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ELA THE SECONDARY WAY!

ELA THE SECONDARY WAY!. Summer, 2008. Housekeeping. Sign-in Sheet Stipend Sheet Name on Folder Bathrooms/Breaks Rooms. Admit Slip. Think – about how you did research prior to becoming a teacher? (in college…) Have your research practices changed?

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ELA THE SECONDARY WAY!

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  1. ELA THE SECONDARY WAY! Summer, 2008

  2. Housekeeping • Sign-in Sheet • Stipend Sheet • Name on Folder • Bathrooms/Breaks • Rooms

  3. Admit Slip • Think – about how you did research prior to becoming a teacher? (in college…) Have your research practices changed? • Ink – Jot down some notes on your Admit Slip. • Pair – Partner NOT in your color group • Share – Share with your partner –then, whole group.

  4. Agenda • The Research Process • Frontloading Research Strategies/Skills • Hands-on Research Activity • Standard 3/Integrated Units • Assessment • Formative and Summative Assessments • Standards-Based Grading • Reporting on eSchool • Long-range Planning • Embedding Strategy Lessons for Lit Circles

  5. Research T-Chart Think about… *What skills/strategies will students need to know throughout the process? *What will you need to define, frontload, teach…through the process?

  6. T-Chart Example

  7. The Research Process • Basic Steps in the Research Process • Tip Sheets

  8. Evaluating Websites • How to Evaluate: Widener University

  9. Choosing a Topic • There are three ways for you to get a topic to research (Tip Sheet #: 1) • 1. Your teacher assigns one to you. In this case, you don't have to worry about selecting a topic; just start listing key words. • 2. Your teacher gives you some guidelines for choosing one. Here's where you have to do some reading on the general topic and get an overview. After doing that, you will be ready to focus your topic into a reasonable size that you can handle for this project.

  10. Topic Cont’d. • 3. Your teacher gives you complete freedom to choose whatever topic you want. This can be a challenge, but also a lot of fun! Pick something that interests you and learn more about it. In any case, pick a topic that interests you in some way. Otherwise it will be boring and torture to get through.

  11. Electronic Note Cards • Promotes generating focused questions before initiating research. • Promotes keeping track of sources which will lead to works-cited • Promotes paraphrasing and summarizing; helps students avoid plagiarism.

  12. Better Searching • 4 Nets for Better Searching • Start Narrow • Use Exact Phrases • Trim the URL • Seek Similar Pages

  13. Researching Online • Google Advanced

  14. Works Cited vs. Bibliography Tip Sheet #19 • A bibliography is a list of related reading material that your reader can look for if they want to do more reading on your topic. • A Works Cited is a list of only those sources from which you used borrowed material in your project, and which you cited with parenthetical documentation within your project.

  15. Works Cited • Citation Machine • NoodleBib

  16. Break Meet in Computer Lab at 10:15…

  17. Research Assignment Topic: Choose a significant invention that has changed or improved the world. Ask yourself: • Why is this particular invention so significant? • Who has been impacted? • How does it make your life easier?

  18. Research Process Review • Basic Steps in the Research Process • Inventions Hotlist

  19. Modified Research Process • Follow the Research Process on the Assignment Sheet (use the back for notes) • You have until 11:15 – to receive feedback and compete the process.

  20. Next Steps… • How do we help students organize the information? • Outlines • Graphic Organizers • See Research Tips: • Research Tip Sheets

  21. Lunch • Meet in Room 126 at 12:15… • T-Chart • Standard 3 • Research Units

  22. T-Chart and Standard 3 • Color Groups: • Meet and compare notes on T-Chart • Using your T-Chart notes and the activities on the Assignment Sheet, decide where activities go on the Standard Three Chart. • Note: Activities may fall under one or more of the GLEs

  23. Scaffolding and Integrating the Research Process • 6th Grade:  • formulating/generating questions • paraphrasing/skimming/scanning • note taking (using Electronic Note Cards) • Intro to using an advanced search field (NETS) • Topics generated from interest survey • Teacher created hot list to springboard research (any bibliography would use URLs)

  24. Scaffolding and Integrating the Research Process • 7th Grade:  • All skills taught in 6th grade • Citations using Citation Machine (intro to MLA) • More work with the Google Advanced search field • Student-generated questions are used for research • Short product inherent to overriding assignment; i.e. A-Z Charts/Essays; Biography, etc. • 8th Grade • All skills taught previously • Validating sources • Bias • MLA • End product that includes Works Cited

  25. Caesar Rodney Technology Growth Chart • Grades K-12 • Integrated Skills • Communication and Internet • Network & Computing Skills • Word Processing • Graphics & Presentation • Spreadsheets and Databases

  26. Electronic Agenda You can use the link at the bottom of the research assignment to access information for this workshop: http://teachers.cr.k12.de.us/~galgano/ela08

  27. ASSESSMENT OF LEARNING • Assessment of learning are those assessments that happen after learning is supposed to have occurred to determine if it did. • They are used to make statements of student learning status at a point in time to those outside the classroom, as when making student referrals or making decisions about programs.

  28. ASSESSMENT FOR LEARNING • Assessment for learning happens while learning is still underway. • These are assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve on the quality of their work.

  29. PURPOSES FOR ASSESSMENT (Teacher)

  30. Formative Assessment • Human Graph Activity • Strongly Agree • Agree • Not Sure • Disagree • Strongly Disagree • Respond to the following: • I know a lot about formative classroom assessment.

  31. Low achievement is often the result of students failing to understand what is expected of them.William (2004)

  32. More from William (2004) Assessment is formative only if the information fed back to the learner is used by the learner in making improvements.

  33. Black & Smith Synthesis of Researchwith Quality Assessment / Feedback

  34. 1.0 Standard Deviation Score Gain Equals • 35 Percentile Points • 2-4 Grade Equivalents • 100 SAT Points • 15 IQ Points TONS OF WINNING STREAKS FOR KIDS!

  35. ABC Graffiti • Multi-color Group – one person from each color • Write out the letters of the alphabet in 2 columns • Brainstorm a word for every letter that is somehow associated with assessment.

  36. How “balanced” is your view of assessment?

  37. Tear-Share Questions • Stay in Multi-Color groups: • Read the article, Homework: A Few Practice Arrows • Complete the 3-2-1 Connect and Reflect • 3 Recalls from the Article • 2 Insights Gained • 1 Burning Question That Remains • Share with small group • Share with whole group

  38. Assessment FOR Learning Change Standards into Classroom Objectives Students and Teachers use Results to Guide Learning Expectation of Success because of Instruction Transfer of Knowledge and Skills Assessment OF Learning Study to Meet Standards Develop Classroom Tests & Assign Grades “Benchmarks” at a given point in time Given after multiple opportunities “for learning” A Paradigm Shift in Assessment

  39. Where are you on the Standards-Based Grading Continuum?

  40. Caesar Rodney School District Grading Policy Classroom instruction and assessments are to be designed so that the students performance indicates the level of mastery of district objectives. The students mastery level will be the sole factor in determining the grade for a subject or course. September, 2007

  41. Purpose(s) for Grades Bailey and McTighe state that the “…primary purpose of…grades…(is) to communicate student achievement to students, parents, school administrators, post-secondary institutions, and employers” Bailey, J. and McTighe, J., “Reporting Achievement at the Secondary School Level: What and How?”, in Thomas R. Guskey, (Ed.) Communicating Student Learning: ASCD Yearbook, 1996, ASCD, Alexandria, VA, 1996, 120.

  42. Would You Want To Be… • judged on your ability to swim the first time you entered the pool? • graded on your ability to ride a bike while still using training wheels? • remembered only by what you did during your first day or first week of school as a teacher?

  43. Grades Should Be Meaningful O’Connor Fix #7 “Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards / learning goals.” According to Rick Stiggins, “…students can hit any target they can see and which stands still for them…”

  44. Traditional Grade Book Sorted by assessment categories (i.e. test, quiz, project, homework, class work) Uncertain mix of academic and non-academic factors Always uses the mean / average Standards-Based Grade Book Sorted by standard or report card category (one assessment may meet the criteria for multiple categories) Academic achievement only Use of median / mode when determining final grade Grades Should Be Meaningful Continued

  45. Assessments Of or For • Response Journal • Of – after several entries, student turns in a later entry for a grade. • For – the earlier entries: guide instruction – opportunities for self evaluation, and descriptive feedback. • Instructional Prompt • Of – the final version of the writing piece • For- the stages of the writing process; i.e. brainstorming/organizing, rough draft, revisions, peer conferencing/teacher conferencing – all opportunities to guide instruction, self-evaluation, and descriptive feedback.

  46. Standards-Based Grading in E/LA • Comprehension • Vocabulary (Word Study) • Listening/Speaking • Writing

  47. 1 MP ExampleReporting by Standards • MP 1 Final • First 4 ½ weeks (Comprehension/Vocabulary) • Read Like a Reader Quiz (vocab, St3) – 20 points • Collection 1 Quiz – (comp St2/vocab, St3) 20 points • Collection 1 Summative – (comp St2&4/vocab St3) 35 points • Narrative Short Story – (comp St2) 20 points • Last 4 ½ weeks (Writing/Listening/Speaking – St1) • Instructional Prompt – (W/L&S St1) - 35 points • Conferencing (L & S St1) • Evaluative Prompt – (W/L&S St1) - 60 points • Read Like a Writer – (Vocab St3) - 20 points

  48. Rubrics & Points • Collection 1 Summative Assessment (35 points): • 5 – 1pt multiple choice (5 pts) • 5 – 2pt multiple choice (10 pts) • 1 – short answer (2 pt rubric) (10 pts) • 2 = 100% = 10 points • 1 = 80% = 8 points • 0 = 60% = 6 points • 1 – extended response (4 pt rubric) (10 pts) • 4 = 100% = 10 points • 3 = 90% = 9 points • 2 = 80% = 8 points • 1 = 70% = 7 points • 0 = 60% = 6 points Adapted from Stiggins, 2003

  49. Traditional Scoring • #s1-5 MC – 1pt each • Possible points = 5pts • #s 6-10 MC – 2pts each • Possible points = 10pts • #11 SA = 2 pt Rubric • Possible points = 2pts • #12 ER = 4pt Rubric • Possible points = 4 pts • Total Points = 21 points

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