professional Dialogue Reading Strategies that Work Formative Assessment in ELA.

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RAD Data Grade 1: Nov. 21 Grade 2: Nov. 23 Grade 3: Nov. 25

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  1. RAD Data Grade 1: Nov. 21Grade 2: Nov. 23Grade 3: Nov. 25 Critical Components of Early Learning

  2. Today’s Agenda RAD Data Professional Dialogue Reading Strategies that Work Formative Assessment in ELA

  3. Teachers blaze the path to knowledge generation when pairs, small groups and entire faculties intentionally and purposefully use data as a source for analyzing progress and proactively planning for improvement. - Wellman & Lipton, 2004

  4. Data Givers Data Users

  5. Change is Inevitable; Growth is Optional

  6. Four Driving Forces of School Change Shifting To • A learning focus • Teaching as a collaborative practice • School improvement as a requirement • Responsibility Shifting From • A teaching focus • Teaching as private practice • School improvement as an option • Accountability

  7. Collaborative Inquiry • Learning occurs when we shift from professional certainty to conscious curiosity, from isolated individual to collaborative community member, and from passive technician to active researcher. The pursuit of meaningful questions arises from thoughtful data analysis, careful problem framing, and ongoing monitoring of gaps between goal achievement and current condition.

  8. The Collaborative Learning Cycle

  9. Learning Partners

  10. Activating & Engaging Take a look at your data. What are your • Successes? • Challenges? • Questions?

  11. Share • First, share your successes in round-robin fashion. • Be ready to report on themes (not anecdotes). • Next, share your challenges, again in round-robin fashion. • Be ready to report themes (not anecdotes). • Finally, share your questions, and choose 2-3 to record on a chart paper.

  12. Analyzing the Data • What important points seem to “pop-out”? • What are some patterns, trends or general categories that are emerging? • What seems to be surprising or unexpected from the data sets? • What are some things we have not yet explored? • What are some generalizations we might make?

  13. Stem Completion - Generalizations • “Successful student readers...” • “Effective teachers of reading...” Write each response on a separate index card.

  14. Card Stack and Shuffle Table Groups: Take your stack and shuffle them. Trade your stack with another table. Take turns reading cards. Everyone else at the table identify possible assumptions related to the response on the card.

  15. Assumptions Assumptions Card Stack and Shuffle Table Groups • Identify 2-3 assumptions that have the greatest implications for your work. • Record these on the left side of the T-chart. • Then list the implications to these assumptions. Implications

  16. Card Stack and Shuffle Stem Completion: • Effective teachers of reading teach comprehension, not just decoding.

  17. Final Stage of Collaborative Inquiry: Theory of Action • What inferences/ explanations/ conclusions might we draw from the data? • What other data resources do we need to collect? • How often do we need to collect the data to monitor growth?

  18. Join your Partner Give 1 Get 1 • List a strategy that you have explored, or are investigating to explore, to enhance your results. • Share your strategy with your partner and take one “new” strategy from your partner.

  19. Join your Give 1 Get 1 More! Take time with your new partner to give one of your ideas away and receive one more idea from your new partner. Partner

  20. Celebrations We are moving in the right direction!

  21. 2010-2011 RAD Data Results

  22. NESD RAD Initial Assessment: Longitudinal Data Gr.3 Gr.3 Gr.2 Gr.2 Gr.1 Gr.1

  23. NESD RAD Initial & Final Longitudinal Data Gr. 3 Final Gr. 2 Final Gr. 1 Final Gr. 3 Initial Gr. 3 Initial Gr. 2 Initial Gr. 2 Initial Gr. 1 Initial Gr. 1 Initial

  24. NESD RAD Initial Assessment: Grade 1 26.02% Fully Meets to Exceeds Expectations

  25. NESD RAD Initial Assessment: Grade 2 30.67% Full Meets to Exceeds Expectations

  26. NESD RAD Initial Assessment: Grade 3 46.06% Fully Meets to Exceeds Expectations

  27. Professional Dialogue • Build common knowledge about curriculum expectations and levels of achievement • Identify strengths and areas for growth, for individual students and group patterns and trends, based on evidence of student learning • Adjust and acquire new learning by comparing one’s thinking to that of others • Set goals for student, class, and school learning improvement • Share effective practices, plan instruction using backward mapping and provide immediate interventions based on student need, monitor progress, and celebrate growth

  28. Reading Strategies that Work Effective School Research

  29. Effective Schools with Improvements with Reading Performance • Small group instruction • More coaching (scaffolding) by teachers • Teaching of phonics BUT with an emphasis on application during real reading • More higher-order questioning (i.e., questions requiring inferences and integration) • Greater outreach to parents • More independent reading

  30. Effective Schools with Improvements with Reading Performance • Balance between skills and holistic instruction (reading of complete texts, composition writing) • Greater student engagement • Meaning-making was emphasized • Reading and writing were integrated activities

  31. Balanced Literacy Reading Aloud Shared Reading Guided Reading Independent Reading Shared Writing Interactive Writing Guided Writing (Writer’s Workshop) Independent Writing Listening Speaking Viewing Representing

  32. Guided Reading • Guided reading in only one component of a balanced literacy program. A child might spend between 10 to 30 minutes a day in a focused reading group that is organized, structured, planned, and supported by the teacher. During the rest of the day, that same student will participate in whole-group, small-group, and individual activities related to a wide range of reading and writing, almost all of which involve children of varying experience and abilities.

  33. I have become more comfortable with providing reading instruction from levelled book collections. I don’t have to spend much time giving whole-class lessons. I’m spending more time with students, individualizing more. I make sure the students have opportunities to read lots of books in the classroom and at home. The real secret is that I really need to know how to instruct to the needs and developmental levels of the child. I figure this out through my assessment. • Primary Teacher, NESD

  34. The Essential Elements of Guided Reading

  35. Video Clips • http://www.youtube.com/watch?v=9c8EI1e5rl4 • http://vimeo.com/6362122 • http://www.youtube.com/watch?v=txC-Qo_8GiU • http://vimeo.com/6362804

  36. Sample Guided Reading Lesson Pair up with another pair to form a quartet. Find your Partner.

  37. Professional Dialogue • Share your experiences with Guided Reading. • Resources • Benchmarks • Decoding Strategies • Comprehension Strategies • Ask questions about Guided Reading.

  38. Formative Assessment in ELA The Route to Making a Summative Assessment

  39. Whole to Part to Whole

  40. Formative Assessment • Guide for Observing Early Reading Behaviour • Oral & Silent Reading Rubric • Miscue Analysis Scoring • Benchmark Reading Assessments

  41. Students Achieve • So how can Students Achieve monitor growth?

  42. When we are assessing reading (decoding) strategies... Including • Sight Words • Oral Reading • Silent Reading • Syntactic • Semantic/Lexical/Morphological • Phonological/Graphophonic

  43. Comprehend & Respond: Text Structures and Features Formative

  44. When we are assessing reading (comprehension) strategies... • Comprehend and Respond: • Information & Ideas • Respond to and Analyze Texts

  45. Application Learning Plan Assessment Events Further Collaboration Curriculum Corner Q & A

  46. Reflection of the day... Today I ... Tomorrow I will...

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