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Literacy in Action Module 6 Review of Reading Fluency Reading and Writing Assessment Macomb ISD

Literacy in Action Module 6 Review of Reading Fluency Reading and Writing Assessment Macomb ISD. Review of Reading Fluency. Share the following: How many students used the reading fluency system? How many readings did the students complete? What activities did you use?

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Literacy in Action Module 6 Review of Reading Fluency Reading and Writing Assessment Macomb ISD

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  1. Literacy in Action Module 6Review of Reading Fluency Reading and Writing AssessmentMacomb ISD

  2. Review of Reading Fluency • Share the following: How many students used the reading fluency system? How many readings did the students complete? What activities did you use? Describe the students’ progress? How will you continue this work?

  3. Goals for this Module Participants will • Review the Comprehensive Literacy Plan www.missionliteracy.com • Use this model to develop a Classroom/School Literacy Plan and the Student Literacy Profile they will use to individualize literacy development. • Learn how to develop Writing from Reading Assessments that measure ability to integrate and evaluate multiple media; delineate and evaluate argument; and analyze texts for themes, topics and development with argumentative and informative/explanatory essays.

  4. What do you know about your students’ literacy skills? • At what level do they read? • How fluent is their writing and reading? • How well do they comprehend text? • Can they analyze text for craft, perspective, point of view or bias? • Can they read closely and critically? • Can they read and write argument?

  5. What plans do you have for your students’ literacy skill development? • Do you know what they need? • Do you know where to begin in the development process? • Do you have a system for monitoring their literacy development progress? • Do your students have a system for knowing their own literacy progress?

  6. Middle and High School Student Literacy Profile Name_____________________________________________ Grade_____________

  7. Your turn… With your table partners, discuss the Student Literacy Profile. • Which items will you include for your students’ profiles? • Which items would you consider adding? • Which literacy skills do your students monitor, but are not included on the list?

  8. Literacy Initiative Plan AMENDED Sample Literacy Plan – School ABC

  9. Your turn… With table partners review the Literacy Plan… In what areas do you have data on your students? Are there areas where you do not have data for your students? What are some areas where you would consider collecting data?

  10. Guided tour of the Comprehensive Literacy on www.missionliteracy.com • Learn about the resources to establish a plan/profile for your students’ literacy development: at the level of student, classroom, grade level, school, district, county or state. • Find out how to locate and use the assessments • See samples of the plans/profiles to determine how they can be modified for your needs.

  11. Independent Exploration of the Comprehensive Literacy Plan Assessments and Strategies Participants will begin to develop their own literacy plans and student profiles. They will have twenty minutes for exploration on their own.

  12. Performance Tasks that have students writing in response to two or more texts The Performance Tasks meet the CCSS Reading AnchorStandards that follow. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  13. The Performance Tasks meet the CCSS Writing Anchor Standards that follow. Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  14. A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

  15. Middle and High School Student “Writing about Reading” Assessment Profile Name_________________________________ Grade_____________

  16. Writing about Reading Assessments CCSS Reading Standard # 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS Writing Standard #2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Grades 7 - 9 Directions: You will read two passages, The Rise of the Robot Pet by Elena Soto and Love In the Time of Robots by Frank Mullin, and view three videos, taking notes on these sources. Your Assignment: Your class is writing articles for the school newspaper on robotic pets. Write an informational essay sharing what you have learned from your research on robotic pets (the two articles and three videos), and also explain how the different media provided the information. How your essay will be scored: Your essay will be scored using the SBAC 4-point Informative-Explanatory (Grades 6-11) Writing Rubric

  17. Writing about Reading Assessments CCSS Reading Standard # 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS Writing Standard # 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Grades 7 - 9 Directions: You will read two passages, The Rise of the Robot Pet by Elena Soto and Love In the Time of Robots by Frank Mullin and view three videos taking notes on these sources. Your Assignment : Remember, your school is planning a technology fair for which one category of entries is writing about technology. Write an argumentative essay to make a claim for or against robotic pets. Your essay can be read by students, teachers, and community members who attend the technology fair. Support your claim with details from what you have read and viewed. How your essay will be scored: Your essay will be scored using the SBAC 4-point Argumentative (6-11) Writing Rubric

  18. Writing about Reading Assessments CCSS Reading Standard # 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS Writing Standard # 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Grades 7 - 9 Directions: You will read two passages, The Rise of the Robot Pet by Elena Soto and Love In the Time of Robots by Frank Mullin and view three videos taking notes on these sources. Your Assignment: Write a constructed response explaining how the five resources build knowledge about robotic pets. Use evidence from the resources provided. Or Your Assignment: Write a constructed response explaining how different authors approach the topic in different ways. Use evidence from the resources provided. Scoring: The constructed responses will be scored using the SBAC 3-point constructed response rubric.

  19. Sample Assessment for other grade levels… Elementary: Ecology: Grades 4 to 7 High School: Mexican Grey Wolves: Grades 10 to 12

  20. Evidence for Certification First, You are to develop a Literacy Plan. It can be for your school (if you are a principal or a school improvement chair, or a literacy coach) It can be a Literacy Plan for all your classes. (Includeliteracy skills you expect to have data on for all your students.) It can be a Literacy Plan for one class. Your plan should include at least one of the “Writing about Reading” assessments.

  21. Evidence for Certification Next, you will create a Student Literacy Profile for your students. The Student Literacy Profile should reflect the assessments that are on the Literacy Plan for the school, classes or class. You will bring this data to PRESENT at a final meeting which is required. Evidence will include: Literacy Plan, Student Literacy Profile(s) and any results (data) you have acquired through implementation.

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