Experienced ELA
2012
Unpacking Embedded
Assessments
“To begin with the end in mind means to know
where you’re going before you get started so
that every step you take is always in the right
direction.”
Stephen Covey, author of The Seven Habits of Highly Effective People, as
cited in Understanding by Design, by Grant Wiggins and Jay McTighe
Unpacking Embedded
Assessments
Essential Questions (EQ):
What is the value of unpacking an Embedded
Assessment for your planning and teaching?
For your students?
Think-Write- Pair-Share
Unpacking Our Embedded
Assessment
Individual Accountability:
What will you have to know? (Yellow)
What will skills will you have to have?
(2nd color choice)
Unpacking Our Embedded
Assessment
Group Accountability:
Use your assigned format to unpack the
Embedded Assessment.
You will using the following roles while unpacking:
Recorder- Writer
Runner- Speaks to
trainer/posts visuals
Reporter- Speaker Reader- Anything aloud
in small/large group.
Unpacking Embedded
Assessments
Reflection: (5 mins)
How will this activity help you complete
the Embedded Assessment?
1 min-3 max word answer on Post-It note.
Differentiated Instruction
Essential Questions (EQ):
What are the key principles of
differentiation? How can we apply
them within the instructional
framework of SB?”
Individual Accountability: Quick-Write Response
Differentiated Instruction
Group Accountability: Using your
individual understanding, create a 1-2
sentence definition of differentiation on
a single sheet of white paper.
Recorder- Writer
Runner- Speaks to
trainer/posts visuals
Reporter- Speaker
Reader- Anything aloud
in small/large group.
Differentiated Instruction
When considering how to differentiate, one
must first determine the lesson’s content,
product, and process.
Using Level 3, Lesson 2.13, mark your text
for content (C), product (PD), or process
(PR).
Individual Accountability: Numbered Heads
Differentiated Instruction
Group Accountability: Post-Its (C), (PD), (PR)
Recorder- Writer
Runner- Speaks to
trainer/posts visuals
Reporter- Speaker
Reader- Anything aloud
in small/large group.
Differentiated Instruction
Individual accountability:
Using your student scenario, brainstorm on
paper how you would differentiate for this
student through content, product, or
process during Activity 2.13.
Differentiated Instruction
Group accountability:
Join others that share your same student. Discuss
how you would differentiate content, product, or
process for this student. Commit each reasonable
idea to an individual Post-It.
Recorder- Writer
Runner- Speaks to
trainer/posts visuals
Reporter- Speaker
Reader- Anything aloud
in small/large group.
Differentiated Instruction
Reflection: (5 mins)
How will this activity help you complete
the Embedded Assessment?
1 min-3 max word answer on Post-It note.
Formative Assessments
How many formative assessments have
we completed today?
Text your answer to 37607: 231985 #
(i.e. 231985 1)
Submit 231985 and your answer to
http://PollEv.com
Formative Assessments
Reflection: (5 mins)
How will these activities help you
complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.
Questions/Reflections
http://todaysmeet.com/SBDay1
Post your comments and questions here.
Lunch on Your Own
One hour
Deliberate Vocabulary
Instruction
How do you use deliberate vocabulary
instruction in your classroom?
How does this create a sense of
ownership among your students?
In the book Classroom instruction that
Works, Robert Marzano states:
Some researchers have concluded that
systematic vocabulary instruction is one of
the most important instructional
interventions that teachers can use,
particularly with low-achieving students.
http://www.surveymonkey.com/s/MTW7LDV
Deliberate Vocabulary
Instruction
 Unpacking Embedded Assessments
 Vocabulary Notebooks
 Interactive Word Walls
Best Practice- Vocabulary Instruction
● Providing a description, explanation, or example
of the new term.
● Asking students to restate the description, explanation, or
example in their own words.
● Asking students to construct a picture, symbol, or graphic
representing the term.
● Periodically engaging students in activities that help them
add to their knowledge of terms in their notebooks.
● Frequently asking students to discuss the terms with one
another.
● Regularly involving students in games that allow them to
play with terms.
Building Academic Vocabulary Teacher’s Manual (Marzano & Pickering, 2005)
and Building Background Knowledge for Academic Achievement: Research on
What Works in Schools (Marzano, 2004).
Deliberate Vocabulary
Instruction
Reflection: (5 mins)
How will these activities help you
complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.
Collaboration
Individual accountability:
K
W
L
What I know
worked well…
What I wish had
gone better…
What I learned my
kids need, skills
they must have to
make collaboration
better in my
classroom…
 Setting things up
•
•
•
•
Expectations/Norms
Physical set up
Roles
Clarifying learning intentions and criteria for success
 Strategic grouping
• Things to consider when assigning groups
• Purpose of collaboration
 Ensuring group and individual accountability
•
•
•
•
•
Providing feedback to move learners forward
Activating students as owners of their learning
Activating students as instructional resources for one another
Engineering classroom discussion
Strategies to encourage collaboration
Collaboration
Reflection: (5 mins)
How will these activities help you
complete the Embedded Assessment?
1 min-3 max word answer on Post-It note.