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RAD Training . Grade 6 and New Grade 1-5 ELA Teachers September 19, 2013. Agenda. Teaching students to read (2 hours) Reading Assessment District (2 hours) Planning to teach strategies (1 hour) Parking lot and reflection (15 minutes). Teaching students to read.
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RAD Training Grade 6 and New Grade 1-5 ELA Teachers September 19, 2013
Agenda • Teaching students to read (2 hours) • Reading Assessment District (2 hours) • Planning to teach strategies (1 hour) • Parking lot and reflection (15 minutes)
How do children learn to read? • Find your partner and interview each other. Record each other’s thoughts. • Look at your lists together and pull out common ideas. • Join another pair and generate a “How to teach reading” list on chart paper. • Post on the Wall of Knowledge.
Video • http://www.thedailycafe.com/members/145.cfm • On sticky notes write additional thoughts about “How to teach reading” and add to our Wall of Knowledge.
Group Discussion • Based on the information we have gathered, what can we conclude about how to teach reading?
Katie’s Drawing • Be prepared to be astounded and amazed!!!
Card Sort • Sort your cards into two pile: • Cards you understand, have no questions about and can imagine how to use in all subject areas • Cards you are unsure of, have questions about or are unsure how to use in various subject areas
Think Pair Share • How do you know students are learning? • What do students look like, sound like, feel like when they are learning? • How do you know when they aren’t? • What do students look like, sound like, feel like when they aren’t learning?
Reading Assessment District (RAD) Purpose: • Classroom-based assessment for learning, of learning, as learning • Helps students learn more about themselves as readers Assessment questions correspond with the areas of reading requiring students to: • Set a purpose for reading by making predictions and anticipate content using text features • Retrieve information and recognize meaning by locating main ideas and details explicitly stated in text and then reformulating these in their own words • Interpret text by making inferences or drawing logical conclusions based on their understanding of the information in the text • Analyze text by making connections between new information and prior knowledge • Assesses students’ metacognitive awareness of their comprehension strategies and word-solving strategies.
Components • Each complete grade-level assessment kit includes: Initial reading passage on full-colour, laminated 4-page card (35 copies) • Final reading passage on full-colour, laminated 4-page card (35 copies) • Teacher Instructions, Rubrics, Line Masters, Answer Keys, and a Running Record (for grades 1-3) • Storage Box for portability and storage
Sticky Note Brainstorm • In pairs, review the rubric and write down your observations, comments, or questions. • Put one idea or question on a sticky note.
Sharing • Share your sticky notes with another pair. • Sort sticky notes into general categories of commentary/ questions.
Here’s what/ so what/ now what • Use the following prompts to reflect: 1) Here’s what we notice… 2) So what does this mean for us... 3) Now what are the implications for students? • Be prepared to share
Administering RAD • Individually read pages 1-3 of your Teacher Instructions. • With your partner, administer and complete the Initial Assessment. • As you work through the assessment, write down questions or comments you may have about the assessment.
Entering the Data Students Achieve • Input School Wide Results • Initial Due: October 11, 2013 • Final Due: May 9, 2014
Planning • Reanne – small group with grade 1-3 teachers (miscue analysis) • In pairs, with the selection provided and your learning strategy, plan a lesson or series of lessons to address the strategy. • Join with another group and share.
