Educating EACH Child:
Strategies that Work!
Prepared for the
Grade 4 through Grade 6 PLC of
Constitution Elementary and Sunrise Elementary
by Dan Mulligan, Ed. D.
January 2010
Sustaining Growth in
Student Achievement
According to research conducted by NWREL
(Northwest Regional Education Laboratory),
sustaining growth in student achievement is
contingent on one key factor:
– The professional staff responsible for learning
identifies the strategies (actions) that contributed to
the gains in student achievement.
– The staff then refines the implementation of these
factors by meeting periodically throughout the year
to evaluate the success of the strategies.
Problem Solving Process
Define the Problem
Defining Problem/Directly Measuring
Behavior
Problem Analysis
Evaluate
Validating Problem
Identify Variables that
Contribute to Problem
Develop Plan
Response to
Intervention (RtI)
Implement Plan
Implement As Intended
Progress Monitor
Modify as Necessary
There are three parts to
any research-based
lesson:
•Beginning – ‘check for’ and ‘build’
background knowledge of each
student;
•During – teach and actively
engage each student in new content
– making connections to prior
knowledge;
•End – check for understanding -
provide each student with an
opportunity to summarize (in their
own way) and practice the essential
knowledge and skills conveyed in
the lesson
Give One …
Get One …
 On your handout, write one strategy or practice
that you have implemented since the December
session. Think and be creative.
 When signaled, circulate the room to meet a
colleague. Give him/her your answer and get their
answer.
 You need a total of 2 answers. You may not get
more than one idea from an individual. When you
have completed your task, return to your seat.
 Enjoy!
Opportunity to Learn
Has the strongest relationship with student achievement of all school-level
factors.
Three types of math curricula were identified by SIMS:
The Intended Curriculum: content/skill specified by the
state, division, or school at a particular grade level.
The Implemented Curriculum: content/skill actually
delivered by the teacher.
The Attained Curriculum: content/skill actually learned
by the students.
Intended
Curriculum
Implemented
Curriculum
Attained
Curriculum
Content-Related Evidence of Validity
(Intended Curriculum)
Essential
Essential
Skills
Knowledge
ASSESSMENT
TARGET
(content validity)
Essential
Vocabulary
The Helicopter Dilemma
Category
Ave. Effect Percentile
Gain
Size (ES)
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing
feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Generating and Testing Hypotheses
Problem Solving
Approaches to this strategy in the classroom:
– Giving students a model for the process,
– Using familiar content to teach students the steps for
problem solving
What does it look like? Steps for problem solving:
– What am I trying to do?
– What things are in my way?
– What are some of the things I can do to get around these
things?
– Which solution seems to be the best?
– Did this solution work? Should I try another solution?
Collecting
QUALITATIVE
Data
Checking for background knowledge:
What is a hieroglyphic?
American Heritage Dictionary - hi·er·o·glyph·ic, adj.
Of, relating to, or being a system of writing, such as that of ancient
Egypt, in which pictorial symbols are used to represent meaning or
sounds or a combination of meaning and sound.
Written with such symbols.
Steps:
1. Find a person currently not seated next to you.
Make friends  
2. This person is now your FOUR-SECOND PARTNER!
Eyes
Getting to Know YOU!!!
0 – 1 years
2 – 10 years
Year’s of
experience at your
school
Nose
More than 10
years
Limited
Moderate
Exceptional
Limited
Moderate
Exceptional
Little or none
Pockets of
change
Large scale
action
Grade-level
attention to
including cognitive
skills in questioning
Mouth
Evidence of
differentiation in
lessons
Hair
Use of formative
assessments in
your content area.
Momentous Discovery
When teachers regularly and
collaboratively review assessment
data for the purpose of improving
practice to reach measurable
achievement goals, something
magical happens.
Michael Fullan
“If you don’t know where you are and you don’t know
where you are going, anything you do will get you there”
HUNT for SOLUTIONS
In Deer Valley Unified Schools:
1. The percent of ALL students graduating on-time in the Class of ‘07.
86
2.
73
The percent of HISPANIC students graduating on-time in the
Class of ‘07.
3. According to the Silent Epidemic, the percent of U.S. dropouts who
felt they were ‘too far behind’ by the end of elementary school.
51
4. The percent of WHITE students graduating on-time in the Class of ‘07.
90
5. The percent of ELL students graduating on-time in the Class of ‘07.
49
6. The percent of POVERTY students graduating on-time in the
74
Class of ‘07.
7. The percent of ALL students PASSING the GRADE 4 SCIENCE AIMS
test in ’09.
8. The percent of ALL students PASSING the GRADE 5 MATH AIMS
test in ‘09.
SOLUTIONS (C): 31, 49,
51, 56, 73, 74, 86, 90
SOLUTIONS (S): 49,
55, 70, 73, 74, 86, 90
51,
C31
S55
C56
S70
Thinking Goes to School
Hunt for Solutions
1. Designed to check for background knowledge and
2.
3.
4.
5.
already acquired knowledge (differentiation tool).
Fosters team-talk at higher levels of thinking (by
providing solutions before questions).
Provides ENGAGEMENT (MIND before Movement).
Becomes a formative assessment if after the
teaching/learning, students can evaluate and adjust as needed – answers.
Primary Goal: Students (including at-risk) experience
success (Yes…they can!!!)
Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with
1 team member to (1) select a content area, (create 2 or 3 questions to
check for background knowledge and 3 or 4 questions that check for
already acquired knowledge.
Data provide the power to … make good
decisions, work intelligently, work effectively
and efficiently, change things in better ways,
know the impact of our hard work, help us
prepare for the future, and know how to make
our work benefit all children.
Victoria
Bernhardt
Teacher/School Effectiveness
Student Experience for 2
Years
Percentile Rank
Entering
Percentile Rank
Leaving
Average school
Average teacher
50
50
Highly ineffective school
Highly ineffective teacher
50
3
Highly effective school
Highly ineffective teacher
50
37
Highly ineffective school
Highly effective teacher
50
63
Highly effective school
Highly effective teacher
50
96
Highly effective school
Average teacher
50
78
The average student talks 35 seconds a day.
The student who is talking is growing dendrites.
Good Instruction
(Keep it Simple…Keep it Real)
“Good instruction is good instruction,
regardless of students’ racial, ethnic, or
socioeconomic backgrounds. To a large
extent, good teaching – teaching that is
engaging, relevant, multicultural, and that
appeals to a variety of modalities and
learning styles – works well with ALL
children.”
Educating Everybody’s Children, ASCD, 1995.
Category
Ave. Effect Percentile
Gain
Size (ES)
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing
feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Summarizing and Note Taking
Approaches to this strategy in the classroom:
– Teaching students the rule-based summarizing
strategies,
– Using summary frames, and
– Teaching students reciprocal teaching and groupenhanced summary.
What doe it look like?
– Take out material that is NOT important for
understanding,
– Take out words that repeat information,
– Replace a list of things with a word that describes the
things in the list (e.g., use trees for elm, oak, and maple).
– Find a topic sentence. If you cannot find a topic
sentence, make one up.
Summarizing and Note Taking
Generalizations form the research:
– Verbatim note-taking is, perhaps, the least
effective technique.
– Notes should be considered a work in progress.
– Notes should be used as a study guide for tests.
– The more notes that are taken, the better.
Managing Complex Change
Vision
Skills
Incentives
Resources
Action Plan
Assessment
Meaningful
Change
Skills
Incentives
Resources
Action Plan
Assessment
Confusion
Incentives
Resources
Action Plan
Assessment
Anxiety
Resources
Action Plan
Assessment
Gradual
Change
Action Plan
Assessment
Frustration
Assessment
False
Starts
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives
Resources
Vision
Skills
Incentives
Resources
Action Plan
Unknown
Results
Adapted from Delores Ambrose, 1987
C
O
V
E
R
Allow students to
personalize their notebook
with a cover collage.
Preserve with packing tape.
Experiencing a MIND Notebook
What is a MIND Notebook?
A personalized, clear textbook
A working portfolio -- all of your notes,
classwork, etc. -- in one convenient spot
NOTE: a MIND notebook does not take
the place of an engaging lesson. It is a
powerful summarizing activity.
MIND Notebook Rubric
Left Side – Right Side
Orientation
Right SIDE
Left SIDE
Right side items are items
from the teacher and text
to be . . .
Left side items are what the
student has . . .
REMEMBERED
LEARNED
Right Side
Right is for content that is to be
remembered!
The right side “belongs” to the teacher and
the text.
The right side has “testable” information.
Rule of 9
For mastery a student needs
nine times to practice.
3 – teacher models
3 – students work in
collaboration
3 – students work on his/her
own, two of these in a timed
situation, since pacing is
critical
Silver, H. and
Comprehension Can Be Taught!
Narrative Text
Expository Text
The True Story of the 3 Little Pigs
Chapter 3 “The American Revolution”
Previewing
What is the story about?
What might the story be about?
What do I already know about the
American Revolution?
Self Questioning
Why is the wolf telling the story?
Why did this war occur?
Making Connections
How does this pig story compare to
others I have heard?
How does the information in this
chapter compare to the movie we
saw?
Visualizing
Is my mental picture of the wolf still
good? Should I change it?
What did an American soldier look
like? A British soldier?
Does the word make sense in the
sentence?
What clues in the text can I use to
figure out the word representation?
Does what I am reading make sense?
Does what I am reading make sense?
Did French soldiers fight in this war?
How can I find out?
Comprehension Strategy
Knowing How Words
Work
Monitoring
Summarizing
Evaluating
What has happened so far?
What is the most important information
in the chapter?
Do I believe the Wolf’s story? Why?
How does this story rate to other I
have read?
How would my life be different if we
had not won this war?
3. Who will Paraphrase and Praise?
4. Who will add to the answer?
2. Who will Answer?
START: 1. What is the Question?
by Maribeth Boelts and Noah Z. Jones
“Insanity: the belief
that one can get
different results by
doing the same thing.”
-Albert Einstein
CREATE
CONNECT
RELATE
RECALL
Arizona Standards Verbs

PROBLEM SOLVING
Analyze
Predict

Discover
Survey
Evaluate
Verify
Explore
Investigate
Compare
Explain
Hypothesize
Validate
Contrast
Generalize
Predict
Summarize
Differentiate
Interpret
Infer
REASONING
Categorize
Describe
Justify
Prioritize

Derive
Solve
Classify
Estimate
Order
Rank
COMMUNICATION
Clarify
Correspond
Describe
Discuss
Demonstrate
Exhibit
Restate
Explain
Show
Express
Speak
Persuade
State
Portray
Write
Why use them?
Higher-level thinking
– Expand student thinking skills
Analyzing
Synthesizing
Evaluating
Relating and developing concepts
Categorizing
Sequencing
Comparing and contrasting
– Get to higher levels of Bloom’s
Questioning Strategies
Think Time
Question Exchange
Journaling
Numbered Heads
Jigsaw
Learning Centers
Timed Pair Share
Writing and Discussing
Beating the Odds
366 high-poverty schools in 21
states beat the odds and reached
exceptional levels of achievement
by using “monitoring systems …
for providing ongoing analysis of
student achievement data”
Equally important, teachers at
these schools met regularly –
monthly or more often – to discuss
student performance against state
standards in order to reach
measurable goals.
~ EdTrust study, 1999
Common Characteristics of High
Achieving Schools (90/90/90)
Focus on academic achievement
Clear curriculum choices
Frequent assessment of student progress and
multiple opportunities for improvement
An emphasis on writing
External scoring
Words Heard in an Hour
 Poverty: 615 words
 Middle class: 1251 words
 Professional: 2,153 words
Hart and Risley, 1995
Types of Assessment Items and Formats
Related to Different Aspects of Learning
Assessments
Short
Written
Response
Oral
Response
Performance
H
H
L
M
Thinking &
Reasoning
M
Communication
Nonachievement
Factors
Aspects of
Learning
Forced
Choice
Essay
Tasks
Teacher
Observation
Student
SelfAssessment
Informational
Topics
M
H
H
M
H
Process
Topics
L
M
H
H
H
H
M
H
H
L
H
L
H
L
H
H
L
H
L
L
L
L
M
H
H
Note: L – Low, M – Medium, H - High
Transforming Classroom Grading, ASCD, 2002
A Balanced Assessment Program
Assessment
Assessment
“OF”
“FOR”
• Summative
• Formative
• Norm Referenced /
Standardized
• Often teachermade
• A snapshot in time
• A moving picture
Essential Question:
• What have
students already
learned?
Essential Question:
• How can we help
students learn
more?
Cooperative Learning
Approaches to this strategy in the classroom:
–
–
–
–
Using elements of cooperative learning,
Varying grouping criteria,
Managing group size, and
Applying consistently and systematically, but without
overusing.
What does it look like?
– Positive interdependence (feeling of succeed together)
– Face-to-face promotive interaction (helping each other
learn, applauding success and efforts)
– Individual and group accountability (each of us has to
contribute to the group achieving its goals)
– Interpersonal and small group skills ( communication,
trust, leadership, decision making, and conflict
resolution)
The Garden Plot
She is believed to
have sewn the first
flags for our country
Pocahontas
She was an Indian
girl who was a friend
and helper to the
Jamestown settlers
Betsy Ross
Benjamin Franklin
He was the first African
American who studied
science and plants
He became a teacher
He developed hundreds of
uses for peanuts, sweet
potatoes and soybeans
1.
Identify similarities & differences
2. Summarizing & note taking
3.
Reinforcing effort & providing recognition
4.
5.
6.
7.
Homework & practice
Nonlinguistic representations
Cooperative learning
Setting objectives & providing feedback
8.
9.
Generating & testing hypotheses
Questions, cues, & advance organizers
2. Who will Answer?
3. Who will Paraphrase and Praise?
4. Who will add to the answer?
START: 1. What is the Question?
Setting the Purpose ….
With Music.
Harold Melvin and the Bluenotes
“Wake Up Everybody”
Wake up everybody no more sleeping in bed
No more backward thinking, time for thinking ahead
The world has changed so very much from what it used to be
There’s so much hatred, war and poverty.
Wake up all the teachers time to teach a new way
Maybe then they’ll listen to what you have to say.
They're the ones who are coming up and the world is in their
hands.
When you teach the children,
teach them the very best you can.
The world won’t get no better,
if we just let it be.
The world won’t get no better,
we got to change it … ya…just YOU and ME.
As a team of
professional educators:
Discuss with your peers:
What strategies shared during
this session can you add to your
toolkit?
Why are these strategies
important?
Choice Board or Tic-Tac-Toe
This assessment strategy allows students to select their own preferences
but still achieve the targeted essential knowledge and skills.
After Reading Choice Board
Summarize a main idea
and put it to a beat.
Reflect on the
significance of the
information in your
journal.
Draw the sequence of
events on a timeline.
Create a way to
remember the
information.
WILD CARD !!!
Create a series of at
Your choice after getting least six cartoon frames
to express the main idea.
approval.
Condense the information
Act a short skit that
Write a poem that
about a main idea and
conveys the message of conveys the main idea of
create an advertisement,
the story.
the story.
banner, or slogan.
Instructional Strategies: from
Classroom Instruction That Works
1.
2.
3.
Identify similarities & differences
Summarizing & note taking
Reinforcing effort & providing recognition
4.
5.
6.
7.
Homework & practice
Nonlinguistic representations
Cooperative learning
Setting objectives & providing feedback
8.
9.
Generating & testing hypotheses
Questions, cues, & advance organizers
Information Storage
Brain research has identified the “dual-coding’ theory
of information storage. Knowledge is stored in two
forms:
– Linguistic – statements to be learned
– Imagery – mental pictures or sensations (nonlinguistic)
Using both linguistic and nonlinguistic representations
better enables students to think about and recall
information.
Too often students are left on their own to create
images.
– If the teacher assists the student in creating images, there is
a greater impact on learning.
Generating and Testing Hypotheses
Problem Solving
Approaches to this strategy in the classroom:
– Giving students a model for the process,
– Using familiar content to teach students the steps for
problem solving
What does it look like? Steps for problem solving:
– What am I trying to do?
– What things are in my way?
– What are some of the things I can do to get around these
things?
– Which solution seems to be the best?
– Did this solution work? Should I try another solution?
Question from the Snapshot Survey for this
Factor
To what extent do we engage in these
behaviors or address these issues?
1.
2.
3.
Instructional Strategies
Classroom Management
Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
Keeping Track of My Learning
Name: Stu Dent
Learning Goal: Understand and use decimals, percents, and
fractions
My score at the beginning 1.4 My goal is to be at _3__ by Nov. 30
Specific things I am going to do to improve:
Work 15 minutes three times a week.________________________
Learning
Goal: Comparing decimals, percents, and fractions.
4
3
2
1
0
Quiz 1
Quiz 2
Quiz 3
Quiz 4
Quiz 1: Oct. 5; Quiz 2: Oct. 12; Quiz 3: Oct. 20;
Quiz 4: Oct. 30 Quiz 5: Nov. 26
Quiz 5
Direct Teaching Words



Contextualize the word within the story.
• "In the story, Lisa was reluctant to leave ...."
Have the children say the word.
• " Say the word - reluctant"
Provide (teacher or student) a student-friendly
explanation or description of the word.
• "Reluctant means you are not sure you want to
do something."
• Versus a definition.
o
Reluctant - 1. Striving against; opposed in desire;
unwilling disinclined; loth.
Webster's Revised Unabridged Dictionary (1913)
Teaching New Words
 Present examples of the word used in
contexts different from the story context
• Someone might be reluctant to eat a food
that he or she never had before.
• Students provide an example.
 Give a non-linguistic representation of the
words
• Students generate one.
Marzano, Pickering and Pollock, 2001
Engaging Students
 Generate Examples
• Tell about something you would be reluctant to
do. Try to use reluctant when you tell about it.
• You could start by saying something like. “I would
be reluctant to ___”
 Answering Questions/Giving Reasons
• Why might a person be reluctant to eat a new
food?
• Why might a child be reluctant to come here?
• Show me how a reluctant broccoli eater would
look?
 Put the new words in a Vocabulary Log
Types of pictures:
• Use a symbol.
Providing Recognition
Approaches to this strategy in the
classroom:
– Establishing a rationale for recognition;
– Following guidelines for effective and ineffective
praise;
– Using recognition tokens; and,
– Using pause, prompt, and
praise techniques.
Nonlinguistic Representations
Approaches to this strategy in the
classroom:
–
–
–
–
–
Graphic organizers,
Pictographic representations,
Mental images,
Physical models, and
Kinesthetic representations.
Setting Objectives
Approaches to this strategy in the
classroom:
–
–
–
–
Setting objectives that are not too specific,
Personalizing objectives,
Communicating objectives, and
Negotiating contracts.
Generalizations from Research:
– Instructional goals narrow students’ focus.
– Instructional goals should not be too specific.
– Students should be encouraged to personalize
the teacher’s goals.
Providing Feedback
Approaches to this strategy in the classroom:
–
–
–
–
Using criterion-referenced feedback and explanations,
Using feedback from assessments,
Engaging students in peer feedback, and
Asking students to self-assess
What does it look like?
– Give timely feedback,
– Explain what was correct and what was incorrect,
– Avoid student grading of another’s work. Rather,
encourage students assisting each other to improve, and
– Provide students with opportunities to self-assess.
Questions, Cues, and Advance Organizers
Approaches to this strategy in the classroom:
– Cues and questions, and advance organizers are techniques
that call on students’ prior knowledge.
– Cues and questions should focus on what is important as
opposed to what is unusual.
– “Waiting” briefly before accepting responses from students
has the effect of increasing the depth of students’ answers.
– Questions are effective learning tools even when asked
before a learning experience.
Generalizations from Research:
– Advance organizers should focus on what is important as
opposed to what is unusual.
– “Higher level” advance organizers produce deeper learning
than “lower level” advance organizers.
Classroom Management
Classroom management is defined as
teachers’ actions related to:
i. Establishing and enforcing rules and
procedures.
ii. Carrying out disciplinary actions.*
iii. Maintaining effective teacher-student
relationships*, and
iv. Maintaining an appropriate
mental set.
Classroom Management
ii. Carrying out disciplinary actions.
Effect Sizes for Disciplinary Interventions
Reinforcement
.86
Punishment
.78
No immediate consequences
.64
Punishment and reinforcement
.97
Classroom Management
ii. Maintaining effective
teacher-student relationships.
<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
High Dominance
High Submission
Clarity of Purpose,
strong guidance
Lack of clarity,
purpose, or direction
<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>
High Cooperation
High Opposition
Concern for needs
of others, team member
Active antagonism,
thwart others’ goals
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great
extent
Teachers in my school,
1. Have comprehensive and well articulated rules and
procedures for: general classroom behavior, beginning
and ending the period or day, transitions
and interruptions, use of materials and
equipment, group work, and seat work.
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great
extent
Teachers in my school,
2. Utilize specific disciplinary strategies that reinforced
appropriate behavior and provide consequences for
inappropriate behavior.
3. Utilize specific strategies that instill a sense of
confidence in students that they are receiving proper
guidance and direction.
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great
extent
Teachers in my school,
4. Utilize specific strategies that instill a sense of
confidence in students that their concerns and wishes
are being considered.
5. Use different strategies with different types of students
to provide them with a sense of acceptance by the
teacher.
Classroom Management
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great
extent
Teachers in my school,
6. Use specific techniques to keep aware of problems or
potential problems in their schools.
7. Respond to in appropriate behaviors quickly and
assertively.
8. Use specific techniques to maintain a healthy
emotional objectivity when dealing with student behavior.
8. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
Teachers in my school, when planning units of
instruction …
1. …identify specific types of knowledge that are
important for students to learn (e.g., important
categories of knowledge, examples, sequences,
comparisons, cause/effect relationships, facts,
incidents, episodes, terms, skills, processes.)
8. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
Teachers in my school, when planning units of
instruction …
2. …ensure that students will have multiple exposures
to new content presented in a variety of forms (e.g.,
stories, descriptions) using a variety of media (e.g.,
read about the content, watch a demonstration,
listen to a presentation.)
8. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
Teachers in my school, when planning units of
instruction …
3. …make a clear distinction between skills and
processes that are to be mastered versus skills and
processes that are to be experienced but not
mastered.
8. Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
Teachers in my school, when planning units of
instruction …
4. …organize examples into categories or groups that
demonstrate the essential features of the content.
5. …ensure that students will be involved in complex
projects that require them to address content in
unique ways.
Question from the Snapshot Survey for this
Factor
To what extent do we engage in these
behaviors or address these issues?
9. Home Environment
10. Learned Intelligence/ Background
Knowledge
11. Motivation
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
9. Home Environment
Socio-economic
Indicators
% of Variance
Explained
Income Only
9.92
Education Only
3.24
Occupation Only
4.04
Home Atmosphere Only
33.29
Income and Education
5.29
9. Home Environment
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
1. Training and support is provided to parents to
enhance
•
Their communication with their children,
•
Their supervision of their children, and
•
Their parenting roles.
10. Learned Intelligence/ Background
Knowledge
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
1. Students are involved in a school-wide program of
wide reading that emphasizes vocabulary
development.
2. Students are involved in school-wide programs that
directly increase the number and quality of life
experiences that have.
10. Learned Intelligence/ Background
Knowledge
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
3. Students are involved in a school-wide program of
direct instruction in vocabulary terms and phrases
that are important to specific subject matter content.
11. Motivation
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
1. Students are provided with feedback on their
knowledge gain.
2. Students are involved in simulation games and
activities that are inherently engaging.
3. Students are provided with opportunities to construct
and work on long-term projects of their own design.
4. Students are provided with training regarding the
dynamics of motivation and how those dynamics
affect them.
Learning in NOT a Mystery
Visuals
Ownership of learning
Questioning
Note-taking
Not New Concepts
Suggested Use of Instructional
Strategies
Beginning
Set Objectives
Provide
feedback
Questions,
cues, advanced
organizers
Cooperative
Learning
Identifying
similarities and
differences






During
Nonlinguistic
representation
Notetaking and
summarizing
Questions, cues,
advanced
organizers
Cooperative
Learning
Identifying
similarities and
differences





End
Reinforce effort
Provide
recognition
Evaluate
SelfAssessment
“The future is not a result of
choices among alternative
paths offered by the present,
but a place that is created-created first in the mind and
will, created next in activity.
The future is not some place
we are going to, but one we are
creating. The paths are not to
be found, but made, and the
activity of making them,
changes both the maker and
the destination.”
~ John Schaar
Thank you for your
commitment to children!
"It's your attitude, not
just your aptitude that
determines your
ultimate altitude."
--Zig Ziglar 
Dan
Personal Learning Goals
I will recognize strategies that have improved
achievement for our students.
I will use data to focus additional improvement
efforts to reach more students.
I will support my peers by offering constructive
feedback to improve their efforts.
I will acquire a sense of urgency that this is
OUR YEAR; and
I will enjoy working with my colleagues!
There are three parts to
any research-based
lesson:
•Beginning – ‘check for’ and
‘build’ background knowledge of
each student;
•During – teach and actively engage
each student in new content –
making connections to prior
knowledge;
•End – check for understanding provide each student with an
opportunity to summarize (in their
own way) and practice the essential
knowledge and skills conveyed in
the lesson
Assessment Informing Instruction
People without
information cannot act.
People with information
cannot help but act.
Ken Blanchard
Question from the Snapshot Survey for this
Factor
To what extent do we engage in these
behaviors or address these issues?
1.
2.
3.
Instructional Strategies
Classroom Management
Classroom Curriculum Design
1 >>>>>>>>2>>>>>>>>3>>>>>>>>4
Not at all
To a great extent
What is the: essential knowledge, essential vocabulary,
& essential skills of this kindergarten standard?
First-grade children from higher SES groups
know about twice as many words as lower SES
children
High school seniors near the top of their class
knew about four times as many words as their
lower performing classmates
High-knowledge third graders have
vocabularies about equal to lowest-performing
12th graders
Individual differences in vocabulary have a
powerful impact on reading comprehension
beginning about third grade
Research on Imagery as Elaboration
Students who used imagery to learn
vocabulary, on average, performed
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were using
the terms in a sentence.
Types of pictures:
• Draw the actual thing.
Marine biologist
Types of pictures:
• Draw the actual thing.
Abraham Lincoln
Types of pictures:
• Draw the concept.
Mutualism
When one thing helps another.
Types of pictures:
• Draw the concept.
Change
Types of pictures:
• Draw an example.
Explorer
Types of pictures:
• Draw the concept.
revolve
Types of pictures:
• Draw an example.
food chain
Types of pictures:
• Use a symbol.
Name That Category
Partner A faces the board
Partner B faces away from the board
Clue giver lists terms that pertain to a
category
Research on Imagery as Elaboration
Students who used imagery to learn
vocabulary, on average, performed
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were using
the terms in a sentence.
When I die
I hope it occurs during a
lecture
because the transition from
life to death
will be so slight
that I will hardly
notice it.
Grade 2 math
Ruler
200 POINTS
Line of Symmetry
100 POINTS
Solid Shapes
50 POINTS
Pattern
100 POINTS
Third from Right
50 POINTS
Rotation
50 POINTS
Grade 1:
English
Parts of a book
200 POINTS
Words that start
with Tt
100 POINTS
Words with the
long i vowel
sound
50 POINTS
Words that start
with Mm
100 POINTS
Words with the
long a vowel
sound
50 POINTS
Words with the long
e
vowel sound
50 POINTS
There are three parts to
any research-based
lesson:
•Beginning – ‘check for’ and ‘build’
background knowledge of each
student;
•During – teach and actively
engage each student in new content
– making connections to prior
knowledge;
•End – check for understanding -
provide each student with an
opportunity to summarize (in their
own way) and practice the essential
knowledge and skills conveyed in
the lesson
Beginning of Lesson
Key questions:
1.
What is the
background
vocabulary that must
be understood by
each student?
2.
What is the prior
knowledge necessary
to be ready for the
lesson?
3.
How will students’
demonstrate
readiness?
The Las Vegas Principle:
“What is said in this room … stays
in this room!”
Providing opportunities for teachers:
Checking for and building
background knowledge
Discuss with your peers the current status
of your school/grade-level in implementing
this strategy to improve the achievement
of EACH student.
Factors Influencing Achievement
School
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
“Involvement of all stakeholders (students, parents, teachers and
administrators) is essential in improvement efforts. The process of
sustaining student achievement is to know what students must be
able to do, where you (they) are, determine where you want them
to be, then figure out what actions will get you (them) there and
who is going to do this. Regular monitoring of progress and resulting
course corrections completes the process.
2006-07
GES
DCPS
VA
English
76
78
85
Math
88
70
80
Science
83
77
88
English
76
73
76
Math
90
64
68
Science
82
71
77
Hispanic English
<
99
72
Math
<
94
70
Science
<
88
78
English
71
90
90
Math
80
85
85
Science
86
92
93
Disabled English
63
59
62
Math
73
56
58
Science
<
59
67
English
75
73
73
Math
88
64
67
Science
86
71
77
English
<
100
67
Math
<
93
70
Science
<
88
73
All
Black
White
Poverty
LEP
Required pass rates for each subgroup:
2005 tests – reading (65%)
math (63%)
2006 tests – reading (69%)
math (67%)
2007 tests – reading (73%)
math (71%)
2008 tests – reading (77%)
math (75%)
RLR-3
RLR-4
RLR-5
RLR-5 Writing
Advanced
22
42
25
31
Proficient
36
42
63
62
Fail
42
16
13
8
Advanced
23
38
15
29
Proficient
38
46
70
65
Fail
38
17
15
6
Advanced
<
<
<
<
Proficient
<
<
<
<
Fail
<
<
<
<
Advanced
20
<
<
<
Proficient
30
<
<
<
Fail
50
<
<
<
Advanced
<
42
<
<
Proficient
<
17
<
<
Fail
<
42
<
<
Advanced
21
44
22
<
Proficient
34
44
65
<
Fail
45
12
13
<
GES
All
Black
Hispanic
White
Disability
Poverty
2006-07
MTH-3
MTH-4
MTH-5
Advanced
32
21
56
Proficient
50
66
41
Fail
18
14
3
Advanced
30
27
55
Proficient
56
64
40
Fail
15
9
5
Advanced
<
<
<
Proficient
<
<
<
Fail
<
<
<
Advanced
36
<
<
Proficient
36
<
<
Fail
27
<
<
Advanced
<
50
<
Proficient
<
20
<
Fail
<
30
<
Advanced
26
17
52
Proficient
58
70
43
Fail
16
13
4
GES
All
Black
Hispanic
White
Disability
Disadvantaged
2006-07
SCI-3
SCI-5
HST-3
Virginia
Studies-CS
Advanced
25
15
48
32
Proficient
54
73
38
64
Fail
21
12
14
5
Advanced
19
6
45
38
Proficient
57
82
41
56
Fail
24
12
14
6
Advanced
<
<
<
<
Proficient
<
<
<
<
Fail
<
<
<
<
Advanced
<
<
<
<
Proficient
<
<
<
<
Fail
<
<
<
<
Advanced
<
<
<
<
Proficient
<
<
<
<
Fail
<
<
<
<
Advanced
25
10
48
37
Proficient
54
85
36
58
Fail
21
5
16
5
GES
All
Black
Hispanic
White
Disability
Disadvantaged
2006-07
RLR-3
RLR-4
RLR-5
RLR- 5
Writing
Advanced
13
20
35
43
Proficient
47
50
47
50
Fail
40
30
18
7
Advanced
29
52
13
17
Proficient
29
38
80
75
Fail
43
10
7
8
GES
Female
Male
2006-07
MTH-3
MTH-4
MTH-5
Advanced
19
0
71
Proficient
63
70
29
Fail
19
30
0
Advanced
41
32
40
Proficient
41
63
53
Fail
18
5
7
GES
Female
Male
2006-07
SCI-3
SCI-5
Advanced
21
14
Proficient
57
71
Fail
21
14
Advanced
29
17
Proficient
50
75
Fail
21
8
GES
2006-07
Female
Male
HST-3
CS
Virginia
Studies
Advanced
40
<
Proficient
47
<
Fail
13
<
Advanced
57
33
Proficient
29
67
Fail
14
0
GES
Female
Male
2006-07
The Major Dimensions of Reading
 Phonemic Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension
Virginia SOL Reading Test Blueprint Summary Table
Grade 3 through Grade 11
Reporting Category
Number of Operational Items
Grade
3
Grade
4
Grade Grade
5
6
Grade
7
Grade
8
Grade
11
Use word analysis
strategies and
information
resources
8
8
10
11
11
11
12
Demonstrate
comprehension of
printed materials
27
27
30
34
34
34
38
Total Operational
Items
35
35
40
45
45
45
50
Field Test Items
7
7
10
10
10
10
10
Total Number of
Items
42
42
50
55
55
55
60
*Additionally, the Spring 2006 Reading SOL tests will emphasize nonfiction.
Reading Think-Tac-Toe: 1
What picture comes
to mind when you
think of the story?
Why?
What part of the
story would you
change, if possible?
How?
What symbol would
you choose to
represent the main
character’s
personality? Justify!
What might another
possible title be and
why?
Do you know
someone like a
character in the
story? How are they
the same?
How did the story
begin?
Describe the
setting?
What do you think is
the main problem in
the story?
What are the
solutions? Were you
satisfied with the
solution? Why or why
not?
Knowing the Learner
Directions: Rank the symbols (1-4) in order from most (1) like
you as a learner to least (4) like you as a learner.
Learning Style of Beach Balls
Experimentation
Risk taking
Adventurous
Intuitive/Insightful
Creative
Spontaneous
Attitudes
Don’t like step-by-step directions
React to internal and external rewards
Want to improve things for society
Needs
Guidelines
Boundaries
Expectations
Standards
Parameters
Help in Focusing
Preferences
Stimulus-rich environment
Options and alternatives
Interesting and exciting learning
Knowing the Learner
Strengths
Learning Style of Microscopes
See the big picture
Home in on main points
Learn from lecture and reading
Think in abstract terms and language
Analyze theories and information
Thorough logical learners
Can delay gratification
Attitudes
Don’t like to waste time “pooling
ignorance”
Don’t like inquiry
Needs
Help in working with others
Help in organizing time and bringing
closure
Preferences
Vicarious learning
Simulations
Analytical thinking
Expert information
Feedback that will improve grades
Knowing the Learner
Strengths
Learning Style of Clipboards
Precision and accuracy
Striving for perfection
Practicality
Compliance with teacher
Sensory responsive
Externally motivated
Delay gratification
Attitudes
No news is good news
Serious about their work
Require feedback
Needs
Real experiences
Concrete examples, not theory
Structure
Procedures, routines
Directions
Preferences
Precise, useful feedback
Recommendations
Appreciate privacy
Knowing the Learner
Strengths
Learning Style of Puppies
Empathic
Intuitive
Subjective, abstract, affective
Read between the lines
See the gestalt
Attitudes
Internal motivation
Self-monitoring toward personal
criteria
Require rationale for learning
Can block out stimuli
Needs
Opportunities to work with others
Time for self-reflection
To connect with teacher and peers
Rationale for learning
Preferences
Subjective versus abstract
Personal incentives, encouragement
Choice of learning environments
Knowing the Learner
Strengths
“If an educator keeps using the
same strategies over and over
and the student keeps failing,
who really is the slow learner?”
Musical/Rhythmic
Sing it
Create a beat
Rap it
Make a cheer
Create a jingle
Hum it
Identify sounds
React to sounds
Listen to sounds
Connect to music
Write a poem
Verbal/Linguistic
Read it
Spell it
Write it
Listen to it
Tell it
Recall it
Use “you” words
Apply it
Chunk information
Say it
Use mnemonics
Logical/Mathematical
Make a pattern
Chart it
Sequence it
Create a mnemonic
Analyze it
Think abstractly
Think critically
Use numbers
Prove it
Interpret the data
Use the statistics
Body/Kinesthetic
Role play
Walkabout
Dance
Lip sync
Skits/charades/mimes
Construction
Math manipulatives
Sign language
Sports
Activity centers
Body language
Intrapersonal
Metacognition
Use self-talk
Work independently
Solve in your own way
Understand self
Journal it
Rehearse it
Use prior knowledge
Connect it
Have ownership
Interpersonal
Think-Pair-Share
Jigsaw
Cooperative grouping
Drama
Debates
Class meetings
Role play
Meeting of minds
Peer counseling
Tutors/buddies
Giving feedback
Shared Journals
Visual/Spatial
Mind maps
Graphic organizers
Video
Color code
Highlight
Shape a word
Interpret a graphic
Read a chart
Study illustrations
Visualize it
Make a chart
Create a poster
Naturalist
Label it
Categorize it
Identify it
Form a hypothesis
Do an experiment
Adapt it
Construct it
Classify it
Investigate it
Discern patterns
Multiple Intelligences in the Reading Classroom
Verbal/Linguistic
Is a fluent reader
Listens attentively
Communicates in
writing
Links new and prior
learning
Debates issues
Researches topics
Expresses a point of
view
Reads for pleasure
Enjoys listening to
someone read
Uses verbal
mnemonics
Uses language to
communicate
effectively
Musical/Rhythmic
Visual/Spatial
Logical/Mathematical
Comprehends with
background music
playing while reading
Finds interest
stimulated with beats
Looks for rhythmic
patterns and poetry
Spells words to a beat
Attacks words by
dividing them into
syllables
Creates songs,
poems, jingles, or raps
to remember
information
Enjoys reading while
playing background
music that depicts the
setting
Color-codes and
highlights
Doodles while
listening
Visualizes pictures
while reading about
events, character
descriptions, and
settings
Uses graphic
organizers to plot
thinking
Needs visual hooks
Views, interprets, or
draws pictures and
graphics to understand
text
Prepares visuals
Uses art to express
understanding
Organizes information
Outlines and classifies
data
Yearns to understand
sequence of the
information
Learns by using timelines
and step-by-step
procedures
Reasons logically
Needs clear; precise
directions
Learns trivia facts
Enjoys logic-related
games and puzzles
Thinks abstractly and
critically
Uses the computer and
other gadgets
Is a problem solver
Multiple Intelligences in the Reading Classroom
Body/Kinesthetic
Naturalist
Intrapersonal
Interpersonal
Learns by role-playing
Simulates events
Creates artifacts
Needs centers, labs,
and hands-on
Needs a comfortable
spot of choice to read
and work
Can skillfully use the
body
Uses manipulatives to
explore, learn and
discover
Can show it or
demonstrate it
Needs to move to
learn
Responds to actions
and feelings of
characters
Yearns to discover
with nature
Intuitively relates
and learns factual
information about
science and the world
around her
Creates habitats
Conducts
experiments
Is a survivor
Sees patterns in
nature
Copes and survives
in most environments
Relates to events
and settings
Works best
independently
Needs time to make
personal applications
Reflects in a journal
Is self-reflective
Needs time to
process new learning
independently
Needs a quiet space
to read and work
Accepts goals and
responsibility
Enjoys reading alone
Learns with personal
links and connections
Works best with others
Enjoys partner reading
Communicates with others
Learns through interactions
such as text or literary talks
Empathizes with struggling
readers
Needs to talk while learning
Works well in flexible
grouping
Enjoys discussions
Is a social butterfly
Understands others’ feelings
and emotions
Needs interaction,
conversations, and
discussions
Needs a listening ear
Multiple Intelligences (Howard
Gardner’s theory)
It is essential to collect qualitative data on the variety of
human intelligences in our classroom.
This qualitative data must be a factor in lesson planning.
This qualitative data must be shared with all students.
This helps students recognize that together they have 3
or 4 areas of strength and therefore more tools for
creativity and problem solving.
Lesson Learned: Diversity in our class is our strength!
Activity: Establish and share the Multiple
Intelligences of the staff at our school.
Choice Board or Tic-Tac-Toe
This assessment strategy allows students to select their own preferences
but still achieve the targeted essential knowledge and skills.
After Reading Choice Board
Summarize a main idea
and put it to a beat.
Reflect on the
significance of the
information in your
journal.
Draw the sequence of
events on a timeline.
Create a way to
remember the
information.
WILD CARD !!!
Create a series of at
Your choice after getting least six cartoon frames
to express the main idea.
approval.
Condense the information
Act a short skit that
Write a poem that
about a main idea and
conveys the message of conveys the main idea of
create an advertisement,
the story.
the story.
banner, or slogan.
Virginia SOL Reading Test Blueprint Summary Table
Grade 3 through Grade 11
Reporting Category
Number of Operational Items
Grade
3
Grade
4
Grade Grade
5
6
Grade
7
Grade
8
Grade
11
Use word analysis
strategies and
information
resources
8
8
10
11
11
11
12
Demonstrate
comprehension of
printed materials
27
27
30
34
34
34
38
Total Operational
Items
35
35
40
45
45
45
50
Field Test Items
7
7
10
10
10
10
10
Total Number of
Items
42
42
50
55
55
55
60
Use Word Analysis Strategies
Identify words that have the same vowel sound.
61
3. Who will Paraphrase and Praise?
4. Who will add to the answer?
2. Who will Answer?
START: 1. What is the Question?
Virginia SOL Mathematics Test Blueprint Summary Table
Reporting Category
Number of Operational Items
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Number and Number Sense
13
8
8
8
7
7
Computation and Estimation
11
12
12
10
7
7
Measurement and Geometry
12
12
12
12
12
12
Probability and Statistics
7
8
8
8
12
8
Patterns, Functions & Algebra
7
10
10
12
12
16
Total Operational Items
50
50
50
50
50
50
Field Test Items
10
10
10
10
10
10
Total Number of Items
60
60
60
60
60
60
Virginia Standards of Learning, Bloom’s Taxonomy, and
Research-Based Strategies For Increasing Student Achievement
Kindergarten
Recall
Relate
Cognitive
Domain
Knowledge
Comprehension
Question
Cues
List, define, tell, describe,
identify, show, label, collect,
examine, tabulate, quote,
name, who, what where, etc.
Summarize, describe,
interpret, contrast,
predict, associate,
distinguish, estimate,
initiate, discuss, extend
Apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment, discover
Summarize and Note
Taking
Nonlinguistic
Representation
Summarize and Note
Taking
Similarities and
Differences
Nonlinguistic
Representations
Generating & Testing
Hypotheses
Similarities and
Differences
Generating and Testing
Hypotheses
ResearchBased
Instructional
Strategies
Cooperative Learning/
Homework & Practice/
Reinforcing Effort & Providing
Recognition/ Setting
Objectives & Providing
Feedback
ResearchBased
Assessment
Strategies
Student Self-Assessments
Performance Tasks
Oral Reports
Essay
Forced-Choice
Short Written
Response
Essay
Connect
Create
Application
Essay
Teacher Observation
2006 – 2007
Analysis
Synthesis
Evaluation
Analyze, separate,
order, explain,
connect, classify,
arrange, divide,
compare, select,
explain, infer
Combine, integrate,
modify, rearrange,
substitute, plan, create,
design, invent,
compose, formulate,
prepare, generalize,
rewrite
Assess, decide, rank, grade,
tests, measure, recommend,
convince, select, judge,
explain, discriminate,
support, conclude, compare,
summarize
Similarities and
Differences
Questions, Cues,
and Advanced
Organizers
Nonlinguistic
Representations
Summarize and Note
Taking
Generating and
Testing Hypotheses
Nonlinguistic
Representation
Summarize and Note
Taking
Generating and Testing
Hypotheses
Similarities and Differences
Essay
Short Written
Response
Essay
Essay
Forced-Choice
Short Written Response
K.8
English
Mathematics
K.1 K.2
K.7 K.8
K.18
K.3 K.4 K.5
K.10 K.11 K.12
K.2
K.2 K.3 K.9
K.12
K.7
K.9 K.18
K.10
K.4 K.5 K.7 K.13
K.11 K.13 K.14 K.15
K.16
K.1 K.4 K.6 K.10
K.13 K.17
K.1
Science
History/
Social
Science
K.1
K.9
K.2
K.4
K.5 K.8
K.6
K.7
K.2
K.1 K.11
K.6
K.2 K.3 K.4 K.5 K.6
K.7 K.8 K.9 K.10
K.3
K.6
Dan Mulligan, 2006
Virginia Standards of Learning, Bloom’s Taxonomy, and
Research-Based Strategies For Increasing Student Achievement
Grade 1
Recall
Relate
Cognitive
Domain
Knowledge
Comprehension
Question Cues
List, define, tell, describe,
identify, show, label,
collect, examine, tabulate,
quote, name, who, what
where, etc.
Summarize, describe,
interpret, contrast,
predict, associate,
distinguish, estimate,
initiate, discuss, extend
Apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment, discover
Summarize and Note
Taking
Nonlinguistic
Representation
Summarize and Note
Taking
Similarities and
Differences
Nonlinguistic
Representations
Generating & Testing
Hypotheses
Similarities and
Differences
Generating and Testing
Hypotheses
ResearchBased
Strategies
Cooperative Learning/
Homework & Practice/
Reinforcing Effort &
Providing
Recognition/Setting
Objectives & Providing
Feedback
ResearchBased
Assessment
Strategies
Student SelfAssessments
Performance Tasks
Oral Reports
Essay
Connect
Forced-Choice
Short Written
Response
Essay
Create
Application
Analysis
Essay
Teacher Observation
2006 – 2007
Synthesis
Evaluation
Analyze, separate,
order, explain,
connect, classify,
arrange, divide,
compare, select,
explain, infer
Combine, integrate,
modify, rearrange,
substitute, plan, create,
design, invent,
compose, formulate,
prepare, generalize,
rewrite
Assess, decide, rank, grade,
tests, measure, recommend,
convince, select, judge,
explain, discriminate,
support, conclude, compare,
summarize
Similarities and
Differences
Questions, Cues,
and Advanced
Organizers
Nonlinguistic
Representations
Summarize and Note
Taking
Generating and
Testing Hypotheses
Nonlinguistic
Representation
Summarize and Note
Taking
Generating and Testing
Hypotheses
Similarities and Differences
Essay
Short Written
Response
Essay
Essay
Forced-Choice
Short Written Response
1.11
English
Mathematics
1.1 1.4 1.5 1.8 1.9
1.10 1.15 1.16 1.17
1.18
1.3
1.2 1.3
1.10
1.5
1.7
1.21
1.6 1.9 1.10
1.12 1.19
1.7
1.11
1.8
1.1 1.5
1.4
1.9 1.12
1.2 1.7 1.11
1.13 1.14 1.18
1.19 1.20
1.16
1.21
1.1
Science
History/
Social Science
1.6
1.9
1.15
1.2 1.3 1.10
1.12 1.13
1.11
1.4
1.2 1.3 1.4
1.7 1.8
1.8
1.12
1.1
1.9
1.6
1.7
1.8
1.5
1.5
1.6
Dan Mulligan, 2006
Virginia Standards of Learning, Bloom’s Taxonomy, and
Research-Based Strategies For Increasing Student Achievement
Grade 2
Recall
Relate
Cognitive
Domain
Knowledge
Comprehension
Question Cues
List, define, tell, describe,
identify, show, label,
collect, examine, tabulate,
quote, name, who, what
where, etc.
Summarize, describe,
interpret, contrast,
predict, associate,
distinguish, estimate,
initiate, discuss, extend
Apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment, discover
Summarize and Note
Taking
Nonlinguistic
Representation
Summarize and Note
Taking
Similarities and
Differences
Nonlinguistic
Representations
Generating & Testing
Hypotheses
Similarities and
Differences
Generating and Testing
Hypotheses
ResearchBased
Instructional
Strategies
Cooperative Learning/
Homework & Practice/
Reinforcing Effort &
Providing
Recognition/Setting
Objectives & Providing
Feedback
ResearchBased
Assessment
Strategies
Student SelfAssessments
Performance Tasks
Oral Reports
Essay
2006 – 2007
Connect
Forced-Choice
Short Written
Response
Essay
Create
Application
Analysis
Essay
Teacher Observation
Synthesis
Evaluation
Analyze, separate,
order, explain,
connect, classify,
arrange, divide,
compare, select,
explain, infer
Combine, integrate,
modify, rearrange,
substitute, plan, create,
design, invent,
compose, formulate,
prepare, generalize,
rewrite
Assess, decide, rank, grade,
tests, measure, recommend,
convince, select, judge,
explain, discriminate,
support, conclude, compare,
summarize
Similarities and
Differences
Questions, Cues,
and Advanced
Organizers
Nonlinguistic
Representations
Summarize and Note
Taking
Generating and
Testing Hypotheses
Nonlinguistic
Representation
Summarize and Note
Taking
Generating and Testing
Hypotheses
Similarities and Differences
Essay
Short Written
Response
Essay
Essay
Forced-Choice
Short Written Response
English
Mathematics
2.1 2.2 2.3 2.6
2.12 2.15 2.17 2.18
2.20 2.25
2.8
2.5 2.6
2.12
2.1 2.4 2.7 2.8
2.12 2.13 2.14 2.15
2.18 2.19 2.24 2.25
2.1 2.4 2.5 2.7 2.8
2.9 2.11 2.12 2.24
2.26
2.9
2.10
2.4
2.1 2.3 2.11
2.2 2.11
2.17 2.20
2.23
2.16
2.22
2.9 2.10 2.21
2.25 2.26
2.1
Science
History/
Social Science
2.7
2.1
2.4
2.11
2.6 2.7 2.8
2.10 2.12
2.9
2.5
2.2
2.22
2.23
2.2 2.3 2.4 2.5
2.7 2.8
2.2
2.3
2.4
2.8
2.6
2.6
2.7
Dan Mulligan, 2006
Teachers should use feedback to support the learning
of essential knowledge and essential skills and
furnish useful information to both the teacher, parent
and the student. Assembling evidence from a variety of
sources is more likely to yield an accurate picture.
Classroom
Performance
Assessments
Sample Checkpoint Test for SOL K.4
Sample Checkpoint Test for SOL K.4
Sample Checkpoint Test for SOL K.4
Sample Checkpoint Test for SOL K.4
“The math program in prekindergarten through Grade 2
should take advantage of
technology. Guided work with
calculators can enable
students to explore number
and pattern, focus on
problem-solving processes,
and investigate realistic
applications.”
~Principles and Standards 2000
www.authorama.com
http://www.highlights.com/
http://rubistar.4teachers.org/index.php
http://www.rockingham.k12.va.us/mves/mves.html
http://nlvm.usu.edu/en/nav/vlibrary.html
www.augusta.k12.va.us
www.ttaconline.org