S u s a n H o c h - R e a d i n g S p e c i a l i s t J e s s i c a K i d d - 2 n d G r a d e Te a c h e rG a l a x E l e m e n t a r y G a l a x E l e m e n t a r ys u s a n h o c h @ g c p s . k 1 2 . v a . u s j e s s i c a k i d d @ g c p s . k 1 2 . v a . u s

The Missing Piece of Formative Assessment:

Application

©Hoch & Kidd 2015

Formative & Summative• Constant monitoring

• Immediate feedback• In the classroom

• Student • Ownership• Self monitoring

• Differentiation

• Focus on growth

• Multiple types of data

• One test• Results later• Outside source

• Excludes students• No ownership• External mandates

• One size fits all

• Focus on score

• One source of data

Formative & Application• Constant monitoring

• Immediate feedback• In the classroom

• Student • Ownership• Self monitoring

• Differentiation

• Focus on growth

• Multiple types of data

• Occurs daily• Instant results• In the classroom

• Includes students• Their Work!• Continual

monitoring

• Caters to student needs

• All about improving & stronger students

• Constant sources of data

So…What is Application?

Reading Writing

Interdependent

InseparableComplimentar

y

As readers we find meaning, and as writers we apply what we have learned to inform others, and develop a better understanding of what we have read. www.k12reader.com

Writing is the act of taking what we have read & understood, and putting it to print. National Writing Project

Why Should

I

Link

Formative

Assessment

To

Application?

• On-going (daily) monitoring

• Immediate results of student understanding

• Promotes stronger students with an understanding of learning

• Teacher/Student involvement in learning process

• Deep understanding of gap filling

Application is an act of applying; an act of putting to use. –merriam-webster.com/dictionary

“Application creates a beautiful picture of everything you do being intertwined together to create a purpose for learning.”

-Hoch & Kidd-

Less Worksheets + More Tactile Activities = Better Understanding

How Can

I

Link

Formative

Assessment

To

Application?

• Graphic Organizers• Scavengers Hunts• Interactive Notebooks

• Skill Specific Mini Notebooks• Exit Strategies• Others

• Fluency Graphs• Paired Poems (Content)• Interactive Guide Words• Vocabulary Sorts• Dot It! Doodle It! Define It!• Making Words (Word Cups)

Application Strategies

Graphic Organizers Students develop an understanding of the text & application process.

What I’ve read

What I understan

d from reading

What I’m thinking

Application/Comprehension

Comprehension Scavenger Hunts Relies heavily on student understanding of their learning;

provides instructional answers for the teacher.

First

• Lots of teacher modeling• Direct explanation of connection

between text and graphic organizers

Next

• Scaffold instruction • Teacher fills in certain parts

Then

• Student understanding/completion

• Students develop their own questions and answers

• Weekly review of all skills and strategies

• Continual practice with graphic organizers (test format)

• Application through writing

If you can write it, you

understand it!

Interactive Reading Notebooks Allows students to assume responsibility of their own learning

Allows for hands-on learning

Ownership & self-

assessment

Great note-taking skills

Quick reference of

previous materials

Involves application of reading skills

through writing

Great for progress

monitoring

Interactive Notebooks: How to Use Them For Assessment

Weekly note-taking of skills and strategies Teacher modeling of skills & strategies (in notebook) Students note-taking

OWNERSHIP of notes! What works for you! Self Monitoring! Guided Practice – Using notes & teacher guidance Application - Students are given the opportunity to apply

their knowledge by creating/completing/revising activities in notebooks. Ungraded! Revising to develop understanding! Collaborative

work!

Graphic Organizers Why & How to use them

Vocabulary Continual word knowledge & use

Unfamiliar words- Spot & Dot

Mini-Notebooks- Specific Skills and

Strategies - More in-depth

remedial intervention

3rd G

rade

Remed

ial

3rd Grade

Skill

Specific

4th G

rade

Remed

ial

Mini-Notebook Examples

Exit Strategies Allows immediate feedback & progress of the student in their own understanding

Provides a quick snapshot of current level of understanding

Multiple ways to include them in your classroom

Focuses on students being able to reflect on his/ her own learning Self-awareness

Answers from students should be purposeful: used to guide the next day’s lesson and/or be used for student-teacher conferences

Exit Strategy Examples

Stick-It and Go Use sticky notes to have students answer or write their comments Have them place the notes on the door as they exit the room

3, 2, 1 Have the students write:

3 things they learned 2 things they want to know more about 1 thing they didn’t understand

Twitter and/ or Facebook Have students post “tweets” or

status updates (can include comments) as they walk out of the room about the days lesson

Bell Ringers Have students write one thing they remembered from the night’s

homework or one question they had

Have students answer questions such as:

• I wonder… or I think….• Pros and cons• I struggled with…. Or I did

really well with….• Why….• How would I feel if….• What caused…. Or What was

the effect of….

Others

• Fluency Graphs

• Paired Poems (Content)

• Interactive Guide Words

• Vocabulary Sorts

• Dot It! Doodle It! Define It!

• Making Words (Word Cups)

Fluency GraphsStudent ownership by charting & easy growth model

How To:1. Students read aloud

either with the teacher or a partner

2. Time the student for 1 minute

3. Graph4. Practice the text

Aloud, silently, model it

5. Students read aloud again and time for 1 minute

6. Graph their progress7. Repeat!

Use for Formative Assessment

• Student goal setting• Cold read to warm

read• Cold read to cold

read

• Student conferences• Discuss ways to

improve

What to Use:• Fluency

phrases• Sight words• Fluency

passages• Leveled

readers• Anything

the student reads! Motivating

!

Ownership!

Fluency Chart Example

Practicing Reading = Graphing Success

Paired Poems (Content)Student application of understanding content through writing

1. Find a book that contains poems for two, such as “You Read to Me, I’ll Read to You.”

2. Pair your students and then show them how the poems are to be read (in this particular book, each student has a different color text to read).

3. This not only helps with fluency, but also ties in poetry!

Why not have the students create their own at the end of a lesson? Have the students work with a partner to compare/ contrast two topics covered in the days lesson. • Cause vs Effect• Setting vs Characters• Rising action vs Falling

action• Character A vs Character BContent Integration• Migration vs Hibernation• Columbus vs Ponce de Leon• Addition vs Subtraction

ApplicationDirections

This strategy works well after explicit instruction and teacher modeling has occurred. Great interactive assessment!1. On index cards, write 10-15 words all beginning with the same

letter or alphabetically close letters. *Hint- We use an actual dictionary for this!

2. Write two guide words on a colored index card different from the other cards.

3. Have the students work to first put the words in alphabetical order. Then point out the guide words and discuss how they show the first word and last word on a certain page of a dictionary.

4. Students work in collaborative groups to create guide word activities for another group to complete, developing a better understanding of guide words.

Interactive Guide WordsImmediate feedback of understanding

Vocabulary Sorts Student ownership of learning & teacher monitoring for

understanding

Emotions Actions Nouns

Fundraisers

Discouraged

Balancing

Building

Flier

Sympathetic• Great practice not only with understanding

words, but also with classifying and categorizing, as well as developing vocabulary

• Students work either alone or with a partner to sort the words

• Great as a center, or multiple sorts in small groups during whole group time

Application = Students practicing = teacher observation = formative

assessment

Ever get tired of saying… “sound it out,” or “break it down?”

Struggling students often need something more concrete than just those simple reminders.

Spot and Dot is a simple, yet effective, way to teach students the basics of sounding words out in a fun and interactive way.

Basic rules:1. Dot the vowels (explain that every syllable has to have a vowel).

Exception to this is the “silent e”

2. Box out any prefixes and/or suffixes.3. Scoop your syllables.

We have created Spot and Dot books called “Dot It, Doodle It, Define It” that we use to help teach the strategy, but also help develop vocabulary. The students spot and dot the word, then they draw a quick picture of the word, and then they define the word using kid friendly definitions. Great during or after the story for application of vocabulary.

illustrate

stopped

Dot It! Doodle It! Define It!Application of word skills & strategies - student

interaction

Making WordsImmediate feedback & direction for next instructional step

Working with words to develop an understanding of how words work phonetically, sure up word recognition, and improve reading.

Allows the students to manipulate the sounds, analyzing how different sounds work together, and build a better understanding of spelling patterns.

Allows a ton of self correcting and self monitoring. Making Words using letter tiles Making and Writing words using a recording sheet “Vowel Cups”/Recording: a spin-off of cup stacking for

learning how changing the middle vowel, changes the word – (K-1)

Angelillo, J. (2003). Writing about reading. Portsmouth, NH: Heinemann Baumann, J. F. (2011). Journeys. Orlando, Fla.: Houghton Mifflin Harcourt. Beck, I. L., & McKeown, M. G. (2002). Bringing words to life: robust vocabulary instruction. New

York: Guilford Press. Boynton, A., & Blevins, W. (2004). Nonfiction passages with graphic organizers for independent practice.

New York City, New York: Scholastic. Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: they can all read and write

(2nd ed.). New York: Longman. Cunningham, P.M., & Hall, D.P. (1994). Making words. Greensboro, NC: Carson Dellosa Publishing, LLC Duke, N. (2012). Reading and writing: genre with purpose. Portsmouth, NH: Heinemann Fisher, D. (2011). 50 instructional routines to develop content literacy (2nd ed.). Boston:

Pearson. Hoberman, M.A. (2001). You read to me, I’ll read to you. Singapore Jacobson, J., & Raymer, D. (1999). The big book of reproducible graphic organizers: 50 great templates to

help kids get more out of reading, writing, social studies, & more. New York City, New York: Scholastic Professional Books.

Lazar, J., & Vogel, C. (2010). Now I get it!: teaching struggling readers to make sense of what they read. New York: Scholastic.

NWP website - National Writing Project. (n.d.).. Retrieved July 16, 2014, from http://www.nwp.org/ National Council of Teachers of English. (2013). Formative assessment that truly informs instruction. Retrieved May 2015 from www.doe.virginia.gov/ Norris, J., & Larsen, J. (2005). Reading connecting school and home. Monterey, CA: Evan-Moor Corp.. Reading Comprehension - K12Reader. (n.d.). . Retrieved July 16, 2014, from

http://www.k12reader.com/category/reading-comprehension/ Richard, E. (2005). 10 vocabulary card games. New York, NY: Scholastic, Inc.. Richardson, J. (2009). The next step in guided reading: focused assessments and targeted

lessons for helping every student become a better reader. New York: Scholastic Inc. Richardson, J. (2013). Next step guided reading in action: view & do guide. New York: Scholastic Inc..

Bib

liog

rap

hy

Disclaimer

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.

Thanks for Coming!

We want to thank you for coming to our presentation. If you have any questions, please feel free to contact us. Also, if you use one

of the strategies we discussed, let us know how it goes- good or

bad! We would love to hear from you!Check out our reading ideas at…

Our blog - http://alove4reading.blogspot.com/Our TpT store – A Love For Reading

https://www.teacherspayteachers.com/Store/A-Love-For-Reading

Our Twitter- @aloveforreading1

Susan Hoch susanhoch@gcps.k12.va.us

Jessica Kiddjessicakidd@gcps.k12.va.usGalax City Public Schools