| A Guide to Using the Read with Understanding Performance Continuum | |
| Tips for Using the Guide | |
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Getting to Know the Dimensions of Performance for Read with Understanding |
Read with Understanding Performance Continuum: |
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Level 1 |
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Level 2 |
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Level 3 |
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Level 4 |
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Level 5 |
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Level 6 |
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Using the Performance Continuum Within the Teaching and Learning Cycle: |
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Before Instruction |
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Planning Activities |
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Planning for the Collection of Evidence |
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Using the Performance Continua After Instruction: Accountability Assessment Tasks |
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EFF Portal |
Using the Performance Continuum in Planning Activities
Steps 3 and 4 of the teaching/learning cycle involve designing a learning activity to address the real-life concerns of learners and developing a plan to capture evidence and report learning. At this stage teachers can develop their own planning tool or use one described in Step 3. Below are some suggested steps for using the performance continuum as a tool to complete this planning guide.
- Start to fill out a planning guide by brainstorming with students what to list in the left-hand column "What do we need to know?" Use the description of the performance level you have selected to look at as you brainstorm. Move back and forth between the goal-specific knowledge, skills and strategies and the dimensions of performance at the level you have selected. With the Read with Understanding Standard you may also want to use the RWU Guide and Diary which use the definition of the standard as a planning and self-reflection tool.
- Work with students to fill out the middle column of the Planning Guide by thinking about the activities you will plan. Consider how much time each activity will take and how much time overall you have.
Laura's job in planning is made easier by the fact that she and her students have been consistently using the RWU Guide and Diary to keep a record of their reading development. She will use information from previous diary entries to help her to plan targeted mini-lessons on reading strategies that her students need to learn.
Planning Guide Standard: Read with UnderstandingGoal: To read and understand short descriptions of different kinds of jobs |
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What do we need to know? |
How can we learn it? |
How will we show we know it? |
| How to determine the reading purpose. | Session 1 - 30 min. Ask students to think about their general purpose for reading about jobs in the health field and select three cards with jobs that interest them. Have them jot down general purposes for reading in their Read with Understanding (RWU) Diary. (3-4) |
Entries in the Read with Understanding Diary
Teacher observation log |
To see a complete version of this Planning Guide, click here.
Click here to print out a blank Word version of the Planning Guide to use in your program.
Multi-Level Classes In multi-level classes you may find that students fall within two or three different performance levels. In this case you may need to create modified planning guides for each level. Often you can plan instruction where the activities themselves are similar but the expectations are different depending on the level. For example, students performing at a lower level may be given easier cards to read and a simpler version of the assessment task (with fewer directions and more familiar vocabulary) may be used. Students at a higher level may be assigned different cards with more specialized vocabulary and given a more difficult version of the assessment task. |
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