Chapter 12: Portfolios and Conferences Involve Students in Communication & Chapter 13: Communicating with Standardized Tests

Question

Response

What steps can a teacher take to determine what types of achievement data to collect during a unit? What kind of information should a report communicate? How can portfolios be best used within the classroom? How would you implement the use of portfolios in your classroom? Why would they be beneficial during parent/ teacher conferences? What roles does standardized tests play in communicating about student achievement?

The steps a teacher can take to determine what type of achievement data to collect during a unit will depend on the objectives. The teacher would have to take the context in to account along with accurate assessments, and function of forms. Each portfolio has a different function. The different portfolios are to measure growth, projects, and achievement. A report should communicate the positives and negatives of a student's understanding and knowledge. It should talk about the things that a student does well and areas that could use improvement. It should also talk about how he does against others who are in the same age range as him. To determine the best portfolio to use in the classroom depends on the unit. If the teacher wants to measure growth, project development, or the students achievement. It could be a combination of all three of them. I would ask my students to put all of the information and assignments in a portfolio from the beginning of the semester until the end. It would be a physical example for the parents to see the products their student has produced. Standardized tests allow parents, administrators, and students the opportunity to see how other students in the same age range compare and the percentile range. It communicates the capability of the student.

Student Unit Evaluation Form

Student: __________________________

Date: ____________________________

Teacher: __________________________

Class: ____________________________

Attendance: Present____ Absent_______ Tardy _______

Unit: The Evergreen State

	Total Points Received	Total Points Possible	Teacher Comments	Student Comments
Lesson 1: Mural		25pts
Lesson 2: Setting		25pts
Lesson 3: Industrial Economy		25pts
Lesson 4: Agricultural Economy		25pts
Lesson 5: Geography		25pts
Lesson 6: Transportation		25pts
Lesson 7: Brochure		50pts
Select Response Test		25pts
Essay Test		25pts
Performance/ Product Task		25pts
Questions		25pts

 

The Evergreen State Grade: ___________/__300___

Areas of Strength:

Areas of Needed Attention/ Concentration:

Goals to Accomplish:

Parent Comments:

List of Questions

1. Compare and contrast the economy of Washington and the Pacific Northwest. What makes Washington different from other states?

2. What is the best way for a person to get from Western Washington to Eastern Washington?

3. Who are three critical figures in Washington State's economy?

4. What three crops do you think are the most important to Washington State?

5. What are the major rivers in Washington? How do they influence the economy?

6. What major company would you want to work for that was founded in Washington?

7. When is the best time of year to visit Washington State and why?

8. What part of the state would you like to live in when you are older?

9. What is your favorite city in Washington and why?

10. How would a person cultivate a crop?

Chapter 10: Managing and Communicating Achievement Information & Chapter 11: Report Cards: Assessments of Learning

                    

Question

Response

What challenges do you face in managing and sharing student achievement information? How can you overcome those challenges?

The challenges faced with managing and storing information with student achievement are how the information with be stored, summarizing or not summarizing the information, reporting the information, and what the evidence says. It is important to inform the students about the information and diagnosing the student's needs. The report card lets the parents and students know how the student is progressing in the classroom. The challenges can be overcome by making sure communication between the parents and the students is clear. Removing all the barriers, overcoming the time constraint are ways in which to overcome the challenges. As a teacher, it is important to know the best ways in which the management of your classroom will result in effective assessments for the students.

Chapter 12: The Literacy-Social Studies Connection & Chapter 13: Social Studies as the Integrating Core

Question

Response

How can graphic organizers be used to assist students in reading text? What accommodations will you need to attend to with respect to reading readiness levels in young people? What resources could be used to enhance a social studies unit? How does music, art, technology, literature (biographies, quotes, poems, historical fiction), play a role in helping students experience the connection of the time?

A graphic organizer used while students are reading helps students organize thoughts and make better understanding. The students can use the graphic organizer to clearly state facts from the reading in a nice, orderly manner. For younger children, it is important to remember that students are learning to read rather than reading to learn. With children, it is best to use shorter paragraphs, more pictures, and easier details. Having a graphic organizer will help the students who have more troubles to start filling in the blanks on the main points, the details, and any other pertinent information. Infusion of two subjects is one way to create a connection between two subjects, for example integrating English and the Civil War. Fusion is two subjects teaching the same concept, for example social studies and science with the scientific method. With these two methods, it is a great way to enhance any lesson.

In My Opinion: Disposition Form

1) I play an active role in my learning. 2) I love learning about Washington. 3) I enjoy doing a variety of activities. 4) I prefer to work in groups. 5) I feel comfortable about asking questions in class. 6) I put in my best effort in this unit. 7) I like to help others. 8) I think it is important to learn more about the state in which I live. 9) I found this unit to be creative and fun. 10) I feel I have a better understanding of state economics.

Always Sometimes Never Always Sometimes Never Always Sometimes Never Always Sometimes Never Always Sometimes Never   Always Sometimes Never Always Sometimes Never Always Sometimes Never   Always Sometimes Never Always Sometimes Never

Legal sign language on Yakima's sandwich boards | Yakima Herald-Republic Online

Legal sign language on Yakima's sandwich boards Yakima Herald-Republic Online

Lesson 1: Creating the Mural

Introduction: In this lesson, you will create a mural of Washington State.

Goals: Each student will be in a different group to create a mural. The mural will surround the classroom and give you all a better understanding of Washington State.

Methodology: You will be in various groups, each group will have a different roles. Each student will contribute to the mural in a different way.

Groups: You as the students will use the site and integrate the unit resources as a tool to help guide you in your creation of the mural. Each group will use their creativity and prior knowledge to create this mural. You will be able to use the site and any other materials you find necessary to complete this assignment.

    The different groups are the Agriculturalist, the Economist, the Environmentalist, the Tourist, the Recreationalist, and the Symbol gist.

Supplies:

    The following supplies will be available for you:

        -Poster paper -Markers –Crayons-Colored pencils-Construction paper-Scissors-Glue-Tape

Objectives:

• The students will have a visual representation of Washington State.
  
• The students will gain a better understanding into what has shaped Washington into the state it is today.
  

Closure/Assessment:

    At the end of this lesson, students will be asked to make a presentation that reveals to their classmates what they have come to understand about the importance of economics and the role it plays in a state/region.

Rubric:

    Students will use this rubric to guide the creation of the mural and the presentation of their product to the class.

Making A Poster : Creating a Mural
Teacher Name: Z Liedtke
Student Name:     ________________________________________
CATEGORY	Excellent	Good	Poor
Graphics	Graphics are all in focus and the content easily viewed and identified from 6 ft. away.Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	Most graphics are in focus and the content easily viewed and identified from 6 ft. away.One or two of the graphics used on the poster reflect student creativity in their creation and/or display.All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. The graphics are made by the student, but are based on the designs or ideas of others.All graphics relate to the topic. Most borrowed graphics have a source citation.
Knowledge	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.The poster includes all required elements as well as additional information.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.All required elements are included on the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Some of the required elements are missing on the poster.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is few errors in capitalization or punctuation.	There are many errors in capitalization or punctuation.
Organization	The poster is exceptionally attractive in terms of design, layout, and neatness.Used time well during each class period. Focused on getting the project done. Never distracted others.	The poster is attractive in terms of design, layout and neatness.Used time well during each class period. Usually focused on getting the project done and never distracted others.	The poster is acceptably attractive though it may be a bit messy.Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Oral Presentation Rubric : Presenting the Mural
Teacher Name: Z Liedtke
Student Name:     ________________________________________
CATEGORY	Excellent	Good	Poor
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

 

    

Chapter 8: Personal Communication as Assessment & Chapter 9: Assessing Dispositions

Question

Response

How can a teacher establish a safe environment? What techniques and strategies can you use to increase personal communication in regards to your achievement targets? What are dispositions? Why are they important to assess? What do these dispositions tell us about our students? How can we provide opportunities for students to improve and use these dispositions?

A teacher can establish a safe environment for students in many ways. The teacher can establish this safe environment by allowing the student to ask questions and answers during instruction. Having conferences with students, student contribution during class discussions, oral examinations, and journals, diaries, and learning logs foster a good environment for students to learn. Some techniques and strategies to use to increase personal communication are use common language and cultural awareness, use personality, create a safe environment, students need for honesty, accurate records, and a summary of keys are all-effective. Dispositions are a person's attitude, values, and interests. These are important to assess as to how a student may find it relevant to what he/she may need to know in the real world. They are important to understand the best ways to teach to our students and have them fully interested in what we are teaching. The dispositions invite us into the lives of our students to know what and how they want to learn. It tells us that our students have the materials they feel are necessary to complete a project or assignment. I think the best way we can provide opportunities for our students to improve and use these dispositions is having the students tell us what they want in a project and the best way they can create a product that will show their understanding of an assignment. The more we know of our students the more we can help them.

Chapter 7: Assessing Student Learning & Chapter 11: Cooperative Learning in Social Studies

Question

Response

What kinds of evidence of understanding can be gathered from students? In what ways can we gather this information? How can we create safe environments for students? How would you encourage students to be respectful of each other? How do you create a learning environment that encourages continual growth and respect of differences?

The evidence a teacher can find is by assessing students. The ways in which we can gather this information is by a few different options. The first principle is assessment being an integral part of the curriculum. The second principle is to devote time to essential learning. The third principle is to set high standards for teaching and learning. The fourth principle is to clarify clear targets and objectives. The fifth principle is to aim for assessments that are more authentic. The sixth principle is to gather a variety of evidence for multiple indications of student learning. The last way to help the students succeed in the classroom is to provide many opportunities for the students. In addition, there are formal and informal assessments. The student can be assessed through different types of understanding like select-response, essay, product and performance tasks, and student's dispositions. Some informal assessments are observations, group discussion, basic questions, classifying questions, and conferences. As a teacher, we need to figure out ways to make our students feel comfortable and welcome in a classroom with a safe environment. An environment where the atmosphere is positive and upbeat is important. I would set goals for the students in which they help each student become a part of a team where everyone learns. I will let each student know that his/her opinion is important to the whole class and that each student can learn from one another. I would create a unit at the beginning of the year that foster learning of every student's different beliefs and values. That way the students get to know each other and are more willing to open up to one another. I think that showing the students that you respect them that they in return will respect you.

Chapter 7: Performance Assessment

Questions

Response

-What type of assessment data is revealed through the use of performance assessments? -How is this data useful? -How does the type of reasoning that you ask students to use in performance and product tasks affect their achievement levels?

-The assessment data revealed through performance assessment are oral reading fluency, cursive writing skills, debate, oral fluency, athletic performance, social interaction skills, and use of materials. -The assessment data revealed through performance assessment is beneficial for the teacher to understand where the student needs help and beneficial for the student because the teacher will be able to work towards the students needs. The data reveals if the student is having trouble with social interaction or if the student has troubles with oral fluency. -Everything that teachers ask students to do will help students to progress in the learning process. The more students do a task the better they will do at it. Performance and product tasks will allow the students to know what is directly related to the standards in the class.

Chapter 9: Three Great Teaching Strategies & Chapter 10: Resources

Questions

Response

-Reflect on teaching strategies mentioned in the text. Why would the author believe that the strategies discussed in Chapter 8 are great? How might you use these strategies in your curriculum unit? -What kinds of questions promote thinking? -What types of resources will you use in your instructional unit?

-The strategies in the text help support the curriculum in various units for teachers. The author wants to make teaching the units to others as simple as possible. I would use concepts in my unit to help create the main idea of what Washington State is to the Pacific Northwest. Inquiry is used to draw information from students as to what they may understand about the topic. Skills are taught in order to sharpen the knowledge and understanding of the unit. The teacher who uses these strategies in the classroom will show results. -Higher level questions that challenge the students to think outside the box promote thinking. The purpose of asking questions is to focus attention, follow up, participation and inclusion, promote thinking, and assessment. Questions like, describe the environment of Washington, compare the economy of the Pacific Northwest, and create an idea of how you think the Washington State economy should be run and why, are all good questions. -In my unit, I want to use technology. I want my students to know that they can create wonderful presentations, find valuable material, and discover the ever changing world with technology. Print and nonprint resources are where most of the information will be found to create presentations and learn more about the State of Washington. I want my students to branch out into the community as much as possible to learn how the economy is run and so forth. The best way for students to learn that is by having them go out into the community and bringing in guest speakers.

Essay Questions

1. What has caused the economy of Washington to grow?
   

   
    

2. What is the major influence that agriculture has had on Washington State?
   

 

Student Name:     ________________________________________
CATEGORY	3	2	1
Focus or Thesis Statement	The thesis statement names the topic of the essay and outlines the main points to be discussed.	The thesis statement names the topic of the essay.	The thesis statement outlines some or all of the main points to be discussed but does not name the topic.
Evidence and Examples	All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
Closing paragraph	The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.	The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.	The author's position is There is no conclusion - the paper just ends.restated within the closing paragraph, but not near the beginning.
Attention Grabber	The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.	The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.	The author has an interesting introductory paragraph but the connection to the topic is not clear.

Select Response Test

Washington State Select Response Test:

True/False Questions:

1. __True__or__False__ Washington State is a part of the Pacific Northwest.
   
2. __True__or__False__ Washington is the only state named after a president.
   
3. __True__or__False__ The highest point in Washington State is Mt. St. Helens.
   
4. __True__or__False__ The capital of Washington is Seattle.
   
5. __True__or__False__ Washington was the 42^nd State to join the Union.
   

Multiple Choice Questions:

1. The abbreviation for Washington is: a) Wa b)WA c)Wn d)WN
   
2. This country borders Washington to the North: a) Canada b) Mexico c) Alaska d) Idaho
   
3. This volcano erupted on May 18, 1980: a) Mt. Baker b) Mt. Rainier c) Mt. Adams d) Mt. St. Helens
   
4. This is the state fruit of Washington: a) Cherries b) Oranges c) Lemons d) Apples
   
5. This is the state flower in Washington: a) Roses b) Tulips c) Coast Rhododendron d) Blossoms
   
6. This is the largest city in Washington: a) Spokane b) Yakima c) Seattle d) Olympia
   
7. This is the state nickname for Washington: a) The Gold State b) The Potato State c) The Golden State d) The Evergreen State
   
8. This is the state tree of Washington: a) Fir b) Oak c) The Western Hemlock d) Birch
   

Fill-In-The-Blank Questions:

1. Who is the governor of Washington State? _________________________
   
2. Who are the two senators of Washington State? _________________________
   
3. What was the date that Washington joined the Union? _________________________
   
4. What are the three major rivers in Washington? __________________________
   
5. What two states border Washington? __________________________
   
6. Name two of the major industries in Washington: ___________________________
   
7. Name two cities named by Native Americans in Washington: __________________________
   
8. What was the name of the first Asian American Governor? __________________________
   
9. What are three major crops of Washington State? ___________________________
   
10. What is the climate of Western Washington? ___________________________
    
11. What is the climate of Eastern Washington? ___________________________
    
12. What is the state vegetable of Washington? ___________________________
    

 

Washington State Select Response Test: Answer Key

True/False Questions:

1. __True__or__False__ Washington State is a part of the Pacific Northwest.
   
2. __True__or__False__ Washington is the only state named after a president.
   
3. __True__or__False__ The highest point in Washington State is Mt. St. Helens.
   
4. __True__or__False__ The capital of Washington is Seattle.
   
5. __True__or__False__ Washington was the 42^nd State to join the Union.
   

Multiple Choice Questions:

1. The abbreviation for Washington is: a) Wa b)WA c)Wn d)WN
   
2. This country borders Washington to the North: a) Canada b) Mexico c) Alaska d) Idaho
   
3. This volcano erupted on May 18, 1980: a) Mt. Baker b) Mt. Rainier c) Mt. Adams d) Mt. St.
   Helens
   
4. This is the state fruit of Washington: a) Cherries b) Oranges c) Lemons d) Apples
   
5. This is the state flower in Washington: a) Roses b) Tulips c) Coast Rhododendron d) Blossoms
   
6. This is the largest city in Washington: a) Spokane b) Yakima c) Seattle d) Olympia
   
7. This is the state nickname for Washington: a) The Gold State b) The Potato State c) The Golden State d) The Evergreen State
   
8. This is the state tree of Washington: a) Fir b) Oak c) The Western Hemlock d) Birch
   

Fill-In-The-Blank Questions:

1. Who is the governor of Washington State? Christine Gregoire
   
2. Who are the two senators of Washington State? Patty Murray & Marie Cantwell
   
3. What was the date that Washington joined the Union? November 11, 1889
   
4. What are the three major rivers in Washington? Columbia, Snake, Yakima Rivers
   
5. What two states border Washington? Idaho and Oregon
   
6. Name two of the major industries in Washington: Farming, Lumber, Tourism, Aircraft, Hydroelectric Power, Computer Software
   
7. Name two cities named by Native Americans in Washington: Spokane, Seattle, Puyallup, Walla Walla, Yakima
   
8. What was the name of the first Asian American Governor? Gary Locke
   
9. What are three major crops of Washington State? Cherries, Apples, Raspberries, Pears, Peas, Hops, Grapes
   
10. What is the climate of Western Washington? West Coast Marine Climate
    
11. What is the climate of Eastern Washington? Semi-Arid Climate
    
12. What is the state vegetable of Washington? Walla Walla Sweet Onion
    

Chapter 6: Essay Assessment

Question

Response

-What type of assessment data is revealed through the use of essay assessments? -How is this data useful?

-The types of data that is revealed by assessment is assessing knowledge and understanding, assessing performance skills, and assessing product development capabilities. It gives the teacher the information needed to check where students may need more help in the development of their writing skills. -Essay writing provides a variety of information that is useful to the teacher. The first thing it shows is that the students know the understanding of relationships among elements of knowledge. It checks reasoning proficiency by written descriptions of complex problem solving solutions. The last thing it shows is the ability students have to create products with mastery and proficiency.

Chapter 6 Current Events and Public Issues & Chapter 7 Planning Units, Lessons, and Activities

Question

Response

-What kinds of current events and issues could be explored by students in the elementary grades vs. middle school grades? What are students interested in? How do you build student interest in current affairs? -Locate a current event and bring it to class. Consider how it could be used to launch a discussion with your students. -What components and decisions have to be made when developing instructional units?

-The use of current events is important at the elementary school level. It teaches the current events in conjunction with the social studies curriculum. In the elementary school classroom, it can lead a daily discussion about the news, helps the students realize important decision making on controversial issues, teaches different kinds of controversy, and allows for students to write about issues. The level of maturity and understanding is different for students in elementary school vs. middle school. The students in middle school can go more in depth with controversial articles. In elementary school, students can discuss poverty, justice, peace, and diversity. As the students get older, they can go more in depth with these topics and how it involves the world. The students are interested in topics that pertain to them or they see valuable. The human-environment, crime and rule of law, peace and global perspective, and diversity, fairness, and prejudice all are of interest to students. The best way to build student interest in current affairs is to make it interesting for the students and engaging. Show the students how it affects them and their learning. - Current event attached http://www.greatfallstribune.com/article/20100317/BUSINESS/3170319/-1/NEWSFRONT2/Bleskin-Motors-makes-way-for-new-building -When designing an instructional unit, it is important to make sure key components are there. The curriculum needs to be guided and talked about with colleagues. The learning objectives should be what the final results are for the unit. The assessment should be included in the unit. It is important to keep in mind the age of the students to which a person is teaching. The unit should have flexible measures to teach to all students in different levels of comprehension. The more that is thought through to begin with, the more the students will be able to learn.

Chapter 5: Assessment Methods Select Response

Essential Questions

Response

-What type of assessment data is revealed through the use of selected response assessments? -How is this data useful?

- The assessment data revealed from selected response data are knowledge, reasoning, performance skills, and products. By using multiple choice, true/false, matching, and short answer fill-in it allows us as teachers to know if the students are mastering and understanding the material. With reasoning, we find that students can identify patterns through application. - This data is useful in that it indicates to teachers the baseline knowledge of the student's comprehension. The questions are more straightforward and do not ask more than to choose from a multiple-choice setting or to simply fill-in the blank. The data assesses the knowledge mastery of the topic required, but does not go into further depth that a student can use in essay or performance assessment.

Chapter 4: History, Geography, and the Social Sciences & Chapter 5: Powerful Social Studies Tools: Time Lines, Maps, Globes, and Graphics

Essential Questions

Response

-Based on your reading in these chapters, what instructional strategies could you use within your unit of study? -What plans do you have for using several disciplines within your unit of study?

-In these chapters a variety of strategies are discussed as to working with students. Some of the strategies are absorbing: exposure to narratives others have constructed, doing: constructing historical narratives themselves, discussing the meanings of a primary document, listening to historical narratives and discussing their meaning, role-playing, choosing children's literature, composing a dramatic reenactment, oral history, paint, models, snapshot autobiographies, simulations, and constructing a classroom or library museum exhibit. -In my classroom, I plan to use different discipline studies to work with my students. One way I would integrate subjects is helping the student to develop a sense of time and chronology. Another way is to incorporate map and globe skills that are essential to the student and getting around in the real world. Teaching graphs and charts are another way to let students use other skills within the social studies curriculum.

Planning Grid, Part II: Selecting the Types of Assessment Methods

Target to be Assessed	Selected Response	Essay	Performance Assessment	Personal Communication
Knowledge	What is the capital of Washington? Match the major cities on the map to the correct location. Match the major bodies of water to the correct location on the map. Where is Washington State on the map? What are the major crops in Washington State?	What are the major economic staples of Washington State? What is the major influence that agriculture has had on Washington State?
Understanding		Based on this map: Mark the bodies of water that will influence growth and change.		What factors have influenced economic growth in Washington? How do characteristics shape culture?
Reasoning Proficiency				Analyze each of the regions of Washington, compare, and contrast them. Compare and contrast the Pacific Northwest with Washington.	Research the history of Washington and create a dramatic reading of a person who played a part in forming what we are today. Design a model of what Washington is to you (features/ attributes).
Performance Skills					Create a graphic organizer of the political structure for Washington. Perform a newscast of what the formation of Washington State would look like to you. Create a song about Washington.	Compare and contrast for me the United States and Washington. Tell me about the traditions here in Washington.
Ability to Create Products		What has caused the economy of Washington to grow?	Draw a map of Washington with major cities, rivers, and the capital. Make a timeline of major events in the history of Washington. Design a brochure about the different religions in Washington.
Dispositions		How has your attitude toward Washington changed from the beginning of the semester until now?		What do you feel you have learned about Washington? Has your curiosity grown over the semester? Do you feel empathetic about what happens in Washington? Has your mind grown to questioning what happens in Washington?