1. Cross-Curricular Formative Assessment to Meet Learning Goals Keep Calm and Integrate On

2. Sometimes We Accept Absence of Response as Student Understanding… Video Clip

3. Today We Will…. Utilize formative assessment strategies Meet history and English objectives through reading and writing application Work cooperatively Write a summary

4. Common Formative Assessments Shared learning with colleagues Helping students learn about “…tests as a genre” (Fisher, Grant, Frey, & Johnson, 2007/2008). Incorporate assessments in multiple formats to gauge student learning

5. From: http://www.ncte.org/positions/statements/formative-assessmenthttp://www.ncte.org/positions/statements/formative-assessment

6. Walkabout Objectives: – Reflect on how formative assessments are used in the classroom. – Reflect on collaborative work with other content areas to use formative assessments.

7. Reality Check! Find a common time: team time, planning time English skills Changes in the SOL: US History I and II no longer assess students with a SOL test

8. Why Formative Assessment? “…teachers and schools must increase the precision of our teaching” (Fullan, Hill, & Crévola, 2006). This means: – The learner has to (a) possess a concept of the standard (or goal, or reference level) being aimed for, (b) compare the actual (or current) level of performance with the standard, and (c) engage in appropriate action which leads to some closure of the gap” (p. 121).

9. SOL Correlation 6.5, 7.5, 8.5: The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. 6.6, 7.6, 8.6: The student will read and demonstrate comprehension of a variety of nonfiction texts. 9.4: The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama. 9.5, 11.5, 12.5: The student will read and analyze a variety of nonfiction texts. 10. 5: The student will read, interpret, analyze, and evaluate nonfiction texts.

10. Assessment Time! Create a hashtag and a tweet to synthesize what you learned so far.

11. Assessment Time! A hashtag is a theme for an event, thought, or occurrence. A tweet is a short (35 character) summary explanation. Example for the SOL Institute #brainpower Enhancing teaching and learning with formative assessment. English teachers rock!

12. When to Assess Fisher and Frey (2011) suggest that teachers check for student understanding every 5-10 minutes to support student learning and sustain rigor within the lesson. http://www.ascd.org/Publications/Books/Overview/Checking- for-Understanding-Formative-Assessment-Techniques-for-Your- Classroom-2nd-Edition.aspx

13. Class Time! Read the text History class: Read the text and then follow the directions in the folder.

14. Class Time! English class: Warm-up: Respond to the prompt – Read the poem that accompanies the History reading – Answer the questions attached to the question sheet. – Group Activity

15. In what other ways can we use formative assessment to put these curricular pieces together?

16. Speaking and Listening Assessments Think-Pair-Share Reciprocal teaching Literacy circles Discussion prompts Socratic Seminars Retellings

17. Questioning Assessments Plan questions in advance to make them worthwhile Ask questions that require many students to respond Audience response systems

18. Writing Assessments RAFT Social Media (Facebook, Twitter, Instagram, I- Phone, Match.com or E-Harmony Profile) Stories Anecdotes Summary Editorial Primary and secondary source analysis (Fisher & Frey, 2014)

19. Sources Fisher, D., & Frey, N. (2013). A formative assessment system for writing improvement. English Journal, 103(1), 66-71. Fisher, D., & Frey, N. (2011). Checking for understanding. Principal Leadership, 12(1), 60-62. Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom (2nd ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development. Fisher, D., Grant, M., Frey, N., & Johnson, C. (n.d.). Taking formative assessment schoolwide. Educational Leadership, 65(4), 64-68. Formative Assessment That Truly Informs Instruction. (n.d.). Retrieved May 14, 2015, from http://www.ncte.org/positions/statements/formative- assessment Immigration: Challenges for new americans. (n.d.). Retrieved on 13 June 2015 from http:// loc.gov/teachers Lazarus, Emma (1882). The new colossus. The Poetry Foundation. Retrieved on 04 June 2015 from http://www.poetryfoundation.org/poem/172943 Library of Congress Home | Library of Congress. (n.d.). Retrieved May 14, 2015, from http://www.loc.gov/ Popham, W. (2008). Transformative assessment. Alexandria, Virginia: Association for Supervision and Curriculum Development. Student Interactives - ReadWriteThink. (n.d.). Retrieved May 14, 2015, from http://www.readwritethink.org/classroom-resources/student-interactives/ Text Dependent Questions. (n.d.). Retrieved on 13 June 2015, from http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/text_dependent_questions/index.shtml

20. Roxane Edgerton roxane.edgerton@cpschools.com Melissa T. Goodwin melissa.goodwin@cpschools.com

21. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.