Summative

Assessment
Assignment
Kyra Kilbey

EDUC 421 Nancy Armstrong November 24, 2011

 Student: Lezzyl Grade: 7 Level: According to the Classroom teacher, Lezzyl is functioning above grade level. No test has been used, but I am assured that she is continually exceeding expectations in all subject areas. Subject Area: Language Arts Learning I can write to convey a message to my audience, about a Intention: certain topic. Assessment Tool: Book Report on The Outsiders Strength: Lezzyl displays a concrete understanding of the flow needed in an essay. She writes logically and provides insight into what the book was about, as well as what her thoughts were pertaining to the content. Her report, as well as her paragraphs had an excellent introduction, body and conclusion, making her writing easy to read, and interesting to follow. Because Lezzyl articulates such as strong understanding of flow and organization in her writing, her next logical step is going to be a stronger use of language. Providing more emphasis on details, as well as a variety of sentence lengths and including more technical language will elevate her writing even more. I can use the text, and my own knowledge, to answer questions. The Salmon Bears Exercise 2A Questions from the text. Once again, Lezzyl shows strengths in her organization, and flow of writing. She can use the txt, as well as infer from prior knowledge to answer questions that contribute to her learning. She uses complete sentences and answers questions fully. I feel as if Lezzyl settles for being good enough. She completes her work in a timely manner, but chooses not to challenge herself. Her writing always meets expectations, but with a little more editing she could be continuously exceeding expectations. Her next step with to begin to take that ownership.

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Learning Intention: Assessment Tool: Strength:

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 Learning Intention: Assessment Tool: Strength: Next Step:

I can use expressive verbs to enhance my writing for my audience. Becoming a Bear Writing from the viewpoint of a bear during the salmon run. Lezzyl has some wonderful ideas. She portrays a great understanding of the topic, and can easily write from a different point of view. The topic of the assignment was to use expressive verbs to convey precise feelings to the audience. When reading through her work, Lezzyl has returned to a number of the same words that she finds comfort in. Her next step will be to go through this assignment, recognize where her language could be more expressive, and begin to expand her writing vocabulary.

Report Card Comments Areas of strength: Lezzyl is a joy to have in class. She shows an eagerness to learn, and appears to find comfort in her ability to help herself, as well as her friends. Although quiet, Lezzyl has made a number of friends in our classroom, and is seen as role model in most subject areas, as well as on the volleyball court. Lezzyls skill in writing is outstanding. She shows a clear understanding of the importance of structure, and organization in her writing, and recently wrote a book report on The Outsiders, that exceeded my expectations. Her report, was easy to read, effortless to follow, and flowed seamlessly. You could really tell that she understood the story. As well, her work habits are excellent, and she has become a wonderful source of support for her desk partner. Areas needing further attention: Lezzyl does not appear to want to challenge herself. Although eager to participate, when presented with a new assignment, she seems happy to settle. For example, in her writing she is lacking the use of vocabulary that could elevate her writing to the next level. I am confident that this is a choice on her behalf, Summary Comments/Ways to support learning: I will continue to challenge Lezzyl in class to use more expressive language in her writing by asking her to edit her work, and to look for times where she is using the same vocabulary. Because she is so eager, you can support this learning at home, by reading with her some more advanced texts, which include more complex

vocabulary. Lezzyl embraces her learning and, I think, would really enjoy this new way of developing her, already incredible, skills. Student: Mary Grade: 7 Level: According to the classroom teacher, Mary is functioning at grade level. Her coursework is continually meeting expectations, bordering on exceeding expectations. I am not aware of any testing. Subject Area: Language Arts Learning I can write to convey a message to my audience, about a Intention: certain topic. Assessment Tool: Book Report on The Outsiders Strength: Next Step: Marys strength is form and convention. Her organization, text features, grammar, spelling and punctuation are precise. Her understanding of the process of writing is apparent. Marys next step will be to work on conveying meaning and her writing style. Although she is currently meeting expectations, with a little practice, her writing will be more well rounded and complex. I can use the text, and my own knowledge, to answer questions. The Salmon Bears Exercise 2A Questions from the text. Mary shows a concrete understanding of summarizing and inferring. She can use the knowledge that she has from the text, in conjunction with her prior knowledge to reach beyond the text for understanding. Marys next step with again be to work on her style. Challenging herself to work harder, and use more expressive language will better improve her style and meaning. I can use expressive verbs to enhance my writing for my audience. Becoming a Bear Writing from the viewpoint of a bear during the salmon run. Mary is beginning to show improvement in her style. Combining what she knows about the importance of form and convention, this piece of writing has challenged her to begin expressing herself more vividly. Her next step will be to edit this piece, and look for the places that she could more effectively convey meaning. For example the sentence, I step into the water could be revisited to

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Next Step: Learning Intention: Assessment Tool: Strength:

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convey better expression. Some work with synonyms and a thesaurus could be helpful. Report Card Comments: Areas of strength: Mary is a delight to have in class, and is enjoying her time in grade 7. She works very hard, and seems to have no problem working independently. She is very social, in and out of the classroom, and I enjoy her outgoing personality. Mary appears to have a strong desire to learn in most subject areas, but seems to really excel in Science and Language arts. It is apparent that the support she receives at home better prepares her for school, and she shows a contagious passion for learning. In particular, Marys writing is far exceeding my expectations. She shows an awareness of organization and grammar, and writes effortlessly. Her writing is easy to follow, and her use of punctuation exceeds the grade 7 expectations. Areas needing further attention: Although excelling in grade 7, Mary, like a number of her peers, struggles with expressing herself in her writing. When challenged to use more expression, she does well, but is appearing to forget that using good expressive words should be part of her writing routine in Grade 7. Summary Comments/Ways to support learning: Because Mary is so eager to learn, I will continue to remind her that expressive language can be a new challenge for her. I think that some work with synonyms and a thesaurus could be helpful, and I will introduce these in class. At home, asking Mary to better describe how she is feeling using new words could begin to improve her understanding of expressive words, and improve her writing even more. I am confident that Mary is well on her way to success in Grade 7, and know that she will enjoy a new challenge.

 Student: Breanna Grade: 7 Level: According to the classroom teacher, the classroom TA, and the Learning Assistance teacher, Breanna is functioning below grade level. Her struggles are in all subject areas, but symptoms of dyslexia are the most challenging for her. Formative testing, I am assured has been done. Subject Area: Language Arts Learning I can write to convey a message to my audience, about a Intention: certain topic. Assessment Tool: Book Report on The Outsiders Strength: Breanna is beginning to show some strength is developing meaning and using conventions. In her writing it is apparent that she understands the text, and that with help, she can make connection to the text. Breannas next step will be to work on her style and form. Her sentence length and use of organization in her writing need to be addressed. I can use the text, and my own knowledge, to answer questions. The Salmon Bears Exercise 2A Questions from the text. Breanna is showing some improvement in her ability to use the text to answer questions. Some of her answers are well thought out and connected right to the text. Breannas next step will be to work on a strategy that will help her to better understand the text. Her context, and conventions are good, but she is missing a number of answers that could have been found right in the text. I can use expressive verbs to enhance my writing for my audience. Becoming a Bear Writing from the viewpoint of a bear during the salmon run. Breanna has wonderful ideas. She is vivid in her use of language, and with help can clearly depict feeling and meaning. This assignment was completed via scribe. I am confident that Breanna has great insight in her writing but her next step will be to work on her independent writing skills.

Next Step: Learning Intention: Assessment Tool: Strength: Next Step:

Learning Intention: Assessment Tool: Strength: Next Step:

 Report Card Comments: Areas of strength: Breanna has taken on grade 7 with a wonderful attitude. Her presence in class is a quiet one, but she has made some close friends, and great connections. Breanna is working very hard on achieving her goals, and despite her challenges, has a great outlook towards her learning. She continues to amaze me in her determination to succeed, by no longer opting for a shortened spelling list, but attempting a full 20 words with the rest of the class. With the support of her TA, Breanna is advancing in her writing. When Mrs. V (her TA) is available to scribe for her, her language and vocabulary are very expressive. In addition, she is making great strides in adapting to the classroom environment, and fits in very well with her peers. Socially, Breanna is excelling, and academically, she is working very hard. Areas needing further attention: In meeting with her TA, as well as our Learning Assistance teacher Mrs. Murphy, we are confident that Breanna is still functioning below what is expected for grade 7. Because of the challenges posed by her dyslexia, her independent reading and writing are not meeting expectations. Identifying this as an issue, my foremost concern is Breannas reluctance to ask for help. When struggling, I am worried that Breanna is not seeking the help that she needs, and that this will harm to ability to move forward. Summary Comments/Ways to support learning: I will continue to encourage Breanna to seek the help that she needs. As she moves through grade 7, her independent work will be our primary concern. At home, you can encourage this independence, by talking to Breanna about what holds her back, and encourage her to seek the help that she needs. I am positive that Breanna can make great strides this year, as she shows so much potential when given the help that she needs. I understand that learning can be a difficult process, but I am confident that Breanna will make great progress. 7

Self- Reflection Book Report on The Outsiders: Because this assignment was used as a summative assessment tool at the end of a unit I felt it worked quite well. The students had plenty of time to become familiar with the content of the book, and had subsequent lessons on what was to be included. I spent two classes going over the format for writing a book report, and then took notes with the class on the content that should be included. Armed with a rubric from the grade 6 and 7 IRPs, I felt that I could mark for meaning, style, form and convention (syntax) with confidence. One downside to this assessment tool was the lack of imagination that it required. Students stuck very closely to the notes for each section that we had taken in class, an unless a student was exceeding expectations, I felt as if I had to read the same report 25 times. If I was to do it again, I would try to incorporate more thoughts during the note-taking and express that they do not have to use our ideas, but could feel free to use their own. The Salmon Bears Exercise 2A Questions from the text: As this tool was derived from a Text2Reader program, I thought it worked quite well. All students were read the same article (twice) and were thus prepared to answer questions regarding what they had read. I ensured to clarify questions as they went along, but this assessment tool gave me a clear indication, as to who can infer from text, and who is still struggling. The questions were easy to read and follow, and the students could relate to the material. I gained great insight into student ability, and it came with ease. I would use this tool again. Becoming a Bear Writing from the viewpoint of a bear during the salmon run: The students really enjoyed this assignment. Combined with a piece of text that they were already familiar with, concrete criteria, and a clearly stated learning intention, student success was high. This assessment tool was looking for one unique ability (using expressive language), and combined with a pre-made rubric

from the Text2Reader program, it made for easy marking and a clear picture of student ability. In addition, students really caught the learning, and were excited to work on this piece. At the end of the lesson, students were asking to read their drafts to the class, and wanted to know when they could re-draft in the future. This tool provided an outline to follow, and sparked creativity. I gained great insight into students ability to use expressive language, and could report on it easily. Overall, It went well, and I would use it again, provided I had time to add additional lessons where they could re-work their drafts, and refine their writing.