Observe, Plan and Analyze Student Work

Teacher: Jennifer Siger CP TL: Kenzie Sandoval Campus: Black MS

Grade Level: 6th Grade Subject Area for this assignment: ELA

Logistics:

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 ASSESSMENT)

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

Identify Assessment, performance task or work product. 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 NORM EXCELLENCE - DESCRIBE EXPECTATIONS FOR STUDENT WORK, IDENTIFY (OR CREATE)
RUBRIC ALIGNED TO STANDARD
Identify a Specific Focus
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 authors purpose / authors position
ACE* Response evaluate were you convinced of the authors argument? Why or why not?

Exemplar of Ideal Achievement: Based on the focus and 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 authors argument and uses academic vocabulary in their analysis.

Observe, Plan, Analyze: Looking at Student Work Page 1


Develop the rubric (Performance-Level Parameters). Identify 2-4 Performance-Levels for this objective and
hypothesize the evidence you might see from a representative sample 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 At least 3 MC are correct At least 4 MC are correct All 5 MC are correct
ACE* Response is below 25 ACE* Response is at 25 points ACE* Response is at 35 points ACE* Response is at 45 points
or above or above 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-Levels.
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: DESCRIBE THE STRENGTHS OF REPRESENTATIVE STUDENT
Provide specific examples any strength(s) shown in students 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 o #1 Which o #1, #3, #4, #5
with a complete sentence persuasive o #3 Why does the
that gives his position (yes) technique (low author believe the
and reason (animals have level) circus is not fun
feelings too) o #4 Why did for animals?
#4 correct Why did the author include Attempted ACE* by stating

Observe, Plan, Analyze: Looking at Student Work Page 2

 author include the sentence sentence position and a simple reason
I cant have fun when the o #5 What is for it.
animals are suffering authors position?
Attempted ACE* response
and expanded by saying
something else shed rather
do and elaborated on why
she felt that way

STEP 5: IDENTIFY GAPS AND LEARNING NEEDS OF REPRESENTATIVE STUDENT
Exact examples of GAPS, mistakes, misunderstanding or areas of growth represented in students 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:
Doesnt know persuasive How does author convince ACE* Response, specifically
appeals reader to not attend the looking at evidence
Unable to identify text circus? (#2) How does author convince
evidence to choose #3 Why does the author reader to not attend the
answers / doesnt feel believe the circus is not circus? (#2)
confident enough to fun for animals? Fact vs. opinion
attempt to look for ACE* Response
evidence
Difficulty distinguishing
between what the text
actually says and his
inference/connection/
opinion
Needs: Needs: Needs: Needs:
Small group instruction to Small group instruction using Direct instruction over
re-teach persuasive appeals the stop and ask non- ACE*
Small group instruction to go fiction sign post questions ACE* checklist on
over and model identifying to guide thinking assignment to self-assess
text evidence for answers Modeling with think alouds Non-fiction sign post
Connect the stop and ask modeling through think
question to ACE* response alouds to analyze authors
by using that specific text purpose and effect on
evidence reader
Fact vs. opinion with think
alouds in persuasive texts

STEP 6: DIFFERENTIATE BASED ON TRENDS
Identify specific instructional strategies to help students fill the gaps or enrich their knowledge and skills
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Whole class instructional adjustments:
ACE* instruction whole class
o Class creates an ACE* response together using the same checklist/rubric as students

Observe, Plan, Analyze: Looking at Student Work Page 3

 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 Small group with non-fiction Fact vs. opinion
appeals sign posts, focus on stop Non-fiction sign posts
Text evidence to choose and ask thinking Focus on the E of ACE*
and JUSTIFY answers in MC Practice with incorporating
questions evidence into ACE*

STEP 7: LOGISTICS
Plan the logistics for how you will provide support 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 youve 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 Prepared Mostly Prepared Well Prepared

Small group will get a mini-lesson Small group will get a mini-lesson Small group will get a mini-lesson (none)
with guided notes over on stop-and-ask while reading, on fact vs. opinion, then will read
persuasive appeals, then will get then will read together with together while analyzing non-
modeling on how to go back to non-fiction sign posts and stop- fiction sign posts in the text.
the text. Then, students will read and-ask as they go. Once they Afterwards, they will write an
together and annotate for finish reading, they will write an ACE* response together, with
persuasive appeals as they read. ACE* response together using Mrs. Sigers feedback
Afterwards, they will focus on an exemplar provided.. Before
answering multiple choice they write, they will color code
questions using text evidence to the different parts of the ACE*
justify their answers. exemplar using colored pencils
(answer sentence, sentence
stem for evidence, context for
evidence, actual evidence,
citation, and then analysis).

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.

Observe, Plan, Analyze: Looking at Student Work Page 4