PROFESSIONAL LEARNING CYCLE R3 - EduGAINs · Woodland Park Public School Language PROFESSIONAL LEARNING CYCLE R3 Synthesizing Learning Cycle Grade 7 and 8 Overview ... Tier #1 Assignment

R3-1Grade 7-8 DI Project Example, 2009

Woodland Park Public School

Language

R3PROFESSIONAL LEARNING CYCLE Synthesizing Learning Cycle Grade 7 and 8

Overview

As part of the Ministry’s Differentiated Instruction Project, the Woodland Park Team explored the

DI framework by making connections to current classroom practice with the support of a Learning

Support Teacher (LST). Specifi cally, the team examined student use of comprehension strategies and

metacognition in order to improve student learning. This document provides information on the

implementation process of a Learning Cycle focused on the comprehension strategy of synthesizing.

Linkages to the DI framework, data collection and assessment tools, and Learning Support Teacher

Survey Data are also included.

Student work samples have been included in the Appendices, which provides visual supports for the

description of the learning process described herein. These samples were used for explicit instruction

and modeling of synthesizing throughout the formative stage of the Learning Cycle.

The Learning Cycle for teaching synthesizing outlined within this document could be implemented

by an individual teacher, or by a team of teachers as part of a Teaching-Learning Critical Pathway

(T-LCP).



Language

R3Contents

Page

Learning Cycle Process for Comprehension Strategy of Synthesizing 3

Learning Goal 4

Where Differentiation Occurred 5

Pre-assessment Tool for Synthesizing (Grade 7) 6

Summative Assessment Tool for Synthesizing (Grade 7) 7

Pre-assessment and Summative Tool (Grade 8) 8

Pre-assessment Class Profi le for Reading Comprehension Strategy of Synthesizing 9

Summative Class Profi le for Reading Comprehension Strategy of Synthesizing 10

Tiered Assignment Description 11

Tier #1 Assignment 12



Photo of Grade 7 Data Wall 15

Photo of Grade 8 Data Wall 16

Synthesizing Data 17

LST Support for Learning Cycle 18

Learning Support Teacher Survey Data 20

Appendices 22



Language

R3Learning Cycle Process for Comprehension Strategy of Synthesizing

1. Establish learning goal, indicators, and measures of success.

2. Implement pre-assessment task and record assessment of student responses on Pre-assessment Class

Profi le Sheet. Post on data wall. Interpret results and discuss with LST. Establish next steps.

3. Select texts of varying complexity for formative tasks and summative task.

4. The LST prepared lessons in explicit instruction of synthesizing and conducted some teacher

observation lessons.

5. Use data from pre-assessment to differentiate lessons and group students according to readiness.

Provide formative feedback to students. Access LST to assist with teacher moderation, lesson ideas,

observation lesson(s), differentiation, and resource selection. Establish next steps.

6. Administer summative assessment task and assess using Summative Assessment Tool for Synthesizing.

Use teacher moderation process. Interpret results and discuss with LST.

7. Record data on Summative Assessment Class Profi le Sheet. Highlight students who have moved

forward (a level or levels) green, and students who have moved backwards (a level or levels) pink.

Post on data wall.



Language

R3

Students combine new information from text with prior knowledge to create a complex synthesis.

Students describe complex changes in their understanding or opinion(s).

Students can effectively explain how synthesizing helped them create new meaning from the text, monitor reading and deepen their understanding.

Pre-assessment

Pre-assessment

Pre-assessment

Formative Assessment

Reading Tasks,

Summative Reading

Task


Reading Tasks,

Summative Reading

Task


Reading Tasks,

Summative Reading

Task

Students will improve in the use of synthesizing (1.3) and metacognition (4.1) to comprehend text.

LEARNINGGOAL

INDICATORSHow will we know?

MEASURETools we’ll use to

determine where students are and whether they are improving



Language

R3Where Differentiation Occurred

Description:

• Two grade 7 classes incorporated formative opportunities to synthesize during “after reading”

within Literature Circles

• Two grade 7 classes provided formative opportunities to synthesize using texts of varying

complexity and fl exible student groupings

• Three grade 8 classes focused on synthesizing within a media unit

• Two grade 8 classes incorporated synthesizing within a persuasive writing unit and provided choice

of texts and student responses

Differentiation occurred in the following ways:

• Texts of varying complexity, interest and genre, both fi ction, non-fi ction and media were used

• Students were arranged in fl exible groupings according to readiness as determined from class

profi le data, and formative data gathered through teacher observation and student responses

• Level of scaffolding and teacher support varied according to student need

• Number of guided practice and guided writing opportunities

• Reciprocal teaching, partner and individual reading opportunities

• Tiered assignment



Language

R3 Name: ____________________________________________________________

Pre-assessment Tool for Synthesizing (Grade 7)

Criteria Level 1 Level 2 Level 3 Level 4

– combines new

information

from text

with prior

knowledge

(1.3)

– combines

knowledge

to create

synthesis

of limited

complexity

– combines

knowledge

to create

synthesis

of some

complexity

– combines

knowledge

to create

synthesis of

considerable

complexity

– combines

knowledge

to create a

highly complex

synthesis

– describes

changes in

understanding

or opinion

while reading

– describes

changes

of limited

complexity

– describes

somewhat

complex

changes

– describes

considerably

complex

changes

– describes

highly complex

changes

– student

displays

metacognition

when

refl ecting on

reading skills

and strategies

(4.1)

– uses critical/

creative

thinking

processes

with limited

effectiveness

– uses critical/

creative

thinking

processes

with some

effectiveness

– uses critical/

creative

thinking

processes with

considerable

effectiveness

– uses critical/

creative

thinking

processes

with a high

degree of

effectiveness



Language

R3 Name: ____________________________________________________________

Summative Assessment Tool for Synthesizing (Grade 7)

Application Level 1 Level 2 Level 3 Level 4

• student

transfers

knowledge

and skill (of

synthesizing)

to new context

(1.3)

• transfers

knowledge

and skills to

new contexts

with limited

effectiveness

• transfers

knowledge

and skills to

new contexts

with some

effectiveness

• transfers

knowledge

and skills

to new

contexts with

considerable

effectiveness

• transfers

knowledge

and skills to

new contexts

with a high

degree of

effectiveness

Thinking Level 1 Level 2 Level 3 Level 4

• student

displays

metacognition

when

refl ecting on

reading skills

and strategies

(4.1)

• uses critical/

creative

thinking

processes

with limited

effectiveness

• uses critical/

creative

thinking

processes

with some

effectiveness

• uses critical/

creative

thinking

processes with

considerable

effectiveness

• uses critical/

creative

thinking

processes

with a high

degree of

effectiveness



Language

R3Pre-assessment and Summative Tool (Grade 8)



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AssessmentProductProcess/Text Complexity



Language

R3Tier #1 Assignment



Language




Language




Language

R3Photo of Grade 7 Data Wall

Pre-assessment Summative

• Names highlighted in green indicate students have moved forward a level or levels from

pre-assessment

• Names highlighted in pink indicate students have moved backward a level or levels from

pre-assessment



Language

R3Photo of Grade 8 Data Wall

Pre-assessment Summative

• Names highlighted in green indicate students have moved forward a level or levels from

pre-assessment

• Names highlighted in pink indicate students have moved backward a level or levels from

pre-assessment



Language

R3Synthesis Data

Grade 8 Data

Synthesizing Pre-assessment Summative Assessment

NE 1Level

1

Level

2

Level

3

Level

4NE 1

Level

1

Level

2

Level

3

Level

4

Boys 2 12 20 21 15 0 9 23 19 8

Girls 0 4 14 17 18 0 11 12 16 15

NE1 = Not Enough Information for Level 1

* numbers inconsistent due to student absences

* metacognition not consistently assessed across all classes so results not included

Grade 7 Data

Synthesizing Pre-assessment Summative Assessment

NE 1Level

1

Level

2

Level

3

Level

4NE 1

Level

1

Level

2

Level

3

Level

4

Boys 0 12 17 16 3 0 11 14 9 11

Girls 0 7 21 27 4 0 2 16 17 15

Metacognition NE 1Level

1

Level

2

Level

3

Level

4NE 1

Level

1

Level

2

Level

3

Level

4

Boys 5 19 10 8 6 5 11 10 8 8

Girls 3 6 24 19 8 4 8 12 12 14

NE1 = Not Enough Information for Level 1

* several students absent for summative



Language

R3LST Support for Learning Cycle

April

12-24

Preparation for upcoming comprehension strategy of synthesizing

• Read articles on line and re-read chapters in some of my professional books on

strategy

• Drafted learning goal, indicators and measures discussed at collaborative planning

meeting to be shared and discussed at next team meeting

• Downloaded Rubrics for Synthesizing from Nelson Literacy On-line 7 & 8 for

dialogue and consideration

• Prepared data wall organizers

• Gathered resources, professional books and articles on synthesizing to be shared

with teachers; prepared student bookmarks for strategy

• Prepared 3 lessons on synthesizing using the picture books, The Rabbits by John

Marsden, Woolvs in the Sitee by Margaret Wild, and The Varmints by Helen Ward

• Prepared PPT for explicit instruction, “What Readers Do When Synthesizing”

April 20 • Planning meeting with grade 7 teachers to select texts for pre-assessment,

formative opportunities and summative task

April 29 • Pre-planning session for observation lesson on pre-assessment text (The Rabbits)

• Conducted observation lesson for teacher on synthesizing, debriefi ng of lesson;

distributed Teacher Refl ection Page so Next Steps can be planned

• Teacher moderation of student responses

• Teacher moderation of CASI with grade 8 teacher

April 30 • Teacher moderation with grade 7 teachers on main idea

• Sharing of resources and strategy handouts on synthesizing with teachers and

admin

• Pre-planning session for observation lesson on pre-assessment text (The Rabbits)

• Conducted observation lesson for teacher on synthesizing; debriefi ng of lesson;

distributed Teacher Refl ection Page so Next Steps can be planned

• Planning session for Literature Circles with grade 7 teachers

May 1 • On the fl y conversation about student responses to The Rabbits

• On the fl y check in with grade 8 teachers regarding synthesizing and support

requests

May 6 • Demonstrated how to create a Power Point Presentation to a teacher so she can

differentiate lessons for the visual learners in her class

• Teacher moderation of paragraph assignment with grade 7 teachers; planning

session to incorporate synthesizing strategy into Lit Circles; revision of student

refl ection sheet

• Collaborative marking of grade 7 pre-assessment task



Language

R3

May 8 • Observation lesson with teacher using PPT in her lesson

• Two in class observation lessons with teachers observing them teaching

synthesizing and debriefi ng of lesson; discussion of next steps

May 12 • Pre-planning session with grade 7 teachers for observation lesson on synthesizing

(Woolvs in the Sitee)

• Conducted observation lesson for teacher on synthesizing; debriefed, examined

students’ responses; discussion of next steps; distributed Teacher Refl ection Page so

next steps could be planned

May 13 • Conducted observation lesson for teacher on synthesizing; debriefed, examined

students’ responses; discussion of next steps; distributed Teacher Refl ection Page so

next steps could be planned

• Teacher moderation of CASI with grade 7 teachers; posting of data on data wall;

refl ection on student improvement and achievement

May 14 • Preparation of data wall class profi les for pre assessment results

• Teacher moderation of CASI with grade 7 teachers; posting of data on data wall;

refl ection on student improvement and achievement

May 19 • Co-teaching of Lit Circles

May 20 • Viewing of DVD’s on small group instruction with Lit Circles with grade 7 teacher

May 25 • Teacher moderation of CASI with grade 8 teachers

• Co-Development of rubric for formative synthesizing task

May 28 • Writing of DI Project Learning Cycle

• Preparation and distribution of agenda for upcoming collaborative planning

meeting

June 4 • Collaborative planning meeting; establishment of dates for summative task

• Sharing of resources and ideas for synthesizing

June 10 • Teacher moderation of summative task; preparation of data wall class profi les

June

11-16

• Refl ective conversations with teachers on what worked well/not so well with this

strategy and learning cycle

• Writing of DI project Learning Cycle



Language

R3Learning Support Teacher Survey Data

The survey below was distributed at the end of each month to the seven project teachers. Their

responses for May, the time period for the learning cycle on synthesizing, have been collated in

an attempt to describe the types of investigations explored with the LST. Every attempt has been

made to record the range of responses completed by teachers on the surveys.

Types of Support for MayFrequency based on 6 surveys returned

daily weekly bimonthly monthly

• Observation lesson 2 1

• Co-planning 2 1

• Collaborative marking 5

• Resource selection/discussion 3

• Analyzing and interpreting student data 3

• Development of class profi les 2

• Interpretation of class profi les 2

• Read Aloud 1

• Shared Reading 1

• Literature Circles 1 1 2

• Independent Reading 2

• Self-selected Reading 2

• Written Communication 1 2

• Assessment 1 1

• Small group instruction 1 1

• Professional dialogue 2 1 1

• Differentiated Instruction 2 2

“ongoing” in terms of frequency as a teacher response was recorded as bi-monthly on the chart above

Which of the above have been most helpful to you and why?– observation lesson – allowed me to see class interact in other classes/subject areas

– The observation lessons have been the most helpful because synthesizing is a strategy that I am not

confi dent in teaching. I learned how to break up the text and create a lesson that really allows the

students to see their thought process throughout and the changes that occur in their thinking as

new information is presented.



Language

R3– The most useful thing is not on the list above; Debbie taught me how to use Power Point

to deliver curriculum topics. Never thought I could learn this, but thanks to Debbie, I was

successful in my fi rst ever project.

– The observation lessons on synthesizing were very helpful because they allowed me to observe

the students “in action” for this strategy. It was also great to see this lesson as it gave me new

ideas to teach this strategy.

What impact have these investigations had on your instructional practice?– better understand of students’ abilities, work habits, group cohesion

– The PPT made me focus specifi cally on what was most important. It made me think visually in

addition to textually. It got me thinking about where else I’m going to do this.

– helped my confi dence in teaching the strategy of synthesizing

– new ways/methods of DI

– better understanding of ways to break down a text (picture book)

– more confi dence teaching this strategy

What impact have these investigations had on student learning?– they know I understand what they are capable of

– students are starting to recognize the changes that go on in their thinking

– students are starting to apply this strategy to their Lit Circle novels

– students were focused and attentive

– remembered important material

– helped students be more clear on what this strategy actually is and how to implement it

in their reading

Other comments:



Language

R3Appendices

Appendix A: Sample of Pre-assessment Class Profi le and Next Steps

Appendix B: Sample of Grouping According to Readiness on Pre-assessment Task

(Synthesis Question)

Appendix C: Sample of Grouping According to Readiness on Pre-assessment Task

(Metacognition Question)

Appendix D: Sample of Teacher Observations on Formative Task

(Synthesis and Metacognition Question)

Appendix E: Sample of Grouping According to Readiness on Formative Task

(Synthesis Questions)

Appendix F: Sample of Grouping According to Readiness on Formative Task

(Metacognition Question)

Appendix G: Sample of Grade 7 Formative Literature Circle Response

Appendix H: Sample of Grade 7 Improvement – Formative Task

Appendix I: Sample of Grade 7 Improvement – Summative Task (2 pages)

Appendix J: Sample of Grade 8 Student Improvement – Pre-assessment Task

Appendix K: Sample of Grade 8 Student Improvement – Summative Task

Appendix L: Tier #1 Student Response (2 pages)

Appendix M: Tier #2 Student Response (2 pages)

Appendix N: Tier #3 Student Response (2 pages)



Language

R3A

pp

en

dix

A:

Sam

ple

of

Pre

-ass

ess

men

t C

lass

Pro

fi le

an

d N

ext

Ste

ps



Language

R3A

pp

en

dix

B:

Sam

ple

of

Gro

up

ing

Acc

ord

ing

to

Read

iness

on

Pre

-ass

ess

men

t Ta

sk (

Syn

thesi

s Q

uest

ion

s)



Language

R3A

pp

en

dix

C:

Sam

ple

of

Gro

up

ing

Acc

ord

ing

to

Read

iness

on

Pre

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men

t Ta

sk

(Meta

cog

nit

ion

Qu

est

ion

)



Language

R3A

pp

en

dix

D:

Sam

ple

of

Teach

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n F

orm

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ask

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)



Language

R3A

pp

en

dix

E:

Sam

ple

of

Gro

up

ing

Acc

ord

ing

to

Read

iness

on

Fo

rmati

ve T

ask

(Syn

thesi

s Q

uest

ion

s)



Language

R3A

pp

en

dix

F:

Sam

ple

of

Gro

up

ing

Acc

ord

ing

to

Read

iness

on

Fo

rmati

ve T

ask

(M

eta

cog

nit

ion

Qu

est

ion

)



Language

R3Appendix G:Sample of Grade 7 Formative Literature Circle Response

Novel – Trapped Between The Lash and The Gun by Arvella Whitmore



Language

R3A

pp

en

dix

H:

Sam

ple

of

Gra

de 7

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pro

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t –

Form

ati

ve T

ask



Language

R3A

pp

en

dix

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Sam

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Gra

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pro

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nth

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pro

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no

t cl

earl

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Language

R3A

pp

en

dix

I:

Sam

ple

of

Gra

de 7

Im

pro

vem

en

t –

Su

mm

ati

ve T

ask



Language

R3A

pp

en

dix

I:

Sam

ple

of

Gra

de 7

Im

pro

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t –

Su

mm

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ask –

stu

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th

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cle

arly

an

d p

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to p

rio

r kn

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ge

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R3A

pp

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PROFESSIONAL LEARNING CYCLE R3 - EduGAINs · Woodland Park Public School Language PROFESSIONAL LEARNING CYCLE R3 Synthesizing Learning Cycle Grade 7 and 8 Overview ... Tier #1 Assignment

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