Transcript The Power of the Peppermint

Writing and Rubric Design
Carolyn Harvey, Don Keigher
Ginger Meyer, Carley Eighner
Assessment
What it means to you.
Not everything that can be
counted counts, and not
everything that counts can be
counted…..
Albert Einstein
How can an authentic assessment
system help to establish
accountability?
• Provide multiple sources of evidence of
student growth….BUILDING SUCCESS
• Measure and provide evidence of student
achievement and instructional
effectiveness….TRACKING SUCCESS
• Help to diagnose challenging areas and
create a plan for
improvement….ENSURING SUCCESS
IW Authentic Assessment
Fall
– Stanford, DIBELS, Think Link
Winter
– DIBELS, Think Link
Spring
– ISAT, PSAE, DIBELS, Think Link
ISAT
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Test Date : March 2-13, 2009
Grades Tested 3, 4, 5, 6, 7, 8
All grades test Reading and Math
Writing given to grades: 3, 5, 6, 8
Science given to grades: 4 and 7
2009 AYP = 70% MEET AND EXCEEDS
IN MATH AND READING
PSAE
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Test Date: April 22 and 23, 2009
Make – up May 6 and 7, 2009
Grade 11 Tested
Subjects Tested:Reading, Writing, Math
and Science
• 2009 AYP = 70% MEET AND EXCEED
IN MATH AND READING
Sources
• Gottlieb, M. and Nguyen, D. Assessment
and Accountability in Language Education
Programs: A Guide for teachers and
Administrators.(2007) Philadelphia,
PA:Caslon
• Wikipedia
To Write or Not to Write…
That is the Question….
An Activity…
How Did We Do?
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…-10 words – F
11-15 words – D
16-20 words – C
21-25 words – B
26-….words – A
The Power
of the
Peppermint
The Power of Peppermint
is Put to Test
WashingtonPost.com
• In the 1990s, researchers at the University of
Cincinnati found that a whiff of peppermint
helped “testers” concentrate and do better on
tasks that required sustained concentration.
• "If anything, they'll have sweet breath," one
principal said.
"And if it provides a little boost . . . “
• Imani Rucker, 11, is a believer. "The peppermints
were good for me," she said. "They gave me energy
and more brain power."
The Power of
Writing Across the
Curriculum
Writing to Learn
• Writing improves comprehension
and retention of learned
information.
• Writing allows students to apply
their knowledge to their lives and
to their interests.
• The more students write, the more
opportunities students have to
improve their writing.
Writing in the Disciplines
• Recognizing differences in
style, format, structure,
grading, and EXPECTATIONS
• RUBRICS-What are you
expecting? Let students know.
Opportunities
• English/ Language Arts- Essays
• Literature- Book Report, Book Review,
Character Study
• Social Studies- Mock Journal, Research Report
• Mathematics- Extended Response, Narrative
(How I Solved…)
• Science- Compare/ Contrast Essay
• Physical Education- Persuasive Essay (Why
YOU Should Exercise), Health Brochure
Literature
Extended Response Rubric
Points
(Sentences)
5
4
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2
1
Answer
Question
Text, Quote
Support
Connect
Extend
(Balance)
Conclude
ISAT Writing Rubric
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Focus- Keep the train on the track!
Support/Elaboration- Depth…
Organization- Does everything fit?
Integration- Holistic Scoring= Total
Work
• Conventions- Punctuation/Construction
Student Friendly Writing Rubric
Focus
Ideas/Content
Support/
Elaboration
Organization
Conventions
Voice/
Word Choice
Fluency/
Presentation
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My message is
clear and strong.
I use specific
examples and
details.
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I use
I use complete
My words are
I love the
paragraphing and
sentences,
vivid- I have
“sound” of my
transition words. capitalization,
“painted a
paper read aloud.
punctuation, and picture” for my
spell familiar reader. This work
words correctly.
is ME!
The Owl At Purdue
http://owl.english.purdue.edu/owl/resource/551/01/
The Northwest Regional Educational
Laboratory
http://www.nwrel.org/index.php
Illinois State Board of Education
http://www.isbe.state.il.us/assessment/writing.htm
Preparing for the PSAE…
Prairie State Achievement Examination
Why Is Reading Important in the
Content Areas?
• One concern teachers express is that students do not
have the skills to read and comprehend content-based
text. Therefore, content area teachers need to be skilled
in content-based reading strategies (Billmeyer, 1996).
Skills needed depend on the content and text. Content
teachers are best qualified to help students
comprehend the material presented by developing prior
knowledge related to the topic.
• If all teachers provide reading opportunities for
students, students will be better prepared to
meet identified standards in all areas.
Background knowledge and content provide an
essential link between what students understand
and what they read (Anthony and Raphael,
1989).
What Can All Teachers Do to Help Readers?
Teachers may wish to consider utilizing the following techniques
and strategies in teaching reading in their content area:
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Reading Instruction - Design lessons using
a before, during, and after format in which
reading is a significant component.
Respond to Reading - Have students
respond to stance questions in writing,
providing support from the text.
Develop Vocabulary - Aid understanding of
content terms through context clues, word
structure, and semantic features.
Questions-Answers-Relationships (QAR)
- Help students to understand how to
develop responses to questions and provide
textual support.
Use a Reader's Checklist - Articulate
strategies for reading that students can refer
to before, during, and after reading.
Think Aloud - Model mental processes that
expert readers use as they read.
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Anticipation Guide - Give students a series
of questions to generate interest in the topic.
SQ3R - Survey, Question, Read, Recite,
and Review.
Reciprocal Teaching - Summarize,
question, clarify, and predict content and
meaning.
K-W-L - Explore what students know before
and what they want to know before and
during reading; review what they learned
after reading.
Expository Text Structure - Teach the
fundamental differences between expository
and narrative materials.
Develop Prior Knowledge - Develop
unfamiliar concepts, experiences, and
vocabulary prior to reading.
Remember - Provide many reading
opportunities related to the content!
The 3 Phases of Reading
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Before Reading:
Identify what you know about the topic. List specific ideas.
Write specific questions which you would like answered.
Make specific predictions about what you think you will learn.
Preview the selection with attention to bold print, captions, and graphics.
During Reading:
Generate mental pictures about what you are reading.
Summarize what you have just read.
Try to answer the questions you asked.
Alter your predictions.
Identify items or facts which are confusing. Reread to try and clear up
confusions.
After Reading:
Create a final summary of what you have learned.
State how you can use the information you have learned.
Revisit text for clarification.
Respond to questions
SQ3R
1. Survey
• Think about the title: “What do I
know?” “What do I want to know?”
• Glance over headings and first
sentences in paragraphs.
• Look at illustrations and graphic aids.
• Read the first paragraph.
• Read the last paragraph or summary.
2. Question
• Turn the title into a question.
• Write down any questions that some to
mind during the survey.
• Turn headings into questions.
• Turn subheadings, illustrations, and
graphic aids into questions.
• Write down unfamiliar vocabulary
words and determine their meaning.
3. Read Actively
• Read to search for answers to questions.
• Respond to questions and use context clues
for unfamiliar words.
• React to unclear passages, confusing terms,
and questionable statements by generating
additional questions.
4. Recite
• Look away from the answers and the book
to recall what was read.
• Recite answers to questions aloud or in
writing.
• Reread text for unanswered questions.
5. Review
• Answer the major purpose question.
• Look over answers and all parts of the
chapter to organize information.
• Summarize the information learned by
drawing flow charts, writing a summary,
participating in a group discussion, or by
studying for a test.
Reciprocal Teaching
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Summarizing - After students have silently or orally read a short section of a passage, a
single student acting as teacher (i.e., the student leader summarizes what has been read.
Other students, with guidance from the teacher, may add to the summary. If students have
difficulty summarizing, the teacher might point out clues (e.g., important items or obvious
topic sentences) that aid in the construction of good summaries.
Questioning - The student leader asks some questions to which the class responds. The
questions are designed to help students identify important information in the passage.
Clarifying - Next, the student leader tries to clarify confusing points in the passage. He might
point these out or ask other students to point them out. For example, the student leader might
say, “The part about why the dog ran into the car was confusing to me. Can anyone explain
this?” Or, the student leader might ask other students to ask clarification questions. The
group then attempts to clear up the confusing parts. This might involve rereading parts of the
passage.
Predicting - The student leader asks for predictions about what will happen in the next
segment of the text. The leader can write the predictions on the blackboard or on an
overhead, or all students can write them down in their notebooks. Keeping those predictions
in mind, the class then silently or orally reads the text. Then a new student is selected to be
the teacher (i.e., the student leader), and the process begins again. During each successive
summarizing stage, the student leader addresses the predictions that were made.