© 2015 learner-centered initiatives, ltd. ulster county boces assessment tasks presentation june 1,...

© 2015 Learner-Centered Initiatives, Ltd.

Ulster County BOCESAssessment Tasks

PresentationJune 1, 2015


Kingston Grade 2 ELA

Designers:

Natalie Harjes [email protected]

Bonnie VanKleeck [email protected]

Jonathan Hambright [email protected]

mailto:[email protected]




Context:

This assessment takes place at the end of a unit during which students learned about why we vote, how we vote and about how minorities fought for and won the right to vote.


Standards:

A Pre-post assessment model is used measure growth in students’ ability to write an opinion piece.

Grade 2 W.1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinions and reasons, and provide a concluding statement.

Grade 2 L.1 Demonstrate command of the conventions of Standard English, grammar and usage when writing or speaking


What is the best part of the school day and why?

In your response be sure to include: A topic sentence Your opinion Two reasons to support

your opinion A closing statement

What do you think our class should put to a vote?

In your response be sure to include: A topic sentence Your opinion Two reasons to support

your opinion A closing statement

Pre-Assessment Post-Assessment


Students will… Teacher will…

Students will…Diagnostic writing task(W.2.1)Student prompt: What is the best part of the school day and why?

Use rubric to identify needs of

students Provide feedback to students on

their writing

Students will provide responses on why people vote based on prior knowledge. Responses will be included on a R.A.N. chart.

RAN Chart:Why do people vote? Teacher models use of graphic organizer

Introduce a mock vote that you think may be meaningful to the students. They will be voting on something. (Extra PE, Class pet, Free Time on Friday)Before actually voting exclude a small sub group of students from the voting process (choose students by shoe color or long-sleeve/short sleeve shirts etc.) Do not choose gender or race, because these topics are the focus of the lesson.



Students will take jot notes (graphic organizer) determining key information, by writing key words, phrases or drawing pictures teacher read text and or videos viewed.

Student will close read a selection of texted and take jot notes determining important events, details and information. Throughout the unit students will add new learning, confirm or disclaim ideas and add I wonder questions.

Teacher will present nonfiction text or media on voting:List of possible texts:Susan B. Anthony documentSusan B. Anthony BookHeart on Fire fiction book Lillian’s Right to VoteVoting Timeline

Teacher models note taking

Collects and reviews JOT NOTE for accuracy and completeness

https://www.teachervision.com/womens-rights/printable/45966.html

http://2ndgradedolphins.weebly.com/uploads/2/2/6/3/22634360/susanbanthony.pdf

http://www.annenbergclassroom.org/Files/Documents/Timelines/VotingRights.pdf



Students will work in small groups to draw conclusions on what would be an important item for students to have voice in and vote on in their school community.

Students will write a topic sentence, state an opinion, add supporting details, and a closing statement to answer the question. What is something you believe is

important that students should vote on in their school?

Shows anchors for opinion pieces and analyze with class

Models how to write an opinion piece

Students will work collaboratively using the rubric to assess their writing and revise prior to handing in their work.

Models how to self-assess using the opinion writing rubric Assesses final piece using opinion writing rubric


Criteria CCLS 4 3 2 1 0

Grade 2 W.1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons t hat support the opinion, use linking words to connect opinions and reasons, and provide a concluding statement.

Introduction and Opinion

R.1-9

I clearly introduced the topic, and then stated my opinion so my reader understands EXACTLY Voting is important because it

helps groups of people make decisions.

I think our class should vote on our classroom rules.

I introduced and explained my opinion. Voting is important. I think our class should vote on…

I jumped right into my opinion. I think our class should vote

on…

I stated my opinion, but the topic is unclear. I think we should pick

recess

I did not follow the writing prompt at all.

Evidence R.1-8

I used three or more reasons to justify my opinion. Students would be more likely

to follow the rules. If everyone votes on the class

rules, students would be more responsible for their actions.

All students would have the same opportunity to choose rules.

I used two reasons to justify my opinion.

I used one reason to justify my opinion.

I gave a reason, but it doesn’t support my opinion.

I did not write any reasons.

Linking Words L.3 L.6

I connected my ideas using linking words.

• Because • Therefore • Since • For example

I used several linking words. • Because • And • also

I used linking words. • Because • and

I used a linking word. • because

I used NO linking words.

Conclusion L.3 L.6

I wrote a creative conclusion that related to my opinion. • Voting on classroom rules

teaches us how to be responsible for our own actions and respectful of each other’s opinions.

I wrote a concluding statement or sentences. • Voting on classroom rules

would be important.

I wrote a concluding sentence. • I like voting.

I tried to end my writing. • The End

I did not end my writing.

Conventions Has very few convention errors

Has some convention errors, but NOT enough to confuse the reader

Has more than a few convention errors that DO confuse the reader

Has so many convention errors that the reader is confused and unable to understand my writing

Is so short that there is no chance to even use conventions


Kingston Grade 8 Social Studies/ELA

Designers:

Paul Gruner, (845) 943-3941, [email protected] Contrady, (845) 943-3081, [email protected] Christian, (845) 331-1970, [email protected]


Context: During the course of the unit in US History, students will research numerous New Deal programs, decide which ones are still in existence today, and then focus on the Social Security Act. The students will also be required to partake in civic action by writing a letter to a public official asking why the government is allowed to borrow money from Social Security and whether or not there will be enough money for them when they reach the age to start collecting Social Security.


The Summative TaskIn U.S. History class, you have studied the origin of the Social Security Act. You have learned what problems caused its creation and the intention of the Act. Today, we still have social security, but many people feel it is in danger of becoming bankrupt. Some legislators are considering alternative plans. Based on your understanding of the situation and our nation’s commitment to attending to the needs of its citizens, write a letter to your legislator explaining the intention of social security, problems that exist and your opinion on how it should be handled in the future.


Standards Assessed in the TaskW.8.1 Write arguments to support claims with clear reasons and relevant evidence W.8.1.A Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.W.8.1.D Establish and maintain a formal style.W.8.1.e Provide a concluding statement or section that follows from and supports the argument presented. RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

S.5.K.1 Understand the nation’s values and the effects of the values on Human Rights/Needs

http://www.corestandards.org/ELA-Literacy/W/8/1/a/

http://www.corestandards.org/ELA-Literacy/W/8/1/b/

http://www.corestandards.org/ela-literacy/w/8/1/c/

http://www.corestandards.org/ELA-Literacy/W/8/1/d/

http://www.corestandards.org/ela-literacy/w/8/1/e/


Additional Standards Addressed in the ProcessStandard 1, Key Idea 4The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

B. understand how different experiences, beliefs, values, traditions , and motives cause individuals and groups to interpret historic events and issues from different perspectives

Standard 5, Key Idea 1The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.

A. analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs



• Read articles about Social Security including the background, why it was a significant development, how it makes provisions for human needs, and how it is perceived in today’s culture.

• Students will also read current event articles about Social Security and the government borrowing money from the Social Security fund. (Standard 1, Key Idea 4)

• The teacher will provide both primary and secondary documents focused on Social Security when it was founded during the New Deal and how it affects society today (these will be current event articles) The teacher will focus on Social Security and facilitate a discussion on the government borrowing against social security.



Students will discuss the issues in small groups and individually take a position for their letter of advocacy on the problems that are facing Social Security in today’s culture. (Standard 1, Key Idea 4)

The teacher will focus on Social Security and facilitate a discussion on the government borrowing against social security.

Generate an outline for their letter of advocacy. The outline should contain:

The teacher will present the outline for the letter of advocacy and a graphic organizer that can be used to organize notes from the readings.

Draft the letter of advocacy to a public official.

Students complete a self-assessment using the checklist provided. They will then go back and make changes based on their self-assessment.

After the self-assessment and peer review are completed, the teacher will collect the initial draft of the letter and provide feedback to the student based on the requirements and standards.


Samples of Student Work Samples of Student Work


Response from the Regional Commissioner


DimensionsNeeds

Improvement Developing Meeting Standard

Mastery

S.5,K.1 Understanding Nation’s Values and the effects of the Values on Human Rights/Needs

Student includes little/no references to nation’s values and Social Security.

Student makes proper references to nations values but fails to connect the value to an effect on human rights/needs and Social Security

Student makes strong connections to national values and to an effect on human rights/needs and how Social Security has effected values and needs/rights

Student makes compelling connections to national values and to human rights/needs with clear explanation of how the two are linked and how Social Security has effect values and needs/rights

W.8.1.A Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims

Student begins by giving information on the topic.

Student makes a claim concerning the situation with social security.

Student makes a statement about the economic situation the importance of social security; makes a claim acknowledging another point of view.

Student makes a compelling statement about the economic situation the importance of social security. Student acknowledges the opposing view, stating why his claim is stronger.

W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Claim is supported but lacks evidence from the sources. Includes evidence from the sources but fails to tie evidence to claim

Claim is supported with some accurate evidence from the documents. The judgments made have a clear logic.

The claim is supported with sufficient, accurate evidence from documents provided in class. The judgments made have a clear logic and the evidence is directly related to the claim.

The claim is thoroughly supported with extensive, accurate evidence from documents provided in class as well as some found by the student. The judgments made have a clear logic and the evidence is related to the claim in a compelling way.

W8.1.DEstablish and maintain a formal style.

There are fragments or run-ons. Sentences are choppy. There are many errors.

Punctuation is almost perfect but some sentences are awkward; there is little sentence variety. There are some errors; some these distract the reader.

Punctuation is almost perfect and there is some sentence variety. Most sentences read smoothly.

Sentences are varied, well worded, and punctuate correctly. The language is strong and convincing.

W8.1.E Provide a concluding statement or section that follows from and supports the argument presented.

Restates the introduction with no mention of specific feedback.

Restates the introduction and the claim. The student may ask for follow up but it is not tied to the task or claim.

Provides a concluding statement or section that follows from the arguments presented; asks for follow up and action

Writes a compelling and memorable final statement. The student asks for explicit follow up an action in their conclusion.




Observations Implementation

Students need a solid background in why Social Security was needed, what it is, and how it operates and helps people the economy.

Current event articles about Social Security that are accessible to middle school age students need to be provided.

Not only an outline for the letter but graphic organizer is needed to help students gather and organize their thoughts to form claims.

Guiding students through the process of reflection and revision of themselves and their peers so they can provide meaningful feedback.

Providing students with timely and meaningful feedback during the writing process.

Student Work Students need to be guided through the

current event articles so that they thoroughly understand the problems with Social Security before forming a claim.

Work needs to be done to ensure that students form claims that directly relate to the task.

Individualized or small group instruction is needed to teach different aspects of writing a formal business letter and ensure the task is being addressed..

Students need to take more ownership of the peer and self assessment and see value in the process of providing feedback and revising and not just worrying about finishing.


Implications for Future Assessment Design

Exemplar assessment of Common Core shift.

Feedback for improved assessments.

Comparison point for soon to be updated Regents assessments.

Vertical integration of content. 11th Grade teachers can pull this 8th grade data to drive future instruction.


Monticello SCD ELA Grade 6

Designer:

Cherise Barasch, [email protected]


Context:

This is part of a school-wide initiative to promote writing across the curriculum. Each subject is required to have students write an opinion piece based on a prompt. This prompt was revised to make it more authentic.

An on-demand argumentative essay based on one complex, grade-level text will be used as a pre-assessment.


Standards:

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W6.1.A Introduce claim(s) and organize the reasons and evidence clearly.

W6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1.D Establish and maintain a formal style.

W.6.1.E Provide a concluding statement or section that follows from the argument presented.

http://www.corestandards.org/ELA-Literacy/W/6/1/



http://www.corestandards.org/ELA-Literacy/W/6/1/c/


http://www.corestandards.org/ELA-Literacy/W/6/1/e/


The Task:A current issue that is facing schools across America is the decision to allow students to text in class or not. Research different perspectives on the issue; establish your own opinion and then gather evidence that you can use to convince the Board of Education in your district to revise the current policy. Write a five paragraph analytical argumentative essay stating your opinion and providing relevant textual evidence to support your opinion. The best essays will be sent to the Board of Education.

Guidelines: Introduce your claim and organize reasons and evidence clearly Support claims with clear reasons and relevant evidence that is

logically organized to support your claim Use words, phrases and clauses to clarify the relationship

between claim(s) and reasons Provide a concluding statement that follows the arguments

presented.



Students will engage in a close reading of a nonfiction, grade leveled text, provided by the instructor. Students will take notes and annotate their thinking while they read. Students will use their notes to form an evidence based claim. Students will write a five paragraph essay (Introduction, 3 body paragraphs, conclusion) which provides evidence from the text read, to back up or support their claim.

Students will use the guidelines, aligned to the standards being assessed to check their work.

The teacher will demonstrate how to turn the prompt into a claim by restating the prompt as a statement, leaving three blank spaces for the three sub topics that you will identify in your reading.



Students will use the rubric and anchors provided in a peer-review session. (Students who have difficulty with the rubric, may be given a checklist to follow) Students will use feedback and the rubric/anchors to make revisions to their own pre-assessment samples. They will then reflect on what they did to move from one level on the rubric to the

After the pre assessment and before the post assessment the teacher will provide anchor papers from the pre assessment to model the writing expectations for the post assessment. The teacher will instruct students on how to use the rubric to revise and improve their writing, ensuring that each student understands each component of the rubric



In small groups, students will discuss their initial opinions concerning texting in class. They will use a protocol to: listen carefully to their peers’ perspectives, ask clarifying questions, and then expand on their peer’s reasons or disagree respectfully and offer reasons for their own opinions.

The teacher will give instructions on how to take effective notes and will model the process. HOW TO DO A CLOSE READ OF A TEXT

Students will read number paragraphs in the text. They will then read closely, underlining key facts and ideas that support their opinions. Students will circle words or phrases that need clarification.(Students may work in small groups to clarify vocabulary.)

The teacher will provide students with articles to use in gathering evidence for their essays:



Students make marginal notes explaining how the evidence supports their opinions.(Students who have difficulty with the full article, may be given alternative tests or chunks of text to use in gathering evidence.)

The teacher will check the work to make sure each student understands the main ideas in the text and is gathering relevant evidence.

Students will write a statement summarizing the most important ideas in the text.Students will create a graphic organizer to help them to present the information logically. (Students can be given a graphic organizer to fill out.)

The teacher will instruct students on how to use a T Chart to create two sides of an argument using the evidence from the text(s) read.



Students will prepare for to explain their reasoning and to respond to different perspectives in a debate by filling in a T chart of pros and cons.

The teacher will model the procedures for having a debate on two sides of an argument.

Rehearsing Students will debate the issue with a partner.

Drafting and Self-assessingStudents use their notes, and what they learned during the debate to draft their essays. They will use the rubric to self-assess and to make revisions.

The teacher will provide direct instruction and a reference sheet to show students how to use transitional phrases in their writing. Give students a model essay which highlights the use of transitional phrases and the effectiveness of their use.

Students will read their peer’s essays and select the best to send to the Board of Ed.

The teacher will send the best essays to the Board of Ed.


Dimensio

ns

Below StandardApproaching

Standard

Meeting Standard(Level 3)

Exceeding Standard

States a ClaimW.6.1

Begins with information on the topic without clearly stating a claim.

States a claim that is somewhat related to the task or implies a position on the given issue.

Clearly states a claim, relevant to the task.

Effectively states a compelling claim that is relevant to the task.

Organization

W.6.1.A

Information is relevant but presented in random order. There is no clear organizational pattern or logical reasoning.

Paragraphing is used to separate reasons and explanations.

Organizes the reasons and evidence in way that clearly supports the author’s opinion.

Organizes the reasons and evidence in way that helps the reader to draw the conclusions the author wants him to draw.

Supports Claims with

Relevant EvidenceW.6.1.B

Makes general statements, loosely supported by some evidence from the text; demonstrates a partial understanding of the topic or text.

Supports claim(s) with less than compelling reasons and somewhat relevant evidence; demonstrates a basic understanding of the topic or text.

Supports claim(s) with clear reasons and relevant evidence, using credible sources; shows a clear understanding of the topic.

Supports claim(s) with compelling reasons and highly relevant evidence, using credible sources shows a deep understanding of the topic or text.


Use ofTransitio

nsW.6.1.C

Uses very basic transitions such as: then, next, also.

Uses some words, phrases, and clauses to clarify the relationship among claim(s) and reasons:because, since

Consistently uses a variety of words, phrases, and clauses to clarify the relationships among claim(s) and reasons: because, since, and so, as a result, therefore,

Uses sophisticated words, phrases, and clauses to clarify the relationships among claim(s) and reasons: Therefore, as a result, furthermore, consequently

Formal Style

W.6.1.D

The style is more appropriate for other students rather than the BOE

Establishes and maintains a formal style and tone for most of the essay.

Establishes and consistently maintains a formal style and tone appropriate for the given audience.

Establishes and maintains a formal style which includes author's "voice" in the writing.

Conclusion

W.6.1.E

Does notProvide a concluding statement or section that follows from the argument presented.

Provides a concluding statement or section that follows from the argument presented.

Provides a concluding statement or section that follows from the argument presented.

Provides a compelling concluding statement or section that follows from the argument presented with possible suggestions for practical applications.


Monticello CSD Algebra 2 & TrigAccelerated 10th or 11th Grade

Designer:

Kimberly Hazen-Leonard, [email protected]


Context:

This assessment is designed as a pre/post to measure growth. It is designed to produce learning as well as measure learning. It is embedded in the curriculum and includes formative moments as well as opportunities for descriptive feedback during the process.


Pre-Assessment

Students will engage in a project based activity as provided by the instructor as a list of instructions in a packet.

Students will develop their coordinates for their sine graph based on their knowledge of circle trig and basic graphing skills. (Fill in a provided chart/table.) (A2.CM.2, A2.A.56)

Students will display an appropriate trig curve via TI-nspire.( A2.R.1, A2.R.3, A2.CM.2, A2.A.56)


Post Assessment TaskStudents will work with a partner to record times of tides in a selected oceanic area so that they can develop and graph their own trig model that will represent their findings.

They will create a poster board to display their findings. Define the coordinates as well as axes relating to a sine curve using a marker. The exact values will be defined using dry linguini noodles and the trig curve will be represented using string. The latter two elements will be glued.



The students will read a provided list of instructions in a packet as well as fill in/answer questions that connect specific trigonometric ideas. They will use that information in order to follow the instructions for constructing the trig function project.

After the pre assessment and before the post assessment the instructor will post videos on Schoology that reinforce/teach properties in graphing trig functions. (Flipped classroom.)

Students will pick a partner and create the poster board. They will define their coordinates as well as axes relating to a sine curve using a marker. The exact values will be defined using dry linguini noodles and the trig curve will be represented using string. The latter two elements will be glued.

Before the post assessment, the teacher will instruct students on how to use the rubric to reinforce the main points for trig functions graphing as well as applying the information.

Teacher will provide mini-lessons in amplitude, phase shifts and basic graphic skills conversions to trigonometric graphing



Upon completion, switch with another group in order to have it reviewed.

The teacher will provide an opportunity for peer feedback with the rubric, in a conferencing session (either one on one or small group).The teacher will evaluate parts of the processes while students are engaged.

Finally, the students will appropriately graph their unique trig function using their TI-nspire and using the rubric, check as well as provide feedback for another group’s poster.

The teacher will allow the students to pick an oceanic area in order to record times of tides so that they can develop and graph their own trig model that will represent their findings.


Wappingers CSD ELA Grade 5

Designers:

Janet Warden, [email protected] Liebergot, [email protected] Stowell, [email protected] Mead, [email protected] Gertler, [email protected] DiChiara, [email protected] Koretsky, [email protected] Daley, [email protected]










Context:

This assessment is summative for a unit in which students study the biographies of various historical figures and then select ONE figure to research.


The Task:To answer the question, How much difference can one person make” your class has studied the biographies of a number of individuals who have made significant contributions to society. Select the person whose contribution you consider most significant and write an opinion essay explaining why you feel this person deserves the honor of being celebrated as a person who made a great difference.

In your essay be sure to: Introduce the topic and state your opinion Organize your reasons to convince your audience Support your reasons fully with facts and details from your

research Use words, phrases and clauses to link reasons to your opinion Provide a concluding statement that helps the reader to

understand the significance of the person’s contribution


Standards formally assessed through the task:

W.5.1: Write an opinion piece on a text/topic that supports point of view.a) Introduce a topic or name of a book, state

an opinion, create an organizational structure that supports the purpose.

b) provide reasons that are supported by facts and details and ordered logically

c) use words, phrases and clauses to link opinions and reasons

d) provide a concluding section or statement


Other standards addressed in the processRI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical text based on specific information in the text.

W.5.5: Use guidance from peers and adults to edit writing.

LS 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. f. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.



Participate in a discussion using prompts and a protocol for quality discussion.

Pose the essential question” “How much of a difference can one person really make?”

Explain to a partner how the subject of the text made a difference and why that difference is important.

Read a biography to the class.

Answer guided questions, using specific quotes from the text to support the answer

Model how to quote text accurately to answer the guided questions.



Independently read a biography of their choice

Provide a classroom library of biographies and guide students in selecting books at an appropriate reading level.

Explain to partner how the subject of the text made a difference and why that difference is important.

Provide guiding questions.Provide sentence frames to students who need them.

Take notes on different colored Post-its in response to three guiding questions (one color per question): • What significant event in history

was this person involved with?• How did this event impact

society?• What challenges were overcome?



Draft their opinion pieces on google docs and self-assess using the rubric

Teach how to edit using google docs

Locate photos and pictorial representations of the subject

Provide guiding questions, checklist and rubric for peer editing.

Participate in the peer- review process using a protocol for discussion with prompts: What do you mean here? Where is the evidence to support …? Can you clarify …

Revise writing based on the self-assessment and the peer-review (W5.5)



Submit draft for feedback (W5.5)Revise again based on rubric feedback from the teacher (W5.5)

Provide students with additional feedback

Edit and publish an opinion piece supporting their claim, that the subject made a difference.

Share in an oral presentation their published work with their peers in their classroom (LS 5.1a, d, f)

Identify the top five opinion pieces to be submitted to the sixth grade teachers who will select the most compelling essay for the cover of the booklet

Teacher makes a book to include all biographies. Top opinion piece is represented on the cover.


Dimensions

Ask for Help Good Start Well Done Awesome

Introduction Introduce the topic or text clearly (W.5.1.a)

I made a statement about the topic

I introduced my opinion.

I introduced and explained my opinion.

I have an introduction that includes my opinion, background information, and explains the reason for my opinion.

OrganizationProvide reasons that are supported by facts and details. (W5.1.b)

I gave a reason that may support my opinion. The information I provided was not supported by text evidence.

I gave a reason to support my opinion. I gave information from the text that might not be relevant. I did not explain my reason.

My reasons are relevant to my opinion. I used accurate details and examples from the text to support my opinion. I explained my evidence in a way that supports my reason.

My reasons are relevant to my opinion. I used several accurate details, examples, and quotes from the text to fully support my opinion and explain my reasons. I explained my evidence in a way that directly supports my reason.


Use of LanguageLink ideas within categories of information using words and phrases (W.5.1.c)

I used basic transition words and phrases. Ex: and, then

I used a few transition words or I repeated the same transition words throughout. Ex: for example, in addition, because, for instance

I used linking words and phrases to connect my evidence from the text to my reason and opinion. Ex: According to my research, specifically

I effectively used a variety of transition words and phrases to connect my evidence from the text to my reason and opinion. Ex: Consequently, hence

Conclusion W.5.1.d Provide a concluding statement or section related to the information or explanation presented.

I repeated my opening statement or ended with abruptly.

I wrote a concluding statement or section.

I wrote a concluding statement or section related to the significance of the individual’s contribution.

I wrote a convincing and compelling concluding statement or section related to the significance of the individual’s contribution.


Perseverance

I showed little persistence on learning goals and tasks. I gave up at the first sign of difficulty.

I kept working when I got support, but gave up it I had to overcome an obstacle on my own.

I “stuck to it” and kept working until the task was completed successfully. If the work posed a challenge I could not overcome, I asked for help

I did my best to complete the task independently first. I then used teacher/student feedback to improve my paper.


Presentation

SL5.4 Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

I needed teacher support to express my thoughtsand opinion.

My presentation was illogically sequenced. My presentation was rushed and difficult to hear. I read directly from my notes.

Presentation followed a logical sequence. I spoke clearly and at an understandable pace. I maintained eye contact with the audience throughout presentation.

My presentation was authentic, i.e. came dressed as an individual or provided artifacts for the audience. Presentation followed a logical sequence. I spoke clearly and at an understandable pace. I maintained eye contact with the audience throughout presentation.


Wappingers CSD Computer Applications Grade 7

Designers:

Janet Warden, [email protected] Liebergot, [email protected] Stowell, [email protected] Mead, [email protected] Gertler, [email protected] DiChiara, [email protected] Koretsky, [email protected] Daley, [email protected]










Task:As a thank you to Veterans in the VA Hospital at Castle Point, your class is producing a series of comics depicting the challenges faced by those who give service to our nation. After researching a selected veteran, use the software program, Comic Life, to portray at least ONE challenging or rewarding experience related to his/her service.

Be sure to: organize your information to convey the concept and

ideas clearly develop the topic with relevant facts, definitions,

concrete details, quotations and/or examples from your research

Use precise language to explain the topic cite sources of your information


Standards formally assessed through the task:CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.7.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.7.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.






Other standards CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.CCSS.ELA-Literacy.SL.7.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.CCSS.ELA-Literacy.SL.7.1.b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.CCSS.ELA-Literacy.SL.7.1.c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressedCCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned

judgment in a text.

http://www.corestandards.org/ELA-Literacy/SL/7/1/

http://www.corestandards.org/ELA-Literacy/SL/7/1/a/

http://www.corestandards.org/ELA-Literacy/SL/7/1/b/

http://www.corestandards.org/ELA-Literacy/SL/7/1/c/


http://www.corestandards.org/ELA-Literacy/RH/6-8/8/



Students participate in a discussion of the essential question, following prompts and protocols provided.

Post the essential question: What is the impact of the service of veterans?

Read the article with the class and practice answering guided questions with accurate, relevant evidence from the text.

Teacher will demonstrate techniques on how to effectively research. http://www.edudemic.com/student-search-skills/Teacher will model how to research accurately to answer the guided question.

http://www.edudemic.com/student-search-skills/

http://www.edudemic.com/student-search-skills/



Independently access and read at least two articles of their choice on a famous veteran. (RH6-8.8)

Provide class time for students to research for two articles using the internet or school databases on a famous veteran.http://www.biography.com/people/groups/famous-military-veteranshttp://www.military.com/veterans-day/famous-veterans.htmlhttp://kidsthankavet.com/?path=famous

Create a t-chart and list one side fact and one side opinion. Annotate the two articles with two highlighters (one color for fact, one for opinion).

Provide a template for the graphic organizer and a rubric to help students to understand the kind of information they need to gather.

http://www.biography.com/people/groups/famous-military-veterans

http://www.biography.com/people/groups/famous-military-veterans

http://www.military.com/veterans-day/famous-veterans.html

http://www.military.com/veterans-day/famous-veterans.html

http://kidsthankavet.com/?path=famous



Take notes using Inspiration 7.5 (Graphic Organizer): (W7.2 b)• List facts: (name war/military

branch) Rank in military, years of service, any awards/medals.

• Select quotes and explain what they show about the person’s character and/or experiences.

• Fill out a chart with: Challenges faced. Rewarding experiences.

Locate photos and pictorial representations that show the challenges/rewards and accomplishments of the mission. (W7.2b)



Create Comic using the software program, Comic Life on Famous Veteran. (W7.2,.7.2d)http://plasq.com/education/take-comic-life-to-school/

Demonstrate Google Classrooom

Participate in self-assessment and the peer- review process using a protocol for discussion with prompts. (W7.5, SL7.1, SL7.1a)

Provide students with a protocol and opportunity to peer-review

Provide students with additional feedback.

Revise Comic based on the self-assessment and the peer-review.

http://plasq.com/education/take-comic-life-to-school/

http://plasq.com/education/take-comic-life-to-school/



Edit and publish their Comic created using Comic Life to Google Classroom. (W.7.6)

Guide students in the editing process.

Present comics to the class After students review the different comics, return to the essential question.

Students use what they have learned from the various comics as well as from their discussion of the essential question to write a Thank you note and Comic to veterans at Castle Point.

After students review the different comics, return to the essential question.

Teacher will collect thank you notes and arrange for delivery to veterans at Castle Point.


7th Gr Comp Apps

1 2 3 4

Research Students has notes

Student has notes which center only on person

Student wrote detailed information on the veteran and selected and organized relevant information to clearly convey what it means to be a veteran and how service impacted their lives using Inspiration

Student wrote detailed concise information on the veteran selected and organized relevant information to clearly convey what it means to be a veteran and how service impacted their lives using Inspiration

Comic (First Draft)Self-Assessment

Comic is missing the required pages, pictures, word bubbles frames and shadows

Comic has almost all of required pages, pictures, word bubbles frames and shadows

Comic has the required pages, pictures, word bubbles frames and shadows

Comic has more than the required pages, pictures, word bubbles frames and shadows


Peer Review Comic is missing some of the required pages, pictures, word bubbles frames and shadows and missing information on veteran and the essential question

Comic has almost all of required pages, pictures, word bubbles frames and shadows with most of the information on veteran and the essential question

Comic has the required pages, pictures, word bubbles frames and shadows with detailed, concise information on the veteran that answered the essential question

Comic has more than the required pages, pictures, word bubbles frames and shadows with detailed, concise information on the veteran that answered the essential question

Perseverance I became frustrated and gave up when the task became difficult

I continued working with support.

I continued working until the task was successful. I only asked for help if I really needed it.

I did my best to complete the task independently. I used feedback from my peers or teacher only to improve my work.

Presentation I needed teacher support to express my thoughts or opinion.

My presentation was illogically sequenced. It was rushed and difficult to hear. I read from my notes or Comic.

Presentation followed a logical sequence.I spoke clearly and at understandable pace. I maintained eye contact.

Presentation followed a logical sequence.I spoke clearly and at understandable pace. I maintained eye contact. I provided additional anecdotal information


Dimensions

1 2 3 4

CCSS.ELA-Literacy.W.7.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

The writer conveyed ideas andinformation about a subject in awell-structured text. Sometimesshe incorporated arguments,explanations, stories, orprocedural passages.

The writer brought together ideas and information about a subject in a text that develops a subtopic and/or an idea. He incorporated a variety of text structures as needed, including argument, explanation, narrative, and procedural passages.

The writer discussed key conceptswithin a topic and made itclear why these concepts areimportant. She provided examples with relevant information, usinga variety of text structuresand formatting, as needed, tomake concepts and informationcompelling and accessible.

The writer discussed complexconcepts, presenting facts andinformation in an engagingmanner, teaching the readersignificant concepts andinformation. The writer conveyedthe sources of the informationand analyzed them when relevant.

Rubric for Formative Feedback and Summative Evaluation




Dimensions

1 2 3 4

CCSS.ELA-Literacy.W.7.2.b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

The writer develops a topic about a subject in a text. Sometimes with facts, definitions, details, quotations, or other information and examples.

The writer develops a topic about a subject in awell-structured text. Sometimes with facts, definitions, details, quotations, or other information and examples.

The writer develops a topic about a subject in awell-structured text. Includes relevant facts, definitions, concrete details, quotations, or other information and examples.

The writer develops a topic about a subject in awell-structured text. That contains relevant facts, definitions, concrete details, quotations, or other information and examples. Ex. During the Olympics, I tore Hitler’s swastika flag off the Reich Chancellery. I thought, “Boy, what a souvenir.”Zamperini ran in the 1936 Olympics in Berlin before WW II.





Dimensions

1 2 3 4

CCSS.ELA-Literacy.W.7.2.d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

The writer uses vague language and vocabulary that is not evidence based or text specific to inform about or explain the topic.

The writer uses some language and vocabulary that is evidence based or text specific to inform about or explain the topic.

The writer uses specific language and vocabulary that is evidence based or text specific to inform about or explain the topic.

The writer uses precise language and vocabulary that is evidence based or text specific to inform about or explain the topic. Ex. Voc: Navy Cross, Distinguished Service, Silver Star, Korean War, World War II, Veteran. Honor.





Dimensions

1 2 3 4

CCSS.ELA-Literacy.W.7.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Use technology, including the Internet, to produce and publish writing. Is missing links and citing of sources. Limited interaction and collaboration with others. Does not including linking to and citing sources.

Use technology, including the Internet, to produce and publish writing. Contains more links and citing of sources. Some interaction and collaboration with others. Increased citing of links and sources.

Use technology, including the Internet, to produce and publish writing. Contains significant links and citing of sources Interaction and collaboration with others is evident, as is citing of links and sources.

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.





Highland CSD Interdisciplinary Assessment Grade 10

Designers:Assistant Superintendent and High School Principal with tenth grade teachers in the Core Content Areas: ELA, science, social studies and math

Sarah Dudley-Lemek, [email protected] Harris, [email protected] Sylvestre, [email protected] Santagada, [email protected] Miller, [email protected] Lynn, [email protected]








It all started with a book . . .


. . . And a new district vision


The Big QuestionHow to create a cross-curricular assessment that would reduce the amount of testing, both pre and post, while engaging our students in an authentic, rigorous, inquiry/project based learning experience? ( . . . That just might provide a new model for assessment in our school.)


The Struggle How to incorporate all 4 core content areas? Where does the book fit in? What lesson(s) do we want students to

learn from the book? What should the “baseline assessment” look like? Who will

administer and score it? How do we create a summative assessment that incorporates our

district vision but is manageable in the context of other state assessments and curriculum as well as the diverse schedules of 10th graders?

How will we translate the rich conversations and work that we did this year to the faculty when we introduce the initiative to them? Can this shift the culture of assessment in our building?


Pre-Assessment Task

The HHS Wall is looking for articles on the topic: How do we balance the greater good with individual rights?, Read the two or three texts provided by the teacher. Then write an essay stating your opinion, and give specific reasons, based on evidence from the texts.

To be considered for publication, you need to follow the guidelines below

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, create an organization that establishes clear relationships among claim(s),

counterclaims, reasons, and evidence Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.


Post Assessment Task

How do we balance the greater good with individual rights?You have recently researched various advances in society that bring in to question the balance between the greater collective good and individual rights. You have been asked to present your research at a forum for members of the community. You can use a variety of modes to convey your message including: Power Point Presentations, charts, videos, Prezi, etc.

Every presenter should follow the guidelines below Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, Create an organization that establishes clear relationships among claim(s), counterclaims,

reasons, and evidence Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out

the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.


Possible Topics: Should the government collect phone/email data? Should biopsy tissue samples become open source to

all research with or without consent if it is peculiar tissue?

Should one’s genome be used in data-based medical research?

Is deceit acceptable if we will ultimately grow from it? Is the Patriot Act constitutional? Was the use of the Atomic Bomb justified in WW!!? Should we move toward a flat tax structure Should education be funded through Real Estate Taxes Should teenagers be able to opt out of life-saving

medical treatment?


Standards formally assessed:

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning andrelevant and sufficient evidence.

W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9-10.1.E Provide a concluding statement or section that follows from and supports the argument presented.

http://www.corestandards.org/ELA-Literacy/W/9-10/1/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/b/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/c/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/d/

http://www.corestandards.org/ELA-Literacy/W/9-10/1/e/


Standards addressed, continued:W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.







Pre-Assessment/Articulating ExpectationsStudents read four texts provided on the essential question and use evidence from at least two texts to complete the pre-assessment essay in class. They use the rubric to guide their note-taking and writing

The teacher scores the pre-assessment tasks and puts copies aside.

Students use the anchors to assess their own work; they select one or two aspects of the rubric as a focus and use Post-Its to show revisions they would make to move up a level on the rubric.

The teacher then will select samples from the pre-assessment essays to use as anchors to help students to understand the rubric.

Students then write a statement explaining what they need to remember in order to achieve the higher level on the rubric in the future.(Example: In order to achieve a level three on the rubric, I need to refer to more specific evidence from the text, including graphs, statistics and charts.)

The teachers determine which skills need particular attention within the unit as well as which students need specific supports.



Students write a paragraph supporting ONE reason with evidence from two or more texts read so far. They share their paragraphs or notes in small groups and determine which argument is the strongest based on the evidence provided.

The teacher provides students with a sample paragraph and helps them to assess the effectiveness of the use of evidence.

Effective Use of EvidenceStudents reflect on the evidence they selected and how well they related it to their reason. (For example: I did not include the statistics that some of my group members used; I could explain my evidence more fully instead of just copying statements from the text. I paraphrased but the way J used the quote about _____ was more effective)

The teacher has students share the paragraph that the group felt was most effective, highlights what is effective and suggests ways in which it could be improved.



Arguments/ Counter Arguments

Students read articles provided and fill in a chart What is the author’s perspective? What rhetorical forms does the

author use to convince his/her audience? (pathos, ethos, logos)

What is your perspective? What other perspectives should

you consider?

Teachers model how to craft arguments and counter arguments. The teachers provide relevant texts that provide sufficient information for students to explore different perspectives.



Students are paired. Each one is given a different perspective to consider. The students fill in the chart, with the assigned perspective in mind.Subject: For example: The subject might be Obamacare.The perspectives might be an elderly person living on social security and a thirty year old with a new career. Students debate the topic, from the assigned perspective and then fill in the chart using what they learned from their partner’s perspective.

Teachers walk around the room and check student understanding of the topics and ability to use persuasive language effectively.

Subjectivity Vs. ObjectivityStudents look at their own arguments and turn and talk to a partner about which ones are objective and which are subjective and why.

The teacher explains the terms and provides examples of subjective and objective statements.



Peer ReviewStudents use the rubric to peer-assess each other’s arguments.Students hand in their papers and then use the teacher feedback to design the presentations for the Forum on Identity

The teacher provides a protocol for peer review and rubrics. The teacher confers with students to discuss ways to make their demonstrations most effective.


Dimensions

Ask for Help Good Start Well Done Awesome

W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and

Introduces the topic or presents an opinion. I am opposed to the Patriot Act. The Patriot Act was created because of terrorism.

Introduces precise claim(s) The Patriot Act is unconstitutional because it violates our rights.

Introduces precise claim(s), distinguish the claim(s) from alternate or opposing claims Although many believe that the Patriot Act is necessary to protect our national security, it has violated the First Amendment right which protects freedom of assembly.

Introduces precise claim(s), distinguish the claim(s) from alternate or opposing claims in a way that engages the audience.



W.9-10.1.A create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) & counterclaims.

I presented a series of statements which were loosely related.

I presented the information in a logical order, but I did not use transition words and phrases (nevertheless, furthermore, in addition) to show the relationships.

I established a clear relationship between claims, reasons and evidence. I organized my claims and counterclaims in a logical way that helps the reader to understand my perspective.

I wrote a coherent essay that convinces and moves the audience to action.


http://www.corestandards.org/ELA-Literacy/W/9-10/1/c/


W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

I gave general or subjective reasons to support my opinion. I used little or no evidence from the text to support my reasons.

I presented reasons to support my opinion.I supported my reasons with accurate, relevant evidence from at least two sources.

I presented at least two perspectives. I used accurate, relevant evidence from a variety of sources to explain the strengths and limitations in both sides.I presented my information in ways that enabled other students to understand my perspective.

I presented at least two perspectives. I provided documentation to fully explain the strengths and limitations in both sides. I presented my information in ways that would convince a given audience.

http://www.corestandards.org/ELA-Literacy/W/9-10/1/b/


W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

I handed in my paper without reading it over or asking for support.

I used clear language to explain my reasons.I cited sources inconsistently or had some errors in the citations.I used first person.I edited for basic grammar and usage errors.

I used some precise language and literary techniques to convince my audience. I maintained third person point of view.I cited sources accurately and correctly.I edited for correct grammar, usage and punctuation.

I intentionally and consistently selected words, phrases, sentence structure and literary techniques to convince my audience. I maintained third person point of view.I cited sources accurately and correctlyI edited for correct grammar, usage and punctuation.

http://www.corestandards.org/ELA-Literacy/W/9-10/1/d/


W.9-10.1.E Provide a concluding statement or section that follows from and supports the argument presented.

I restated my introduction. I made a statement that does not represent what my essay presents.

I wrote a conclusion that summarizes my main points.

I wrote a conclusion that ties together the main points of my argument and leaves the audience with a clear understanding of my position.

I wrote a conclusion that ties together the main points of the essay in a way that inspires the audience to think more deeply about the topic and to reconsider their own ideas.

http://www.corestandards.org/ELA-Literacy/W/9-10/1/e/


Roundout Valley CSD Grade 7 LOTE

Designers:

Elizabeth Turner, Area Chair K-12 [email protected]

Patricia Long, French Teacher [email protected]




Context:

This authentic assessment, adaptable for any 7th-grade LOTE (now World Language) classroom, is intended to be delivered over the course of several weeks in the spring of the 7th-grade year. It aims to build students’ skills in listening, speaking, reading, and writing for providing and acquiring information (New York LOTE [World Language] Standard 1) through an engaging, creative process. In addition, students will be expected to incorporate “some key cultural traits” of French-speaking cultures through appropriate use of forms of polite address in public forums.


The original task:Students create an information-rich, interactive product from the list suggested or propose a product of their own: A cross-cultural children’s book in French with photos; read this to an

elementary class in the district. One group of 4 showed interest in this option, but it may be dismissed.

a board or electronic game in French for 2-4 players where they will ask/ answer questions to move ahead. Recruit friends and classmates to play.

an electronic “survival guide” in French to some aspect of life in NYS; present to other French classes or post on the district website. Students chose not to do this option.

a French-language website and guide for the classroom. Answer questions from student users.

an electronic welcome packet in French for students just arriving in the U.S. who speak little/no English. Tell them what they will need to know for the first day of school. Be prepared to act as a tour guide. Students chose not to do this option.

an interactive map in French of the school or town to post on the website. Answer questions from users. One student felt this was “too close to home” and posed a potential safety issue to individuals. Other agreed.

an interactive guide in French to leisure activities or sports in your school or town to post on the website. Answer questions from users. (This option was dismissed for the same reason as noted above.)


The Task Designed by the Students

In groups of four, students will create four on-line thematic presentation and practice modules which demonstrate their abilities in communication skills in French, as they end their first year of NY LOTE (World Language) Checkpoint A.

Students will create four theme-based video-recorded skits.


Standards Assessed by the Task

New York LOTE (World Languages)Standards to be assessed (Modern Languages)

Standard 1 – Communication Skills, Checkpoint A1.1 & 1.2 Listening for providing information Listening for acquiring information Speaking for providing information Speaking for acquiring information Reading to acquire information Writing to provide information

Standard 2 – Cultural Understanding, Checkpoint A Use some key cultural traits of French

o tu vs vouso forms of courtesy



Choose an information-rich, interactive product from the list suggested or propose a product to create

Provide students with a list of products from which students may choose. (Students may also suggest other products;

Provide students with rubrics at the outset so that students know the expectations and standards

Review “pre-requisite knowledge” topics, vocabulary and structures; incorporate this into the product; increase facility in using these in French via Listening, Speaking, Reading and Writing

The teacher will establish a pretest of skills already learned as well as a new vocabulary list . Students will be assessed at the end of the project using the same criteria.

Ensure that students have had access to instruction on the pre-requisite knowledge (vocabulary topics/themes; grammatical structures; skills)

Provide resources for students to use to review the pre-requisite knowledge



Collaborate with teammates assigned by the teacher to create the product

Students will keep a folder or binder of their work and self assessments, off and or on-line.

Student will self evaluate in-progress and at the end assess the final project and their part(s) in it.

The teacher will offer an on-line questionnaire for students to give their opinions and preferences and own their areas of strength.

The teacher will provide a check list of language tasks to accomplish.

Provide support and feedback to teammates and/or classmates during product creation

Provide feedback and formative assessment to students as they work to complete their product

The teacher will ask a different student every day to monitor individual’s attention to task.



With other students and/or the teacher, freely engage in role-play based on the product under creation to practice speaking and listening skills

Provide feedback and formative assessment to students as they work to complete their product

Students will activate the product on-line by May 10, 2015.

Be prepared to use product in a real-world fashion, e.g. by answering questions from users via the website

Collaborate with the District and Technology Department in posting the students’ products on the district website. Make arrangements for other real-world forums at which students may present

The teacher will serve as coach and cameraman.

Self-assess. Chart progress on skills assessed by the rubrics


Spoken production during use of the product

Language is only comprehensible at times. Vocabulary & structures have not been learned. Grammatical structures are not used effectively. Student does not attempt to self-correct. Student gives up in the face of difficulties in communicating.

Language is comprehensible to a known speaker (teacher or peer) but may be difficult for a native speaker. Vocabulary is limited. Many statements or questions are grammatically incorrect. Student seldom self-corrects.

Language is comprehensible to a native speaker and vocabulary is adequate. Not all statements or questions are grammatically correct, but student attempts to self-correct. Student persists in striving for mutual understanding.

Language is comprehensible to a native speaker and new vocabulary or structures are used. Statements and questions are mostly grammatically correct; student self-corrects with success. Student achieves mutual understanding and persists through difficulties.

Listening comprehension during use of the product

Student demonstrates little understanding of spoken French. Responses to questions and statements are generally off-the-mark or inappropriate. The student gives up on conversing.

Student struggles to understand French spoken by teacher; some responses to questions and statements may be inappropriate or off-the-mark. The student asks for repetition or clarification many times or repeatedly.

Student shows comprehension of speech in French by peers through appropriate responses to questions and statements. The student may ask for repetition or clarification at times.

Student demonstrates that s/he comprehends French. A few requests for repetition or clarification are made, but the conversation mostly flows smoothly.

Writing skills demonstrated through the product design

Written language is difficult to understand for peers and/or teacher. Vocabulary or structures are misused or errors interfere with comprehensibility. Student does not attempt to self-correct. Student gives up in the face of difficulties.

Written language is comprehensible to peers and teacher; vocabulary and structures are limited. Errors are common; student’s attempts to self-correct have limited success. The end result may not be comprehensible to a native speaker.

Written language is comprehensible to a native speaker and vocabulary is adequate. Not all statements or questions are grammatically correct, but student attempts to self-correct, generally successfully. Student persists in striving for comprehensibility.

Written language is comprehensible to a native speaker and new vocabulary or structures are attempted. Almost all statements and questions are grammatically correct; student self-corrects with success. Student persists through difficulties.


Cultural information or approaches embedded in the product

Little understanding of the nature of culturally appropriate speech is demonstrated. vous is never used. No attempt at using forms of politeness is made.

French language production may not reflect cultural appropriateness consistently in written and/or spoken modalities. Student may not use vous properly, or is inconsistent. Student seldom uses appropriate forms of politeness.

French language production is culturally appropriate in both written and spoken modes. Student employs tu and vous properly, and attempts to use the correct verb form. Student uses appropriate forms of politeness.

French language production is sensitive to native French speakers’ cultural viewpoint. Student consistently employs the correct forms of verbs and tu and vous, as well as phrases of courtesy.

Creativity in design The final product is unfinished or does not serve to help peers practice French.

Student creates a product which may be used by peers to practice French. The product imitates existing products; its design lacks creativity. The product is not appropriate for use by native French speakers.

Student creates an interactive product aspect which is engaging to peers &/or appropriate for use by a native speaker. This product may depend upon existing products for conceptualization, but is useful to others in learning French.

Student creates an entirely new or separate and dynamic aspect of the group product which draws the user in and engages him/her. The product is both fun and useful, to both students of French and native speakers.


Collaboration with others during product development

Student often refuses to provide support, assistance or coaching to classmates, perhaps working with only one partner. Student makes no suggestions for improvements in either the product or language. Student resists serving as a practice partner.

Student provides limited support, assistance, or coaching to peers; this may be limited to one or two friends in the class. Student makes few suggestions for improvements of either product design or language. Student limits interactions and practice to a few friends’ products.

Student assists, supports, and coaches peers during product development, providing feedback aimed to improve the product or make necessary corrections. Student interacts with friends’ or peers’ product to “play” the game or serves as “native speaker” for the purpose of practice.

Student seeks out opportunities to support or coach peers during product development, initiating feedback aimed to help peers improve both the product design and language production. Student consistently makes him/ herself available to serve as a participant for the purpose of practice with all classmates.


mon Projet de français 7 This is the place where we put stuff while we're working on our project. on our pilot project.

http://padlet.com/mmelong73/pbzuettm30c6

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