1. Formative Assessment and Feedback to Improve Writing CONVENING III, SECTION I

2. Formative Assessment Cycle PLAN DO STUDY ACT

3. The Essential Role of Quality Feedback to Improve Student Writing Reflect on the role that feedback can play in improving student writing. What types of feedback have you used in the past? How do students respond to feedback? How have you used peer feedback?

4. Evidence for effective feedback Be sure all 3 articles are represented at your table. As you read, annotate significant ideas in your article. Then, highlight one phrase or sentence that best illustrates the significant ideas in your article. Pair Talk Which word, phrase, and sentence did you highlight in your article? Share your annotations with a partner who read the same article. Table Talk What factors are most important in giving effective feedback? In what ways could this feedback take place in the classroom?

5. Video: A Protocol for Citing Evidence from Informational Texts As you watch the video think about... The structure of the lesson and scaffolding that is provided What you notice about the classroom culture The role of evidence-based thinking The role of feedback

6. Participating and contributing Reflect on your learning during the previous activity in relation to the Fundamentals of Learning. How did you exemplify Participating and Contributing?

7. Bridging Reading and Writing CONVENING III, SECTION II “Reading and writing float on a sea of talk,” James Britton

8. Smarter Balanced Claims Claim 1 Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Claim 3 Speaking & Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim 2 Writing “Students can produce effective and well- grounded writing for a range of purposes and audiences.” Claim 4 Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

9. What influences our thinking? Traditional teaching Books and articles Discussions and Conversations

10. Think about the following statements... “The book was only so-so, but our conversations about it were awesome.” – 5 th grade student “We were still talking about history when class was over!” – 8 th grade student “It was weird, When we finished talking, we had a totally new idea.” – 6 th grade student “Science wasn’t very interesting until we started talking about it.” – 5 th grade student

11. Academic Discourse

12. Questions are Key What makes a high-quality question that could elicit deeper thought and meaningful discussion?

13. What makes a quality question? Stimulates further thought, motivates action, or excites the learner with possibilities Makes learners think, pause, and reflect, rather than race to answer Doesn’t always have one right answer Requires students to go beyond factual knowledge and use knowledge to problem-solve, analyze, and evaluate

14. Models

15. Questions are Key Student Questioning Teaching students to ask high-quality questions engages them in higher levels of thinking. Enables questioning of others, of text, and of self (meta- cognition)

16. Questioning is at the heart of thinking and learning.

17. Fundamentals of Learning Reflect on your learning during the previous activity in relation to the Fundamentals of Learning. How did you exemplify Making Meaning? Managing Learning? Participating and Contributing?

18. 5 Core Skills of Academic Conversation ◦Each skill doubles as prompting a partner to use the skill and effective responding, oneself. ◦Each skill requires good listening. ◦The overarching purpose of all the skills is to focus on, deepen, explore, negotiate, and co-construct ideas vital for content learning. Each conversation should have a destination and make progress toward it. ◦http://www.jeffzwiers.org/index.html Additional Resources from Jeff Zwiershttp://www.jeffzwiers.org/index.html

20. They don’t come ready to do this? Scaffolding (reading protocols, graphic organizers for thinking, etc.) Modeling (frames & questions, preparing for conversation, etc.) Direct teaching Norms (speaking and listening expectations, helpful tips, contributions to discussion, etc.) Practice (in different ways with different people)

21. Activities for Developing Core Conversation Skills Read through the activities for your Core Skill. Annotate as you read and… Take notes on the ABC Each Teach organizer. Think about what the activities have in common. In what ways do these activities build that particular skill?

22. ABC(DE) Each Teach Each person will have 2 minutes to share his/her section. Then, other group members will have two minutes to ask questions, comment, or build on the ideas they heard.

23. Fundamentals of Learning Reflect on your learning during the previous activity in relation to the Fundamentals of Learning. How did you exemplify Making Meaning? Managing Learning? Participating and Contributing?