Use the Resource “Unpacking the Standards” document to analyze your standard and gain in-depth knowledge about what you must teach to mastery to your students. See Appendix B for rubric. (40 pts.)
Appendix B
Weeks 1-7 Final Project Grading Rubric
UNPACKING THE STANDARDS
Sample Unpacking Document for CCSS-ELA
Unpacking Standards Rubric
Teacher Planning: Performance Task Template
Rubric Template Example
Example of Teacher GRASPS
Example of Student Copy of Performance Assessment
Three-Year Alternate Route License Application Form
(non-renewable) with the Mississippi Department of Education
Final Project 1 Grading Rubric
TOTAL NUMBER OF POINTS: 355
| Criterion |
Advanced |
Proficient |
Basic |
Minimal |
|
Diagnostic
Assessment InTASC 6
CAEP A1.3 |
Advanced –
*Assessment is based on unwrapping the standards document, valid, fully formatted for students, includes detailed scoring criteria, and includes an explanation of how results will be used. (70.0 pts.) |
Proficient –
*Assessment is closely based on unwrapping the standards document, mostly valid, formatted for students, includes scoring criteria, and includes an explanation of how results will be used. (59.5 pts.) |
Basic – *Assessment is closely based on unwrapping the standards document, somewhat valid, partly formatted for students, may include a scoring criteria, and includes a brief explanation of how results will be used. (49.0 pts.) |
Minimal –
*Assessment is not based on unwrapping the standards document, not valid, not fully formatted for students, may include a scoring criteria, and may include an explanation of how results will be used. (38.5 pts.) |
| Formative
Assessment InTASC 6
CAEP A1.3 |
Advanced – *Formative assessment: fully based on learning targets, more than 3 assessments are teacher created, is valid, all assessments are student friendly, at least 3 graded and 3 ungraded, and a scoring criteria that includes an explanation of how results will be used to guide future instruction for all students. (70.0 pts.) |
Basic – *Formative assessment: loosely based on learning targets, fewer than 3 assessments are teacher created, is not valid, some of the assessments are student friendly, fewer than 3 graded and 3 ungraded, and includes a poor scoring criteria. (59.5 pts.) |
Proficient – *Formative assessment: closely based on learning targets, at least 3 assessments are teacher created, is valid, most of the assessments are student friendly, a minimum of 3 graded and 3 ungraded, and a scoring criteria that includes explanation of how results will be used. (49.0 pts.) |
Minimal – *Formative assessment: not based on learning targets, fewer than 2 assessments are teacher created, is not valid, all assessments are not student friendly, fewer than 2 graded and 2 ungraded, and lacks a scoring criteria.
(38.5 pts.) |
| Summative
Assessment InTASC 6
CAEP A1.3 |
Advanced – *Summative
assessment: fully based on learning targets, original (copied text cited),
valid, all questions follow CCRS formatting, scoring criteria, grading policies outlined including an explanation of how scoring results will be used to guide future instruction for all students, and includes at least 25 questions
(70.0 pts.) |
Proficient – *Summative assessment: closely based on learning targets, original (copied text cited), valid, questions mostly follow CCRS formatting, scoring criteria, grading policies outlined, and includes at least 25 questions. (59.5 pts.) |
Basic –
*Summative assessment: somewhat based on learning targets, some questions were not original, not valid, over half the
questions do not follow CCRS formatting, inadequate scoring criteria and grading policies outlined, and is includes fewer than 25 questions.
(49.0 pts.) |
Minimal –
*Summative assessment: not based on learning targets, most of the questions were not original, not valid, over half the
questions do not follow CCRS formatting, inadequate scoring criteria and grading policies outlined, does not include a scoring outline, or includes fewer than 25 questions. (38.5 pts.) |
| Performance
Assessment InTASC 6
CAEP A1.3 |
Advanced –
*Assessment is highly engaging to students, visually appealing, includes both components of GRASPS document,
provides opportunity for students to transfer learning, and rubric includes all outlined details (assesses learning targets, is complex, weighted, and includes instructions on how to convert average to a percent.) (70.0 pts.) |
Proficient –
*Assessment is visually appealing, includes both components of GRASPS document,
provides opportunity for students to transfer learning, and rubric includes all outlined details (assesses learning targets, is complex, weighted, and includes instructions on how to convert average to a percent.) (59.5 pts.) |
Basic – *Assessment is visually appealing, includes some components of GRASPS document,
provides opportunity for students to transfer learning, and rubric includes all outlined details (assesses learning targets, is complex, weighted, and includes instructions on how to convert average to a percent.) (49.0 pts.) |
Minimal –
*Assessment is not visually appealing, is missing components of GRASPS document, provides little opportunity for students to transfer learning, and rubric is missing some detail (assesses learning targets, is complex, weighted, and includes instructions on how to convert average to a percent.)
(38.5 pts.) |
| Unwrapping and
Blueprint
InTASC 9 |
Advanced – *Unwrapping the standards document shows understanding of concepts and is
fully aligned to the CCRS. *Test blueprint follows the summative test and is balanced to relative importance of competencies.
(45.0 pts.) |
Proficient –
*Unwrapping the standards document shows understanding of concepts and is
closely aligned to the CCRS. *Test blueprint follows the summative test and is mostly balanced to relative importance of competencies. (38.25 pts.) |
Basic – *Unwrapping the standards document shows some understanding of concepts and is somewhat aligned to the CCRS. *Test blueprint somewhat follows the summative test and is not balanced to relative importance of competencies. (31.5 pts.) |
Minimal – *Unwrapping the standards document does not show understanding of concepts nor is it aligned to the CCRS. *Test blueprint does not follow the summative test and is not balanced to relative importance of competencies. (24.75 pts.) |
| All Education rubrics contain the following two criterion |
| APA-
compliant
formatting
|
Consistently follows APA format. There is a properly formatted and accurate reference page (NO errors)
(15 pts.) |
Consistently follows APA format. There is a properly formatted and accurate reference page (1-2 MINOR errors).
(12.75 pts.) |
Limited (3-5) APA errors in APA format including title page, running heads, citations, quotations or references.
(10.5 pts.) |
More than 5 APA errors in format including title page, running heads, citations, quotations or references.
(8.25 pts.) |
| Mechanics
|
The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO
ERRORS.
(15 pts.) |
The presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). (1-2 MINOR errors).
(12.75 pts.) |
The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors).
(10.5 pts.) |
The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors).
(8.25 pts.) |
Week 1 Resource
UNPACKING THE STANDARDS
CCSS Standard: _____________ OR STATE Standard: _____________
Standard (include identifying numbers):
| Student-friendly
Key Terms (vocabulary) Definition
language |
| |
| Student-friendly
Key Verbs (skills) Definition
language |
| |
| “I Can” statements in student-friendly language |
|
|
| Essential Questions |
|
|
Week 1 Resource
Office of Special Education 1st Annual Leadership Institute
Presented by Vincent Segalini-Office Director of English/Language Arts Office of Curriculum and Instruction
Handout #1: Sample Unpacking Document for CCSS-ELA
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
| Prerequisite Skills |
| 1. Understand the genres of story, drama, and poem.
2. Identify the parts of a story, drama, and poem.
3. Identify and understand a chapter, scene, and stanza.
4. Understand sequence of events in a story, drama or poem.
5. Communicate orally and in writing about a text. |
| Key Terms (vocabulary) |
|
Definition |
|
Student-friendly language |
| · Story
· Drama
· Poem
· Text
|
|
A narrative, either true or fictitious, designed to interest a reader.
A work, presented by actors on stage, radio, or film.
A composition in verse, especially one that is characterized by a highly developed artistic form and by the use of heightened language and rhythm to express an intensely imaginative interpretation of the subject.
The original words of something written or printed, as opposed to a paraphrase, translation, revision, or condensation.
|
|
An author tells the reader about something that happened.
A play, movie, or program on TV or radio.
A piece of writing with uncommon organization, including rhyme, rhythm, etc.
An original piece of writing. |
|
|
Chapter
Scene
Stanza
Successive
|
· One of the main divisions of a relatively lengthy piece of writing, such as a book, that is usually numbered or titled.
· One part or division of a play.
· One of the divisions of a poem, composed of two or more lines usually characterized by a common pattern of meter, rhyme, and number of lines.
· Following another without interruption. |
· A part of a book, separated by the end of section, and the beginning of another; may be numbered or titled.
· A part of a play usually focused around one person, event, etc.
· A “paragraph” in a poem.
· One thing after another.
|
| |
Student-friendly
Key Verbs (skills) Definition
language |
|
|
Refer To direct to a source for help or To tell where you found
information. something, or where someone
can find something.
Describe To convey an idea or impression To explain. of; characterize.
|
| |
“I Can” statements in student-friendly language |
| |
· I can identify and explain parts of a story, drama, and poem, like chapters, scenes, or stanzas.
· I can refer to these parts (chapter, scene, or stanza) when writing or speaking about a text.
· I can describe how these parts (chapter, scene, or stanza) of a story, drama, or poem lead to another part.
· I can understand how an author constructs a text in a successive order.
|
| |
Essential Questions |
| |
· What are the parts of a story and why are stories divided this way? Dramas? Poems?
· When speaking or writing about a specific text, why is it important to refer to the text?
· How is a text constructed? How are the parts related or linked to one another?
· How does one part (chapter, scene, or stanza) of a story, drama, or poem lead to another part? What words in the text tell you this? |
Unpacking the Standards – Rubric (40 pts.)
| Criterion |
Advanced |
Proficient |
Basic |
Minimal |
| Standards and Prerequisite skills
InTASC 4 |
Standard appropriately cited, including call letters/numbers
Prerequisite skills target what student needs to know and be able to
do BEFORE this unit
is taught
Major skills and knowledge are identified; list shows deep insight and understanding into underlying concepts and requirements of the standard
(20 pts.) |
Standard appropriately cited, including call letters/numbers
Prerequisite skills target what student needs to know and be able to
do BEFORE this unit
is taught
Major skills and knowledge are identified
(17 pts.) |
Standard appropriately cited, including call letters/numbers
Some skills address necessary prior skills/ knowledge, some address topics to be taught in the unit
Major skills and knowledge are identified but some prerequisite skills are
omitted
(14 pts.) |
Minimal or missing information on any of the following three areas:
identification of standard, identification of prerequisite skills / knowledge; identification of major skills / knowledge
(11 pts.) |
| Analysis of
Standard
InTASC 4 |
Key nouns and verbs correctly identified, defined and restated in grade level appropriate studentfriendly language
I can statements address each of the concepts identified by the key nouns and verbs in appropriate gradelevel language
Essential questions target essential overarching concepts of standard (20 pts.) |
Key nouns and verbs correctly identified, defined and restated in student-friendly language
I can statements address each of the concepts identified by the key nouns and verbs
Essential questions target over-arching concepts of standard
(17 pts.) |
Key nouns and verbs correctly identified, defined and restated in student-friendly language; one or two may be omitted
I can statements address most of the concepts identified by the key nouns and verbs
Essential questions target basic concepts of standard
(14 pts.) |
Key nouns and verbs are missing and/or not rewritten in student-friendly or grade appropriate language
I can statements do not address all concepts in the standard
Essential questions focus on specific skills, not overarching concepts
(11 pts.) |
Teacher Planning: Performance Task Template
Your Name:
Task Name:
Grade:
Subject and Topic:
Task Description:
Standards Assessed (Common Core): Be sure each standard is addressed in your scoring rubric.
Additional Materials Needed: (can be “none”)
Texts:
Primary Texts:
Describe content of primary texts here. Append actual texts to the end of this document.
Supplementary Texts:
Describe content of primary texts here. Append actual texts to the end of this document. In the case of media, include the source of the text.
Performance Task Description: (specific student instructions – broken down into bulleted steps)
Scoring Rubric: (one or two criteria)
Rubric Template Example
Example of Teacher GRASPS
Are Fruits and Vegetables Really Made of Cells?
Goal: To demonstrate that a given food is cellular and be able to clearly communicate this fact
Role: You are a scientist competing for a spot on the next space flight. In order to win your spot on the team, you must prove to the selection committee that you are the best scientist for the job. To do this, you must design an experiment that will demonstrate whether or not newly discovered planetoid organisms are cellular or non-cellular.
Audience: NASA space flight selection committee
Situation: The purpose of this new expedition is to explore a recently found planetoid that is capable of supporting human life. Initial surveys indicate that this planetoid is filled with plantlike organisms, many of which appear to bear edible fruit-like growths. Once scientists arrive, they will need to determine if these growths are edible by humans. Your task is to select a food common on earth – apple, pear, potato, celery, banana, squash, tomato, turnip, radish, cucumber – and design and carry out an experiment that will demonstrate that the food is or is not composed of cells (the first step in determining edibility). You are restricted to the use of only these materials: compound microscope, slides and cover slips, iodine and methylene blue stains, plant dissection equipment, cotton swabs, beakers, paper towels, and toothpicks. You must convince the selection committee that your process accurately shows the presence or absence of cells.
Product: Once you have determined that the food that you chose is or is not cellular you will demonstrate this fact to the committee by visually showing them your evidence and by drawing an accurately labeled diagram of the food showing the presence or absence of cells. A written summary of your findings is included. Standards: See attached rubric.
Lesson Plan Format
Teacher’s Name: Content Area:
Title:
Dates of Unit:
Key State Standards
List appropriate competencies here. Remember – EACH listed competency needs to be unwrapped and EACH competency is to be taught to mastery level within this unit.
Common Core Standards Addressed
List appropriate competencies here. Remember – EACH listed competency needs to be unwrapped and EACH competency is to be taught to mastery level within this unit.
Instructional Plan
Day 1 – State Learning Target for the day
Present: Describe how you will introduce the day’s learning targets and expectations of students (Day 1 does not include diagnostic testing – it is presumed that was done before the unit started).
Apply: Describe what the students will be doing to apply the information presented; include any appropriate formative assessments to be used. Include appropriate differentiation, enrichment, and/or remediation strategies.
Review: Describe how you will close out your lesson.
Day 2 – State Learning Target for the day Present:
Apply:
Review:
Day 3 – State Learning Target for the day Present:
Apply:
Review:
Day 4 – State Learning Target for the day Present:
Apply:
Review:
Day 5 – State Learning Target for the day Present:
Apply:
Review:
Continue: Lesson Plan Format
Assessments
Diagnostic Assessment: Type a brief description here. Include a discussion of what key skills you are assessing and how you will use your analysis of results to guide your instruction.
Formative Assessments: Type a brief description here. Include a discussion of where in the unit you plan on using each assessment, how or if each will be scored, and how you will change your instruction based on the results.
Summative Assessments: Type a brief description here. Include a discussion of how you plan on scoring the assessment and which concept skills will need to be retaught and which process skills will need to be incorporated into a subsequent unit, based on assessment results.
NOTE: Actual copies of your assessments will be uploaded separately and do not need to be attached to this document.
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