Scrabble

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Scrabble Make as many Write to Learn words as
you can.
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Implementation

• Quick with rich yields
• Taking RAFT to public writing
• Sharing with parents
• START

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I could tell students were constructing their own
knowledge because I heard them explaining ideas
and correcting one another. They were giving one
another examples. Discussions were very intense,
but focused on getting to an understanding. In
their Exit Slips, I could clearly see a wide
variety of independently constructed
explanations. Many included examples from outside
of the classroom. They didnt all sound like an
echo of what the book said.
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Teaching for Learner Differences After our whole
group paragraph frame, my new ELL student first
completed the frame in Spanish, then added what
English words she could. My student who has done
a lot of independent reading completed his frame
on a piece of notebook paper so he could share
all he wanted to.
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Outcomes

• Characteristics of Effective Instruction
• Focus Assessment for Learning

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Outcomes

• Research
• EBSCO
• Essential Concepts and Skills

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Outcomes

• Strategies
• Team Learning and Planning

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Assessment for Learning

• What is your current level of understanding?
  Frayer Model
• Read one of the three articles to deepen your
  understanding.

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Assessment for Learning
Stiggins All Heritage To page 142 (2nd
column) Black Wiliam 142 (3rd column) to 146
(1st column)
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Assessment for Learning

• Discuss and revise the Frayer Model to reflect
  your changes in understanding.
• Share out as a whole group.

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The ICC Definition
FA is a process used by teachers and students as
part of instruction that provides feedback to
adjust ongoing teaching and learning to improve
students achievement of core content. As
assessment for learning, FA practices provide
students with clear learning targets, examples
and models of strong and weak work, regular
descriptive feedback and the ability to self
assess, track learning and set goals.
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Some Key Elements of Formative Assessment

• Learning Progressions
• Clear Achievement Targets/Criteria for
  Success
• Descriptive Feedback
• Self and Peer Assessment
• Collaboration

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Assessment for Learning

• Applying What You Have Learned
• Read the vignettes.
• Use the response sheet.
• Tables read one of their vignettes and share
  their thinking.

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Write to Learn Debriefing

• Peer/self pre-assessment
• Deepen understanding
• Consolidate learning
• Collaborative application

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Research

• Find Write to Learn Research Activity
• Gallery Walk

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• Share
• Positive Effects
• No or Negative Effects
• Quotes That Speak to You

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Directions

• By 1015
• Blue dots--back here
• Yellow dots--computer lab

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Team Time Plan
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Team Work Time
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Magnitude of Comfort
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1                       5                    10
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