SpringBoard TrainingExperienced 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 AssessmentsEssential Questions (EQ):

What is the value of unpacking an Embedded Assessment for your planning and teaching?

For your students?

Think-Write- Pair-Share

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 Our Embedded Assessment

Unpacking Embedded AssessmentsReflection: (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 InstructionGroup 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

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

Differentiated InstructionReflection: (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 OwnOne 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.

Why Interactive Word Walls?

Deliberate Vocabulary- Where are we? 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 InstructionReflection: (5 mins)How will these activities help you complete the Embedded Assessment?

1 min-3 max word answer on Post-It note.

CollaborationIndividual accountability:

KWhat I know

worked well…

WWhat I wish had

gone better…

LWhat I learned my kids need,

skills they must have to make collaboration better in my classroom…

Collaboration in the 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.