Reading the excerpt “An Opening Story) from Driven by Data (p. 3) (5 minutes)
Table Talk: At your table, discuss how the reading relates to the question “Where is the bar for learning?” (3 minutes)
Group Share: Volunteers/Cold Call 1 or 2 tables to share their thoughts. (2 minutes)
GRADE 4
Given a standard: Grade 4
4.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;
Action: Using the white sheet, list the items aligned to the standards, now turn and talk to your elbow partner and explain why you chose what you chose.
GRADE 4
Given a standard: Grade 4
4.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;
Now look at the released item (revising and editing)
Repeat Action with additional What evidence did you use to deepen the alignment with regard to scope, difficulty and design?
GRADE 7
Given a standard: Grade 7
(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
Look at the assessment items, which assessment items are aligned?
Action: Using the white sheet, list the items aligned to the standards, now turn and talk to your elbow partner and explain why you chose what you chose.
GRADE 7
Given a standard: Grade 7
(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
Now look at the released item (revising and editing)
Now, which assessment items are most closely aligned to the State Standard
Repeat Action with additional What evidence did you use to deepen the alignment with regard to scope, difficulty and design?
ENGLISH I
Given a standard: English I
Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to
(A) write an [analytical] essay of sufficient length Readiness Standard that includes
(i) effective introductory and concluding paragraphs and a variety of sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant information and valid inferences.
ENGLISH I
Given a standard: English I
Look at the assessment items, which assessment items are aligned?
Action: Using the white sheet, list the items aligned to the standards, now turn and talk to your elbow partner and explain why you chose what you chose.
ENGLISH I
Given a standard: English I
Now, which assessment items are most closely aligned to the State Standard
Repeat Action with additional What evidence did you use to deepen the alignment with regard to scope, difficulty and design?
Examine Three Sets of LO’s and DOL’s - Determine if you would score them as UNSAT, PROG, PROF, or EXEMPLARY
Table Talk: At your table, discuss your findings
Group Share: Volunteers/Cold Call 1 or 2 tables to share their thoughts.
FEEDBACK - LESSON OBJECTIVES AND DOLS
Examine Three Sets of LO’s and DOL’s - With an elbow partner, discuss ONE LO and DOL and the feedback you would give in order to improve the alignment.
Group Share: Volunteers/Cold Call 1 or 2 tables to share their thoughts.
