Assessment for Instruction Doug Fisher www.fisherandfrey.com

2. Cultivating the Learning Climate 1. Planning with Purpose 2. Cultivating the Learning Climate 3. Instructing with Intention 4. Assessing with a System 5. Impacting Student Learning

content, language, and social objectives. The established purpose contains content, language, and social objectives.

What is a content objective? What can be accomplished toward the grade-level standard TODAY (in other words, it’s not the entire standard).

What is a language objective? The language demands of the task. The way students demonstrate their thinking through spoken or written language.

Vocabulary Specialized Technical Words whose meaning changes depending on the context (problem, simplify, value) Multiple meaning words (run, place) These can be “brick” or “mortar” words Technical Words that represent one concept only (denominator, photosynthesis) These are the “bricks” of language

Language Structure Grammar/syntax: rules for language use (e.g., plurals, noun/verb agreement) Signal words: guideposts to support understanding of listener/reader (e.g., If/then, first, last, compared to) Frames and templates: scaffolds for apprentice language users (“On the one hand, ________. But on the other hand, _______.”)

Language Function Halliday identified 7 language functions (Instrumental, regulatory, interactional, personal, imaginative, heuristic, representational) These are translated into classroom interactions (express an opinion, summarize, persuade, question, entertain, inform, sequence, disagree, debate, evaluate, justify)

The same content purpose can have many different language purposes CP: Identify the phases of the moon. LP #1: Name the phases of the moon. (vocabulary) LP #2: Use sequence words (first, next, last) to describe the phases of the moon. (structure) LP #3: Explain how the moon, earth, and sun move through the phases. (function)

Students will understand the 4 main components of fitness as applied to soccer. Use technical vocabulary (muscular strength, muscular endurance, flexibility and cardiovascular endurance) in their collaborative conversations. Use compare and contrast signal words to summarize the components. Describe how each component is utilized in soccer.

CP: Determine reasonableness of a solution to a mathematical problem. LP1: Use mathematical terms to explain why an answer is reasonable. [vocabulary] LP2: Use the language frame “The answer ______ is/is not reasonable because _______.” [structure] LP 3: Identify why your answer is reasonable to your group. [function]

What is a social objective? Defines how students work together. Builds soft skills including personal responsibility to the group and task, ownership of the work, and communication skills.

Examples of social objectives Explaining each other’s ideas Tracking the speaker Setting deadlines Yielding and gaining the floor

Where do I find social objectives? TRUSTWORTHINESS RESPECT RESPONSIBILITY FAIRNESS CARING CITIZENSHIP www.charactercounts.org Speaking & Listening Standard #1

TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY

TEACHER RESPONSIBILITY “I do it” Focused Instruction “You do it alone” Independent STUDENT RESPONSIBILITY

TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY

TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY

Assessment to… Support Learners Monitor Learning Inform Learning Comprehensible Goal-setting Checks for understanding Error analysis Types of feedback Usefulness Needs-based instruction Assessment to…

Feed up: establishing purpose Check for understanding: daily monitoring of learning Feed back: providing students with information about their success and needs Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

Feed up: establishing purpose Check for understanding: daily monitoring of learning Feed back: providing students with information about their success and needs Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

Ways to Check for Understanding Verbal language Non-verbal language Written language Questioning Projects and performance Tests

Retelling in Math 1. Identify what the problem is asking. 2. Locate relevant and irrelevant information. 3. Estimate the answer. 4. Define the procedure. 5. Follow the sequence of the procedure. 6. Describe problem-solving steps. 7. Identify answer and if that answer is reasonable.

Original price of a microphone: $129. 99. The tax is 7% Original price of a microphone: $129.99. The tax is 7%. What is the total price you have to pay for this?

Wendy says… “So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.”

What does Wendy know? What doesn’t she know? What do you do next? “So, the problem is asking me how much I have to pay for this mic. The information I know is the price and how much tax they make you pay. I think it has to be more than $129, like maybe $150, because the tax is on top of the price. I have to add the tax to the price. But I have to find out how much the tax is. I think you multiply. So I did $129.99 times 7, but that is $909 and that is too much for the microphone. The answer isn’t reasonable. But I don’t know why it didn’t work.” What does Wendy know? What doesn’t she know? What do you do next?

Generative Sentences Given a word and conditions about the placement of the word, write a sentence Forces attention to grammar and word meaning Use student examples for editing

“Volcanoes” in the 4th Position

“Volcanoes” in the 4th Position

Try these . . . Word Position Length cell 3rd > 6 Have participants complete each of these.

Try these . . . Word Position Length cell 3rd > 6 Because 1st < 10 Have participants complete each of these.

Try these . . . Word Position Length cell 3rd > 6 Because 1st < 10 Constitution last = 10 Have participants complete each of these.

Text-Dependent Questions Opinions/Arguments, Intertextual Connections Inferences Author’s Craft and Purpose Vocab & Text Structure Key Details General Understandings What does the text mean? Inferential How does the text work? Structural What does the text say? Literal

Order of the Day for June 6, 1944

Soldiers, Sailors and Airmen of the Allied Expeditionary Force! Eisenhower’s Message to the Troops June 6, 1944 Soldiers, Sailors and Airmen of the Allied Expeditionary Force! You are about to embark upon the Great Crusade, toward which we have striven these many months. The eyes of the world are upon you. The hopes and prayers of liberty-loving people everywhere march with you. In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world. Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened. He will fight savagely. But this is the year 1944! Much has happened since the Nazi triumphs of 1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory! I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory! Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking.  SIGNED: Dwight D. Eisenhower Citation: D-day statement to soldiers, sailors, and airmen of the Allied Expeditionary Force, 6/44, Collection DDE-EPRE: Eisenhower, Dwight D: Papers, Pre-Presidential, 1916-1952; Dwight D. Eisenhower Library; National Archives and Records Administration.

What words and phrases does General Eisenhower use to inspire the troops on D-Day?

Ike’s message to the troops acknowledges the difficulty of the mission, but assures them that they will be triumphant. In what ways does he accomplish this? Eisenhower states that this invasion will “bring about the destruction of the German war machine… eliminate tyranny… and create security throughout the world.” What does that sentence reveal about him? How does the use of religious imagery contrast in the opening and closing?

Based on the text, what is General Eisenhower’s state of mind before the D-Day invasion?

Eisenhower’s “In Case of Failure” Letter "Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.”

Based on this second text, what is General Eisenhower’s state of mind before the D-Day invasion?

Compare the audiences for these two texts. For whom is each written?

Why is one word, Bravery, capitalized incorrectly?

Feed up: establishing purpose Check for understanding: daily monitoring of learning Feed back: providing students with information about their success and needs Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

Feed up: establishing purpose Check for understanding: daily monitoring of learning Feed back: providing students with information about their success and needs Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

Feeding forward involves… Misconception analysis Error analysis Error coding

TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

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