English SOL Institute Formative Assessment in the English Classroom

1. English SOL Institute Formative Assessment in the English Classroom Bring out the Bunsen Burner and Everyone Pays Attention Carolyn Alley, M.Ed. Reading 6, RtI 7/8 Nate Shotwell, M.Ed. Science 8 Holman Middle School, Henrico, Virginia caalley@henrico.k12.va.us nshotwell@henrico.k12.va.us

2. Why should we work with content teachers? 8.6, 9.5, 10.5, 11.5 & 12.5 The student will read and analyze a variety of nonfiction texts.

3. A Pair of assignments Part 1: Our accelerated 8th graders completed this lesson in their English classes this Fall and is based on recent current events in science. Part 2: The next week, our accelerated 8th grade science classes followed up on their work in English class by completing the 2nd part of the assignment, reading and analyzing a related non-fiction passage.

4. A Nonfiction Madlib (Handout #1) • The “madlib” in your packet was created from an excerpt from a non-fiction article from “TheWeek.com” from the past year. • Complete your madlib and then share with your elbow partner. • What event do you think this article was originally written about?

5. Full Pluto Article • Full Text of “The Scientists who conquered Pluto” • http://theweek.com/articles/566768/scientists-who-conquered-pluto

6. Reacting to the Madlib • Possible journal entries/writing prompts to follow “The Scientists who conquered Pluto” • What is the biggest scientific accomplishment of the past 50 years? • How do we celebrate big accomplishments? • What big accomplishments are worth celebrating? • What’s nation-wide celebration that you remember? • Write a letter to one of the scientists on the New Horizons mission.

7. Don’t miss out on the teachable moments • Knowledge Transfer Sheet (Handout #2) (completed as a class or by a class recorder) • Makes it easier to tackle a non-fiction topic out of your comfort zone. • Pass the sheet(s) from the English teacher to the science teacher(s) you are collaborating with at the end of class. • Excellent fodder for warm ups, current event tie-ins, enrichment in the science classroom. • Allows your science colleagues to enrich the teaching you’re doing in your classroom.

8. Tell me you don’t want to read this!(Recent Science headlines from Theweek.com) • This is the world’s longest running science experiment • Do lab rats dream of the future? • Want to solve your pest problem? Get more bugs. • Why Silicon Valley is bad for the space race • One of the last hopes to defeat climate change just got debunked • How growing up poor affects the brain • Weather.com is another great source for tantalizing headlines!

9. Reading in Science (Handout #3 & #4) • U.S. spacecraft sails by Pluto, capping nine-year journey • http://www.reuters.com/article/2015/07/14/us-space-pluto-idUSKCN0PO1L420150714

10. Analysis of nonfiction passages in Science class • Student groups select one of the “numbers” from this article and design and answer a question surrounding their number to help the number make more sense and put it in context.

11. Examples • What were the major challenges facing other government agencies 50 years ago? • What is an example of another object in space that is ~7750 miles in size? • What is there a 1 in 10,000 chance of happening to you today?

12. Other numbers from this article… • 3 billion miles • 9.5 years ago • Size of a piano • 40 times • 99% • 248 years • 2006 • 4.6 billion years • 16 months

13. Formative Assessment • Jeff Anderson says, “formative assessment is for learning versus of learning.” • Give students confidence • Open doors • Use DURING learning • Drives instruction/learning

14. Formative Assessment Delivers DURING Learning • Motivate and Model • Set Clear Targets - Where am I going? • Plan Meaningful Practice • Formative Assessment - Gathering evidence of student learning - Where am I now? • Strategies to get there

15. Engagement as the Bell Rings Write a metaphor* for a shark. When all students are done, have those that represent fear move to the right side of the room and those that reflect something other than fear move to the left side of the room. Make observations based upon numbers. Share some metaphors from each side. *While waiting for all metaphors to be written, make a Salinity List - whatever comes to mind - can work with a partner or two.

16. Model - Metaphor Example In his book, Moonbird, Phillip Hoose opens with a great example. “The Red Banded bird is one of the World’s premiere athletes that weighs a mere four ounces and has flown 325,000 miles in his life - that is the distance to the moon and halfway back.” After reading article, metaphors can be revised.

17. Authentic Practice - Shark Article Read science article, “Scientists Explore Lives of Sharks.” http://www.newsobserver.com/news/local/article27249373.html - video explanation too SOL 6.6

18. Sharks - Formative Assessment Formative Idea: Prepare a Debate Reasons and evidence for . . . 1. The shark is misunderstood. 2. Sharks are a menace and ruining vacations. SOL 6.1a; 6.1d; 6.2a,b,c,d,e; 6.6

19. Sharks - Formative Assessment Media attention can create fear. Formative Idea: Trash a shark myth. Make a Statement - Give Support (rich facts) Oceana web site: http://oceana.org/marine-life/sharks-rays SOL 6.2a,c; 6.6

20. The Only One of Its Kind Living in North America! Read the National Geographic article about the Opossum. This distinct feature makes the opossum the only one of its kind to live in North America. What is it? http://animals.nationalgeographic.com/animals/mammals/opossum/SOL: 6.6

21. Creative Writing and Comprehension Artifact about the Opossum • Formative Idea: Write the first three pages of a children’s book. • Select important information about this marsupial living in North America. Use Seymour Simon’s books and blog: http://www.seymoursimon.com/index.php/blog/tags/tag/OceansSOL 6.6; 6.7c,g,h,i

22. Bizarre Quest - Gila Monster - No Worry! • Read from National Geographic: http://animals.nationalgeographic.com/animals/reptiles/gila-monster/ • Formative Idea: List three reasons why the average person, living in North America, shouldn’t worry too much about dying from the bite of a Gila Monster. SOL 6.6

23. Paramount Plight of a Pollinator BEES National Geographic Free Online Learning http://news.nationalgeographic.com/news/2013/13/130510-honeybee-bee-science-european-union-pesticides-colony-collapse-epa-science/ SOL: 6.6

24. Scaffold with Your Visual Learners These pictures lure the reader into the world of the BEE: http://www.nationalgeographic.com/features/140114-bee-native-macro-photography-insects-science/#.Vc-pf_lViko SOL: 6.6

25. BEE Survey Formative Idea: Write and conduct a survey - must know the information - appeals to social aspects of secondary education students. Loree Griffin Burns has a great link for work with bees. SOL 6.1a; 6.1d; 6.2a,b,c,d,e; 6.6 http://loreeburns.com/wp-content/uploads/2013/11/SITF_Hive_TeacherGuide.pdf

26. Produce A Science Minute Inspired by The Nonfiction Minute: http://www.nonfictionminute.com/ Formative Idea: Read a nonfiction piece and produce a one minute infomercial that wows the audience. SOL 6.1a; 6.1d; 6.2a,b,c,d,e;6.6

27. Formative Assessment Additional Ideas: • Use socrative.com • Use a checklist • Complete a graphic organizer • Write one question • Keep a reaction journal

28. Kelly Gallagher • Another example of an English teacher who uses nonfiction pieces in his instruction. • http://www.kellygallagher.org/aow-archive (Last year’s list of articles) • http://www.kellygallagher.org/article-of-the-week/ (This year’s list)

29. Overcoming challenges and barriers to cross-curricular planning • How to identify appropriate articles • How to meet the needs of kids at different reading levels • How to get buy in from content teachers • How to deal with student absences • How to deal with varying levels of participation across a building/department • How to deal with a student who isn’t “matched up” with the other teacher(s) that you’re collaborating with • Different schools have different levels of access to technology

30. Where to find scientific writing Web Resources for finding quality scientific writing for secondary students Astronomy • http://science.nasa.gov/science-news/ • http://www.space.com/ Geology • http://www.usgs.gov/blogs/features/ Weather • http://www.noaa.gov/features/archives/themestory_archive13.html General • http://science.nationalgeographic.com/science/ • http://www.sciencedaily.com/

31. Bibliography http://www.philliphoose.com/ http://www.newsobserver.com/news/local/article27249373.html http://news.nationalgeographic.com/news/2013/13/130510-honeybee-bee-science-european-union-pesticides-colony-collapse-epa-science/ http://www.nationalgeographic.com/features/140114-bee-native-macro-photography-insects-science/#.Vc-pf_lViko http://loreeburns.com/wp-content/uploads/2013/11/SITF_Hive_TeacherGuide.pdf http://www.nonfictionminute.com/ http://www.kellygallagher.org/aow-archive http://www.kellygallagher.org/article-of-the-week/ http://www.reuters.com/article/2015/07/14/us-space-pluto-idUSKCN0PO1L420150714 http://theweek.com/articles/566768/scientists-who-conquered-pluto

32. 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.

33. Presenters Carolyn Alley caalley@henrico.k12.va.us Nate Shotwell nshotwell@henrico.k12.va.us