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11/2/2014

Name_____________________________ Date__________________________
Literacy Classroom & Bibliography Assessment
Following Directions

Original Definition of literacy that incorporates six
modes
Invents/Designs a plan to teach literacy and content
Compiles multiple genres to describe the plan
Identifies/Addresses content standards
Identifies students and analyzes students gifts
Determines or establishes a plan to determine
students skills, interests, knowledge to some degree
Identifies specific strategies to apply
Identifies strategies for assessment
Creates a relevant annotated bibliography of early
adolescent/adolescent literature (culturally
responsive)
Demonstrates an understanding of literacy and its
related developmental components (modes of
communication)
Brain Compatibility
Addresses issues of diversity including special needs
and English language learners

OBJECTIVE Novice Apprentice Master Comments/Evidence
Modes of
Communication
(Conceptualization)
Begins to articulate and
elaborate an
understanding of the
modes of
communication central
to literacy development
(speaking, listening,
writing, readings,
viewing, representing)
Articulates and elaborates
an understanding of the
modes of communication
central to literacy
development (speaking,
listening, writing,
readings, viewing,
representing)
Clearly articulates and
elaborates an
understanding of the
modes of
communication central
to literacy development
(speaking, listening,
writing, readings,
viewing, representing)
I clearly articulated
my understanding of
the modes of
communication
throughout the
project. However,
this was most clearly
reflected in the two-
voice poem which
was written in the
voice of a person who
is fluent in literacy
and one who was not
fluent in literacy.
Definition of
Literacy
(Conceptualization)
Begins to state a
personal definition of
literacy applied to the
teaching of content.
States a personal
definition of literacy
applied to the teaching of
content
Clearly states and
elaborates a personal
definition of literacy
applied to the teaching
of content.
I was able to define
literacy using several
modes of
communication
including, but not
limited to a two-voice
poem, a Frayer model
showing examples
and non-examples, a
letter to the PD
seminar attendees
directly explaining
literacy and a list.
11/2/2014
Application of
Standards of
Content and
Literacy
Begins to identify
content area standards,
connects them to the
literacy strategies.
Identifies content area
standards, connecting the
literacy strategies to the
strengths and weaknesses
of students.
Clearly identifies key
content area standards,
connecting key literacy
strategies to the
strengths and
weaknesses of students.
I made sure to include
all relevant standards
of literacy in Science
(my discipline) but I
also eluded to the fact
that there are, of
course, relevant ELA
and Math standards
that apply as well.
Analysis of
Students
Begins to identify the
characteristics of
students related to their
strengths, learning
styles and needs.
Identifies students
characteristics related to
their strengths, learning
styles and needs.
Clearly identifies
students characteristics
related to their
strengths, learning
styles and needs and
selects appropriate
strategies to address
these needs in the
classroom.
I feel I exceled in the
area of identifying
students
characteristics and
how those
characteristics are
related to their
strengths and to their
learning styles.
Almost every slide
gave some example of
how the teacher can
differentiate learning
for this student. I
believe that analysis
was the area of this
project that I excelled
in.
Thoughtfully
Apply Factors
Related to Literacy
Development
(Diagnosis,
Integrative
Interaction,
Coordination;
Brain
Compatibility)
Begins to apply an
understanding of
linguistic, cognitive,
psychological, social,
and cultural factors
influencing literacy
development in
planning for group and
individual needs.
States a clear link between
the linguistic, cognitive,
psychological, social, and
cultural factors
influencing literacy
development in planning
for group and individual
needs.
Clearly applies a cause
and effect relationship
between the linguistic,
cognitive,
psychological, social,
and cultural factors
influencing literacy
development in
planning for targeted
group and individual
needs.
I do believe I met the
criteria related to
applying a cause and
effect relationship
between the factors
influencing literacy
development in
planning for targeted
group and individual
needs throughout the
project. Again, I
believe that this was
definitely strength of
this project. I even
enjoyed making the
connection and felt
inspired to
incorporate more
strategies in my own
11/2/2014
classroom.
Use 2-3
Vocabulary
Strategies
(Conceptualization,
Diagnosis,
Coordination)
Identifies and begins to
apply 2 - 3 vocabulary
strategies.
Identifies and applies 2 - 3
vocabulary strategies.
Identifies, applies and
elaborates on 2 - 3 key
vocabulary strategies
that are targeted to
specific needs.
Magnet Summaries
Use 2-3
Comprehension
Strategies
(Conceptualization,
Diagnosis,
Coordination)
Identifies and begins to
apply 2 - 3
comprehension
strategies.
Identifies and applies 2 - 3
comprehension strategies.
Identifies, applies and
elaborates on 2 - 3 key
comprehension
strategies that are
targeted to specific
needs.
Vocabulary Overview
Guide
Incorporate a
Range of Literacy
Strategies
(Writing)
(Diagnosis,
Coordination,
Conceptualization)
Begins to articulate how
to incorporate a range of
content area literacy
strategies to support
student learning and
writing.
Articulates how to select
and incorporate literacy
strategies from a range of
content area literacy
strategies to support
student learning and
writing.
Articulates how to
effectively select and
apply key literacy
strategies from a range
of content area literacy
strategies to support
student learning and
writing.
Word Family Trees
Incorporate a
Range of Literacy
Strategies
(Viewing &
Representing)
(Diagnosis,
Coordination,
Conceptualization)
Begins to articulate how
to incorporate a range of
content area literacy
strategies to support
student learning,
viewing and
representing.
Articulates how to select
and incorporate literacy
strategies from a range of
content area literacy
strategies to support
student learning, viewing
and representing.
Articulates how to
effectively select and
apply key literacy
strategies from a range
of content area literacy
strategies to support
student learning,
viewing and
representing.
RAFT
Incorporate a
Range of Literacy
Strategies
(Listening &
Speaking)
(Diagnosis,
Coordination,
Conceptualization)
Begins to articulate how
to incorporate a range of
content area literacy
strategies to support
student learning,
speaking and listening.
Articulates how to select
and incorporate literacy
strategies from a range of
content area literacy
strategies to support
student learning, speaking
and listening..
Articulates how to
effectively select and
apply key literacy
strategies from a range
of content area literacy
strategies to support
student learning,
speaking and listening..
Argumentative
Writing
I Charts
Text Coding/SMART
Mind Mapping
Design Meaningful
Performance
Assessments
(Diagnosis,
Integrative
Begins to design
performance
assessments to engage
students in content area
literacy development.
Designs meaningful
performance assessments
to engage students in
content area literacy
development.
Designs meaningful key
performance
assessments to engage
students in content area
literacy development.
Listed Both
formative and
summative
assessments as well as
pre assessments for
11/2/2014
Interaction) diagnosis and
explained the learning
context and the
learner context in
which each of the
separate strategies
could be used.
Effectively Use
Technology
(Coordination,
Communication)
Begins to identify and
explain ways to apply
technology to enhance
literacy instruction.
Identifies, applies, and
explains ways to apply
technology to enhance
literacy instruction.
Clearly identifies,
applies, and explains
effective ways to apply
technology to enhance
literacy instruction.
Learn: Tap-Touch
Technolgy
Edmodo
Animoto

Annotated
Bibliography
Identifies the selection
of 10 books to use to
supplement classroom
materials.
Identifies and justifies the
selection of 10 books to
use to supplement
classroom materials.
Identifies and justifies
the selection of 10
culturally diverse books
to use to supplement
classroom materials.
I identified ten books
along with annotated
bibliography and
analysis to show how
the books could be
used to address
specific learning
needs in the
classroom.

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