HAZLETON AREA SCHOOL DISTRICT - Hazleton Area High School · 4 Students will- demonstrate phoneme/grapheme correspondence by connecting the correct letter to the sound it represents

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : Marisa Lagana Subject : Reading Proposed Dates: March Grade Level (s) K

Building : Arthur Street

DAILY PLAN

Unit Plan

Unit Title: Weather For All Seasons

Essential Questions: 1. How are the seasons different? 2. What happens in different kinds of weather? 3. How can you stay safe in bad weather?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)

Standards: 1.1.K.A, 1.1K.B, 1.1.K.C, 1.1.K.D, 1.1.K.E, 1.2.K.A, 1.2.K.B, 1.2.K.C, 1.2.K.E, 1.2.K.F, 1.2.K.G, 1.2.K.H, 1.2.K.I, 1.2.K.J, 1.2.K.K, 1.2.K.L, 1.3.K.A, 1.3.K.B, 1.3.K.C, 1.3.K.D, 1.3.K.E, 1.3.1.F, 1.3.K.G, 1.3.K.H, 1.3.K.I, 1.3.K.J, 1.3.K.K, 1.4.K.A, 1.4.K.B, 1.4.K.C, 1.4.K.D, 1.4.K.E, 1.4.K.F, 1.4.K.G, 1.4.K.H, 1.4.K.I, 1.4.K.J, 1.4.K.L, 1.4.K.M, 1.4.K.N, 1.4.K.O, 1.4.K.P, 1.4.K.R, 1.4.K.T, 1.4.K.U, 1.4.K.V, 1.4.K.W, 1.4.K.X, 1.5.K.A, 1.5.K.B, 1.5.K.C, 1.5.K.D, 1.5.K.E, 1.5.K.G,

Summative Unit Assessment :

Summative Assessment Objective Assessment Method (check one)

Students Will- create several graphic organizers throughout lesson, group project, or book providing examples of bad weather and good weather. They will demonstrate an understanding of various types of weather. Teacher and students will complete piece of thematic work.

____ Rubric ___ Checklist __x__ Unit Test ____ Group ____ Student Self-Assessment ____ Other (explain)

Day Objective (s) DOK

LEVEL Activities / Teaching Strategies

Gro

up

ing

Materials / Resources Assessment of Objective (s)

1

Students will-demonstrate phoneme/grapheme correspondence by connecting the correct letter to the sound it represents. Letters /B/ /L/ Students will-use a combination of drawing, dictating, and writing to compose texts in which they name what they are writing about and supply some information about the topic. Students will-actively engage in group reading activities with purpose and understanding.

3 2 1

Circle time, practice book, independent work, graphic organizer Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Build Background: The Four Seasons T10 Oral Vocabulary Words T10 Listening Comprehension T13 Big Book “Mama is it Summer Yet?” Phonics /B/ /L/ High – Frequency Words T17 Your Turn Practice Book Pages 153 to 156

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McGraw-Hill Wonders Unit 6 Journals Projectors Document Camera Computers

Formative- Formative-Choral response, thumbs up/down, observation, questioning, discussion, practice book pages, kinesthetic assessment, journal response, graphic organizer, peer assessments, whiteboards, visual representation. Student Self - Assessment-

2

Students will- demonstrate phoneme/grapheme correspondence by connecting the correct letter to the sound it represents. Students will-use a combination of drawing, dictating, and writing to compose texts in which they name what they are writing about and supply some information about the topic. Students will-actively engage in group reading activities with purpose and understanding.

1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language T20 Category Words T21 Listening Comprehension T22, T27 Big Book Mama is it Summer Yet? Phonemic Awareness (Phoneme Isolation) T28 Phonics /B/ /L/ High – Frequency Words T29 Shared Reading – “Is It Hot?” T30- T31 Your Turn Practice Book Page 157


Formative- Choral response, thumbs up/down, observation, questioning, discussion, practice book pages, kinesthetic assessment, journal response, graphic organizer, peer assessments, whiteboards, visual representation. Summative- Student Self - Assessment-

3

Students will- demonstrate phoneme/grapheme correspondence by connecting the correct letter to the sound it represents.

1

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions,

W S


Formative-Choral response, thumbs up/down, observation, questioning, discussion, practice book pages, kinesthetic assessment, journal response,

Students will-use a combination of drawing, dictating, and writing to compose texts in which they name what they are writing about and supply some information about the topic. Students will-actively engage in group reading activities with purpose and understanding.

3 2

brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language The Four Seasons T34 Oral Vocabulary T34 Listening Comprehension Genre: Informational Text T35 Interactive Real Aloud “A Tour of the Seasons” T35 Phonemic Awareness Phoneme Blending, T36 Phonics Blend /B/ /L/ and /E/ /I/ /N/ /T/ T37 High Frequency Words T47 Shared Reading “Is It Hot?” Your Turn Practice Book Page 161

I graphic organizer, peer assessments, whiteboards, visual representation. Student Self - Assessment-Picture Drawing Rubric

4


1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language The Four Seasons T42 Oral Vocabulary T43 Listening Comprehension Genre: Poetry Big Book: Paired Read: Poetry, T44 Phonemic Awareness Phoneme Blending, T46 Phonics Blend /B/ /L/ and /E/ /I/ /N/ /T/ T46 High Frequency Words T47 Shared Reading “Is It Hot?” T52-T53

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Formative-Choral response, thumbs up/down, observation, questioning, discussion, practice book pages, kinesthetic assessment, journal response, graphic organizer, peer assessments, whiteboards, visual representation. Student Self - Assessment-Picture Drawing Rubric

5

Students will- demonstrate phoneme/grapheme correspondence by connecting the correct letter to the sound it represents. Students will-use a combination of drawing, dictating, and writing to compose texts in which they name what they are writing about and

1 3

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework

W S I


Formative-Choral response, thumbs up/down, observation, questioning, discussion, practice book pages, kinesthetic assessment, journal response, graphic organizer, peer assessments, whiteboards, visual representation. Student Self - Assessment-Picture

supply some information about the topic. Students will-actively engage in group reading activities with purpose and understanding.

2

Phonemic Awareness Phoneme Segmentation T56 Phonics Read Words with B,L and A,C,D,E,I,P,T T56 High Frequency Words T57

Drawing Rubric

6


1 3 2

Week 2 Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Building Background: What’s the Weather? T92 Oral Vocabulary Words Predict, Temperature, T92 Listening Comprehension T95 Phonemic Awareness Phoneme Isolation T96 Phonics Introduce letter /K/ High Frequency Words She, Was T99 Your Turn Practice Workbook Pages 163-166

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7


1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language: What’s the Weather? T102 Category Words: Weather Words T103 Listening Comprehension: Genre: Fantasy Strategy: Visualize, T104 Skill: Key Details: Sequence Guided Retelling, T109 Model Fluency, T109 Big Book: Rain Phonemic Awareness: Phoneme Building, T110 Phonics: Review /K/ T110 High Frequency Words – she, was T111\ Shared Reading: “Kim and Nan” T112-T113

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Practice Your Turn Page 167

8


1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language: What’s the Weather? Oral Vocabulary: drought, clever, storm, T116 Listening Comprehension Genre: Folktale Strategy; Visualize, T117 Make Connections, T117 Interactive Read Aloud: “The Frog and the Locust” T118 Phonics: Blend Words with k, c,k and I, L, O, R, T119 Picture Sort, T120 High Frequency Words She, was Practice Your Turn Page 168-170

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9


Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language: What’s the Weather? Category Words: Weather Words, T125 Genre: Information Text Strategy: Visualize, T126 Text Feature: Speech Bubbles, T126 Make Connections, T127 Big Book: Paired Read: “Cloud Watch” T126 Word Work Phonemic Awareness: Phoneme Segmentation, T128 Phonics: Blend Workds with K,CK, and A, I, M, P, S, T T128 High Frequency “Words: She, Was, T129 Shared Reading: “Kim and Nan” T130-T131 Integrate Idea: Research and Inquiry, T134 – T135

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Practice Your Turn Page 171

10


1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Build Background: Stormy Weather, T174 Oral Vocabulary: Safe, Prepare, T174 Listening Comprehension Genre: Fiction Strategy: Visualize, T177 Make Connections, T177 Big Book Waiting Out the Storm Word Work Phonemic Awareness: Phoneme Identify, T178 Phonics: REVIEW /E/ /H/ /F/ T179 Handwriting H, E, F, R, B, L, K, CK, T180 High Frequency Words: Are, He, Is, Little, My, She, Was, With, T181 Practice Your Turn Page 173

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11


Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language Stormy Weather, T184 Category Words T185 Listening Comprehension Genre: Fiction Strategy: Visualize, T186 Make Connections, T186 Skill: Key Details Guided Retelling, T191 Model Fluency, T191 Big Book Waiting Out the Storm Phonemic Awareness:: Phoneme Blending T192 Phonics: REVIEW /E/ /H/ /F/ T192 High Frequency Words: Are, He, Is, Little, My, She, Was, With, T193

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Shared Reading: “Mack and Ben” T194-T195 Practice Your Turn Book Page 174

12


1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language: Stormy Weather, T196 Oral Vocabulary: Notice, Celebration, Enough, T198 Listening Comprehension Genre: Myth Strategy: Visualize, T199 Make Connections, T199 Interactive Read Aloud: “Rainbow Crow” T199 Word Work Phonemic Awareness: Phoneme Blending, T200 Phonics: REVIEW Short E, H, F,R,B,L Picture Sort, T202 High Frequency Words Are, He, Is, Little, My, She, Was, With T203 Practice Your Turn Book Pages 175-176

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13


Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language: Stormy Weather, T198 Oral Vocabulary: Notice, Celebration, Enough, T198 Genre: Myth Strategy: Visualize, T199 Make Connections, T199 Interactive Read Aloud: “Rainbow Crow” T199 Word Work Phonemic Awareness: Phoneme Blending, T200 Phonics: REVIEW Short E, H, F,R,B,L Picture Sort, T202 High Frequency Words Are, He, Is, Little, My, She, Was,

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With T203 Practice Your Turn Book Pages 176-180

14


1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Oral Language: Stormy Weather, T206 Category Words: Question and Words T207 Listening Comprehension Genre: Information Text Strategy: Visualize, T208 Text Feature: Directions, T208 Make Connections T209 Big Book: Paired Read: “Be Safe in Bad Weather” T208 Word Work Phonemic Awareness: Phoneme Addition T210 Phonics: Blend Words and Short E, O and D, L, CK T210 High Frequency Words Are, He, Is, Little, My, She, Was, With T211 Shared Reading “Mack and Ben” T212-T213 Integrate Ideas Research and Inquiry T216-T217 Practice Your Turn Book Pages 181-183

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15


1 3 2

Circle time, practice book, kid writing, independent work, graphic organizer, white boards Teaching strategies: explicit teaching, guided practice, didactic questions, reflective discussions, brainstorming, compare and contrast, writing to inform, journals, role-playing, guided viewing, storytelling, concept mapping, guided listening, cooperative learning, peer partner learning, report, and homework Integrate Ideas Text Connections T218 Talk About Reading T219 Research and Inquiry T219 Word Work Phonemic Awareness: Phoneme Addition T220 Phonics: Read Words with F, R, B, L, K, T, CK T220

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High Frequency Words Are, He, Is, Little, My, She, Was, With T221 Your Turn Practice Book Page 184

Example for Teachers

DAILY PLAN

Objective (s) DOK

LEVEL Activities / Teaching Strategies

Gro

up

ing

Materials / Resources Assessment of Objective (s)

Every performance or learning objective contains at least three parts: Observable Action (task), At Least One Measurable Criterion (standard), and Conditions of performance. Ex. Students will list three characteristics that make the family medicine physician distinctive from other specialists in the health care system

1 2 3 4

Activities What was used during instruction to address skills and knowledge (ex. Labs, research projects, interviews, presentations) Teaching Strategies Instructional strategies determine the approach a teacher may take to achieve learning objectives.

W S I

Materials; Resources Textbooks, manipulatives, supplies, tools, or other pertinent supplemental materials that aid or enhance learning expectations and instruction.

Formative is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional objectives/outcomes. Summative are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course/unit in order to determine whether long term learning goals have been met. Student Self - Assessment-

DOK Level 1 - Recall - measure, recall, calculate, define, list, identify

DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.

DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct.

DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts

Grouping

W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any

student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice

their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or

topic tests.

S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and

provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more

closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's

attention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide

struggling students with intervention as well.

I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of

instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-

quality instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to

meet the needs of each individual learner in the group.

DIRECTIONS FOR BUILDING TEACHERS

OBJECTIVE(S)

Objectives are like road maps for both teachers and your students: they help you to focus your instruction on a goal and they help your students understand why

they are learning the day's material. Objectives also allow you to decide how you will assess student learning, as they require students to demonstrate what they

have learned in some way.

The Three Parts of an Objective

Every performance or learning objective contains at least three parts:

1. Observable Action (task)- This describes the observable performance or behavior. An action means a verb must be in the statement, for example “type a

letter” or “lift a load.” Each objective covers one behavior, hence, normally only one verb should be present. If there are more than one behaviors or the

behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that supports the main terminal

learning objective.

2. At Least One Measurable Criterion (standard)- This states the level of acceptable performance of the task in terms of quantity, quality, time limitations,

etc. This will answer any question such as “How many?” “How fast?” or “How well?” For example, “At least 5 will be produced”, “Within 10 minutes”,

and “Without error.” There can be more than one measurable criterion. Do not fall into the trap of putting in a time constraint because you think there

should be a time limit or you cannot easily find another measurable criterion — use a time limit only if required under normal working standards.

3. Conditions of performance - Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures,

materials, aids, or facilities to be used in performing the task. This is best expressed with a prepositional phase such as “without reference to a manual” or

“by checking a chart.”

DEPTH OF KNOWLEDGE (DOK)

What is the DOK and Why Do We Need It?

The Depth-of-knowledge (DOK) was created by Norman Webb from the Wisconsin Center for Education Research.

The Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as

demanding cognitively as the expectations standards are set for students.

http://teaching.about.com/od/gloss/g/Intervention.htm

Completely aligned standards and assessments requires an assessment system designed to measure in some way the full range of cognitive complexity within each

specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items.

The DOK levels are Recall (Level 1), Skill or Concept (Level 2), Strategic Thinking (Level 3) and Extended Thinking (Level 4). Of course to accurately

evaluate the DOK level, each level needs to be defined and examples given of types of student behaviors.

DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content.

DOK Level 1 - Recall - measure, recall, calculate, define, list, identify.

This category involves basic tasks that require students to recall information and/or reproduce knowledge/skills. This may involve simple procedures or

working with facts or terms. Students do not need to figure out this level of DOK they either know the answer or they don't.

DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize.

This DOK level requires students to compare and contrast, describe or explain, or convert information. It may involve going beyond describing, to

explaining how or why. At this level students may need to infer, estimate, or organize.

DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct.

At this level students are required to use higher order thinking processes. They may be asked to solve real-world problems, predict outcomes, or analyze

something. Students may need to access knowledge from multiple subject areas to reach a solution.

DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts.

Higher ordered thinking skills are essential at this level of DOK. Students must employ strategic thinking to solve problems at this level. Students will

need to conduct, and synthesize as well as manage at level 4.

ACTIVITIES/TEACHING STRATEGIES

Activities: exploratory or reinforcing experiences that help students attain learning expectations.

Teaching Strategies: all approaches that a teacher may take to actively engage students in learning. These strategies drive a teacher's instruction as they work to

meet specific learning objectives. Effective instructional strategies meet all learning styles and development needs of the learners.

Types:

http://teaching.about.com/od/gloss/g/Learning-Styles.htm

Direct Instruction - is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or

developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction.

Examples - Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations,

Guided & Shared - reading, listening, viewing, thinking

Indirect Instruction - indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction

seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of

students' interest and curiosity, often encouraging them to generate alternatives or solve problems.

In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges

the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct

the inquiry.

Examples - Problem Solving, Case Studies, Reading for Meaning, Inquiry, Reflective Discussion, Writing to Inform, Concept Formation,

Concept Mapping, Concept Attainment, Cloze Procedure

Interactive Instruction - relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social

skills and abilities, to organize their thoughts, and to develop rational arguments. It is important for the teacher to outline the topic, the amount of

discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of

observation, listening, interpersonal, and intervention skills and abilities by both teacher and students.

Examples - Debates, Role Playing, Panels, Brainstorming, Peer Partner Learning, Discussion, Laboratory Groups, Think-Pair-Share,

Cooperative Learning, Jigsaw, Problem Solving, Structured Controversy, Tutorial Groups, Interviewing, Conferencing

Experiential Instruction - is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of

plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the

process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:

experiencing (an activity occurs);

sharing or publishing (reactions and observations are shared);

analyzing or processing (patterns and dynamics are determined);

inferring or generalizing (principles are derived); and,

applying (plans are made to use learning in new situations).

Examples - Field Trips, Narratives, Conducting Experiments, Simulations, Games, Storytelling, Focused Imaging, Field Observations,

Role-playing, Model Building, Surveys

http://olc.spsd.sk.ca/DE/PD/instr/strats/structuredoverview/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/lecture/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/explicitteaching/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/drill/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/compareconstrast/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/didactic/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/psolving/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/casestd/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/readmeaning/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/inquiry/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/reflectivediscussion/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/writinginform/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/formation/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/conceptmap/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/debates/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/roleplaying/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/brainstorming/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/peerpartner/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/discussion/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/think/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/index.html



http://olc.spsd.sk.ca/DE/PD/instr/strats/fieldtrips/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/narratives/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/simul/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/focusedimaging/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/roleplaying/index.html

Independent Study - refers to the range of instructional methods which are purposefully provided to foster the development of individual

student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on

planned independent study by students under the guidance or supervision of a classroom teacher.

\

Examples – Essays, Computer Assisted Instruction, Journals, Learning Logs, Reports, Learning Activity Packages, Correspondence

Lessons, Learning Contracts, Homework, Research Projects, Assigned Questions, Learning Centers

GROUPIING

W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any

student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice

their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or

topic tests.

S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consists of 2-4 students and

provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more

closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's

attention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide

struggling students with intervention as well.

I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction,

the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality

instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the

needs of each individual learner in the group. MATERIALS/RESOURCES

Materials: are the physical items used to support the presentation of and interaction with the curriculum content.

Resources: textbooks, manipulatives, supplies, tools, or other pertinent supplemental items that aid or enhance learning expectations and instruction.

ASSESSMENT OF OBJECTIVE(S)

Formative - is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve

students’ achievement of intended instructional objective(s)/outcome(s).

http://olc.spsd.sk.ca/DE/PD/instr/strats/cai/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/journal/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/journal/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/learningcontracts/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/researchprojects/index.html

http://olc.spsd.sk.ca/DE/PD/instr/strats/assignedqu/index.html

http://teaching.about.com/od/gloss/g/Intervention.htm

Examples: Observations, Questioning, Discussion, Exit/Admit Slips, Learning/Response Logs, Graphic Organizers, Peer/Self Assessments, Practice

Presentations, Visual Representations, Kinesthetic Assessments, Individual Whiteboards, Laundry Day, Four Corners, Constructive Quizzes, Think Pair Share,

Appointment Clock, As I See It

Summative - A summative assessment is a more formal method of testing student knowledge about a previously learned concept or unit of study. This type of

evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final, cumulative exam. Summative assessments give the

instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.

Examples: End of unit tests or projects, standardized assessments, portfolios.

Formative Summative

Relation to

Instruction

Occurs during instruction Occurs after instruction

Frequency Occurs on an ongoing basis (daily) Occurs at a particular point in time to determine

what students know

Relation to

grading

Not graded – information is used as feedback

to students and teachers, mastery is not

expected when students are first introduced to a

concept

Graded

Students role Active engagement – self assessment Passive engagement in design and monitoring

Requirements

for use

Clearly defined learning targets that students

understand

Clearly defined criteria for success that

students understand

Use of descriptive versus evaluative feedback

Well designed assessment blue print that

outlines the learning targets

Well designed test items using best practices

Examples Better thought of as a process rather than a

thing.

Examples include observations,

interviews, evidence from work samples, paper and

pencil tasks

State assessments, interim assessments, end of unit

assessments, common assessments

Purpose Designed to provide information needed to

adjust teaching and learning while they are still

occurring

Designed to provide information about the

amount of learning that has occurred at a

particular point

Since summative assessments occur after

instruction every few weeks, months, or once a

year, they to help evaluate the effectiveness of

programs, school improvement goals, alignment

of curriculum, or student placement in specific

http://wvde.state.wv.us/teach21/Observations.html

http://wvde.state.wv.us/teach21/Questioning.html

http://wvde.state.wv.us/teach21/Discussion.html

http://wvde.state.wv.us/teach21/ExitAdmitSlips.html

http://wvde.state.wv.us/teach21/LearningResponseLogs.html

http://wvde.state.wv.us/strategybank/GraphicOrganizers.html

http://wvde.state.wv.us/teach21/PeerSelfAssessments.html

http://wvde.state.wv.us/teach21/PracticePresentations.html

http://wvde.state.wv.us/teach21/PracticePresentations.html

http://wvde.state.wv.us/teach21/VisualRepresentations.html

http://wvde.state.wv.us/teach21/KinestheticAssessments.html

http://wvde.state.wv.us/teach21/IndividualWhiteboards.html

http://wvde.state.wv.us/teach21/LaundryDay.html

http://wvde.state.wv.us/teach21/FourCorners.html

http://wvde.state.wv.us/teach21/ConstructiveQuizzes.html

http://wvde.state.wv.us/strategybank/Think-Pair-Share.html

http://wvde.state.wv.us/teach21/AppointmentClock.html

http://www.stemresources.com/static/tools/Assessments/Formative/AsISeeIt/index.html

Everyday Connection Getting your driver’s license.

“A good analogy for this is the road test that is required to receive a driver's license.

What if, before getting your driver's license, you received a grade every time you sat behind the wheel to

practice driving?

What if your final grade for the driving test was the average of all of the grades you

received while practicing?

Because of the initial low grades you received during the process of learning to drive, your final grade

would not accurately reflect your ability to drive a car.

In the beginning of learning to drive, how confident or motivated to learn would you feel?

Would any of the grades you received provide you with guidance on what you needed to do next to improve

your driving skills?

Your final driving test, or summative assessment, would be the accountability measure that establishes

whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driving

practice that leads to it.

Student Self-Assessment: Involving students in the assessment and evaluation process is an essential part of balanced assessment. When students become partners

in the learning process, they gain a better sense of themselves as readers, writers, and thinkers. As students reflect on what they have learned and on how they

learn, they develop the tools to become more effective learners. Students need to examine their work and think about what they do well and in which areas they still need help. To guide students in understanding the process of

self-evaluation, you may want to have them complete a Self-Reflection/Self-Assessment sheet of your own (teacher developed).

Once students have reflected on their learning, they are ready to set new goals for themselves. As they work toward these goals, they should be encouraged to

reflect on their learning journey at regular intervals. You might have students record their observations during these periods of self-reflection to help reaffirm their

goals and motivate them to move toward meeting each goal. With practice, students who self-assess become more conscious learners, able to apply knowledge of

their learning needs and styles to new areas of study.

As students become more active participants in the assessment process, they will begin to evaluate their strengths and attitudes, analyze their progress in a

particular area, and set goals for future learning.

Examples: writing conferences, discussion (whole-class, small-group, or individual), reflection logs, weekly self-evaluations, self-assessment checklists

and inventories, teacher-student interviews

Documents

HAZLETON AREA SCHOOL DISTRICT - Hazleton Area High School · 4 Students will- demonstrate phoneme/grapheme correspondence by connecting the correct letter to the sound it represents