 Is
a letter grade “feedback”? Explain
yourself!
 Time
for reflection: 5 minutes
 Megan
& Danielle—need to set up?
 Some work to return: your quizzes & AILY
LP’s
1
 Bellwork
(10 min)
 Student Presentations (20 min)
 Quiz (10 min)
 Finish Planning (10 min)
 Assessment Discussion (60 min)
 SIOP Chapter 4 (20 min)
 UbD (5 min)
 Reading Presentation (20 min)
 Reading Activity (40 min)
 Workshop Time  (60 min)
 “Talk-Back” (5 min)
2

“Beauty Lessons”--Megan
 “Catch the Moon”—Danielle
3
 Check
your email!
 Email me when you’re done!
 Use your books if you so desire!
 Time: 10 minutes! LET’S NOT OBSESS,
PEOPLE!!
4
 Start
Time: 10:34
 End Time: 10:45
5

BASIC VERSION

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
ALTERNATE VERSION / WORKSHOP MODEL

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

Mini-Lessons
Conferences
How do you know how long things will take?


Initiation
Content/Lesson/Activities
Closure
Do you have a timer?!
Hint: Always give students LESS time, then you can look like a
“nice guy” when you give them a few more minutes 
How much can you “cover”?
How long are your periods?
What if…?
6

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

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

MM “…Everything has the potential to be assessed. Every action, decision, and assignment
in a classroom can be assessed to gain a better understanding of what is being relayed
and retained”
LS “One professor that I had for Biology would let us write down a sentence or two next
to the multiple choice questions that we were unsure about to explain why we chose the
answer that we chose. She would give partial credit …”
CT “Assessment is not for weeding out, it's for checking to make sure the teacher has
done their job.”
DR “regular assessments that are graded simply on the complete/not complete scale.” “…
having students write their own test questions and using some of them is a great idea.”
KM “…all assessments should clearly relate back to the overall objective of purpose of the
unit.”
DC “…[multiple choice questions] don’t require deep cognitive thinking for the most part,
so it is more a memorization of facts.”
AT: “Giving students options in their assignments or assessments makes them feel like
they have a say in their learning (and assessment) and in turn makes them feel less
stressed and nervous about getting one and only correct answer on an exam.”
MZ: “Make sure that assessments are consistent, relevant, and fair. How many times have
we all been given tests on material that was never covered in class? I feel like this is a
betrayal of your students. “
7
 Check
mark next to those items you’ve seen
teachers DO in your past experiences
 Unhappy face (or ouch!) next to those items
with which you disagree
8
 Ideas
& Values: Science, Revolution, Experience,
Logic, Quality, Quantity
 Content:





Excerpt from A Repair Kit for Grading: 15 Fixes for Broken
Grades by Ken O’Connor
23 year teaching (geography) career in Canada and
Australia
Independent consultant from 1996-present
Involved in the ASCD UbD cadre
Ideas have been adopted by my school… have caused a
great deal of change regarding how we measure and
report grades
9
Core
Questions
10








What kinds of assessments
might we utilize in our
classrooms?
Who makes the assessments?
When are the assessments
made?
How do we assess? (could be
covered by first question…)
Who does the assessing?
When?
What’s a rubric?
When do we use a rubric?
When DON’T we use a
rubric?
How do standards (CCSS) fit
in to assessments?

Pairs:
Mark & Danielle
 Katie & Dana
 Lucille & Allie
 Cody & Megan


Task:
Consider the pack o’assessments that
I’ve compiled for your evaluative
pleasure
 Answer the questions (on half-sheet)
together in your notes
 Review your notes, and create a
“found poem” from your notes, using
somewhere in the arena of 30-60
words 


Time: 15 minutes to prepare
11
 Feature
10: Speech Appropriate for Students’
Proficiency Levels



How aware are you of the words that you use?
Depending on your current situation, how does your verbal
communication modulate?
How can you assure that you are communicating to your
students at a level that is appropriate and understandable for
them?
 Feature
11: Clear Explanation of Academic Tasks
12
 Feature
12: Use a Variety of Techniques to Make
Content Concepts Clear

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

Gestures, body language, pictures, objects
Provide a model
Preview material (think: content-specific!)
Allow alternative forms for expressing understanding
Multimedia & other technology
Repeated exposures to words, concepts, skills
Nontraditional text options (video, audio)
SUCCINCT
Graphic organizers
13
 Have
you been in a situation where you were not
an “insider,” and therefore you didn’t understand
what was being said? How might this inform your
teaching practices?
 Consider the relationship between discipline
problems and students who are confused about
what they’re supposed to be doing.
14
 Some


extra cool materials…
Templates for HS & Elementary
Excerpt from the UbD “Bible”: Understanding by
Design by Grant Wiggins & Jay McTighe

Please scan it for Session 5’s class…
15
 Reflection
 Definition
of Reading
 Reader Response Theory
 Reading Discovery Self-Directed Activities
 Closure
16
 (From
Burke p. 31)
 Write a list of the different literacies you use
within the course of an average day?
 Where/How did you learn these skills?
 Share your thoughts with a friend…
 What does this activity reveal to us about our
students? How might the literacy list differ
for your students?
17

Decoding &
Comprehension





 Literary
Types of readers
Readers’ self-confidence
Range of Texts—mark p. 43!
(Use ‘em in planning units!)
Affective Responses
Strategies to Assist
LITERAL act of Reading




P. 34, pp. 98-108 MARK ‘EM!
Pre-Reading, During Reading,
Post-Reading Considerations
When Kids Can’t Read by
Kylene Beers
7 Habits of Proficient Readers
from Mosaic of Thought
Analysis
 New Criticism
 Reader-Response
 Structuralism
 Deconstruction
 Psychoanalytic
 Feminism
 Marxism
 New Historicism
18
 http://prezi.com/dp6u3kecgkcc/7-habits/
19
A
“mutually shaping” exchange between
reader and text
 Both text and reader are changed as a result
of the reading
 “Transactional theory proposes that the
relationship between reader and text is much
like that between the river and its banks,
each working its effects upon the other, each
contributing to the shape of the poem. “
20
READER
TEXT
MEANING
 Reader brings
 Simply mind
ink and
• Meaning is made when the reader’s
and
their
version
paper
the text
TRANSACT; meaning can
be:until a
of the world
reader reads it…
• symbolic
to the reading
no “intrinsic”
• evocative
experience
meaning
• imagistic
Literacy skills
• emotional
 Personal
• conceptual
experiences
•  Educational
the “meaning” happens only in the reader's
experiences
mind
and it occurs via the act of reading

• reader selects to have an efferent or aesthetic
stance toward his/her transaction with the text
21
 Rosenblatt
states, "the reader's attention is
primarily focused on what will remain as a
residue after the reading -- the information
to be acquired, the logical solution to a
problem, the actions to be carried out.”
22
 Rosenblatt
states, "In aesthetic reading, the
reader's attention is centered directly on
what he is living through during his
relationship with that particular text.”
23
 Teachers
may not lead classes along to
preordained conclusions.
 Primary responses are considered and
examined by themselves and others
 Classroom atmosphere is cooperative
 The conception of literary knowledge is
expanded (Who “owns” knowledge?)
24
 Please
number the activities from 1-4 in the order
that you’d like to “tackle” it




Efferent to Aesthetic Text Sort
Shakespeare
Narrative Text
Poetry
1
= “I would LOVE to do this one… I hope I get it!”
 4 = “Ummm… if I hafta, I guess I’ll do it…”
25
Strategies
 Student
I Used:
Choice
 Jigsaw
 Cooperative
 What
Learning
else??
26
Text Sort: Efferent to
Aesthetic
 Danielle
& Cody
27
Shakespeare: a scene from A
Merchant of Venice
 Dana
& Lucille
 STANDARD DEVIANTS SERIES  FUN AND
SILLY AND INFORMATIVE!!
28
Narrative
 Megan
& Katie
29
 Mark
& Allie
 Wordsworth’s “The World is Too Much With
Us”
30
 Your




choices for workshop time:
Work on Short Story Unit
Work on AILY Lesson
Work on Blog Entry for the upcoming week
Work on other course-related reading
31
Burke (7: pp. 156- 181: & “The Writing Product:
The Process of Working with Words” – “The
Journal: Practice Makes Writers” AND pp. 210216: “Responding to Writers”)
 Gallagher (1: pp. 9-23); (3: pp. 49-62); (5: pp.
90-118); (6: pp. 132-139); (Appendices)
 Complete Blog Post #3
 Actively read AILY: “An Hour with Abuelo” &
“The One Who Watches”
 Work on AILY Lesson
 Work on Short Story Unit
 (UbD for Session 5)

32
 Please


write me a quick note responding to:
Are there term/terms have been used in class
that you don’t feel “proficient” with? (Where
are your “knowledge lapses”?) I’ll write you an
email with my best explanation…
Your favorite part of today’s class 
33