Beginning with the Fantasy Unit, annotating, class discussion were keys to getting good feedback.
After the Fantasy Unit, started to come the science fiction unit. In order to complete
This standard is demonstrated in students’ final drafts of their papers. Part of the grading criteria is whether or not the students used proper spelling and punctuation in their assignment.…
student writing relative to the standards embedded in the scoring criteria in the scoring guides.…
The literature must be that read in class. It consists of 5 paragraphs = Introduction, 3 body paragraphs, conclusion. The student must discuss 2 pieces of literature and three literary terms. Students must know the correct titles of the literature and punctuate it correctly. All titles are capitalized. Book titles are underlined and short stories are put in quotes…
I have chosen to use the Standards Based Grading record type to help me see where my students need help. I have also chosen this grading system because the student is graded based on their understanding and growth. Gatsby has struggled in his understanding of two of the five assignments for this objective. He has a proficient or highly proficient level of understanding on three assignments and a below proficient level of understanding on the other two assignments. On the assessments, Gatsby has a proficiency score of 3 on two assessments and a score of 2 on the other assessment. This means Gatsby has an approaching proficient level of understanding on one assessment and proficient on the other two assessments.…
As a teacher, to reach the ultimate goal of student competency, one must consistently check that each individual student is understanding and comprehending the lessons being taught. To do this, the teacher must use various methods of assessing the students work. The two types of assessments are both equally valuable to the teacher for various reasons. Formal and informal assessments are both beneficial because they can both take the shape as criterion or norm-referenced assessments, as well as be objective or performance. Neither type of assessment is in a strict box of what it must or mustn’t consist of. However, whereas informal assessments are usually teacher constructed to determine a student’s current understanding before moving forward with a unit, formal assessments are constructed by test specialists or textbook publishers to determine a student’s understanding after the unit or course has been completed. Also, informal assessments can often be done at any time the teacher sees fit, while formal assessments generally have a set time to be done.…
assess students’ abilities to read closely; to analyze the relation between character and setting; to explore…
Course assignments are designed to test at regular intervals the development of literary comprehension and progressively improved textual interpretation skills. The five graded assignments are these: two reading quizzes (10% each), midterm exam (25%), term paper (30%), and final exam (25%).…
Assessments have become a huge part of the educational experience. When it comes to assessing students, teachers need to be careful on how they are doing these assessments. Assessments are used to provide overall quality of teaching and learning in the classroom. Using a well designed assessment will set clear expectations, provides opportunities for students to keep track of their own progress, and teachers can give feedback (Ormrod, 2010). When assessing young students, this should benefits for students and should gather information to improve the quality of educational programs. They should also be valid, fair, and reliable and suited for the students’ age before a teacher can use a particular assessment (Ormrod, 2010). Parents should be a resource of assessment information that the teacher can use and should include multiple sources of evidence.…
Demonstrated competency through appropriate assessment or earning a grade of “C” or better in ENG 025 Introduction to College Writing II and ENG 032 Reading Strategies for College II…
NameSchoolGradeCourse/SubjectNumber of StudentsInterval of InstructionWrathell GauseRosa Parks High School9Resource English3Full Year Standards, Rationale, and Assessment Method Name the content standards covered, state the rationale for how these standards are critical for the next level of the subject, other academic disciplines, and/or life/college/career. Name and briefly describe the format of the assessment method. All CC.ELA.9-10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. All CC.ELA.11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.ELA.11-12.RL.4 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings analyze the cumulative impact of specific word choices, meaning and tone. Assessment District created Language Arts Baseline (Pre-assessment) Written multiple choice questions, short responses and an essay. Rationale This SGO includes all of the NJCCSS skills related to English/Language Arts Literacy. These skills will assist students with the necessary skills for college preparation and career readiness. Additionally, these skills will afford learners the opportunity to utilize their analytical/ critical thinking skills. This mindset is valuable for making decisions when a large amount of information is available and must be analyzed for comprehension and accuracy. Starting Points and Preparedness Groupings State the type of information being used to determine starting points and summarize scores for each type by group. Modify the table as needed.Preparedness GroupInformation 1Information 2Information 3Low1-29Medium30-49High50-60Student Growth Objective State simply what percentage of students in each preparedness group will meet what target in the space below, e.g. 75 of students in each group will meet the target score. Describe…
To analyze the student’s learning from the formal assessment, I used a rubric with four different categories that was based off a point scale of 3-0, except for the “Sequence of Events” category, which used a point scale of 2-0 points. Overall the student’s could receive a total of 11 points. The assessment required students to retell “The Three Billy Goats Gruff” independently using the 5 Finger Retell story map through writing or drawing. The student’s with EIP’s completed the assessment by retelling the story through illustrations. The students were able to earn 3 points if they met the “Exceeds Expectations” criteria on the rubric, 2 points if they met the “Meet Expectations” criteria,1 point if they met the “Fair” criteria, and 0 points if they met the “Needs Improvement” criteria.…
Reading - This sector measures the student’s ability to master reading comprehension and critical thinking. Each student will be asked to respond to literature-based questions by demonstrating an understanding of the texts read. This may take the form of an in-class assignment, a homework assignment, or a quiz/test.…
Education is essential for the advancement in nearly every aspect of life. Without the opportunity to learn there is no opportunity for change. America’s education system is subpar in its ability to provide the right types of opportunity to its students and their individual needs due to its widespread use of the common core system. This system requires all schools across the nation to generalize education and instill the same basic curricular upon every student. Although this does provide equal opportunity for students to achieve the same amount of success, it is too generalized to meet the individual’s future interests, teaches students to memorize instead of understand, and punishes students who may lack in one area but excel in others. the…
A journal entry in the first week provides the teacher with knowledge on what they do and do not know about the theme. The following two formative assessments, a blog entry comparing two texts and then a written or presented piece between three out of the four texts has students thinking about the significant connections perceptively throughout the entire unit. When the summative assessment occurs, the students are prepared and ready with the resources from the activities they have completed and feedback on formative assessment to successfully and achieve highly in English…
The English-Language Arts Department at DVHS is based on the Common Core State Standards. English courses emphasize critical reading, composition, and speaking skills in the context of various literature and non-fiction texts including but not limited to short stories, poetry, drama, novels, periodicals, essays, speeches, and articles. The challenging content is designed to prepare students for career and college readiness. In addition to reading, varied writing assignments and projects are also designed to help students prepare for college, future professions, or community activism. Each writing assignment is based on the Common Core State Standards for English Language Arts, which emphasize the development of writing styles within each rhetorical mode and across the curriculum. All students will be challenged and offered the tools necessary to be successful critical thinkers who are asked to consider, evaluate, critique, synthesize, and create within the sphere of English Language Arts tasks.…