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Observe, Plan and Analyze Student Work Teacher : Jennifer Siger Grade Level: 6 t h

Observe, Plan and Analyze Student Work

Teacher : Jennifer Siger

Grade Level: 6 th Grade

Logistics:

CP TL: Kenzie Sandoval

Campus: Black MS

Subject Area for this assignment: ELA

Tuesday 2/14/17 Plan assessment

Friday 2/17/17 Give assessment to students

(Over the weekend) Grade assessments

Monday 2/20/17 Follow-up steps of OPA (grouping and plan for differentiation)

Thursday 2/23/17 or Friday 2/24/17 Implement stations with small group instruction

Monday 2/27/17 Assess

STEP 1: PREPARE ( IDENTIFY OBJECTIVE, SELECT THE A SSESSMENT ) Student Learning Objective

What TEK are you addressing? Is it grade level appropriate?

6.13C Evaluate persuasive techniques 6.Fig19D Make inferences with text evidence

I dentify Assessment , performance task or work produc t. What observable activity will you assess (describe the activity)? Describe the assignment you will use to assess mastery of this objective and sort students into performance levels?

STEP 2: DEFINE AND N ORM EXCELLENCE - DESCRIBE EXPECTATION S FOR STUDENT WORK , IDENTIFY (OR CREATE) RUBRIC ALIGNED TO ST ANDARD I dentify a S pecific F ocus

Pull an excerpt (or create your own) from high interest text that uses persuasive techniques.

1 MC identifying persuasive techniques

1 MC “How does the author convince the reader of

1 MC matching text evidence to inference

1 MC matching inference to text evidence

1 MC author’s purpose / author’s position

ACE* Response evaluate were you convinced of the author’s argument? Why or why not?

Exemplar of Ideal Achievement : Based on the focus a nd TEK, what 1 - 3 observable actions would define absolute mastery of this objective?

All 5 MC questions are answered correctly ACE* Response includes multiple pieces of text evidence that are correctly introduced and cited. Student analysis evaluates the effectiveness of author’s argument and uses academic vocabulary in their analysis.

D evelop the rubric ( Performance - Level Parameters ) . Identify 2 - 4

D evelop the rubric ( Performance - Level Parameters ) . Identify 2 - 4 Performance - Levels for this objective and hypothesize the evidence you might see from a representative samp le in each level. The column to the right should be closest to your Exemplar of Ideal Achievement . A four level sample is provided.

Least Prepared

Somewhat Prepared

Mostly Prepared

Well Prepared

2 or fewer MC are correct ACE* Response is below 25

At least 3 MC are correct ACE* Response is at 25 points or above

At least 4 MC are correct ACE* Response is at 35 points or above

All 5 MC are correct ACE* Response is at 45 points or above

STEP 3: ANALYZE AND SORT (BY STUDENT NAMES) Using the rubric, sort students by writing their name into the box aligned to your pre - identified Performance - Level s . Divide the number of students in each Performance - Level by the total number of students assessed to calculate the percentage of class and list it below. Circle the name of a representative student for further analysis.

Least Prepared

Somewhat Prepared

 

Mostly Prepared

Well Prepared

1. Sofia M. (surprise)

1.

Ty D.

1. Wyatt B.

(none due to ACE* responses)

2. Logan P.

2. Maria G.

2. Genesis R.

3. (no name)

3. Natalie R.

3. Gabriel D.

4. (no name)

4. Liliana C.

4. Jaquelin Z.

5. (no name)

5. Yadira S.

6. Kameron G.

7. Sua R.

8. Miah C.

9.

Mia B.

10. Ana A.

11. Navaeh L.

12. Sarah C.

13. Carlos F.

14. Brenda T.

15. Alexis S.

16. Cash H.

17. Chelsea G.

18. Francisco C.

5/27

 

4/27

 

18/27

0/27

19 % of class

15 % of class

67 % of class

0 % of class

STEP 4: DESC RIBE THE STRENGTHS O F REPRESENTATIVE STU DENT Provide specific examples any strength(s) shown in student’s effort/attempt to meet standard

Least Prepared

Somewhat Prepared

Mostly Prepared

Well Prepared

Logan P.

Maria G.

Chelsea G.

(none)

Wrote his name

3/5 correct

4/5 correct

Attempted ACE* response with a complete sentence that gives his position (yes) and reason (animals have feelings too)

 

o

#1 Which persuasive technique (low level)

 

o

#1, #3, #4, #5

 

o

#3 Why does the author believe the circus is “not fun

 

o

#4 Why did author include

 

for animals”?

#4 correct Why did the

 

Attempted ACE* by stating

author include the sentence “I can’t have fun when the animals are suffering” sentence o

author include the sentence “I can’t have fun when the animals are suffering”

sentence

o #5 What is author’s position?

Attempted ACE* response and expanded by saying something else she’d rather do and elaborated on why she felt that way

position and a simple reason

for it.

STEP 5: IDENTIFY GAP S AND LEARNING NEEDS OF REPRESENTATIVE ST UDENT Exact examples of GAPS, mistakes, misunderstanding or areas of growth represen ted in student’s work . NEEDS, what the student instructional needs are to make up for the identified gaps. What are the one or two things that are most holding students back?

Least Prepared

Somewhat Prepared

Mostly Prepared

Well Prepared

Gaps:

Gaps:

Gaps:

Gaps:

Doesn’t know persuasive appeals

How does author convince reader to not attend the

ACE* Response, specifically looking at evidence

Unable to identify text evidence to choose answers / doesn’t feel confident enough to

circus? (#2)

How does author convince

#3 Why does the author believe the circus is “not fun for animals”?

reader to not attend the circus? (#2)

Fact vs. opinion

attempt to look for evidence

ACE* Response

Difficulty distinguishing between what the text actually says and his inference/connection/ opinion

Needs:

Needs:

Needs:

Needs:

Small group instruction to re-teach persuasive appeals

Small group instruction using the “stop and ask” non-

Direct instruction over ACE*

Small group instruction to go over and model identifying text evidence for answers

fiction sign post questions to guide thinking

ACE* checklist on assignment to self-assess

Modeling with think alouds

Non-fiction sign post

 

Connect the “stop and ask” question to ACE* response by using that specific text evidence

modeling through think alouds to analyze author’s purpose and effect on reader

Fact vs. opinion with think alouds in persuasive texts

STEP 6: DIFFERENTIAT E BASED ON TRENDS Identify specific instructional strategies to help students “fill the gaps” or en ric h their knowledge and skills

Least Prepared

Somewhat Prepared

Mostly Prepared

Well Prepared

Whole class instructional adjustments:

ACE* instruction whole class Class creates an ACE* response together using the same checklist/rubric as students

o

o Partners create ACE* responses together, then trade and peer evaluate with checklist/rubric o Try

o

Partners create ACE* responses together, then trade and peer evaluate with checklist/rubric

o

Try to use ACE* responses once a week with same checklist/rubric with teacher feedback

Reteach of persuasive appeals

Small group with non-fiction sign posts, focus on stop

Fact vs. opinion

 

Non-fiction sign posts

Text evidence to choose and JUSTIFY answers in MC questions

and ask thinking

Focus on the “E” of ACE*

Practice with incorporating evidence into ACE*

STEP 7: LOGISTICS Plan the logistics for how you will provide su p port for each Performance - Level. How will you manage time, space, and people to ensure each Performance - Level gets the support they need? What materials will each Performance - Level require to get the support you’ve identified in the previous table?

The lesson will be organized in stations so that there are five groups (three mostly prepareds, one somewhat prepared, and one least prepared). Four of the stations will be pretty independent, and the fifth station will be small group instruction so that Mrs. Siger can give differentiated instruction to students at each level. The small group instruction station will involve a differentiated mini lesson, and then another practice excerpt for students to apply the skill immediately.

Least Prepared

Somewhat Prepar ed

Mostly Prepared

Well Prepared

Small group will get a mini-lesson with guided notes over persuasive appeals, then will get modeling on how to go back to the text. Then, students will read together and annotate for persuasive appeals as they read. Afterwards, they will focus on answering multiple choice questions using text evidence to justify their answers.

Small group will get a mini-lesson on “stop-and-ask” while reading, then will read together with non-fiction sign posts and “stop- and-ask” as they go. Once they finish reading, they will write an ACE* response together using an exemplar provided Before they write, they will color code the different parts of the ACE* exemplar using colored pencils (answer sentence, sentence stem for evidence, context for evidence, actual evidence, citation, and then analysis).

Small group will get a mini-lesson on fact vs. opinion, then will read together while analyzing non- fiction sign posts in the text. Afterwards, they will write an ACE* response together, with Mrs. Siger’s feedback

(none)

REASSESS When will you reassess to ensure student mastery?

There will be a consistent, whole class assessment through a formal exit ticket at the end of the class for stations. Additionally, there will be a unit assessment product that includes persuasive appeals and incorporating text evidence to support an argument. Both of these assessments will be used to reassess student mastery of the TEKS.