Final Portfolio Julie Neuner EDUC 560 December 22, 2013 Dr ... · Final Portfolio Julie Neuner EDUC...
Transcript of Final Portfolio Julie Neuner EDUC 560 December 22, 2013 Dr ... · Final Portfolio Julie Neuner EDUC...
Running head: FINAL PORTFOLIO 1
Final Portfolio
Julie Neuner
EDUC 560
December 22, 2013
Dr. Vickie Cummings
FINAL PORTFOLIO 2
Abstract
This paper provides a reflection on formative and summative assessment methods to inform
teaching and improve student learning. Included in the reflection is a unit of instruction that
includes graphic organizers, student metacognitive strategies, a teacher made test, student
learning logs, rubrics, and a performance task. A reflection of personal growth is summarized as
a result of field observation studies and through a professional learning community discussion
forum within the course: Investigating Student Work at Southwestern College of Professional
Studies. Appendix A is an example of Venn Diagram graphic organizer. Appendix B provides an
example schedule from the field observations.
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Final Portfolio
Reflection of Personal Growth
The course Investigating Student Work has helped me to reflect on and view assessment
in a different way. Before this course I typically thought about assessment with the picture of
traditional summative tests in mind, and didn't really think about all the ways teachers assess
students every single day. Conferencing, performance tasks, portfolios, graphic organizers,
learning logs, and reflective journals all fall into the formative assessment category. I've used
many of these tools in the classroom but didn't really think of them as assessments.
While summative and standardized tests are important and will always be a necessity to
measure learning and provide accountability, daily formative assessments are equally as
important. Learning to reflect on all these types of authentic assessment will help to improve
instruction and student learning. Teaching students to be reflective learners is also an important
take away that I have from this course. I want to involve students more in their own learning
through a shared understanding of the importance of assessment. As students progress through
the grade levels the more they understand the purpose of their assessments the more likely they
are to be motivated to succeed. A shift in the approach to assessment is required according to
Burke (2009). Teachers "must use assessment as sources of information for both students and
teachers; follow assessments with high-quality corrective assessment; and give students second
chances to demonstrate success" (Burke, 2009, p. 1).
Observing classroom teachers and collaborating with peers through a professional
learning community, such as the discussion forum in the course, provide an educator with an
opportunity to pause and reflect on what works and what doesn't. Reflection time is a vitally
important part of effective teaching. Reflective educators take the time to pause and ponder what
FINAL PORTFOLIO 4
went well and what didn't. Structured professional learning communities provide opportunities
for educators to learn from each other. Educators make a commitment to lifelong learning when
they step into the profession. This course provided a time and a place to meet and collaborate in
a 21st century digital platform.
Overview of Field Observation Study and Goals
The field observation study has provided the opportunity to gain perspective on
classroom management, and broadened past experiences using technology in the classroom. I
previously worked with Mrs. Jenny Raetz in a K-8 elementary school, and from that experience
knew she was a dynamic educator who embraced technology to improve engagement and
motivate in the classroom. Observing her teach third grade students has allowed me to gain
knowledge in all areas of my learning goals. My learning goals were as follows: to develop new
ideas for incorporating technology in the classroom; gain new insights for classroom
management; reflect on how classroom routines and rules can affect student learning; identify
effective behavior management strategies; and learn effective teaching strategies for primary
students.
I completed three separate classroom observations with each visit intentionally allowing
me to observe various times and subject areas in the schedule. The observation schedule has
allowed me to see various behavior management strategies in action as well as note strategies
used for effective transition time between subjects. The methods of assessment observed include
both formative and summative given in the form of pencil/paper, computer based, questioning,
conferencing, and graphic organizers.
During the first observation I observed students working in the computer lab. The
students were highly engaged in the lessons they were practicing for math and
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spelling/vocabulary. Students practice vocabulary and math lessons to prepare for the computer
based tests they take weekly. I also observed students transition back to their classroom into a
whole group English lesson. The student movement and transition time allowed me to note
effective behavior management strategies used to keep students on track for learning when they
could have easily become distracted.
During the second observation I observed Mrs. Raetz move from whole group math
instruction to working in small groups to differentiate as needed for student success. I noted
effective one to one student conferencing as an assessment method during this visit. I also made
note that a timer is highly effective and can be used in many different ways to keep students on
task and moving at an appropriate pace.
The final observation was during the subject areas of Religion, Reading, English, and
Science. I observed students transition to and from lunch and recess. I again noted examples of
effective behavior management strategies engrained into various content areas. Mrs. Raetz uses a
Behavior Bucks management system that allows students to earn and lose dollars for both
behavior and academic performance. This is highly effective and students are motivated to stay
on task. I also observed her sharing formative assessment data with her students. The results of
the computer spelling test that students took in the morning were immediately provided to the
student upon completion of the test on the computer screen. Mrs. Raetz reviewed the results
while the students were taking Physical Education class with another teacher, and when the
students returned to class she awarded Behavior Bucks based on their performance. This proved
to be highly motivating for students.
Educational Aspects I Will Apply
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In my current consulting role I will apply the valuable strategies learned in utilizing
technology and share the engagement students have when working on computers. I teach
educators how to incorporate software practice programs and computer adaptive interim
assessments. The time to observe and reflect on students practicing and testing has helped me to
put in perspective how I might incorporate new programs I am teaching into what they are
already doing. Teachers sometimes feel overwhelmed when incorporating new technology in the
classroom, but helping them realize how what they are already doing can be enhanced by
technology will help them feel less anxious when learning a new program.
Successful Classroom Management Strategies
The classroom management strategies I observed were helpful for me to reflect on
because I now have more experiences to share when I work with teachers to learn how to
incorporate Renaissance math practice programs. Teachers often struggle to incorporate our math
programs into their classroom because they lack effective classroom management strategies.
Mrs. Raetz utilizes great strategies that I will be able to share with other educators whom I work
with. Seeing these strategies in action has helped me gain a better understanding of student
behavior and what motivates primary students.
I will also try to incorporate the use of a timer in my adult seminars to help with
transition between small group work and whole group instruction. This strategy may prove to be
effective with adults as well as with children.
Adjustments
During my field study observations I was able to observe all subject areas and see Mrs.
Raetz teach using various techniques to incorporate differentiation into the learning environment.
Upon reflection of all my observation notes the only area that I would consider changing is in the
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class schedule. I noticed on two of my three visits that math, reading, and English were taught
after lunch. The decision would first be dependent on my specific student group and their needs,
and then would align with other specials schedules that need to be met such as Physical
Education, Library, Computer Class. My reasoning for adjusting the class schedule is to provide
students with the opportunity to complete Math, English, and Reading subjects in the morning as
these are foundationally important classes. I observed some students were not as focused in
afternoon classes and I would want to ensure that students were highly focused in English,
Reading and Math. I also observed that it was easier to incorporate games, and art into the
content areas of Science and Social Studies. When these classes were scheduled in the afternoon
students were allowed more movement, and this seemed to work well as the day continued to
allow for differentiation through multiple intelligences.
Personal Philosophy of Education
My life experience thus far as a student, parent, private school educator, and educational
consultant have shaped my views and educational philosophy. Following the completion of my
secondary education I began my professional working experience in the business field. While
this experience is not directly tied to the field of education, the professional and organizational
skills that I learned are invaluable and helped to shape my philosophy.
The passion I have for education initially cultivated when I became a parent, but further
developed when I acquired my position as a private school educator. As I weathered changes in
school leadership and curriculum direction over twelve years of tenure my views and educational
philosophy evolved. My passion for school improvement has been the main source of motivation
for my return to school as an adult learner to further my formal education and earn professional
teaching credentials. I continue to develop my educational philosophy in my current career in
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professional development and workforce education as an educational consultant. My motivation
to pursue a Masters in Curriculum and Instruction is largely driven by my ethical beliefs that all
students deserve carefully planned, quality curriculum delivered by passionate teachers.
In my work with teachers I strive to improve my instruction based on each experience
that I have. I reflect on the feedback received on my evaluations after each training and make
adjustments as needed. This can be a challenge because I work with many different kinds of
schools with various demographics and no two experiences are ever exactly alike. When
developing my instructional plans I reflect on the implementation goals of the school and the
students they serve so that I can prepare a relevant training plan. My goal for each training
seminar that I lead is to help teachers grow as professionals and understand how to apply what
they are learning to help their students succeed in the classroom.
When considering philosophies of adult education I would describe myself as somewhat
of a cross-breed because I find bits and pieces of various philosophies in my being. I am most
strongly rooted in progressive and humanistic beliefs largely in part to my Christian upbringing
and belief that all people are created equal and therefore should have a voice. I also value the
Socratic style of learning in that I believe we should deeply question, critically think, and engage
in dialogue to further our own learning and that of others. There are some circumstances that I
have experienced in my job as an educational consultant where I apply Behaviorist methods to
my learning environment in order to pass down information effectively and to elicit desired
behavior and outcomes from my learners. When considering a Radical process I also have life
experiences in which I have stood up for human rights in an effort to bring about social change
and reform within my own Catholic community to try to better the community.
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When thinking about my practices as an adult educator I will apply all of these personal
philosophies to my classroom. In particular, I will create learning environments in which the
students bring their own background knowledge into the learning experience. I will follow
progressivism by creating projects that they must apply problem-solving, and their own
experiences to grow the most as learners. Considering the learning that comes from a liberal
classroom in which Socratic questioning and deep dialogue on issues helps learners to grow not
only intellectually, but also morally and spiritually is important to me as an educator. I aim to
motivate others to find their passion and live their lives doing the work that is most important to
them in order to make the biggest difference that they can make.
As an adult learner and educator I have empathy and compassion for others and
understand the importance of considering those that are oppressed in any way. I seek to help
others and when necessary encourage radical philosophy to bring about change for the common
good of others. I believe it is also critically important to consider that as an adult educator you
must also consider yourself as a peer rather than an authoritative figure. I learn so much from
everyone that I work with and teach that I always want to remember that learning occurs all
around us every single day. I truly consider myself a lifelong learner and believe I will continue
to challenge myself and grow as a person until the day I die.
MI Lesson Plan Template - Julie Neuner
Topic: Reading: Literature – Key ideas and Details
Level: Grade 3
Time Period: Each of the four lessons will be taught in a 45 minute period of whole
group/small group work followed by 15 minutes of guided independent reading practice for
students to practice skills they are being taught
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CCSS:
CCSS.ELA-Literacy.RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events.
CCSS.ELA-Literacy.RL.3.1 - Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
Organization: Each lesson begins will whole group lesson with teacher modeling the skill using
authentic literature. Students then move into peer collaborative small group work while the
teacher facilitates. The lessons conclude with 15 minutes of added independent practice. Students
will finish any independent practice for homework that isn’t finished in class.
Special Vocabulary: Setting, plot, conclusions, characters, events
Objectives:
Lesson 1: Students will be able to describe the setting of a story and explain why it is important
Lesson 2: Students will describe plot elements and trace how events and characters’ actions
contribute to the resolution of a problem
Lesson 3: Students will use textual details to draw simple conclusions about characters, settings,
or events
Lesson 4: Students will describe characters including their traits, motives and feelings
Lesson 1
Gardner’s Multiple Intelligences:
Lesson 1: Verbal/Linguistic; Interpersonal; Intrapersonal; Visual/Spatial; Musical/Rhythmic
Materials:
Lesson 1: Book - Sarah, Plain and Tall by Patricia MacLachlan; Smart Board; Internet;
YouTube video: http://www.youtube.com/watch?v=HfjU3e1X74M; Venn Diagram; iPads; atlas;
student writing journal
Pre-requisite Learning:
Start lesson with visual scaffolding by showing the Little House on the Prairie theme song video
Procedure:
Whole Group Lesson:
1. Review Sarah, Plain and Tall. Ask students, “Where does this story take place?” (on the
prairie) Then ask, “When does it take place?” (long ago, when most people traveled by horse and
wagon)
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2. Tell students that the time and place in which the events of a story take place are called the
setting. On the board, draw a small house in the middle of a large square “field” to represent the
setting of Sarah, Plain and Tall.
3. Read aloud a passage that contains a description of the setting. The following example is from
Sarah, Plain and Tall:
Sarah came in the spring. She came through green grass fields that bloomed with Indian
paintbrush, red and orange, and blue-eye grass.
Ask, “Which words or phrases in this passage tell about the setting of the story?” Write students’
suggestions inside the “field” on the diagram.
4. Point out that the words green grass fields, red and orange, and blue-eye grass paint a colorful
picture of what the prairie looks like. Tell students that authors also use details that tell how
things feel, sound, smell, and taste to describe settings, such as in the following example:
Sarah sang us a song we had never heard before as we sat on the porch, insects buzzing in
the dark, the rustle of cows in the grasses.
5. Read aloud other passages from the book that describe the setting in place and/or time. Ask
students to identify details that describe the setting. Record the words and phrases on the
diagram.
6. Tell students that sometimes the setting of a story is so important that the story couldn’t be
told without it. Ask “Could this story have taken place near the ocean?” Why or why not? (No,
because the point of the story is whether Sarah, who misses the ocean, can be happy on the
prairie.) Then ask, “Could Sarah, Plain and Tall have taken place in the present time?” (No,
farming families aren’t isolated today the way they were when people traveled by horse and
wagon.)
7. Tell students that thinking about the setting in the books they are reading will help them enjoy
and better understand what they read.
Think-pair-share:
Give pairs of students a Venn diagram labeled: The Prairie/Maine/Both. Show students how to
complete the diagram by writing words and phrases that describe the prairie, Maine or both
places in the appropriate sections. Students may use iPads or atlas to research words and phrases.
Independent work (finish for homework):
Students will spend last 15 minutes of class reading their independent book recording words or
phrases that describe the setting of the story they are reading. Students will answer the questions
where and when does the story take place? Students may draw or paint pictures of the settings in
their books.
Assessment:
Completed Venn diagram; Student writing journal
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Evaluation:
Rubric will be used to evaluate team work; evidence of understanding of setting; adequate
description of setting in independent book
Lesson 2
Gardner’s Multiple Intelligences:
Lesson 2: Verbal/Linguistic; Intrapersonal; Visual/Spatial
Materials:
Lesson 2: Book - Jumanji by Chris Van Allsburg; student writing journal; T-chart
Procedure:
Whole group lesson:
1. Present the following problem to students:
You and a friend are walking home from school. Suddenly a huge monster jumps out at
you. It looks hungry. What do you do?
Encourage students to suggest possible solutions to the problem.
2. Remind students that what happens in a story is called the plot of the story. Explain that the
plots of many stories are organized around a problem and a solution. Draw a T-chart on the
board. Under “Problem” write: There is a huge monster blocking my way home. Under
“Solution” write: suggested student solutions.
3. Read aloud the book Jumanji and stop reading just before Judy reaches Jumanji. Draw another
T-chart on the board and ask, “What is the problem in this story?” Discuss students’ responses
and complete the Problem side of the chart.
4. Tell students that one of the reasons readers keep reading a book is to find out how a problem
is solved. Ask, “How do you think Peter and Judy will solve this problem?” Discuss students’
responses but do not record them on the chart.
5. Finish reading the book. Ask “How was the problem of the wild animals and disasters
solved?”
6. Tell students that identifying the main problem, thinking of possible solutions, and discovering
the actual solutions in stories will help them better understand and enjoy what they read.
Independent work (finish for homework):
Students will choose their own independent picture book and using a T-chart to identify the
problem and list the solution the author chose. As they are reading they should record two
predictions in their journal. In their student journal they will rewrite the end of the story using
one prediction that they made as an alternative solution to the problem.
FINAL PORTFOLIO 13
Assessment:
Completed T-chart; Student writing journal
Evaluation:
Rubric will be used to evaluate the student’s predictions, completed T-chart with identified
problem and solution; story re-written with an alternate ending. Correct grammar, punctuation
and spelling will also be evaluated.
Lesson 3
Gardner’s Multiple Intelligences:
Lesson 3: Verbal/Linguistic; Visual/Spatial; Interpersonal; Intrapersonal
Materials:
Lesson 3: Book – My Rotten Redheaded Older Brother by Patricia Polacco; student writing
journal
Procedure:
Whole group lesson:
1. Present the following scenario: You wake up in the morning and walk outside. There are
scattered puddles. The pavement is dark and damp. The ink on the homework paper you left on
the steps last night has smeared. The paper itself barely holds together. Ask, “What happened?”
(It rained over night)
2. Point out to students that without being told, they were able to draw a conclusion about what
had happened the night before. Ask, “How do you think you were able to do this?” Help students
understand that there are things they already know, or prior knowledge they have about rain.
3. Explain to students that they draw conclusions both in real life and when they read. Point out
that authors do not need to tell readers every single reason why something happens; if they did, it
would make for very boring stories! Tell students that authors often count on readers to use their
own knowledge to draw conclusions about why something happened.
4. Read the section of My Rotten Redheaded Older Brother that follows the rhubarb-eating
contest. The sentence that follows the rhubarb-eating contest is:
That night I could hardly eat.
To help students draw a conclusion and see how they did so, ask the following questions:
Why could the girl in this story hardly eat? (She was full of rhubarb; she had a tummy
ache)
How do you know this about the girl? (by drawing a conclusion)
What helped you to draw this conclusion? (remembering what it feels like to be too full,
remembering a tummy ache that came from eating too much)
5. Tell students that they may come to places in stories when they wonder what is happening.
Suggest that they take a moment and ask themselves, “What do I know about what is happening
FINAL PORTFOLIO 14
in the story? Has this or something like this happened to me? How would I act? Point out to
students that their own knowledge is a powerful tool to help them understand what they read.
Think-pair-share:
Students work together to develop a list of clues for different scenarios. After they have
developed a list of ten clues they work with different groups to ask classmates, “What
happened?” to further cement their learning of drawing conclusions.
Independent work (finish for homework):
Students practice drawing conclusions in their own independent book. They answer the
following focus questions in their student journals while they are reading:
1. Find a place in your book where you drew a conclusion about what was happening?
2. What information did you use to come to that conclusion?
3. If you had never had an experience similar to this one, could you still draw a conclusion? Why
or why not?
Assessment:
Completed student writing journal; completed list of 10 clues
Evaluation:
Rubric will be used to evaluate team work; evidence of understanding drawing conclusions in
their independent practice and student writing journal
Lesson 4
Gardner’s Multiple Intelligences:
Lesson 4: Verbal/Linguistic; Visual/Spatial; Bodily/Kinesthetic; Interpersonal; Intrapersonal
Materials:
Lesson 4: Book – Junebug by Alice Mead; Index cards with adjectives; student writing journal;
graphic organizer
Procedure:
Whole group lesson:
1. On the board draw a stick figure of the main character, Junebug. Ask students, “What words
can you use to describe this character?” Students might use the following qualities to describe
Junebug: Responsible; smart; looks at things in a unique way; persistent.
2. As students suggest qualities ask, “What information or words from the story make you
believe that this word describes the character?” Guide students to recall specific examples or
words or phrases the author used to illustrate the qualities. For example, Junebug is responsible
because he takes care of his little sister rather than going off to play with his friends. Record the
examples under the appropriate character traits on the diagram.
3. Tell students that characters in a story, like real people, have special qualities called traits.
Point out that authors tell about a character’s traits by describing what the character looks like,
FINAL PORTFOLIO 15
how he or she behaves, and what the character says or thinks. For example, Junebug lets us know
that his Aunt Jolita is irresponsible by mentioning that Aunt Jolita is supposed to be watching
him and his sister, but she’s never around.
4. Draw a sketch of a second character in the book and record his or her character traits. Have
student support their impressions of the character with specific examples from the story. Then
ask the following questions:
Are the character traits of the two characters the same?
How are they different?
Which character do you like better? Why?
Think-pair-share:
Give each group index cards with adjectives such as grumpy, sloppy, friendly, happy, mean, sad,
etc. Students take turns choosing cards and acting out a character from a book they read that had
that particular character trait. Students describe the character being portrayed and record
additional character traits on a compare & contrast graphic organizer. Students discuss
similarities and differences between characters in books they have read.
Independent work (finish for homework):
Students will examine their own independent books to look for words the author uses to reveal
the traits of the main characters they are reading about. Student reflect on the characters in the
books they are reading and write about at least three characters and discuss why they do or don’t
like the characters in their story.
Assessment:
Completed student writing journal; completed list of character traits and reflection on the
characters in their journal.
Evaluation:
Rubric will be used to evaluate team work; evidence of understanding of character traits and
analysis of how the author uses words to help describe the character.
Rubrics
Independent Work Skills: Reading Literature: Key Ideas & Details
CATEGORY 5 4 3 2 1
FINAL PORTFOLIO 16
Thinks about
Characters
Student
describes
how a
character
might have
felt at some
point in the
story, and
points out
some
pictures or
words to
support
his/her
interpretatio
n without
being asked.
Student describes
how a character
might have felt at
some point in the
story, and points
out some pictures
or words to support
his/her
interpretation when
asked.
Student
describes
how a
character
might have
felt at some
point in the
story, but
does NOT
provide good
support for
the
interpretatio
n, even when
asked.
Student
cannot
describe
how a
character
might have
felt at a
certain
point in
the story.
Student
does not
reflect on
characters.
Characters Three
characters
are named
and clearly
described in
text as well
as pictures.
Most
readers
could
describe the
characters
accurately.
Three characters
are named and
described. Most
readers would have
some idea of what
the characters
looked like.
Three
characters
are named.
The reader
knows very
little about
the
characters.
It is hard
to tell who
the main
characters
are.
Student
cannot
identify
main
characters.
Thinks about
the story/article
Student
accurately
describes
what has
happened in
the story
and tries to
predict
\"what will
happen
next.\"
Student accurately
describes what has
happened in the
story.
Student
accurately
describes
most of what
happened in
the story.
Student
has
difficulty
re-telling
the story.
Student
cannot re-
tell the
story.
FINAL PORTFOLIO 17
Problem/Confli
ct
It is very
easy for the
reader to
understand
the problem
the main
characters
face and
why it is a
problem.
It is fairly easy for
the reader to
understand the
problem the main
characters face and
why it is a problem.
It is fairly
easy for the
reader to
understand
the problem
the main
characters
face but it is
not clear
why it is a
problem.
It is not
clear what
problem
the main
characters
face.
Student
cannot
identify the
problem.
Setting Many vivid,
descriptive
words are
used to tell
when and
where the
story took
place.
Some vivid,
descriptive words
are used to tell the
audience when and
where the story
took place.
The reader
can figure
out when
and where
the story
took place,
but the
author didn\'t
supply much
detail.
The reader
has trouble
figuring
out when
and where
the story
took place.
Reader
cannot
identify the
setting.
Spelling and
Punctuation
There are no
spelling or
punctuation
errors.
Character
and place
names that
the author
invented are
spelled
consistently
throughout.
There is one
spelling or
punctuation error.
There are 2-
3 spelling
and
punctuation
errors.
There are
more than
3 spelling
and
punctuatio
n errors.
There are 3
or more
spelling and
punctuation
errors.
Spelling and
punctuation in
student writing
journal
There are no
spelling or
punctuation
errors.
There is one
spelling or
punctuation error.
There are 2-
3 spelling
and
punctuation
errors.
There are
more than
3 spelling
and
punctuatio
n errors.
There are
more than 4
spelling and
punctuation
errors.
FINAL PORTFOLIO 18
Neatness in the
student writing
journal
The student
writing
journal is
readable,
clean, neat
and
attractive. It
is free of
erasures and
crossed-out
words.
The student writing
journal is readable,
neat and attractive.
It may have one or
two erasures, but
they are not
distracting.
The student
writing
journal is
readable,
neat and
attractive. It
looks like
parts of it
might have
been done in
a hurry.
The
student
writing
journal is
not neat or
attractive.
It looks
like the
student
just
wanted to
get it done
and didn't
care what
it looked
like.
The student
writing
journal is
not neat or
attractive.
There are
multiple
erasures
and
crossed-out
words.
There are
missing
words.
Grammar &
Spelling
(Conventions)
Writer
makes no
errors in
grammar or
spelling that
distract the
reader from
the content.
Writer makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
Writer
makes 3-4
errors in
grammar or
spelling that
distract the
reader from
the content.
Writer
makes
more than
4 errors in
grammar
or spelling
that
distract the
reader
from the
content.
Writer
makes 5 or
more errors
in grammar
or spelling
that distract
the reader
from the
content.
Sentence
Structure
(Sentence
Fluency)
All
sentences
are well-
constructed
with varied
structure.
Most sentences are
well-constructed
with varied
structure.
Most
sentences are
well-
constructed
but have a
similar
structure.
Sentences
lack
structure
and appear
incomplete
or
rambling.
There is no
evidence of
sentence
structure.
(No
nouns/verbs
)
Sequencing
(Organization)
Details are
placed in a
logical order
and the way
they are
presented
effectively
keeps the
interest of
the reader.
Details are placed
in a logical order,
but the way in
which they are
presented/introduce
d sometimes makes
the writing less
interesting.
Some details
are not in a
logical or
expected
order, and
this distracts
the reader.
Many
details are
not in a
logical or
expected
order.
There is
little sense
that the
writing is
organized.
There is no
evidence of
logical
order and
the writing
does not
make sense.
FINAL PORTFOLIO 19
Team Work Skills: Reading Literature: Key Ideas & Details
CATEGORY 5 4 3 2 1
Respects Others
Student listens quietly, does not interrupt, takes turns, and respects others opinions.
Student listens quietly and does not interrupt. Forgets to take turns, but is easily re-focused, and respectful.
Student interrupts once or twice, but comments are relevant. Forgets to take turns and has to be reminded more than once to be respectful of others.
Student interrupts often by making comments or noises that distract others. Does not take turns and has to be continually reminded to respect others.
Student does not listen and continually interrupts. Refuses to take turns and does not respect others.
Complete fair share during think-pair-share activities
Almost always completes half of the work expected during partner activities.
Usually completes half of the work expected during partner activities.
Often completes half of the work expected during partner activities, but sometimes is not a good team member.
Rarely completes half of the work expected during partner activities. Often is not a good team player.
Little or no contribution to the team effort.
Focus on the task during think-pair-share activities
Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time. Other team members can count on this person.
Focuses on the task and what needs to be done some of the time. Other team members must sometimes nag, prod, and remind
Rarely focuses on the task and what needs to be done. Lets other team members do the work.
Little or no contribution to the team effort.
FINAL PORTFOLIO 20
to keep this person on-task.
Working with others when practicing drawing conclusions
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Little or no contribution to the team effort.
Spelling and punctuation in student writing journal
There are no spelling or punctuation errors.
There is one spelling or punctuation error.
There are 2-3 spelling and punctuation errors.
There are more than 3 spelling and punctuation errors.
There are more than 4 spelling and punctuation errors.
Neatness in the student writing journal
The student writing journal is readable, clean, neat and attractive. It is free of erasures and crossed-out words.
The student writing journal is readable, neat and attractive. It may have one or two erasures, but they are not distracting.
The student writing journal is readable, neat and attractive. It looks like parts of it might have been done in a hurry.
The student writing journal is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
The student writing journal is not neat or attractive. There are multiple erasures and crossed-out words. There are missing words.
Grammar & Spelling (Conventions)
Writer makes no errors in grammar or spelling that distract the reader from the content.
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.
Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.
Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Writer makes 5 or more errors in grammar or spelling that distract the reader from the content.
FINAL PORTFOLIO 21
Sentence Structure (Sentence Fluency)
All sentences are well-constructed with varied structure.
Most sentences are well-constructed with varied structure.
Most sentences are well-constructed but have a similar structure.
Sentences lack structure and appear incomplete or rambling.
There is no evidence of sentence structure. (No nouns/verbs)
Language Arts/History Performance Task
Grade Level: 6th grade
Learning Standards:
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and analysis of relevant
content
Task Description: As part of the 6th grade history unit on The Great Depression students will
learn about the government welfare programs, created by the New Deal in the 1930s and
reinforced by the Great Society legislation of the 1960s. Students will gain a better
understanding of why the government takes care of its people and how this type of welfare state
started. Students will evaluate the current need of government welfare programs, such as
Medicaid, Foodstamps, Medicare and Social Security and develop their own views based on
research and statistical analysis to present to local legislators. The project will include: (1) a
statistical analysis of research data; (2) a Medicare and Social Security brochure; (3) a Great
Society legislation poster; (4) a 10 minute Prezi summarizing New Deal legislation.
FINAL PORTFOLIO 22
Direct Instruction to Whole Class
The whole class will be involved in the following learning experiences:
Virtual field trip on the Great Depression: http://ilearntechnology.com/?tag=great-
depression Smithsonian American Art Institute virtual tour:
http://americanart.si.edu/education/picturing_the_1930s/
Guest speaker from the Missouri History Museum on the local effects of the depression
Lectures and discussions on the Great Depression
Readings from articles; websites; and textbooks
Oral presentation techniques & use of Prezi
Statistical analysis of research data
Group Work
Students select one group project
Group one
Prepare and present a
statistical analysis
using charts and
graphs showing the
percentage of people
currently on welfare
programs: Medicaid;
Foodstamps;
Medicare; Social
Security
Group two
Create a brochure for
presentation that
outlines each of the
following welfare
programs and who
qualifies for each:
Medicaid;
Foodstamps;
Medicare; Social
Security
Group 3
Create a campaign
poster to present
depicting the goals of
the Great Society
legislation that was
passed in the 1960’s
and describes why
these laws are
important for our
society
Group 4
Prepare and present a
ten-minute Prezi that
depicts the goals of
Franklin D.
Roosevelt’s New Deal
legislation from the
1930’s and describe
for whom these laws
were developed
Individual Work
In addition to the group project, each student will complete a one page, typed 12 font, double-
spaced reflection paper describing their personal views on welfare programs and “big
government” versus reducing government and increasing personal responsibility. Your views
should be based on researched facts such as unemployment rates, and current statistical analysis
of welfare programs.
Methods of Assessment:
Teacher made test on the Great Depression
Checklists and rubrics to assess the group projects
Student reflection paper
FINAL PORTFOLIO 23
Teacher Name: Julie Neuner
Student Name:____________________________ Reviewer Name: ___________________________
Date: _________________
Project: The Great Depression Performance Task
CATEGORY RESPONSIBILITIES
Content I used a strong attention-getting device.
I used facts and logical appeals where appropriate.
I used opinions or emotional appeals where appropriate.
I used supportive details.
The information I gave was valuable.
I stayed focused; I did not stray off my topic.
I was well-informed on my topic.
I was able to answer questions from the audience.
Delivery My voice varied in pitch. It was not monotone.
I used notes sparingly. I did not read from them unless
presenting a quote.
I used standard grammar.
I maintained good posture.
I maintained eye-contact most of the time.
FINAL PORTFOLIO 24
I spoke to the entire audience, not just one or two people.
My pronunciation was clear and easy to understand.
My rate of speech was neither too fast nor too slow.
My volume was neither too loud nor too soft.
Presentation Aids Presentation aids were used during the speech.
Presentation aids were relevant to the topic.
Presentation aids enhanced the speech or helped people
remember the main points.
Visual aids were easy to read or see.
Audio aids were easy to hear (Prezi project).
Handouts and/or visual aids contained no spelling or
grammar errors.
Project Resources I used credible library resources.
I used credible internet resources.
I cited my resources using the prescribed format.
A bibliography was available for the audience members.
I put things in my own words.
Project Organization My project provides a clear explanation of a topic.
My project has a clear answer to a research question.
FINAL PORTFOLIO 25
I organized my thoughts and ideas in a meaningful way.
My organization was easy for others to follow.
I included a meaningful title.
I included a date and author.
I included support for my main points and subpoints.
I included a Bibliography or Resources Used.
Project Appearance Text areas and graphic areas are balanced.
The words are easy to read.
The words are spelled correctly.
The graphics are easy to see and relate to the topic.
The colors and patterns look good together.
Titles and headings are easy to distinguish from other text.
Sounds and music are easy to hear (for Prezi project).
There is enough time to read and clearly present all
information.
Project Preparation I planned my time wisely to assure access to needed
materials.
I prepared a clear topic and subtopics to cover.
I thought about questions I needed to answer in my
presentation.
FINAL PORTFOLIO 26
I thought about things I wanted to find for my presentation.
I used feedback from others to refine my topic, subtopic,
and details.
I thought about what materials and equipment I would
need for the presentation.
Project Resources I used a variety of resources.
I used resources that showed different perspectives.
I used resources that were reliable and credible.
I used up-to-date resources.
I used electronic resources (Internet, CD-ROM).
I used print resources (textbooks, books, magazines,
newspapers).
I cited my resources.
Teacher Made Test
The STAR Champion Academy teacher made test will be used as both a summative and
formative assessment. I currently work as an Educational Consultant serving the K-12 education
sector. I created this test to assess teacher learning at the end of a STAR Champion Academy
course that I have been teaching over the course of the school year. The test begins with the end
result in mind and is all inclusive in covering important concepts learned throughout the entire
course. This follows the practice that “most educational experts recommend that teachers create
their tests before they begin to teach the material” (Burke, 2009, p. 142). The overall learning
FINAL PORTFOLIO 27
goal in the course is for teachers to understand and interpret interim assessment data to inform
instruction and improve student learning.
Projected Teacher Reflection
Following the administration of the test I will review the assessment data to determine the
level of follow-up training that needs to be scheduled. This formative assessment data will allow
me to efficiently personalize learning by only teaching what is needed for each small group of
learners. When the final training sessions are scheduled they will be set up based on the needs of
the teachers as evidenced by the teacher made test results. The district superintendent would like
to have summative data showing that learning has occurred over the course of the training
sessions. The teacher made test is a way to share end of course summative data to demonstrate
that learning has occurred.
Projected Student Reflection
The test will allow the student (teacher) to reflect on their own learning by providing
them with assessment data on what they have learned, what they need to review, and to reassure
them that there is still time. The purpose of the test will be communicated to the students so they
are aware that this data is being collected to help prepare appropriate follow-up training sessions.
Clearly stating the purpose will help alleviate any stress that may be associated around
accountability factors. Understanding that their time is valuable and that this assessment data will
help the instructor plan meaningful follow-up sessions will be a clearly communicated goal of
the test.
Grading Scale
Sections 1-3: five true/false questions each worth 3 for a total possible score of 15; five
multiple choice questions each worth 3 for a total possible score of 15; and ten matching choice
FINAL PORTFOLIO 28
questions each worth 3 for a total possible score of 30. Sections 4-5: five constructed response
questions each worth 5 for a total possible score of 25; and three essay questions each worth 5
for a total possible score of 15. Letter grades will be given as follows: A= 90-100%; B=80-90%;
C=70-80%; D=60-70%; F= below 60%.
Students scoring an A will not need further training. Students scoring B will have the
option to attend a follow-up session. Students scoring a C or below will be asked to attend a
follow-up training session. Appropriate follow-up training sessions will be developed based on
formative assessment data from actual tests.
Teacher made test
STAR Enterprise Champion Academy
End of Course Exam
Name ____________________________________ Date _____________________
Section 1:
Questions in section 1 are related to administering a STAR Reading Enterprise test.
TRUE/FALSE: Circle the correct letter (a or b) that best answers the question or statement.
1. Student user names and passwords are found under the Renaissance Place link on the home
page.
a. True
b. False
2. The first time a student attempts to test they must be able to complete the practice test items
independently before the actual test will begin.
a. True
b. False
3. Students in the same grade level will all see the same test items administered randomly on the
test.
a. True
b. False
4. The second time a student takes a test they will begin with a test item that is written at the
beginning of the grade level they are currently enrolled in.
FINAL PORTFOLIO 29
a. True
b. False
5. The average time it takes a typical student to take a STAR Enterprise is about 15 minutes.
a. True
b. False
Section 2
Questions in Section 2 are related to interpreting STAR Reading Enterprise scores.
MULTIPLE CHOICE: Circle the letter (a,b,c, or d) that best answers the question.
6. What developmental scale is used for STAR Reading?
a. 300-900
b. 100-1200
c. 0-1400
d. 0-1200
7. What type of score is percentile rank?
a. Norm-referenced.
b. Raw score.
c. Standard score.
d. Criterion-referenced.
8. The National norm group used for STAR Reading is a balance of students from which of the
following categories?
a. Boys and girls.
b. All socioeconomic levels.
c. Urban and rural schools.
d. All of the above.
9. The IRL score on STAR Reading informs a teacher about what reading level area?
a. Independent reading.
b. Instructional reading.
c. Oral reading fluency.
d. Grade equivalency.
10. Which score is best to share with students from one administration of STAR Reading to the
next in the same school year?
a. Percentile Rank.
b. Grade Equivalency.
c. Zone of Proximal Development.
d. Scaled score.
Section 3
FINAL PORTFOLIO 30
Questions in Section 3 are related to using STAR Reading Enterprise for universal
screening and progress monitoring for RTI purposes.
MATCHING:
Match the correct answer choice with the statement by placing the correct letter in the space next
to the appropriate statement. Each response may be used once, more than once, or not at all.
___ 1. Used to determine the level of proficiency for grade 3-8 students. a. Moderate
___ 2. Helps determine which students need interventions. b. District Benchmark
____3. Set individually based on student intervention needs. c. Ambitious
____4. Goal type based on data of how 50% of national students grow. d. Intervention name
____5. Calculated after four data points e. MAP Benchmark
____6. Used to determine the level of proficiency for grade 1-2 students. f. Reference points
____7. Most often used for students identified for intervention. g. Cut scores
____8. Goal type based on data of how 25% of national students grow. h. Growth report
____9. Written by the teacher to monitor the specific intervention. i. Trend line
____10. Software guidance given on individual student growth. j. Progress monitoring
goals.
k. Customized
Section 4:
Questions in Section 4 are related to measuring growth and interpreting change with
STAR Reading.
FILL IN THE BLANK: Write the correct answer to each question on the answer space provided
or complete the statement on the answer space provided.
1. What resource document would be helpful in determining how much scaled score growth is
reasonable?
Answer: ________________________________ (Benchmarks, Cut Scores & Growth Rates)
2. The report that shows student growth between two assessment dates is the ___________.
Answer: ________________________________ (Growth Report)
3. Student Growth Percentile (SGP) is reported when there is 60 days between pre-test and post-
test dates. Which two places can teachers see SGP reported?
Answer: ________________________________ (Growth Report & Growth Proficiency Chart)
4. To whom are students compared when viewing SGP scores?
Answer: _________________________________ (National Academic Peers)
5. Which three reports provide a trend-line score for monitoring growth?
FINAL PORTFOLIO 31
Answer: _________________________________ (Progress Monitoring Report, State
Performance Report, Annual Progress Report)
Section 5
Questions in Section 5 are related to using STAR Reading Core Progress and Record
Books for Instructional Planning. ESSAY: Summarize in no more than 50 words.
6. Write a 50 word response on the difference between Core Progress and Record Books and
explain how they are related.
Answer:
7. Write a 50 word response describing how you will create differentiated lesson plans using
STAR data.
Answer:
8. Write a 50 word response about how you will use STAR data to improve student motivation.
Give specific examples of which scores and reports you will share with your students.
Answer:
FINAL PORTFOLIO 32
Metacognitive Activity
Teaching students to be active learners is more important than ever as we move students
to college and career readiness. The Common Core era is challenging educators to not only teach
students new skills and facts, but to also learn how to apply and transfer what they are learning
into real world scenarios. According to Pang (2010) active learning requires the learner to
assume some responsibility for learning. This requires the metacognitive aspects of reflection
and self-monitoring become a part of the learning environment. “In contrast, traditional passive
learning environments, such as lectures where the learning is instructor-centered, and not inquiry
based participatory, or collaborative, require the learner only to deposit information for later use”
(Pang, 2010).
Developing Critical Thinking
Cognitive processes and how one learns is only part of metacognition, and experts agree
that planning, self-monitoring, and evaluation are equally important for critical thinking and
higher order understanding (Ku & Ho, 2010). Learning logs, goal-setting, and student reflection
journals are effective tools that can help students learn to think about their learning and to
monitor their own progress.
Understanding the process of learning, reflection on past learning, and successful
problem solving will help a student make connections to learning new concepts. In order for
students to make connections from one learning experience to the next learning must be
chunked. “This process of chunking and connecting content allows learns to apply the content
with greater facility, speed, and ease” (Pang, 2010).
Students and teachers alike need to engage in reflection activity of what went well, what
was learned, and what still needs to be learned in order to make connections between the
FINAL PORTFOLIO 33
classroom and everyday life. “The more connections students are able to make between past
learning and new learning, school learning and life learning, the more likely they are to be
successful in both school and life” (Burke, 2009, p. 109). As students move up through the grade
levels and into college or careers it is helpful for them to understand the bigger picture of why
they are learning what they are learning. The more real world application and transfer activities
students engage in the deeper the learning experience will be.
Teacher Formative Assessment
Student journals and learning logs become a part of formative assessment for teachers to
gage depth of knowledge while students are working independently or in small groups. Providing
journal prompts and checklists for students to help them become reflective learners and effective
communicators of their learning are good practices to get metacognition started in the classroom.
Students will need to be taught how to reflect and keep learning logs, but when they learn the
process teachers will have evidence of their thinking and over time will be able to see how their
learning progresses. Teachers should review student journals and provide feedback often to help
students understand what they are doing well, and identify areas they could improve on.
As we move forward into teaching students how to apply the knowledge they are gaining
it will be critical that we build in metacognitive activities. Memorizing facts and learning
concepts at the surface level is not enough for students to be successful and ready for college and
careers. Providing opportunity for students to make connections and reflect on prior learning will
help them be more prepared for the post-secondary steps they take into their adult lives.
Observation Checklists
Project: Independent Work Checklist
Teacher Name: Mrs.Neuner
FINAL PORTFOLIO 34
Student Name:_____________________________ Reviewer Name: ___________________________
Date: _________________
CATEGORY RESPONSIBILITIES
Conventions My handwriting is legible.
My sentences begin in different ways.
Each sentence builds on the one(s) before it.
My sentences are complete. (have noun and verb).
Capitalization I capitalize proper nouns, like the names of people, pets,
and places.
I capitalize important words in a title.
I capitalize the first word of a sentence.
Punctuation I use a period at the end of each sentence.
I use a question mark at the end of each question.
I use an exclamation mark at the end of an exclamation.
I use commas between words in a list.
I use quotation marks in dialogue.
Characters & Setting I use descriptive words to describe characters.
I describe at least three characters identified by name.
FINAL PORTFOLIO 35
I use descriptive words to explain the setting.
Problem/Conflict I clearly describe the problem in the story.
I explain how the main characters are affected by the
conflict.
Project: Team work checklist
Teacher Name: Mrs. Neuner
Student Name:_____________________________ Reviewer Name: ___________________________
Date: _________________
CATEGORY RESPONSIBILITIES
Working with others I listen to my partner and take turns.
I complete my fair share of the project.
I stay on task and make good use of my time.
I share my opinion while also listening to others’ ideas.
Ideas I describe where the story takes place.
I describe what the characters look like.
I describe what the characters feel.
I have listened to suggestions from the teacher or peer
writers.
Punctuation I use a period at the end of each sentence.
FINAL PORTFOLIO 36
I use a question mark at the end of each question.
I use an exclamation mark at the end of an exclamation.
Conventions My handwriting is legible.
I have no grammar or spelling errors.
I have used complete sentences and each sentence builds
on the one(s) before it.
Multiple Intelligences English Language Arts Lesson Plan
Multiple Intelligences Lesson Plan
Theme: Bullying
Level: Grade 6
Common Core Standards:
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as in words.
Objectives
Students will cite textual evidence to support analysis of what the text says explicitly.
Students will determine the theme or central idea of the text and write a summary of the
text distinct from personal opinions or judgments.
FINAL PORTFOLIO 37
Students will compare and contrast the experience of reading a story to viewing a video
of the text, including contrasting what they see and hear when reading the text to what they
perceive when they listen or watch.
Multiple Intelligences
Verbal/Linguistic; Visual/Spatial; Bodily/Kinesthetic; Interpersonal
Materials
iPads for each student; Subtext App; Wi-fi internet; Main Event Bridge Graphic
Organizer; Venn Diagram Graphic Organizer; Smart Board.
Pre-requisite Learning
Teacher shares news report on statistics of student bullying and shares you tube video to
preface the theme of the lesson. Brief review of how to use a Venn Diagram to compare and
contrast.
Procedure
Teacher has created groups, added articles, embedded video, discussion questions, polls,
and multiple choice quiz questions during the planning phase, prior to instruction being delivered
within the Subtext e-reading platform.
Whole group lesson
1. Project site: http://www.subtext.com/article-bullying on Smart Board using teacher
computer and internet to share facts, statistics, and you tube video.
2. Begin class discussion on bullying and asks students to share your thoughts and feelings
about what constitutes bullying. Whole group conversations should be guided by the
teacher to keep students on task.
FINAL PORTFOLIO 38
3. Refer students to questions on the Smart Board (questions found on Main Idea graphic
organizer). Explain to students that focusing on these questions as they read
informational text will help them improve comprehension. Ask students to listen
carefully as you read the article to find answers to the questions.
4. Model close repeated reading by opening “Rockwood Elementary Takes a Stand Against
Bullying” article in Subtext and demonstrate how to cite textual evidence by highlighting
and tagging within Subtext.
5. Project the Main Event Bridge Graphic Organizer on the Smart Board. Work together
with students to complete the graphic organizer. Explain that they will be completing a
graphic organizer for another article.
6. Demonstrate how to navigate Subtext by clicking on embedded links within the article.
7. Show students how to highlight difficult vocabulary to use the dictionary and
demonstrate how to play embedded videos within the text. Discuss with students how
using these resources will add to their understanding.
8. Explain to students that they will be working together with a partner in class to complete
a Venn diagram to compare and contrast this article with the article “Kid Learns Lesson
the Hard Way” and the embedded bullying video within the article in Subtext.
9. Review independent assignments created for student to complete within Subtext, and
explain that they will complete a Main Event Bridge Graphic Organizer and write a
summary for homework.
Small Group work: Think-Pair-Share
Give student pairs a Venn Diagram Graphic Organizer. They will work together to
compare and contrast “Rockwell Elementary Takes a Stand against Bullying” article; “Kid
FINAL PORTFOLIO 39
Learns Lesson the Hard Way”, and Cyber Bullying video. They will use their iPads to access
digital print articles and embedded videos and links to support their reading. Remind students of
the resources they can access within Subtext such as dictionary and discussion blogs. Students
will turn in Venn diagram at the end of the class period.
Independent work: Homework
Students will independently complete a Main Idea Bridge graphic organizer for the article
“Kid Learns Lesson the Hard Way” listing main idea and supporting details. Student will write a
summary of the article citing textual evidence.
Assessment
Multiple choice quiz within Subtext; a completed Venn diagram; and a written Summary
and completed Main Idea Bridge graphic organizer.
Conclusion
As educators move into the Common Core State Standards era using formative
assessment data to assess authentic learning will be ever more important. The new standards
challenge educators to allow time for students to critically think, analyze, synthesize, reflect, and
apply what they are learning in the real world. Research has proven surface teaching of standards
and pushing through a pacing guide with little time for practice and application isn't working to
prepare students for college and career readiness. Involving students in self reflection of their
assessment data engages students in their own learning. Expecting students to be vested in their
learning outcomes requires them to have a shared understanding of the bigger picture of their
learning goals. "The educated students of tomorrow must be able to learn how to learn by
explaining, interpreting, applying, synthesizing, evaluating, and creating" (Burke, 2009, p. 170).
FINAL PORTFOLIO 40
References
Article of the week theme: Bullying. (2013). Retrieved from http://www.subtext.com/blog/page/2
B. F. Skinner. (2006). Retrieved from http://webspace.ship.edu/cgboer/skinner.html
Burke, K. (2009). How to assess authentic learning (5th ed.). Thousand Oaks: Corwin Press.
Common core state standards initiative. (2012). Retrieved from
http://www.corestandards.org/ELA-Literacy/RI/6
John Dewey: the father of progressive education. (2004). Retrieved from
http://www.renewamerical.com/colums/weaver/040308
Graphic organizer: Venn diagram. (2013). Retrieved from
http://printables.scholastic.com/printables/detail/?id=35520&query=venn+diagram&N=0
&Ntk=printables_minibooks&Ntt=venn+diagram&_fq=fff&No=0&spellcheck=false
Ku, K. Y., L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking.
Metacognition and Learning, 5(3), 251-267. doi:http://dx.doi.org/10.1007/s11409-010-
9060-6
Pang, K. (2010). Creating stimulating learning and thinking using new models of activity-based
learning and metacognitive-based activities. Journal of College Teaching and Learning,
7(4), 29-38. Retrieved from http://ezproxy.sckans.edu/login?url=http://
search.proquest.com/docview/?accountid=13979
Project Based Learning Checklists. (n.d.). Retrieved from
http://pblchecklist.4teachers.org/index.shtml
Reading graphic organizer: Main event bridge. (2013). Retrieved from
http://printables.scholastic.com/printables/detail/?id=44172&query=informational+text+g
FINAL PORTFOLIO 41
raphic+organizer&N=0&Ntk=printables_minibooks&Ntt=informational+text+graphic+or
ganizer&_fq=fff&No=0&spellcheck=false
Renaissance Learning, Inc. (2013). Retrieved from http://www.renlearn.com//
Rubistar. (n.d.). Retrieved from http://rubistar.4teachers.org/index.php?screen=NewRubric
Socrates. (2011). Retrieved from http://www.philosophypages.com/ph/socr.htm
Sparks, J. A. (2007). Paulo Freire: Education as radical political transformation. Retrieved
from http:// www.visionandvalues.org/2007/09/paulo-freire-eduction-as-radical
FINAL PORTFOLIO 42
Appendix A: Graphic Organizer
FINAL PORTFOLIO 43
Appendix B: Schedule of Field Study Observations
Mrs. Raetz – Third Grade Classroom
Date Time Spent Subjects Observed
October 17, 2013 3 hours
Computer Lab,
Vocabulary/Spelling,
Math, English
November 7, 2013 1.5 hours Math
December 9, 2013 5.5 hours
Religion, Lunch,
Computer Lab,
Reading/English,
Science