1. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

2. Responsive Action: Instruction

3. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Action Sequence Slide 1

4. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel (Heritage, 2009) Slide 2

5. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Matches students’ learning experiences to their current level of learning Gradually releases instructional support “Just Right” Instruction Slide 3

6. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel In the next two slides, we’ll work through an example to demonstrate responsive instructional action. Notice how the teacher elicits evidence of the student’s reading skills, interprets the student response, and then takes instructional action. Responsive Instructional Action Slide 4

7. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Ms. Clark: Today, Marco I would like you to read aloud from this book called Fun in the Sun. (Ms. Clark shows him the book.) When you are reading and you find a word you don’t know, remember to use the decoding strategy that we have been working on. Marco: Ok. There’s a funny picture on the front. The guy in the middle has curly hair and a mustache. Ms. Clark: That’s right. What do you think the book might be about? Marco: Maybe these three guys on the front are going to the beach? Ms. Clark: Let’s see if you are right. (Ms. Clark opens the book to the first page with text. She points her finger under the first word for him to read.) Marco: The sun was hot (read slowly but accurately). Marco: Pop had a t-o-p…pot hat. (Marco has read the word “top” as “pot.”) Marco: Mom had a red w-i-g---giw. Marco: P-e-g…Peg had a b-i-g…gib…c-a-p…pac. Ms. Clark: Thank you Marco. Let’s stop here and talk about your reading today. (Bailey & Heritage, 2008) Responsive Instructional Action: Example Slide 5

8. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel The teacher writes a few CVC words on a piece of paper. With a marker, she models tracing a line under each letter as she sounds out each one, and then deliberately bringing the marker all the way to the first letter to underline the letters again as she blends them together in the correct order. Responsive Instructional Action: Example Slide 6 (Bailey & Heritage, 2008)

9. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Your Turn Now it’s your turn to interpret evidence and decide on responsive instructional actions. Use Handout 5.2.1 as you work through the next three examples: 1.Read learning goals and success criteria 2.Review the task 3.Review student or class response Suggest appropriate responsive actions (i.e., “What next?”). Slide 7 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

10. Your Turn Example #1 Slide 8 LEARNING GOALSUCCESS CRITERIA I can identify multiple, equivalent representations of one quarter of an area when a whole is partitioned into multiple parts Related Common Core State Standard Mathematics, 3 rd Grade, Numbers & Operations, Fractions, #1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts Learning Goal Understand that there are multiple, equivalent representations of a fraction of an area relative to a whole (Wiliam, 2006) Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

11. Your Turn Example #1 In which of the following diagrams is one quarter of the area shaded? Slide 9 (Wiliam, 2006) Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

12. Your Turn Example #1 Math Responses to Fraction Question 50% = A & D 10% = B 15% = C 25% = A, B & D What next? Slide 10 (Wiliam, 2006) Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

13. Your Turn Example #2 Slide 11 LEARNING GOALSSUCCESS CRITERIA 1.I can make an observational, detailed drawing that includes the specific structures and parts of a cactus 2.I can explain how those structures and parts help the cactus survive in its environment 3.I can use science language in my explanation 1.Students understand that cacti have structures and parts that serve different functions 2.Students understand how the structures and parts enable cacti to survive in their environment 3.Students can use accurate science language Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

14. Your Turn Example #2 Slide 12 Student 1Student 2 I bet they have spines because foragers would eat them if they didn’t What next? Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

15. Your Turn Example #3 Slide 13 LEARNING GOALSUCCESS CRITERIA I can write an informative letter that: 1.Conveys complex ideas, concepts and information 2.Uses genre appropriate language in a manner understandable to my audience Related Common Core State Standard English Language Arts, 9 th -10 th Grade, Writing, #2 Learning Goal Convey complex ideas and information through an informative/explanatory letter, using language appropriate to your audience and genre Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

16. Your Turn Slide 14 First of all, I think that language is a way to inform others around you, your feelings or just a simple thing that you want to let know people what is the deal. And it can be expressed by saying it, watching a picture, or hearing it, you know what I’m saying? I don’t know if you have heard about the kangaroo rat that stamps its feet to communicate with other rats. It’s really funny cause we humans have more characteristics to communicate to each other, but we still have problems to understand other people. Characteristics like sound, grammar, pictures and body language are some of them, while the rat only uses the foot. (Walqui & Heritage, 2012) What next? Example #3 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

17. Complete the summary sheet at the end of Handout 5.2.1 with your team or the whole group by following these steps: Collect all your instructional responses and make a list on your handout Discuss how well each response matches the learning needs of the students Summarize what you learned about taking instructional action Consolidate Your Learning Slide 15 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

18. Try It Out Collect several examples of how you elicit and interpret evidence and the responsive instructional action you take. Share your examples with the learning group before you start Lesson 3. Slide 16 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel