"The heart of formative assessment is finding the edge of students' learning and helping them to take up possibilities for growth. Assessment isn't formative if it doesn't influence learning in a positive way."
Johnston, P. (2012) Opening Minds. [Kindle version]. Retrieved from Amazon.com, Loc. 854
Johnston, P. (2012) Opening Minds. [Kindle version]. Retrieved from Amazon.com, Loc. 854
Formative assessment should be a natural part of your lesson, embedded in such a way that allows you to change the direction of your lessons dependent upon the data you are collecting. As you view the following video clips, look for examples of how formative assessment guides instruction.
In the video to the right, I am checking for understanding of a text we had just read together. I was expecting this group to be able to independently read a level 28, but after listening to them whisper read it to themselves, I found it was a frustration level text. I then read the text aloud and they followed along silently. This clip is the discussion that followed.
In reflection, I noticed that in my efforts to scaffold I took over the discussion. I must remember that I am to provide the guiding questions for the students to discuss and draw meaning from. |
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In the following videos I am meeting with a first grade student. He was considered for retention last year, but it was decided that he participate in a modified first grade classroom our school has started. The class size is kept at 12 or less, and the Title 1 reading teacher pushes in a portion of the day, as well as pulling small guided reading groups out throughout the day. This students in this class receive intensive instruction. The expectation is that they are prepared to enter second grade, on grade level with their peers.
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Reflection of Assessing Vocabulary & Prior Knowledge Video
During this lesson, I visited with a student just after he returned from the library and chose two new books. He does not have a lot of confidence as a reader, and has shared with me that he cannot read his library books by himself. I decided to talk with him about his book choices. I was curious if he chose books on subjects he was familiar with, and if his prior knowledge and known vocabulary of the content could help him read more fluently if we discussed it first.
As we began our conversation, I noticed that he had difficulty with much of the vocabulary, and his prior knowledge was not strong enough to help him make connections if he were to read this book independently. Just as Toth, (2013) mentioned, “I realized my students didn’t have enough background knowledge to build comparison and contrast, so I focused on building connections. “ He had chosen a non-fiction book titled Spinosaurus; it contained many technical vocabulary words. I immediately noticed that he didn’t understand the term “most,” when I asked which book he liked the most. He pointed to one book, but then immediately picked up the dinosaur book and told me he” really, really likes this one.”
I was able to informally assess his understanding of the content during our discussion. I asked what he knew about dinosaurs and he responded, “To get their prey and eat it.” When I asked for him to tell me what prey means, he said they “pray for their food.” I knew immediately that there was confusion between the words pray and prey. According to Toth (2013), “…many children had a wide vocabulary but not many connections between the word files in their brain.” He knew “prey” had something to do with dinosaurs getting their food, but was unsure of the meaning. I tried to clarify this during our discussion. I hoped that it would help him to connect more meaning to the story when he reads it again.
I formatively assessed which reading strategies he used as we read, and which strategies we need to work on to help him grow as a reader. I plan to follow the suggest plan of Toth, (2013). I will focus instruction on” the four C’s: compare and contrast vocabulary, make connections to what is known and use context to fill in meaning for unknown words.” I noticed he was not using the picture clues as we discussed the book. I explicitly pointed out how the picture can help us solve for unknown words. I noted this in my anecdotal records, and will use this information as I plan for our future lessons.
Resource:
Toth, A. (2013) Not just for after lunch: accelerating vocabulary growth during read-aloud. The reading teacher, 67(3), 203-207.
During this lesson, I visited with a student just after he returned from the library and chose two new books. He does not have a lot of confidence as a reader, and has shared with me that he cannot read his library books by himself. I decided to talk with him about his book choices. I was curious if he chose books on subjects he was familiar with, and if his prior knowledge and known vocabulary of the content could help him read more fluently if we discussed it first.
As we began our conversation, I noticed that he had difficulty with much of the vocabulary, and his prior knowledge was not strong enough to help him make connections if he were to read this book independently. Just as Toth, (2013) mentioned, “I realized my students didn’t have enough background knowledge to build comparison and contrast, so I focused on building connections. “ He had chosen a non-fiction book titled Spinosaurus; it contained many technical vocabulary words. I immediately noticed that he didn’t understand the term “most,” when I asked which book he liked the most. He pointed to one book, but then immediately picked up the dinosaur book and told me he” really, really likes this one.”
I was able to informally assess his understanding of the content during our discussion. I asked what he knew about dinosaurs and he responded, “To get their prey and eat it.” When I asked for him to tell me what prey means, he said they “pray for their food.” I knew immediately that there was confusion between the words pray and prey. According to Toth (2013), “…many children had a wide vocabulary but not many connections between the word files in their brain.” He knew “prey” had something to do with dinosaurs getting their food, but was unsure of the meaning. I tried to clarify this during our discussion. I hoped that it would help him to connect more meaning to the story when he reads it again.
I formatively assessed which reading strategies he used as we read, and which strategies we need to work on to help him grow as a reader. I plan to follow the suggest plan of Toth, (2013). I will focus instruction on” the four C’s: compare and contrast vocabulary, make connections to what is known and use context to fill in meaning for unknown words.” I noticed he was not using the picture clues as we discussed the book. I explicitly pointed out how the picture can help us solve for unknown words. I noted this in my anecdotal records, and will use this information as I plan for our future lessons.
Resource:
Toth, A. (2013) Not just for after lunch: accelerating vocabulary growth during read-aloud. The reading teacher, 67(3), 203-207.
This is a follow up lesson, to the first video. In the first part of the video, my focus was to encourage conversation to develop his background knowledge of the content in the story. I wanted him to pay close attention to the picture clues, and talk about what he can infer about the story from those clues. Barnhouse and Vinton (2012) explain "...because we were aware that the author chose those details for the express purpose of giving us a feel for the character." I was curious if he paid attention to the details, if he would be able to build more meaning later, when reads the text.
During the second part of the video I wanted to develop more understanding of the story by making connections to his life. In the story the main character is talking about things she wants to do all by herself, and her parents tell her she can do them by herself when she grows up. We know that "all new learning is grounded in old learning. Children's prior knowledge enables them to make sense of new learning situations. They build connections and establish relationships between what they already know and what they need to know." (Dorn & Soffos, 2001) I had him write his own page in the book to make a personal connection. My main priority, when reading and writing with this student, is to build his vocabulary. He is a confident learner, but is young and lacks the experience of using the more complex vocabulary he is encountering in the text. Resources: Barnhouse, D. J., & Vinton, V. (2012). What Readers Really Do: Teaching the Process of Meaning Making. Heinemann. Dorn, L. and Soffos, C. (2001). Shaping literate minds: developing self-regulated learners. Portland: Stenhouse. |
I included this clip, because it is a great example of a child modeling the dynamic theory. "Dynamic theorists can afford to take on challenge because in their world, mistakes don't point to fixed and shameful inadequacies." (Johnston, 2012) This student believes in himself, and works hard. He doesn't ever say something is too hard. He puts forth his best effort and tries every challenging activity I give him. .
Resource: Johnston, P. (2012). Opening minds: using language to change lives. Portland: Stenhouse Publishers. |
In the following two videos I am modeling a lesson with a small strategy group in third grade. I am attempting promote a dialogic atmosphere, asking questions and extending exchanges among students. We are trying to make inferences from the text they just read. Inferring allows for multiple interpretations and perspectives. (Johnston, 2012).
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The following are videos of individual reading conferences with a 7th grader. Identifying and understanding the underlying messages in a story is the focus of our discussions. Johnston (2012) explains that students in dialogic classrooms "recalled their reading better, understood them in more depth, and responded more fully to aesthetic elements of literature than did student in a more typical monologically organized classes." This student reads and comprehends on a literal level very well. I am using discussion questions, restating what I hear him explaining, and anecdotal notes as formative assessment tools which guide the focus of our lessons together. In reflection, I want to do a better job of inquiring into his thinking, inviting him to share more of his thoughts rather than providing facts and short answers.
Resource:
Johnston, P. (2012). Opening minds: using language to change lives. Portland: Stenhouse Publishers.
Resource:
Johnston, P. (2012). Opening minds: using language to change lives. Portland: Stenhouse Publishers.
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