The Second Teacher: Putting Classroom Walls to Work for You

Part 1

Diane Cepela, PhDgdcepel@gmail.com

815.258.5251Onevoiceone.wikispaces.com

Today:

• Ideology…• A word about finding information from today…• Poster – ology: What should visuals look like in

your room?– Aesthetics of poster making– Wall Thoughts - poster placement

• Do’s and Don’ts of ISAT Walls• Contact information • Relax, share, enjoy…

Let’s think about this…

• We teach to the Illinois Learning Standards.• The Assessment Framework guides us in our

teaching of the Standards.• The Assessment Framework is directly aligned

to ISAT.• Therefore – our teaching should be aligned to

teaching to success on ISAT.

ISAT Strategy:

Wikispace

• Document dump – storage of documents that you want to share.

• Do not join – this Wiki is protected. Joining gives you permission to change information.

• All information is downloadable to your computer or it can be accessed when needed from the Wiki.

• www.onevoiceone.wikispaces.com • To access documents – double click on document.

Once it is open you can save and make any changes you want.

What ISBE says…• There are only 2 types of posters that cannot be displayed on classroom walls during

ISAT testing. (For posters and classroom displays that are not specifically prohibited, we are relying on your professional judgment.)– Any poster that has step-by step instructions for answering a reading extended-response

question--for example, the Reading Student-Friendly Rubrics.– Any poster that displays and defines those root words and affixes listed in the Illinois

Assessment Framework for Reading.• Students may not get out of their seats to refer to a poster or classroom display

during testing.• Test Administrators should not make reference to posters or classroom displays

immediately prior to or during testing. Likewise, posters or classroom displays should not be added to the classroom immediately prior to the two-week test window.

• Posters or classroom displays may not be copied and moved to an alternative testing location which creates an artificial environment and may lead students to believe that they should use these during testing.

What Cannot Be On Walls?

• Reading – – Affixes with definitions– Step by Step Expository Writing – Writing Rubric

• Math – everything can be up but multiplication tables, etc cannot be on desks

• Anything your principal does not feel comfortable having…

Wall Thoughts - Visual Aids

Print – never cursiveALL CAPITAL LETTERS IS LIKE SHOUTING – IS THAT WHAT YOU MEAN?Use upper and lower case lettersSize matters – write large enough so that all may see – every place in the room

Wall Thoughts - Visual Aids

• Colors:Use blue, green, brown or purple for the lettersAlternate between 2 colors for lettersEvery bullet point should have an icon – use yellow, orange, red, pink…Use 3 colors per page – Kinesthetic – use many colors

• Include pictures when you can…

Wall Thoughts - Visual Aids

Use walls only – no ceilings, no clothes linesPrint large enough so that all can readKeep like posters together - Genres, 12 powerful words…Keep reading with reading and math with math – 2 walls for reading, 1 for math. Refer to posters constantly; wall walk the last weeks before ISAT

Wall Thoughts - Visual Aids

Wall use - Put posters up as you use themRefer to posters on the walls. By now you should be able to say, “If it was during ISAT time and you forget what….is, where would you find it on our walls?”

Do a WALL WALK – talk to students. Do we need this poster on the wall? Where should we put it?Organize, organize, organize – get rid of posters that are good but not on ISAT.

STANDARD 1A – VOCABULARY DEVELOPMENT

Words in Isolation

Grade 3 Year # of Items Grade 4 Year # of Items Grade 5 Year # of Items

1.3.01 Determine the meaning of an unknown word using knowledge of common prefixes, suffixes, and word roots (see Roots and Affixes List) (e.g., use knowledge of the prefix dis- to determine the meaning of disrespect).

2010 1.4.01 Determine the meaning of an unknown word using knowledge of common prefixes, suffixes, and word roots (see Roots and Affixes list) (e.g., using knowledge of the suffix –ish to determine the meaning of foolish).

2010 2 1.5.01 Determine the meaning of an unknown word using knowledge of prefixes, suffixes, and word roots (see Roots and Affixes list) (e.g., using knowledge of the suffix –ian to determine the meaning of guardian).

2010

2009 1 2009 1 2009

2008 2008 1 2008 1

2007 2007 2007

2006 1 2006 2006

1.3.02 Identify the word base of familiar words with affixes from Roots and Affixes list (e.g., misspelled, unfinished).

2010 1 1.4.02 Identify the word base of familiar words with affixes from Roots and Affixes list (e.g., precooked, realistic).

2010 12009 1 2009 22008 1 2008 12007 2007 12006 2006

1.3.03 Identify words that begin with the same sound (including consonant digraphs, different letters having the same sound, and silent letters—e.g., knight and new).

2010 1.4.03 Determine the meaning of unknown compound words by applying knowledge of known individual words (e.g., watchman).

2010

2009 2009 12008 2008 1

2007 2007 1

2006 2006

1.3.04 Identify words having the same vowel sound (e.g., date and slave).

2010

2009

2008

2007

2006

1.3.05 Identify rhyming words with different spelling patterns (e.g., feet and neat, light and kite).

2010

2009

2008

2007

2006

1.3.06 Determine the meaning of unknown compound words by applying knowledge of individual known words (e.g., baseball).

2010 2

Reading – State Goal 1 (Reading Assessment Framework 2006 – 2010)

STANDARD 1C – READING COMPREHENSION

Literal or Simple Inference

Grade 3 Year # of Items Grade 4 Year # of Items Grade 5 Year # of Items

1.3.20 Determine the answer to a literal or simple inference question regarding the meaning of a passage.

2010 9 1.4.17 Determine the answer to a literal or simple inference question regarding the meaning of a passage.

2010 9 1.5.16 Determine the answer to a literal or simple inference question regarding the meaning of a passage.

2010 8

2009 9 2009 9 2009 6

2008 9 2008 10 2008 6

2007 8 2007 6 2007 10

2006 6 2006 8 2006 13

Reading – State Goal 1 (Reading Assessment Framework 2006 – 2010)

Reading Posters – Grade Level Specific

• Data Walls – class specific – Students need to know how they are performing– What their target is– Have a plan for getting there

• Student conferencing 3 times before ISAT

A Reading Data Wall

Each card represents a studentEach grade level has a different color

Dots represent different data

After each universal screening, cards are moved.The staff gets a visual picture of how students are performing in reading.

Larry Bell’s 12 Powerful Words

• Analyze, Summarize, Predict, Trace, Infer, Formulate, Describe, Evaluate, Support, Explain, Compare, Contrast

With definition Example / graphic organizer

Graphic Organizers

Higher Order Thinking SkillsInference – Literal and SimpleTool to hang hat on…

Compare and ContrastCause and Effect – not on ISAT (5th once…)Characterization Summarization

Compare and Contrast

• Compare – all the ways they are alike• Contrast – all the ways they are different• http://freeology.com/graphicorgs/• http://rockingtheisat.blogspot.com/

K W L - I n f e r e n c e

Know Wonder Learned

K W L - I n f e r e n c e• Read passage (on grade level) by self• Circle all the things (or use sticky notes for text) you wonder about. Write all

over the story:– I had a dog once – I wonder if this dog is like mine?– What does scruffy mean?– How many characters are in this story?

• Fill out the Know and Wonder section of KWL• Talk to a partner about what you just read with your wonders and knows…what

can you change to learned?• Find out what else you need to know – answer that.• Teacher direction – what else do you need to know?• Return to partner group and answer.• Culminating Project, Synthesis and Metacognition…• Talk, talk, talk – return to partner, class discussion, combine 2 groups

Keep it Simple

Use the same graphic organizer each time

Pictures and colors

Other Reading Posters• Extended Response – see example in a minute (you cannot have

step-by-step nor rubric up during ISAT)• Grade Level Genres with Examples from class• Story and Literary Elements with definitions and connections to

work done in class• Word walls with affixes done in colors

– Prefix – Green– Root word – Blue– Suffix – Red– miscommunication

• “Tricky Words” – the way ISAT asks questions that might trick you…

Genres