Tuesday, January 8, 2013
This is a reflection of the formative assessment that the 8th grade language arts teachers gave our students as an indicator to tell us what literary techniques the student understood from our unit on literary techniques. The inclusion specialist created a graphic organizer. The graphic organizer consisted of four parts, which was used to identify various literary techniques from a story they were given along with a description of the impact the technique had on the story. After they completed the organizer we also gave the students time to self-reflect on their answers and discuss the information with partners. From there we had a whole class discussion so that they could identify most of the ideas presented in the story. From this information the students were then able to use the gathered material as a study guide to use for the summative assessment. Overall we thought this activity was very effective in allowing us to gather information regarding the students knowledge of the material.
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7th grade teachers already do many of the Before, During and After strategies. I am not being cocky; we started many of them last year when we started Reading Workshop. Some of them were part of the program, others we made ourselves. I have a new one that I did recently with Historical Fiction. Students are grouped using Lexile levels and given group books based on these. I had students use the iPads to come up with a timeline for the time period in their books. They placed colored Post-It notes on the timeline. The next step will be as they read their books, they will place a different colored note on the time line for the book's story line. When they are finished with their book, they will have the historical events and their storyline posted to show how the author used fiction to alter history. This is also a standard, 7.RL.9.
ReplyDeleteThank you Carmen and Cyndi, for posting these FAs the the group.
ReplyDeleteIn 8th grade, I am wondering how students did with analyzing the impact of the literary techniques. This, I think, is difficult for students. How did you check for understanding in individual students?
In 7th grade, I am curious how students determined how students showed the author's use of fiction to alter history. Did they seek information about "real" historical events from outside sources? Do students in each group share their timelines with each other?
Cher
One formative assessment strategy that I have tried in math is called "Speed Dating," which I learned about in Marzano training last year. This is where you have an inner circle of students and an outer circle of students. It sounds similar to the "say something" activity that Whitney was talking about during the FAMS meeting. In my activity, each student has a different amount of money in different currencies. Students had to convert currencies with whoever they are matched up with on the outer or inner circle and identify who had more money. (I had a list of current conversion rates on the board). At the end of 2 minutes, I had the outer circle rotate while the inner circle stayed in place. I formatively assessed student skills in proportions and conversions - it was easy to tell who was struggling because they did not get finished converting, or they would ask me who was right - them or the person they were matched up with. I was happy about the discussions that took place and say a lot of students helping others when they were confused.
ReplyDeleteI've used this as review in other courses. I had students work on the review sheet and switch after a certain time. If they get to someone that has a part done already, that student can help the other get it completed.
DeleteWe did change the name though - kids I worked with were too immature for the word "dating."
Finally, I liked it because it forced kids to work with everyone instead of the person they always go to for group work.
I'm trying my post again...
ReplyDeleteThis is something that was sent to me from the Teacher Channel. I really would like to try this in the classroom and think it would be very engaging for students. Feel free to view the video if you have 2 minutes.
https://www.teachingchannel.org/videos/texting-to-assess-learning
Jenny
I did the review summary to go along with the video we watched (instead of doing the packet of questions). I realized that the students do not gather the main idea of that segment of the video. They were able to pick up some details, but also struggled with understanding or recognizing the characters (even basics such as who was on the British side and who was fighting for the Colonists). I now stop fairly frequently during videos to question and provide clarification for what is happening as well as add in other things the students may have not caught (lying, blackmail, tricking someone into something, etc).
ReplyDeleteThanks, Amy, for contributing to the blog! I really appreciate it.
ReplyDeleteCher