Richmond.after dart.nov.2011
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Transcript of Richmond.after dart.nov.2011
A"er DART – planning and teaching a"er a school-‐wide
reading assessment
Richmond Nov. 28, 2011 Faye Brownlie
www.slideshare.net
Formative assessment to determine students strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
What is working?
What is my focus area?
What is my plan?
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Teaching Content to All
Open-‐ended teaching
adapted
modified
Teresa Fayant K
Stzuminus First Nation
Teaching how to respond
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
QuesToning – oral language, vocabulary, building background knowledge
Think Aloud – deepening comprehension, applying reading/thinking strategies
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.
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.
He bobs, floaTng on his back in the
cold waves, holding his front paws and
hind flippers above the water to keep them dry.
Making Inferences
Learning IntenTons:
• I can examine a picture and infer what is happening
• I can provide ‘because’ reasoning (evidence) for my inference
• Peter’s Poofect Pet -‐ Tina Powell
• www.bigfatpen.com
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?