2. Survey – participating in research
One of the professors here at Brock has been conducting a research study
over the past few years comparing Canadian and American Pre-service
Education Programs for Language Arts.
One part of this study is a survey for Teacher Candidates on their beliefs
about literacy and language.
Participating in research allows you to meaningfully contribute to your field,
support those at your faculty and in your professions, and send out good
karma!
Your participation is optional and completely separate form this course and
your program at Brock
If you can, please take 5-7 minutes to fill in the survey at your table
(anonymously… I will have one of your peers collect the surveys so I will not
know who chose /chose not to complete it. I will also not be looking at any
responses, but handing them directly back to the researcher).
3. Agenda
Picture Book Lesson Presentation.
Connecting Writing Expectations to Current events
Break
PLCs
Example Lesson
Looking ahead to next week and homework
4. SJ PBP
Presented by Emily
Peer Evaluators: Virginia and Alyssa
Rest of class: Share something in your group other ideas to work
with this story in a different grade.
Presenter:_______ My Name: ________
During this presentation…
I noticed…
I felt…
I learned…
One thing I would like to incorporate into
my teaching from this presentation would be…
5. Making Writing Meaningful
What makes writing meaningful?
Where do grammar and spelling fit in?
In the early stages of writing, ideas and inspirations shouldn’t be impeded
by the technicalities of spelling and mechanics of sentence structure.
Get their ideas on paper and then we can work together to organize them.
That’s where the drafting and editing process come in.
7. Lets create a toolbox to give us the tools
Many different things can go in your toolbox
and there are a number of questions that you
need to consider in the creation of your
toolbox.
Where do I have the power to make real
change?
Who is in my universe of obligation?
What will I need in my toolbox to sustain me
when this work gets hard?
What will I have in my toolbox that will help
me to remember why this work is necessary?
What do I have in my toolbox as far as a
‘difference alarm,' to wake me up when I need
to do the work?
Graffiti Wall
Remember that it is always “WE” not “Us and Them”
On the whiteboard answer a question,
provide an idea for a tool or whatever
comes to mind.
10. In your group Create one Lesson together.
You must use at least 3 Writing Expectations
3 Part Lesson Plan
Minds On/ Action/ Consolidation
If you are able to in the short time, include
Rational
Overall Expectation, Specific Expectation KTCA
Learning Goals
Success Criteria
Materials Preparation
Minds on
Action
Consolidation and Connection
13. A Sample GRR Lesson Sequence
Part 1: Minds on
A totem is a spirit being, sacred object, or symbol of a
tribe, clan, family, or individual.
Native American tradition provides that each person is
connected with nine different animals that will
accompany him or her through life, acting as guides.
Source: https://www.legendsofamerica.com/na-totems/
14. A Sample GRR Lesson Sequence
Part 1: Minds on
Sometimes I Feel Like a Fox
introduces readers to the
Anishinaabe tradition of totem
animals.
What began as a series of paintings
created by Danielle Daniel, a Métis
mixed-media artist, to encourage
her son to connect with his
aboriginal roots blossomed into a
wonderful book the rest of us can
learn from, enjoy, and share.
15. A Sample GRR Lesson Sequence
Part 2: action
Part 2 – Action – The meat of the lesson – mentor text,
writing task, GRR, student learning and skill
development, etc.
16. A Sample GRR Lesson Sequence
Part 2: action
What is the pattern?
Sometimes I feel like a bear,
Strong and confident.
I stand tall and growl
And protect those around me.
Sometimes I feel like a raven,
Dark and mysterious.
I am both messenger and secret keeper
And help bring light from darkness
Line 1: ___________
Line 2: ___________
Line 3: ___________
Line 4: ___________
17. A Sample GRR Lesson Sequence
Part 2: action
shared writing task
Line 1: Sometimes I feel like a
(Simile)
Line 2: _________ & _________
(Features/Traits)
Line 3: I _____________________
(Action)
Line 4: And ______________________
(Action)
18.
19. Your Task:
Choose one totem animal and create a poem based on
the model from “Sometimes I Feel Like a Fox.”
Your focus will be on our Graffiti wall and current events
How do you feel? What animal works for you using this
lense?
Conduct research as needed to find out about your
animal
When your poem is complete, post on google
https://goo.gl/BAomJe
20. Co-created rubrics
What:
A rubric created with students (shared writing task)
Why:
To give students ownership over their learning,
To ensure they understand how to succeed,
To ensure student friendly language is used
How:
Have a plan in your mind, list the curriculum expectations in student friendly language, and
organize their thoughts in categories,
Ask them about what is important to include, probe them for deeper examples of what they
mean, prompt them to explain reasons for their choices.
Write down all student ideas, then create the official document on your own using “their ideas”.
21.
22. A Note on Feedback
Feedback needs to be:
specific and detailed
Excellent job! Vs. “Your vocabulary is really expanding allowing you to
really paint a picture in the mind of your reader!”
positive (ie. What a student can do not can’t do)
Your vocabulary is not descriptive enough vs “Using a thesaurus will
help you find even more descriptive words”
understood by the student
Abysmal diction vs “Some of your words aren’t saying what you mean
to say”
applied to student learning
Great job vs “Excellent word choices, especially when you used the
word grumbly tummy to describe your hunger!”
23. Your task: Last week, you created metaphor poems on Pic Collage
Expectations:
1.2 – developing ideas
2.3 – vivid, figurative, innovative word choice (metaphorical language)
3.6 – proofread for spelling, punctuation, grammar
Suggestions CRITERIA Yes, And!
Content (ideas):
Form (poem, metaphors):
Conventions and publishing (spelling, layout, images):
- 2.1 – writing form (poem)
- 3.7 - publishing (layout, images)
24. Your task: Last week, you created metaphor poems on Pic Collage
Expectations:
1.2 – developing ideas
2.3 – vivid, figurative, innovative word choice (metaphorical language)
3.6 – proofread for spelling, punctuation, grammar
Suggestions CRITERIA Yes, And!
Content (ideas):
Form (poem, metaphors):
Conventions and publishing (spelling, layout, images):
- 2.1 – writing form (poem)
- 3.7 - publishing (layout, images)
25. A Sample GRR Lesson Sequence
Part 3: consolidation
sharing our work
Thinking About Assessment:
How would it have been helpful to co-create our rubric
before you started your writing task?
Why is it important to share our assessment tools with
students?
Thinking About Lesson Planning:
How did I hook you?
What writing actions did you take?
What curriculum links might have been addressed?
26. ASSESSMENT TOOLS
Checklists
Rubrics
Checkbrick
Anecdotal notes
Scales and scores
Assessment tools are
what teachers (and
students) use to evaluate
strengths and
weaknesses, and make
judgments/give a grade.
Assessment strategies are the tasks students
complete. These are evaluated using a tool.
Test/Quiz – marked with a score /10
Project – marked with a checklist
Essay/Narrative – marked with a rubric
Presentation – marked with anecdotal notes
27. A closer look at rubrics
A RUBRIC IS AN EVALUATIVE TOOL FOR TEACHERS AND
LEARNERS THAT...
Establishes goals and expectations for learning
Establishes standards
Provides guidelines for teaching and learning
Provides measures for proficiency and accountability
28. A closer look at rubrics
RUBRICS CONTAIN CRITERIA AND QUALIFIERS
CRITERIA: the components being assessed
Need to reflect curriculum expectations
Need to separate ideas (content) and skills (spelling etc).
Need to be observable traits
QUALIFIERS: the degree of competency demonstrated by the work
Need to be based on the language in the curriculum documents (see
achievement chart)
Need to be objective as much as possible
29. Criteria and Qualifiers
Structure Overall 2 – Form, style, and process
Content Overall 1 – Generating and organizing ideas
Conventions Overall 3 – Applying conventions (spelling, grammar, etc)
Writing Curriculum links
It is important to separate WHAT students say from HOW they say it,
as these are two separate skills that need developing.
30. Criteria and Qualifiers
Level 4 Level 3 Level 2 Level 1
Structure Strong topic sentence,
3-5 detail sentences,
strong concluding
sentence
Appropriate topic
sentence, 3-4 detail
sentences,
appropriate
concluding sentence
Somewhat
appropriate topic
sentence, 2-3 detail
sentences, Somewhat
appropriate
concluding sentence
Missing components
of a paragraph
Content Topic sentence is clear
and directive; all
details are convincing;
conclusion is clear and
compelling; Ideas are
all on one topic and
are in a logical and
well-thought order.
Topic sentence is
clear; most details are
convincing; conclusion
is clear; Ideas are all
on one topic and are
in a reasonable order.
Topic sentence and
conclusion are
somewhat clear;
details are somewhat
convincing; Ideas are
mostly one on one
topic but stray a bit;
order is somewhat
logical.
Topic is unclear;
details are not
convincing or are
missing; ideas could
be in a more logical
order to strengthen
clarity of argument.
Conventions No errors in grammar,
spelling, punctuation,
or word choices.
Mostly free of errors
in grammar, spelling,
punctuation, or word
choices.
Many errors in
grammar, spelling,
punctuation, or word
choices.
Writing has too many
errors that inhibit
reader understanding.
PERSUASIVE PARAGRAPH RUBRIC
31. Criteria and Qualifiers
Level 4 Level 3 Level 2 Level 1
Structure
-topic sentence
-body details
-concluding
sentence
All components
included with high
degree of thought
and creativity
All components
included
Components are
somewhat present
Missing
components
Content
-clear topic
-convincing details
related to topic
-logical order
-persuasive word
choices
High degree of
clarity and
persuasiveness;
excellent
organization and
word choices
Considerable
clarity and
persuasion
Somewhat clear
and persuasive
Limited clarity and
persusaion
Conventions
-spelling
-grammar
-punctuation
Free from all errors Mostly free from
errors
A few errors Many errors
PERSUASIVE PARAGRAPH RUBRIC
32. 3 types of rubrics:
Holistic, analytic, & single-point
A holistic rubric is the most general kind. It lists three to five levels of performance, along
with a broad description of the characteristics that define each level.
Advantages:
-easy for teacher
-faster to grade
-gives one grade to
piece as a whole
Disadvantages:
-doesn't’t provide
targeted feedback for
students
Ideal use:
-standardized tests or
quick tasks that do not
need (or have time for)
feedback
33. 3 types of rubrics:
Holistic, analytic, & single-point
An analytic rubric breaks down the characteristics of an assignment into parts,
allowing the scorer to itemize and define exactly what aspects are strong, and which
ones need improvement. Advantages:
-gives students a clearer
picture of why they received
the score they got
-easier for teachers to justify
grades
Disadvantages:
-time consuming and
challenging to create (so
many qualifiers and
descriptors for each level)
-longer, which means
students are less likely to
read them
34. 3 types of rubrics:
Holistic, analytic, & single-pointA single-point rubric is a lot like an analytic rubric, because it breaks down the
components of an assignment into different criteria. What makes it different is that
it only describes the criteria for proficiency; it does not attempt to list all the ways a
student could fall short, nor does it specify how a student could exceed
expectations.
Advantages:
-contains less language, so its
likely to be read
-less time to create, while still
rich in detail of expectations
-areas of concern and
excellence are open ended
(sometimes a rubric can be
constricting – here, you don’t
have to predict every way
students will deviate from a 3)
Disadvantages:
-requires more writing for the
teacher than simply highlighting
a column
