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Curriculum  Development  with  Assessment  Portfolio  

Sarah  K.  Dennison  

University  of  Alaska  Southeast  

 
CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

Backward  Design  Unit  Design  Template:  MAT/Certification  Elementary  


 
Candidate  Name:  Sarah  Dennison   Host  Teacher  Name:  Dr.  Hartley  
School:    Middle  School   Grade  Level:  8th   #  of  Students:  20  
Date  Range  Unit:       Length  of  Unit:  3  weeks  
Theme  of  Unit:  Alaska  history:  World  War  II   Area:  Writing,  Reading,  History,  Science  
 
Materials:    Include  all  materials  including  technology:  
Lined  paper,  writing  utensil,  laptop,  construction  paper,  magazines,  scissors,  glue,  color  pencils  
 
Alaska  Content  and  Subject  area  Standards:  
WRITING  The  student  writes  about  a  topic  by:  
[8]  3.1.1  Incorporating  the  thesis  statement,  which  identifies  the  focus  or  controlling  idea  for  the  entire  
composition,  into  an  introductory  paragraph  
[8]  3.1.2  Writing  in  paragraphs  that  include  relevant  details  and  evidence  that  support  the  main  idea  of  the  
paragraph  and  thesis  statement  *  
[8]  3.1.3  Organizing  ideas  using  appropriate  structures  (e.g.,  chronology  order,  order  of  importance,  comparison  
and  contrast,  classification  and  definition)  to  maintain  the  unity  of  the  composition  using  a  variety  of  transitional  
words  and  phrases  
[8]  3.1.4  Writing  a  concluding  paragraph  (e.g.,  restating  the  thesis  and  summarizing  the  main  point)  
READING  The  student  restates/summarizes  and  connects  information  by  
[8]  3.3.1  Restating  and  summarizing  main  ideas  or  events,  in  correct  sequence,  after  reading  a  text  (e.g.,  
paraphrasing,  constructing  a  topic  outline,  charting  or  mapping  main  ideas  or  events)  or  identifying  accurate  
restatements  and  summaries  of  main  ideas  
HISTORY  The  student  demonstrates  an  understanding  of  the  historical  rights  and  responsibilities  of  Alaskans  by:  
AH.ICGP  5  explaining  the  impacts  of  military  actions  (e.g.,  Naval  bombardment  of  Angoon,  Aleut  internment,  
military  expeditions)  relative  to  Native  communities.  [DOK  2]  (H.  B1)  
SCIENCE  
The  student  demonstrates  an  understanding  that  interactions  with  the  environment  provide  an  opportunity  for  
understanding  scientific  concepts  by:    
[8]  SA3.1  conducting  research  to  learn  how  the  local  environment  is  used  by  a  variety  of  competing  interests  (e.g.,  
competition  for  habitat/resources,  tourism,  oil  and  mining  companies,  hunting  groups)  (L)  
 
TRANSFER  GOALS  (Unpacked  Standard(s)    
WRITING  
[8]  3.1.1  A  student  can  construct  a  thesis  statement  that  will  create  a  focus  for  their  writing.    
[8]  3.1.2  A  student  can  write  well  constructed  paragraphs  that  support  the  thesis.    
[8]  3.1.3  A  student  can  develop  ideas  and  communicate  them  in  written  form  in  a  way  that  is  easy  for  the  reader  to  
understand.    
[8]  3.1.4  A  student  can  write  a  concluding  paragraph.  
READING  
[8]  3.3.1  A  student  can  evaluate  written  text  and  summarize  it  accurately.    
HISTORY  
AH.  ICGP  5  A  student  can  write  an  organized  explanation  of  the  impacts  of  military  actions  to  Native  communities.    
SCIENCE  
[8]  SA3.1  A  student  can  compare/contrast  local  environments;  specifically  what  makes  each  environment  valuable  
to  the  local  culture  and  outside  interests.    
 
STAGE  1  –  Essential  Questions  and  Enduring  Understandings  
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

Enduring  Understanding(s)     What  Essential  Questions  will  be  Considered?  (Q)  


Students  will  understand  that….   • What  makes  a  successful  writer?    
• Organized  writing  is  necessary  to  conveying  a  clear   • How  do  articles  and  other  research  help  guide  my  
message.   thinking  about  a  topic?  
• Reading  comprehension  is  vital.   • What  are  the  impacts  of  military  actions  to  Native  
• Knowing  Alaska’s  history  will  make  each  of  us   communities;  specifically  the  internment  of  the  
better  citizens  for  our  State.     population  of  the  Pribilof  Islands?  
• Investigating  the  environment  of  the  geographical  
area  you  are  studying  creates  a  deeper  
understanding.    
 
 
STAGE  1  –  Objectives/  Key  Learning  
What  students  should  know…   What  students  should  be  able  to  do…  
• How  to  write  an  organized  expository   • Write  about  the  impacts  of  wartime  internment  to  the  
composition.   people  of  the  Pribilof  Islands  during  WWII.    
• How  to  read  non-­‐fiction  text  for  research.     o Include  facts  about  different  geographic  
• The  impacts  of  military  actions  to  the  people  of   locations  of  Pribilof  Islands  and  Funter  Bay  
the  Pribilof  Islands  during  WWII.     and  why  the  Pribilof  Islands  were  valuable  to  
• How  Pribilof  Islands  and  Funter  Bay  compare/   the  US  government  at  this  time.    
contrast  geographically  and  culturally.     • Write  a  concise  summary  of  what  they  have  read.  
• The  geographic  reason  Pribilof  Islands  were   • Write  a  well-­‐constructed  5  paragraph  expository  
valuable  to  the  US  government  and  the  Japanese.     essay.  
• Construct  a  thesis  paragraph  for  an  expository  essay.  
• Write  a  well-­‐designed  concluding  paragraph  for  an  
expository  essay.  
 
STAGE  TWO:  Assessment  (Identify  Desired  Results)  
Other  Evidence   Culminating  Performance  Task  
Pre-­‐assessment   Task  1  overview:  Your  task  is  to  research  2  geographic  
• Open  discussion  about  known  military  actions  to   locations  and  summarize  various  aspects  of  each  in  a  
Native  communities.  Steer  discussion  to  specifically   brochure  for  individuals  that  are  moving  to  the  areas.  
discuss  internment  of  Pribilof  Island  locals  during   Task  #1:    
WWII.   You  have  been  asked  to  create  2  brochures  that  
• Quiz:  True/false  to  check  for  prior  knowledge  of   highlight  life  in  St  Paul,  AK  and  Funter  Bay,  AK  for  
basic  historical  events.   potential  State  of  Alaska  employees  from  out  of  state.  
Formative   The  State  of  Alaska  wants  the  brochures  to  educate  the  
• Demonstrate  comprehension  of  articles  by   potential  employee  about  how  diverse  Alaska  is  
identifying/  highlighting  the  thesis  and  the  main   naturally  and  culturally.  There  are  people  who  think  
point  of  each  supporting  paragraph.     Alaska  is  one  homogenous  state  and  we  want  them  to  
• Create  outline  for  composition.     know  that  this  is  not  true.  The  brochures  should  be  
• Quiz:  Multiple  choice  for  writing  skills   informative  and  factual  (not  persuasive),  include  helpful  
• Matching  item  sets  for  vocabulary  and  specific  info.   images,  showcase  the  differences  in  St  Paul  and  Funter  
• True/false  to  check  for  basic  understanding  of   Bay,  and  look  professional.  The  reader  should  see  the  
historical  accuracy.   perks  and  drawbacks  of  living  in  each  area  and  be  able  
• Sentence  Completion  and  Cloze  Passage  for  CFU.     to  better  decide  which  location  serves  their  personal  
Summative   needs  best.    
 
• Minimum  4-­‐page  paper  describing  military  actions  
Task  2  overview:  Your  goal  is  to  look  at  the  internment  
to  Pribilof  Islands  during  WWII  and  why  this  event  
is  important  in  our  history.   of  the  Pribilof  population  during  WWII  and  debate  if  it  
would  have  been  responsible  of  the  US  government  to  
• Short  answer  items  for  USA  Today  article  
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

Performance   leave  the  population  on  their  island.  


• Create  a  Venn  diagram  with  collage  images  and   Task  #2:    
words  comparing/contrasting  Pribilof  Islands  to   As  advisors  to  the  Governor  of  Alaska,  you  have  been  
Funter  Bay.   asked  to  verbally  debate  the  following:  Would  it  have  
Student  Self-­‐Assessment/Reflection   been  better  for  the  US  government  to  leave  the  Pribilof  
• Journal  to  document  knowledge  gained/opinions   Island  communities  on  their  island  but  in  danger  of  
changed  during  research/discussions.     Japanese  attack?  Or  do  you  think  it  was  better  for  the  
  people  to  be  safe  (from  the  Japanese)  but  in  deplorable  
  conditions  for  3  years?  If  the  US  government  choses  to  
intern  the  Muslim  population  of  America,  what  is  your  
stance  on  the  decision  based  on  what  happened  with  
the  people  from  Pribilof  Islands  in  WWII?  Following  the  
debate,  you  will  write  your  stance  on  topic  that  includes  
historical  evidence  to  support  your  stance  for  future  
internment,  reasoning  skills  connecting  the  two  events,  
empathy  for  reality  of  being  a  person  in  this  situation,  
and  ideas  for  what  could  be  changed  to  make  a  future  
internment  less  damaging  than  the  interment  at  Funter  
Bay  while  supporting  our  national  security.  
 
Rubrics  (attached)    
 
STAGE  THREE:  Opportunities  to  Learn  
Standards   Learning  Activities   Learning/Instructional  Strategies  
Addressed  
Reading   1. Introduction  /  Hook    
Writing   2. Discuss  with  class  the  intentions  of  this  unit:  sharpen   Discussion  
History   reading  and  writing  skills  while  exploring  our  state’s    
history.      
3. Our  topic:  Internment  of  population  of  Pribilof  Islands   Map    
to  Funter  Bay  during  World  War  II.     Images  of  both  locations  during  this  
a. What  is  an  “internment?”   time  in  history  
b. What  do  you  know  about  the  Japanese   Prior  knowledge  
internment  during  WWII?  
c. Where  are  the  Pribilof  Islands  on  a  map?  
Funter  Bay  on  the  map?    
d. Can  you  guess  why  the  US  government  chose  to  
relocate  the  people  from  Pribilof  Islands?  
  Lesson  1    
  Lesson  1  Objectives    
• How  to  read  non-­‐fiction  text  for  research.    
• The  impacts  of  military  actions  to  the  people  of  the  
Pribilof  Islands  during  WWII.  
• How  Pribilof  Islands  and  Funter  Bay  compare/contrast  
geographically  and  culturally.    
• The  geographic  reason  Pribilof  Islands  were  valuable  
to  the  US  government  and  possibly,  the  Japanese.  
Science   4. Student  led  review  of  what  we  are  doing  in  this  unit.     Topic  handout  (see  attached)  
Reading   5. Quiz:  True/false  to  check  for  prior  knowledge     Quick  quiz  to  measure  prior  knowledge  
History   6. Topic  reviewed  and  handout  given  to  show  steps  we    
will  take  to  prepare  us  for  writing  the  expository    
composition.      
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

7. Use  laptops  to  do  research  on  Pribilof  Islands  and    


Funter  Bay.  How  are  they  alike?  How  are  they   Technology  for  research    
different?  Look  at  the  terrain  of  the  location,  habits  of   Images  of  Pribilof  Island  just  before  
the  local  culture,  food  sources,  weather,  etc.     internment  
8. Fill  in  a  huge  venn  diagram  we  will  keep  on  the  wall.   Images  of  Funter  Bay  during  internment  
Use  a  mixture  of  images  from  magazines  and  market   Visual  organization  of  information  
artwork.      
9. Journal  entry:  Based  on  what  we  learned  today  about    
Pribilof  Islands  and  Funter  Bay,  which  one  appeals  to   Reflection    
you  more,  and  why?  Which  one  would  be  a  more  
familiar  home  compared  to  where  you  live  today?  
Write  1  page  hand-­‐written  and  turn  in  to  me  with  your  
final  paper.    
  Lesson  2    
  Lesson  2  Objectives    
• How  to  write  an  organized  expository  composition.   An  expository  (explanatory)  paper  
• How  to  read  non-­‐fiction  text  for  research.     explains  something  to  the  audience.  
• The  impacts  of  military  actions  to  the  people  of  the  
Pribilof  Islands  during  WWII.    
• How  Pribilof  Islands  and  Funter  Bay  compare/contrast  
geographically  and  culturally.    
• The  geographic  reason  Pribilof  Islands  were  valuable  
to  the  US  government  and  possibly,  the  Japanese.  
Reading   10. Students  review  what  we  covered/learned  yesterday.   Review;  Matching  quiz  #2  
History   Are  there  any  questions  or  comments  you  want  to  add?   Student  input  
11. Explain  thesis  statement:  a  statement  that  gives   Direct  instruction  
writing  a  clear  direction.     Quiz: Multiple choice looking for
12. Quiz:  Multiple  choice  for  writing  skills   misconceptions or items for further
13. Read  as  a  class  the  article   instruction.  
http://www.apiai.org/culture-­‐history/history/  Find   Group  work  
and  highlight  thesis  and  main  point  of  each  supporting    
paragraph  together.  (Section  on  WWII  from    
perspective  of  Aleutian  Pribilof  Islands  Association.)    
14. Journal  entry:  How  do  you  research  a  topic?  Do  you   Reflection    
use  the  library?  The  Internet?  Do  you  ask  someone  you    
trust  to  know  the  answer?  Tell  me  the  last  thing  you    
researched  and  the  process  you  used.  This  does  not    
have  to  be  school  related.  Write  1  page  hand-­‐written  
and  turn  in  to  me  with  your  final  paper.    
  Lesson 3  
  Lesson 3 Objectives  
• How  to  write  an  organized  expository  composition.  
• How  to  read  non-­‐fiction  text  for  research.    
• The  impacts  of  military  actions  to  the  people  of  the  
Pribilof  Islands  during  WWII.    
• How  Pribilof  Islands  and  Funter  Bay  compare/contrast  
geographically  and  culturally.    
• The  geographic  reason  Pribilof  Islands  were  valuable  
to  the  US  government  and  possibly,  the  Japanese.  
  15. Student  led  review  of  what  we  covered  yesterday.     Review  of  material  
16. Review  True/False  quiz  and  allow  students  to  make   Retake  quiz  to  measure  prior  
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

corrections,  if  needed.     knowledge  on  first  day  


17. Read  second  article  as  a  class.  Ask  students  to  highlight   Read  aloud  
thesis  statement  and  main  points  of  supporting    
paragraphs  as  we  read.  Compare  findings  in  small    
groups.  Ask  if  the  supporting  paragraphs  really    
support  the  thesis.   Small  group  work  
http://www.akhistorycourse.org/articles/article.php? Self-­‐check  
artID=215  Academic  paper.      
18. Read  third  article  quietly  or  with  a  partner  and  repeat   Independent  practice  
process  of  highlighting  thesis  statement  and  main    
points  of  supporting  paragraphs.  Compare  answers    
with  a  neighbor.    
http://usatoday30.usatoday.com/news/nation/2005-­‐  
12-­‐04-­‐aleut_x.htm  Personal  accounts  of  internment    
memories.      
19. Journal  entry:  If  you  were  in  charge  of  the  logistics  of   Reflection  
temporary  displacement  of  a  group  of  people,  how  
would  you  go  about  the  process?  Write  1  page  hand-­‐
written  and  turn  into  me  with  your  final  paper.    
  Lesson 4  
  Lesson 4 Objectives  
• The  impacts  of  military  actions  to  the  people  of  the  
Pribilof  Islands  during  WWII.    
• How  Pribilof  Islands  and  Funter  Bay  compare/contrast  
geographically  and  culturally.    
• The  geographic  reason  Pribilof  Islands  were  valuable  
to  the  US  government  and  possibly,  the  Japanese.  
History   20. Student  led  review  of  what  we  learned  yesterday.  Are   Review  of  material  
there  any  questions  about  the  internment?    
21. Quiz:  Sentence  Completion,  Cloze  Passage,  Short   Quiz:  Sentence  Completion,  Cloze  
Answer   Passage,  Short  Answer  
22. Is  there  anything  you  want  to  add  to  the  Venn   Building  knowledge  
diagram?  We  can  add  more  than  just  hard  facts;  we  can    
add  the  feelings  the  interned  population  had  toward    
these  2  locations.      
23. Quiz:  Open  resource  matching.  Want  students  to  look   Quiz:  Matching  items.  Open  resource.    
into  some  of  these  people/places/events.  Waited  until    
end  of  reading  assignments  so  there  is  a  foundation  of    
understanding.   Creating  relevance  
24. Open  discussion:  What  can  we  gain  by  looking  into  the    
internment  of  the  Pribilof  Island  population?  How  can    
these  pieces  of  history  affect  American  politics  today?   Critical  thinking  
25. Journal  entry:  Tell  me  about  another  example  of   Creating  relevance  
American  citizens  you  feel  were/are  mistreated  by  the    
US  government.  Write  1  page  hand-­‐written  and  turn  
into  me  with  your  final  paper.  
  Lesson 5  
  Lesson 5 Objectives Culminating Task #1  
  • How  Pribilof  Islands  and  Funter  Bay  compare/    
contrast  geographically  and  culturally.    
Science   26. Students  work  independently  to  research  2  geographic    
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

Writing   locations  and  summarize  various  aspects  of  each  in  a  


brochure  for  individuals  that  are  moving  to  the  areas.  
27. Students  assess  their  projects  using  rubric.  
28. Students  do  peer-­‐assessments  using  rubric.    
  Lesson 6  
  Lesson 6 Objectives Culminating Task #2  
  • How  to  read  non-­‐fiction  text  for  research.      
• The  impacts  of  military  actions  to  the  people  of  the  
Pribilof  Islands  during  WWII.    
• How  Pribilof  Islands  and  Funter  Bay  compare/  
contrast  geographically  and  culturally.    
• The  geographic  reason  Pribilof  Islands  were  valuable  
to  the  US  government  and  the  Japanese.  
History   29. Students  are  assigned  to  2  teams  for  debate.      
30. Students  review  rubric  for  debate  portion  of  CT#2.  
31. Students  engage  in  debate.    
  Lesson 7 Culminating Task #2 cont’d  
  Lesson 7 Objectives  
• How  to  write  an  organized  and  informative  
composition.  
• How  to  read  non-­‐fiction  text  for  research.    
• The  impacts  of  military  actions  to  the  people  of  the  
Pribilof  Islands  during  WWII.    
• How  Pribilof  Islands  and  Funter  Bay  compare/contrast  
geographically  and  culturally.    
• The  geographic  reason  Pribilof  Islands  were  valuable  
to  the  US  government  and  possibly,  the  Japanese.  
Writing   32. Student  led  review  of  what  we  covered  yesterday.   Review  sources  
33. Discuss  the  different  ways  we  have  explored  the    
information  we  have  read  in  the  articles,  researched    
online,  placed  in  the  Venn  diagram,  and  learned  from    
home.       Review  expectations  
34. Review  what  makes  a  thesis  statement  and  the    
importance  of  having  one.     Direct  instruction  
35. These  are  good  guides  for  writing  a  thesis  statement.      
a. It  describes  your  topic,  what  your  essay  will  be    
about.    
b. It  introduces  a  specific  claim  you  are  making    
about  your  topic.    
c. It  describes  three  ways  in  which  you    
will  support  and  develop  your  claim.    
d. It  is  found  toward  the  end  of  your  introduction    
paragraph.    
e. A  thesis  statement  for  an  expository  essay    
should  not  express  an  opinion  or  take  a    
position  on  a  topic.     Practice;  Thesis  Worksheet  
36. Create  practice  theses  statements.   Writing  outline  worksheet  
37. Create  outline  for  the  topic:  Describe  the  impact  of  
internment  to  the  population  of  the  Pribilof  Islands  
during  World  War  II.  Please  include  information  about  
the  geography  of  Funter  Bay  compared  to  the  Pribilof  
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

Islands  and  why  the  Pribilof  Islands  were  valuable  


during  this  war.    Discuss  with  a  partner,  if  necessary.  
38. Begin  writing  if  you  are  ready.  Ask  questions  if  you  
need  further  guidance.  
  Lesson 8 Culminating Task #2 cont’d    
  Lesson 8 Objectives  
• How  to  write  an  organized  and  informative  
composition.  
Writing   39. Trade  expository  paper  with  a  partner.  Try  to  highlight   Peer  review  
the  paper’s  thesis  and  supporting  arguments.  Edit  and  
return.    
40. Trade  with  a  second  partner.  Repeat  process.    
Turn in completed expository composition next lesson along
with supporting prompts (outline, 4 journal entry, paper with
editing marks).  
  Closure    
  Guest  speaker:  Tlingit  elder  to  speak  to  us  about  how   Relevance  of  topics  
important  geographic  locations  are  to  his  tribe  and  if/how  
it  would  disrupt  his  culture  if  they  were  forced  to  relocate  
to  a  completely  new  location.  (I  know  the  population  from  
the  Pribilof  Islands  is  not  Tlingit  but  they  were  not  
nomadic  so  I  feel  there  are  enough  similarities  to  make  this  
a  valuable  speaker.)      
Questions  and  conversation  are  encouraged!  
     
 
Differentiation  
Learner  Variability  based  on  content  pre-­‐assessment  and  class  demographics:  
§ Four  students  already  seem  to  have  an  understanding  and  mastery  of  the  targeted  reading  and  writing  
skills.  
§ Seven  students  don’t  seem  to  have  any  background  knowledge  in  Alaska  history.  
§ Four  displayed  major  misconceptions  about  the  topic  of  Pribilof  Island  internment.  
§ Six  students  can  explain  the  unit  understandings  appropriately  but  had  some  gaps  in  key  information.  
§ Nine  students  can  explain  unit  understandings  in  a  basic  way  and  had  information  about  a  few  of  the  
knowledge  objectives.  
§ Three  students  are  Limited  English/English  Language  Learners  and  they  are  moderately  literate  in  their  
home  languages.  
§ Two  students  have  inclusion  IEPs,  one  with  attention  or  emotional  problems.  
§ Five  students  are  gifted  
§ Among  the  students,  there  are  a  variety  of  learning  styles  and  interests  based  on  an  interest/learning  style  
inventory  conducted  early  in  the  year.  
 
 
 
Differentiated  Assessments  (based  on  class  demographics):  
A  chain  of  ongoing  assessments  and  formative  assessment  opportunities  will  be  used  to  adapt  instruction  to  the  
needs  of  various  learners  as  the  unit  progresses,  including:  
§ Pre-­‐assessment  –  discuss  what  the  students  know  about  topic  of  Pribilof  Island  internment.  Discuss  their  
knowledge  of  thesis  statements  and  their  comfort  writing  expository  using  a  thesis  statement.  
§ Students  take  turns  leading  review  of  information  learned  the  day  prior  (beginning  of  every  lesson).  
§ For  ELL  students  the  final  product  can  be  a  detailed  outline  that  includes  a  thesis  statement.  Need  at  least  3  
bullets  under  each  supporting  point.  This  depends  on  their  level  of  writing  skills.  
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

§ IEP  students  will  work  on  a  timeline  with  supporting  facts  of  the  internment  in  addition  to  skills  covered  in  
IEP,  in  concert  with  special  education  teacher.  
§ Students  who  quickly  master  the  content  can  read  additional  articles  as  special  research  that  adds  to  our  
discussions  and  will  enrich  their  expository  essay.    
§ Formative  assessment:  Teacher  will  ask  cold  questions  during  discussions  to  gauge  understanding.  Will  
also  circulate  through  the  class  checking  highlighted  articles  for  accuracy  and  writing  tools  (thesis  
worksheet,  writing  outline  worksheet)  to  ensure  mastery.  
§ Topic  handout  will  outline  the  expectations  for  this  unit.    
§ Culture  and  language  (see  below)  
§ Rubrics,  that  clearly  describe  and  define  the  elements  and  criteria  related  to  the  content  goals  and  
objectives,  are  reviewed  at  the  beginning  of  the  unit,  are  referred  to  during  the  unit,  and  used  to  evaluate  
performance.  
 
 
 
Differentiated  Instruction  (based  on  class  demographics):  
RWLS  
§ When  reading  the  third  article,  students  who  have  difficulty  reading  will  be  provided  with  supported  
reading  strategies:  e.g.,  reading  buddies,  pairing  G/T  with  IEP.  For  those  who  are  more  auditory  learners  
and  for  EL  students,  annotating  texts  will  be  used  to  foster  comprehension.  G/T  students  will  read  
additional  articles  and  be  asked  to  add  their  knowledge  to  our  class  discussions  and  their  final  essay.    
§ In  addition  to  the  main  text,  historical  images  that  support  our  topic,  will  be  shown  to  all  students  to  
support  their  understanding  of  the  content.  
§ Key  vocabulary  will  be  introduced  (“front-­‐loaded”)  using  visuals.  
§ Oral  language  support:  class  discussions  will  be  used  to  structure  academic  language  and  concept  
development.    
§ In  writing,  ELL  students  will  be  permitted  use  their  native  language,  and  use  dual  language  dictionaries  
along  with  conferences  with  the  teacher  to  work  their  writing  into  English.    They  may  also  create  a  detailed  
outline  that  includes  a  thesis  statement.  It  will  be  expected  that  all  students  will  write  at  their  level  of  skill.  
Grouping  strategies  
§ Student  may  choose  to  work  with  a  partner,  if  they  prefer,  on  tasks  that  are  usually  set  up  for  independent  
work.  
Fair  and  equal  participation  
§ Equity  is  supported  through  the  systematic  calling-­‐on  of  students  during  discussions,  tasks,  and  
processing.    
§ Equity  is  also  supported  in  the  acknowledgement  that  everyone  has  something  to  add  to  our  knowledge.  
We  listen  respectfully  to  everyone’s  input.    
Varying  mastery  levels  of  content  
§ Journals  are  assigned  to  help  student  critically  think  about  the  topic.    
§ Alternate  assignments  and  tasks  are  provided  to  allow  students  to  demonstrate  mastery  of  the  content  
based  on  ongoing  formative  assessment:  for  example,  additional  reading  that  will  add  to  our  class  
discussions  and  our  understanding  of  the  topic.    
§ Mini  workshops  are  provided  before  school  and  during  lunch  to  support  students’  understanding  of  and  
work  on  the  material  being  covered.  This  would  be  for  any  students  who  may  feel  they  need  extra  support  
or  time  to  work  on  one  of  the  projects.  
Student  behavior  needs  
§ Active  student,  who  has  trouble  sitting  and  listening,  will  be  allowed  to  pace  in  a  part  of  the  room  so  long  as  
he  is  also  participating  in  the  discussions.  Will  also  be  asked  to  take  notes  on  the  white  board,  if  needed.    
§ All  tasks  will  be  modeled  and  coached:  reading  annotations,  reading  comprehension,  thesis  writing,  
creating  outline  
§ 2  minute  break  mid-­‐way  through  class  at  a  convenient  stopping  point    
Disabilities  
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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

§ Students  who  have  difficulty  hearing  or  seeing  will  be  seated  near  the  front  during  direct  instruction  and  
during  guest  speaker  visit.  (Mobility  issues  do  not  need  to  be  addressed  for  this  class.)  
Learning  Styles/Multiple  Intelligences/  Understanding  by  Design  
§ Visual  and  auditory,  learning  opportunities  are  provided  throughout  the  unit.  The  multiple  intelligences  of  
Linguistic,  Interpersonal,  and  Intrapersonal  are  utilized  throughout  the  lesson.    
§ The  three  levels  of  Universal  Design  for  Learning  are  also  embedded  in  the  unit.    Students  are:  1)  offered  
opportunities  to  receive  and  give  information  both  visual  and  auditory.  2)  involved  in  how  information  is  
presented  and  interpreted,  and  expressing  critical  thinking  about  the  topic  through  the  performance  tasks,  
3)  engaged  in  interesting,  complex,  and  relevant  tasks  throughout  the  unit.  
 
 
 
 
Culture  and  Language  Connections  
• Cultural  relevance  is  imbedded  in  the  unit  in  the  way  we  relate  to  the  internees.  This  is  mostly  seen  in  the  
journal  entries  where  students  are  asked  to  relate  to  the  topic  through  a  writing  prompt.    
• Access  to  cultural  capital  is  developed  in  this  unit  through  our  class  discussions.  The  students  are  encouraged  
to  add  to  our  discussions  by  speaking  to  their  families  and  bringing  these  conversations  into  the  classroom.  I  
am  curious  if  any  of  the  students  had  family  in  the  internment  camps  in  the  US.    
• Language  proficiency  is  addressed  through  class  discussions,  writing  prompts,  and  buddy  system  that  can  
contribute  to  the  oral  and  written  language  of  EL  students.  Reading  is  done  aloud  or  with  a  partner  so  that  
struggling  readers  have  the  opportunity  to  comprehend  the  content  without  struggling  as  much  with  the  
reading.  Writing  is  also  differentiated  so  that  each  student  can  excel  at  their  level  of  writing  skills.    
 
 
 
Attachments:    
Graphic  Organizers:    
Topic  handout    
Thesis  worksheet  
Writing  outline  worksheet  

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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

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CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

 
 

12
Running  Head:  Assessment  Portfolio  

Assessment Portfolio

Sarah K Dennison

University of Alaska Southeast


Running  Head:  Assessment  Portfolio  

Table  of  Contents  


 
Grasp  1:  Brochure  creation                                    3  
 
Grasp  2:  Debate  and  persuasive  paper                                7  
 
Grasp  1  Rubric                                    11  
 
Grasp  2  Rubric                                  14  
 
Traditional  Test  Item  Bank                                17    
 
Analysis  of  Student  Work                                20  
 
Analysis:  Reading  and  Using  Standardized  Test  Data                        28  
 
 
           
Assessment Portfolio

Performance    Assessment:    GRASPS  #1  


 
Copy  your  set  of  Enduring  Understandings  and  Essential  Questions  here  
from  your  UbD  Unit.  (Checking  for  Validity  and  Consistency)    
 
Enduring  Understandings  (Big  Idea)   Essential  Questions  
Students  will  understand   • What  makes  a  successful  writer?    
that….   • How  do  articles  and  other  
• Organized  writing  is  necessary   research  help  guide  my  thinking  
to  conveying  a  clear  message.   about  a  topic?  
• Reading  comprehension  is   • What  are  the  impacts  of  military  
vital.   actions  to  Native  communities;  
• Knowing  Alaska’s  history  will   specifically  the  internment  of  the  
make  each  of  us  better  citizens   population  of  the  Pribilof  Islands?  
for  our  State.    
• Investigating  the  environment  
of  the  geographical  area  you  
are  studying  creates  a  deeper  
understanding.    
 
Constructing    a    Performance    Task    Scenario    Using    GRASPS  
These  will  be  directly  related  to  your  EUs  and  EQs.  
 
The  Culminating  Performance  Tasks  are  a  culmination,  synthesis,  &/or  composition  of  
all  the  elements  your  students  have  experienced  throughout  the  Unit  that  will,  when  
combined,  demonstrate  a  deep  understanding  of  the  theme  or  content  area  of  your  
Unit.  
 
Directions:  Complete  each  section  below  and  then  summarize  them  in  the  
student  CPT  prompt.  

 
Goal:    What  is  the  real-­‐world  goal/outcome  of  this  Culminating  Performance  
Task?    (Possible  starters:  Your  task  is…,  Your  goal  is  to….,  The  problem  or  
challenge  is…,  The  obstacle  to  over  come  is….)  
Describe:  Your  task  is  to  research  2  geographic  locations  and  summarize  

  3  
Assessment Portfolio

various  aspects  of  each  in  a  brochure  for  individuals  that  are  moving  to  the  
areas.    

 
Role:    What  is/are  the  students’  real-­‐world  role(s)  in  the  production  and  
presentation  of  this  CPT?  (Possible  starters:  You  are  the/a….,  You  have  been  
asked  to…,  Your  job  is….)  
Describe:  Your  job  is  to  help  the  state  government  educate  
individuals  new  to  the  state  about  the  locations  they  will  soon  be  
living  in.    
 

       
Audience:      Who  or  what  is  the  real-­‐world  audience  that  are  students’  
addressing  in  this  CPT?  (Possible  Stems:  You  are…,  You  have  been  asked  to….,  
Your  job  is…..)  
Describe:  Your  job  is  to  help  prospective  families  have  a  real  life  idea  of  the  
local  geography  and  culture  of  St  Paul,  AK  and  Funter  Bay,  AK.  
 

     
Situation:        (Note:  it  actually  would  work  better  if  you  started  here  and  then  
worked  out  the  other  sections  in  order.)  Big  Picture:    What  is  the  context  or  
the  challenge  in  this  “real-­‐world”  situation?  Who  or  what  are  students  
convincing/educating/responding  to,  etc….  in  the  big  picture?    (Possible  
Stems:  The  challenge  involves  dealing  with…,    the  context  you  find  
yourself  in  is…)            
Describe:  The  challenge  involves  dealing  with  educating  someone  who  
potentially  thinks  all  of  natural  Alaska  is  the  same  with  a  homogenous  
culture.  The  intended  recipient  will  need  to  see  the  perks  and  drawbacks  of  
living  in  each  location  and  decide  for  themselves  what  fits  their  needs  best.    
 
 

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Assessment Portfolio

Product,  Performance,    and    Purpose:    (respond  to  each  question)  


• What  is  (are)  the  performance/product  students  will  be  creating  or  
developing?  
• Why  are  students  creating  or  developing  this  particular  
performance/product?  
• How  will  students  be  sharing  this  performance/product  with  their  
intended  audience?  
(Possible  stems:  You  will  create  a….,  in  order  to….,  )  

Include  all  three  bullets  in  your  description:    

1. You  will  create  separate  brochures  of  St  Paul  and  Funter  Bay.  

2. In  order  to  show  potential  employees  of  the  State  of  Alaska  a  more  
complete  picture  of  life  during  their  assignment  in  one  of  the  two  
locations.  

3. Students  will  be  sharing  their  brochure  with  their  audience  via  mail.    
 

 
Standards    and    Criteria    for    Success  -­‐    Describe  the  product/performance  
using  these  stems:  
(Possible  starters:  Your    work    will    be    judged    by  (list):  (What  
content/process/skills  must  be  evident  to  show  understanding?),  Your  
performance  needs  to...,    
Your    product    must    meet    the    following    standard(s)  (list)  :  (quality?),  
A    successful    result    will:      (what will it look like, sound like, be like,
convince,….?)    
A  successful  result  will:  
• 2  printed  brochures;  1  for  St  Paul,  1  for  Funter  Bay  
• Be  informative  and  factual,  not  persuasive  of  one  location  over  
another  
• Include  helpful  images  that  support  and  add  to  your  information  
• Showcase  the  differences  between  the  2  locations  

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Assessment Portfolio

• Look  professional  
 
NOW  –  Synthesize  this  GRASPS  information  you’ve  put  together  above  into  Student  
Friendly  Language  (like  a  story  or  an  invitation  or  a  letter  or  a  situation…  )  so  that  
students  will  know  the  who/what/where/when/why  and  how  of  the  prompt  in  the  
real-­‐world  (authentic)  context.      
Include  all  the  information.  Be  concise/simple.  
FOR  THE  STUDENT    -­‐  Description  of  the  Culminating  Performance  Task  based  on  the  
GRASPS  outline  above  in  Student  Friendly  Language.    Copy  this  description  into  the  
GRASPS  (CPT)  section  of  your  UbD  Unit.  
You  have  been  asked  to  create  2  brochures  that  highlight  life  in  St  Paul,  
AK  and  Funter  Bay,  AK  for  potential  State  of  Alaska  employees  from  out  
of  state.  The  State  of  Alaska  wants  the  brochures  to  educate  the  
potential  employee  about  how  diverse  Alaska  is  naturally  and  culturally.  
There  are  people  who  think  Alaska  is  one  homogenous  state  and  we  
want  them  to  know  that  this  is  not  true.  The  brochures  should  be  
informative  and  factual  (not  persuasive),  include  helpful  images,  
showcase  the  differences  in  St  Paul  and  Funter  Bay,  and  look  
professional.  The  reader  should  see  the  perks  and  drawbacks  of  living  in  
each  area  and  be  able  to  better  decide  which  location  serves  their  
personal  needs  best.    
 
 

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Assessment Portfolio

Performance    Assessment:    GRASPS  #2  


 
Copy  your  set  of  Enduring  Understandings  and  Essential  Questions  here  
from  your  UbD  Unit.  (Checking  for  Validity  and  Consistency)    
 
Enduring  Understandings  (Big  Idea)   Essential  Questions  
Students  will  understand  that….   • What  makes  a  successful  writer?    
• Organized  writing  is  necessary  to   • How  do  articles  and  other  research  help  
conveying  a  clear  message.   guide  my  thinking  about  a  topic?  
• Reading  comprehension  is  vital.   What  are  the  impacts  of  military  actions  
• Knowing  Alaska’s  history  will  make   to  Native  communities;  specifically  the  
each  of  us  better  citizens  for  our  State.     internment  of  the  population  of  the  
• Investigating  the  environment  of  the   Pribilof  Islands?  
geographical  area  you  are  studying  
creates  a  deeper  understanding.    
 
Constructing    a    Performance    Task    Scenario    Using    GRASPS  
These  will  be  directly  related  to  your  EUs  and  EQs.  
 
The  Culminating  Performance  Tasks  are  a  culmination,  synthesis,  &/or  composition  of  
all  the  elements  your  students  have  experienced  throughout  the  Unit  that  will,  when  
combined,  demonstrate  a  deep  understanding  of  the  theme  or  content  area  of  your  
Unit.  
 
Directions:  Complete  each  section  below  and  then  summarize  them  in  the  
student  CPT  prompt.  

 
Goal:    What  is  the  real-­‐world  goal/outcome  of  this  Culminating  Performance  
Task?    (Possible  starters:  Your  task  is…,  Your  goal  is  to….,  The  problem  or  
challenge  is…,  The  obstacle  to  over  come  is….)  
Describe:  Your  goal  is  to  look  at  the  internment  of  the  Pribilof  population  
during  WWII  and  debate  if  it  would  have  been  responsible  of  the  US  
government  to  leave  the  population  on  their  island.    

 
Role:    What  is/are  the  students’  real-­‐world  role(s)  in  the  production  and  
presentation  of  this  CPT?  (Possible  starters:  You  are  the/a….,  You  have  been  

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Assessment Portfolio

asked  to…,  Your  job  is….)  


Describe:  You  are  considered  historic  and  social  scholars  about  the  
internment  of  the  people  of  Pribilof  Island.  You  have  been  asked  to  
engage  in  a  debate  with  your  peers.    
 

       
Audience:      Who  or  what  is  the  real-­‐world  audience  that  are  students’  
addressing  in  this  CPT?  (Possible  Stems:  You  are…,  You  have  been  asked  to….,  
Your  job  is…..)  
Describe:  As  advisors  to  the  Governor  of  Alaska,  you  have  been  asked  
to  consider  what  steps  should  be  taken  if  the  US  government  
decides  to  intern  our  Muslim-­‐American  population.  You  will  be  
asked  to  form  independent  opinions  on  the  subject  after  a  debate.  
Your  job  is  to  help  the  military  know  how  to  handle  the  possible  
situation  in  the  future  from  your  knowledge  of  how  the  internment  
of  the  people  of  the  Pibilof  Islands  were  treated.    

     
Situation:        (Note:  it  actually  would  work  better  if  you  started  here  and  then  
worked  out  the  other  sections  in  order.)  Big  Picture:    What  is  the  context  or  
the  challenge  in  this  “real-­‐world”  situation?  Who  or  what  are  students  
convincing/educating/responding  to,  etc….  in  the  big  picture?    (Possible  
Stems:  The  challenge  involves  dealing  with…,    the  context  you  find  
yourself  in  is…)            
Describe:  You  are  using  your  intimate  knowledge  of  the  internment  in  
Alaska  to  guide  future  decision-­‐making  should  the  US  government  
decide  to  intern  our  Muslim-­‐American  population.      

 
Product,  Performance,    and    Purpose:    (respond  to  each  question)  
• What  is  (are)  the  performance/product  students  will  be  creating  or  
developing?  
• Why  are  students  creating  or  developing  this  particular  
performance/product?  
• How  will  students  be  sharing  this  performance/product  with  their  

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Assessment Portfolio

intended  audience?  
(Possible  stems:  You  will  create  a….,  in  order  to….,  )  

Include  all  three  bullets  in  your  description:  

• You  will  engage  in  a  debate.  As  assigned,  half  of  you  will  argue  that  
the  responsible  duty  of  the  US  government  is  to  let  people  choose  to  
stay  in  their  homes,  despite  evidence  of  danger  from  enemies.  The  
other  half  will  argue  an  interment  is  necessary  to  our  national  
security,  despite  the  loss  and  hardships  inflicted  on  the  Muslim-­‐
American  population.    

• You  will  create  arguments  based  on  your  research  about  the  
Internment  at  Funter  Bay  of  the  Pribilof  Island  population.  

• You  will  use  your  strong  opinion  about  the  actions  of  the  US  
government  against  the  people  of  the  Pribilof  Islands  to  help  you  
create  a  stance  for  or  against  the  possible  internment  of  Muslim-­‐
American  population.    

 
Standards    and    Criteria    for    Success  -­‐    Describe  the  product/performance  
using  these  stems:  
(Possible  starters:  Your  work    will    be    judged    by  (list):  (What  
content/process/skills  must  be  evident  to  show  understanding?),  Your  
performance  needs  to...,    
Your    product    must    meet    the    following    standard(s)  (list)  :  (quality?),  
A    successful    result    will:      (what will it look like, sound like, be like,
convince,….?)    
Your  performance  needs  to  be  based  on:    
• Historical  evidence  showing  impact  of  internment  on  a  specific  
American  population.    
• Verbal  participation  in  the  debate  
• Final  summary  of  stance  on  topic  that  includes  historical  evidence  
to  support  your  stance  for  future  internment,  reasoning  skills  
connecting  the  two  events,  empathy  for  reality  of  being  a  person  

  9  
Assessment Portfolio

in  this  situation,  and  ideas  for  what  could  be  changed  to  make  a  
future  internment  less  damaging  than  the  interment  at  Funter  
Bay  while  supporting  our  national  security.    
NOW  –  Synthesize  this  GRASPS  information  you’ve  put  together  above  into  Student  
Friendly  Language  (like  a  story  or  an  invitation  or  a  letter  or  a  situation…..  )  so  that  
students  will  know  the  who/what/where/when/why  and  how  of  the  prompt  in  the  
real-­‐world  (authentic)  context.      
Include  all  the  information.  Be  concise/simple.  
FOR  THE  STUDENT    -­‐  Description  of  the  Culminating  Performance  Task  based  on  the  
GRASPS  outline  above  in  Student  Friendly  Language.    Copy  this  description  into  the  
GRASPS  (CPT)  section  of  your  UbD  Unit.  
 
As  advisors  to  the  Governor  of  Alaska,  you  have  been  asked  to  
verbally  debate  the  following:  Would  it  have  been  better  for  the  
US  government  to  leave  the  Pribilof  Island  communities  on  their  
island  but  in  danger  of  Japanese  attack?  Or  do  you  think  it  was  
better  for  the  people  to  be  safe  (from  the  Japanese)  but  in  
deplorable  conditions  for  3  years?  If  the  US  government  choses  to  
intern  the  Muslim  population  of  America,  what  is  your  stance  on  
the  decision  based  on  what  happened  with  the  people  from  
Pribilof  Islands  in  WWII?  Following  the  debate,  you  will  write  
your  stance  on  topic  that  includes  historical  evidence  to  support  
your  stance  for  future  internment,  reasoning  skills  connecting  the  
two  events,  empathy  for  reality  of  being  a  person  in  this  situation,  
and  ideas  for  what  could  be  changed  to  make  a  future  internment  
less  damaging  than  the  interment  at  Funter  Bay  while  supporting  
our  national  security.  
 
 

  10  
Assessment Portfolio

CULMINATING PERFORMACE TASK RUBRIC #1

Student Culminating Performance Task Prompt


 
You  have  been  asked  to  create  2  brochures  that  highlight  life  in  St  Paul,  
AK  and  Funter  Bay,  AK  for  potential  State  of  Alaska  employees  from  out  
of  state.  The  State  of  Alaska  wants  the  brochures  to  educate  the  
potential  employee  about  how  diverse  Alaska  is  naturally  and  culturally.  
There  are  people  who  think  Alaska  is  one  homogenous  state  and  we  
want  them  to  know  that  this  is  not  true.  The  brochures  should  be  
informative  and  factual  (not  persuasive),  include  helpful  images,  
showcase  the  differences  in  St  Paul  and  Funter  Bay,  and  look  
professional.  The  reader  should  see  the  perks  and  drawbacks  of  living  in  
each  area  and  be  able  to  better  decide  which  location  serves  their  
personal  needs  best.    
Criteria to be met:
• 2  printed  brochures;  1  for  St  Paul,  1  for  Funter  Bay  
• Be  informative  and  factual,  not  persuasive  of  one  location  over  
another  
• Include  helpful  images  that  support  and  add  to  your  information  
• Showcase  the  differences  between  the  2  locations  
• Look  professional  

  11  
Assessment Portfolio

Relocation Brochure: rubric


Ms. Dennison

Category/   Not  ready.   Needs  a   Looks  good!   Looks  great!  


Level  of   little  more  
proficiency   work.  
 
Professional   1  brochure   2  brochures   2  brochures   2  brochures  
quality   created   created  but   created   created  using  
design   and/or  hand-­‐ are  hand-­‐ using   computer  
written.     written.   computer   program.  
program.   Designed  to  be  
a  trifold  
brochure.  
Informative   Details  are   Details  are   Details  are   Details  are  
and  factual   not   informative   informative,   informative,  
informative  or   and  factual   factual,  and   factual,  
factual.   but  could   organized   organized  with  
Organization   use   with   informational  
of  information   headings   information headings,  and  
is  unclear.   for  specific   al  headings.     focused  to  
information helping  
.   someone  
decide  if  they  
could  live  at  
the  location.    
Compare/   Comparison   Comparison   Comparison   Comparison  is  
contrast   favors  one   needs   is  balanced   balanced  and  
location.  Does   minor  work   and  covers   covers  natural  
not  cover   to  be   natural  and   and  cultural  
natural  AND   balanced.   cultural   information.  
cultural   Natural  and   information Captioned  
information.   cultural   .  Captioned   images  
No  images  are   information   images   showcase  the  
used.     are  found   used  are   contrast  
but  could   accurate   between  the  2  
use  some   but  do  not   locations.    

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Assessment Portfolio

attention  to   show  a  


detail.   contrast  
Images  are   between  
used  but   the  2  
are  not   locations.  
captioned.  
 
   

  13  
Assessment Portfolio

CULMINATING PERFORMACE TASK RUBRIC #2

Student Culminating Performance Task Prompt


 
As  advisors  to  the  Governor  of  Alaska,  you  have  been  asked  to  
verbally  debate  the  following:  Would  it  have  been  better  for  the  
US  government  to  leave  the  Pribilof  Island  communities  on  their  
island  but  in  danger  of  Japanese  attack?  Or  do  you  think  it  was  
better  for  the  people  to  be  safe  (from  the  Japanese)  but  in  
deplorable  conditions  for  3  years?  If  the  US  government  choses  to  
intern  the  Muslim  population  of  America,  what  is  your  stance  on  
the  decision  based  on  what  happened  with  the  people  from  
Pribilof  Islands  in  WWII?  Following  the  debate,  you  will  write  
your  stance  on  topic  that  includes  historical  evidence  to  support  
your  stance  for  future  internment,  reasoning  skills  connecting  the  
two  events,  empathy  for  reality  of  being  a  person  in  this  situation,  
and  ideas  for  what  could  be  changed  to  make  a  future  internment  
less  damaging  than  the  interment  at  Funter  Bay  while  supporting  
our  national  security.  
Criteria to be met:
• Historical  evidence  showing  impact  of  internment  on  a  specific  
American  population.    
• Verbal  participation  in  the  debate  
• Final  written  summary  of  stance  on  topic  that  includes  historical  
evidence  to  support  your  stance  for  future  internment,  reasoning  
skills  connecting  the  two  events,  empathy  for  reality  of  being  a  
person  in  this  situation,  and  ideas  for  what  could  be  changed  to  make  
a  future  internment  less  damaging  than  the  interment  at  Funter  Bay  
while  supporting  our  national  security.    

  14  
Assessment Portfolio

Learning from our Past: The internment dilemma


Teacher: Ms. Dennison

Verbal   1   2   3   4  
Debate  
 
Historic   No  clear   Some  historic   Historic   Historic  
Evidence   historic   evidence   evidence   evidence  
evidence   cited  but  not   cited  and   used  in  
provided.     well   explained  in   context  and  
explained.   context.   related  to  
future  
scenario.    
Participation   Did  not   Participated   Participated   Participated  
participate  in   in  debate  but   in  debate   in  debate  
debate.   lacked  focus.   and  stayed   and  created  
on-­‐topic.   meaningful  
connections  
between  past  
and  future.      
Written   1   2   3   4  
persuasive  
summary:  
Ideas   Does  not  stay   Stays  on  
Stays  on   Stays  on  
on  topic.   topic  but  
topic  and   topic,  is  
Needs  to  be   does  not  try  
attempts  to   strongly  
more   to  persuade  
persuade  the   persuasive,  
persuasive.   the  reader.    
reader.   and  uses  
Persuasive   historical  
argument   evidence  for  
uses  some   each  
historical   argument.  
evidence.  
Key  points   Doesn’t  have   Insufficient   Evidence  is   Strong  choice  
and  facts   factual  info.   facts.   strong  but   of  evidence  
Factual  info   Evidence  not   not   to  support  
is  inaccurate.   strong   completely   idea.  Very  

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Assessment Portfolio

Offers  more   enough  to   convincing.   convincing.    


opinion  than   convince.   Facts  support  
fact.  Only   Facts  only   idea  but  
some  facts   somewhat   could  be  
support  idea.   support  idea.   stronger.  
Structure  of   Paper  is  not   Parts  of   Paper  is   Paper  is  very  
writing   well   paper  are   mostly   organized.  
organized.   organized.   organized.   Presentation  
Hard  to   Points  not   Clear  intro,   is  clear  with  
follow.   presented  in   body,  and   defined  intro,  
Doesn’t  feel   logical   conclusion.   body,  and  
finished.   sequence.       conclusion.  
Voice   Voice  lacks   Some  voice   Somewhat   Clear  voice.  
passion   but  seems   distant  voice   Engaged  and  
about  stance   distant  to   but  mostly   enthusiastic  
on  topic.   topic.  Lacks   strong  and   about  stance  
enthusiasm   engaged.   on  topic.    
about  stance  
on  topic.  
 

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Test Item Construction

MULTIPLE CHOICE (3 test items)


Topic: Writing requirements/skills
Please choose the correct answer for each question.

Item 1 Item 2 Item 3


What does a thesis statement What is the foundation to good Why do we analyze published
do? writing organization? writing?
A. Presents what a reader A. Correct grammar A. To observe high-quality
should already know. B. Excellent editing skills writing.
B. Presents an author’s C. An outline B. To find mistakes.
main message within D. Thorough research C. To exercise our minds.
an article. D. To be better at standardized
C. Presents public opinion testing.
is about a subject.
D. Tells what the author A. To observe high-quality writing.
struggles to write C. An outline
about.

B. Presents an author’s main


message within an article.

SHORT ANSWER ITEMS (3 test items)


Topic:
USAToday Posted 12/4/2005 4:08 AM
WWII internment of Aleuts recounted in documentary

Item 1 Item 2 Item 3

Based on your research so far, Based on what you know, why did Do you think this documentary is
why do you think the federal government ask the important for all US citizens to watch?
Bourdukofsky’s mother cried Unangax people leave their homes Why?
when she was asked about the without much warning?
time she spent in internment? Need direct Yes or No with
Need to mention Japanese attack and explanation that connects lessons of
Need to mention harsh living government indecision. history to our present or future
conditions and people lost to decisions as a country.
disease.

MATCHING ITEM SETS (3 sets of 3-5)


Topic: Vocabulary and general knowledge

Match each item to its description.


Set 1 Set 2 Set 3
1. Civil A. US 1. Funter A. Small town in
Liberties President 1. Unangax A. Aleut people Bay Bering Sea; pop 479
Act of 1933-1945 2. B. Older person 2. St. Paul B. Collection of 4
1988 Internment known for wisdom islands in the Bering
2. Ernest B. Dept of and knowledge of Sea
Gruening Interior Unangax ways 3. St. C. Small town in
Secretary in 3. Elder C. Imprisonment George Bering Sea; pop 102

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Assessment Portfolio

1942 without trial 4. Pribilofs D. Seasonal cannery


3. Harold C. Military D. Ancestrial on Admiralty Island
Ickes ship carrying village 5. Dutch E. Home location of
people away to Harbor Governor of Alaska
internment F. Bombed by
camps Japanese June 3,
4. Susan D. US 1942
Della government's
Kochutin acknowledging
and
apologizing
for the
injustice of the
evacuation
5. E. Captain of
Executive military ship
Order 9066 transporting
people to
internment
camp
6. Franklin F. Allowed
D. Secretary of
Roosevelt War to
prescribe
military areas
for purpose of
war effort
during WWII.
7. G. Alaska
U.S.A.T. Territorial
Delarof Governor in
1942
H. First
casualty of
internment
1-D, 2-G, 3-B, 4-H, 5-F, 6-A, 7- 1-A, 2-C, 3-B 1-D, 2-A, 3-C, 4-B, 5-F
C
TRUE -FALSE ITEMS (3 sets of 3)
Topic:
APIAI History summary
Section titled: World War II

Set 1 Set 2 Set 3


On June 3 and 4, 1942, Japanese The Japanese did not take prisoners Aleut people are still waiting to
military forces conducted air of war from Alaska at any time receive federal reparations from their
strikes on U.S. Army and Navy during WWII. time spent in US internment camps.
facilities at Dutch Harbor.
False False
True
The US government initially treated Aleuts received an apology from the
The US government was not the displaced Aleut with special care. US government for their internment
expecting Japan to attack during WWII.
Alaska. False
True
False

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Assessment Portfolio

The US government told the people Aleuts went back to their homes to
The Aleuts thought of where they were taking them when find them destroyed by US soldiers.
themselves as patriotic the Aleuts boarded the U.S.A.T.
American citizens. Delarof. True

True False

COMPLETION ITEMS – Sentence and Cloze

SENTENCE COMPLETION ITEMS (3 items)


Topic:
The Aleut Evacuation - A Grave Injustice
Christopher Cueva
10-01-1998

Complete each sentence with information learned from The Aleut Evacuation – A Grave Injustice.
Item 1 Item 2 Item 3
The decision to evacuate the The original intention of the Deplorable conditions in Funter Bay
Aleut/Unangan people was internment was to ___________ the included ________, _________, and
made by the __________. Aleut and Unangan people. ___________. (Scorer can choose any
3)

no supplies for cleaning, no supplies


for subsistence hunting/surviving,
Military protect unsuitable housing, sanitation,
medical, school and other facilities,
feeling of being forgotten
CLOZE PASSAGE COMPLETION ITEMS (3 passages)
TOPIC:
The Aleut Evacuation - A Grave Injustice
Christopher Cueva
10-01-1998

Write in the correct answer for each numbered blank below the passage.
Passage 1 Passage 2 Passage 3

___1____ and the ___2____ Aleuts were sent to their ___1___ Funter Bay was located in a ___1___,
met to discuss the evacuation of while American soldiers ___2___ which had many ___2___, which the
the Aleut people but could not their homes. This ensured the Aleuts had never seen. The people
make a decision. The military ___3____ would not occupy their lacked supplies for fishing, a big part
chose to make the decision of homes. of ___3____ lifestyle.
___3___ without consulting the
___4___.
1. Fish camp 1. Forest
1. Dept of Interior 2. Burned 2. Trees
2. Alaska Governor’s Office 3. Japanese 3. Subsistence
3. Internment
4. Aleut.

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Assessment Portfolio

 
ANALYZING  STUDENT  WORK:  CONTENT  BASED  ASSESSMENT    
 
DIBELS Oral Reading Fluency (ORF)  
 
Process  (used  for  individual  student  evaluation  or  group  assessment)  
 
STEP  1:    Assessing  and  Identifying  Proficiency  
Read  the  assessment  prompt  and/or  rubric  and  identify:  
• What  are  the  students  expected  to  do?    
2. Response:  The  5th  grade  student  is  presented  with  a  5th  grade-­‐level  
reading  passage  and  asked  to  read  aloud  for  1  minute.  The  
student  is  then  asked  to  retell  what  he/she  just  read.    
 
 
• Which  standards  (CCSS  or  content  standards)  or  curriculum  
expectations  are  being  assessed?  
Response:  

 
https://dibels.org/DIBELS_Next_Common_Core_Alignment.pdf    
 
• What  assistive  devices,  if  any,  will  students  be  able  to  use  (i.e.  
calculator,  ruler,  protractor,  number  charts,  graph  paper,  scrape  
paper,  etc.)  
Response:    
*The  use  of  student  materials  that  have  been  enlarged  or  with  
larger  print  for  students  with  visual  impairments.    
*The  use  of  colored  overlays,  filters,  or  lighting  adjustments  for  
students  with  visual  impairments.    
*The  use  of  a  marker  or  ruler  to  focus  student  attention  on  the  
materials  for  students  who  are  not  able  to  demonstrate  their  
skills  adequately  without  one.  It  is  good  practice  to  attempt  the  
assessment  first  
without  a  marker  or  ruler  and  then  retest  with  an  alternate  form  
of  the  assessment  using  a  marker  or  ruler  if  needed.    

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***DIBELS  Next  Assessment  Manual,  2011.  P  20.  


 
• What  do  you  consider  to  be  a  proficient  response  on  this  
assessment?  Exactly  what  do  students  need  to  say  or  write  for  
you  to  consider  their  work  proficient?  
Response:  
National  benchmarks  are  the  goal.    
Words  per  minute:  111  is  the  goal  
Accuracy  of  words  read:  98%  is  the  goal  
Retell:  Goal  is  33.    
Count  as  correct  any  words  in  the  response  that  are  related  to  
the  passage.  The  judgment  is  based  on  whether  the  student  is  
retelling  the  passage  or  has  gotten  off  track  on  another  story  or  
topic.  Move  your  pen  through  a  number  in  the  scoring  booklet  
for  each  word  the  student  provides  that  is  related  to  the  
passage.    

 
 
Retell  quality:  Goal  is  2.    

 
 

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Assessment Portfolio

• Does  the  assessment  give  students  a  clear  opportunity  to  


demonstrate  what  they  know  or  have  learned?  Provide  a  
clarifying  statement  for  how…  
Response:  DORF  gives  students  the  opportunity  to  read  on-­‐
level  text  aloud,  then  prove  comprehension  by  retelling  what  
they  have  read.  I  wonder  if  the  expectations  for  what  
constitutes  a  retell  quality  of  1-­‐4  is  clear  to  the  students  before  
they  retell  what  they  read.  Do  they  understand  that  the  
expectation  is  to  capture  the  main  idea  or  to  prove  that  they  
could  remember  events  verbatim?  At  this  age,  I  think  this  
would  need  to  be  explained  explicitly  prior  to  beginning  the  
exercise.    
 
 
STEP  2:  Identifying  Strengths  and  Needs  
Do  a  “quick  sort”  of  students’  work   by  the  general  degree  of  the  
objectives  met,  partially  met,  not  met.   You  may  need  a  “not  sure”  
pile.   After  sorting,  any  papers  in  the  “not  sure”  pile  should  be  
matched  with  the  typical  papers  in  one  of  the   other  existing  
piles.   Student  names  should  be  recorded  in  the  columns  in  order  
to  monitor  progress  over  time.  

 
 
Sorted  lists  
 
HIGH   EXPECTED   LOW  
(Objectives  met)   (Objectives  partially   (Objectives  not  met)  
met)  
Lauren,  Michael     Tyler,  Conlan     Jody,  Carter  
 
     
 35   %  OF  CLASS    30   %  OF  CLASS    35   %  OF  CLASS  

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Assessment Portfolio

 
STEP  3:    Choose  two  students  samples  to  review  from  each  level  
(low,  expected,  high),  and  discuss  and  identify   the  prerequisite  
knowledge  that  students  demonstrated  that  they  knew.      
 
Two  students  per  level:  pre-­‐requisite  knowledge…  what  did  they  
already  have  in  place?  
HIGH   EXPECTED   LOW  
(Objectives  met)   (Objectives  partially   (Objectives  not  met)  
met)  
Efficient  and  effective   Strategies  for   Comprehension  skills;  
readers   corrections,  effective   effective  readers  
readers  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
STEP  4:    Using  the  reviewed  samples  from  each  level,  discuss  and  
identify  the  misconceptions,  wrong   information,  and  what  
students  did  not  demonstrate  that  was  expected.  
 
Same  two  students  per  level:  Misconceptions/wrong  
information…what  was  wrong/missing?  
 

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Assessment Portfolio

HIGH   EXPECTED   LOW  


(Objectives  met)   (Objectives  partially  met)   (Objectives  not  met)  
Lauren  should  slow  down   Tyler  is  slightly  below   Jody  and  Carter  are  both  
as  she  reads.  She  is  more   benchmark  (103)  but  has   slower  readers.  Their  
than  fast  enough!  Could   high  accuracy.  The  same  for  accuracy  rates  are  high!  
work  more  on   Conlan  (107).    Where  both   And  their  retell  is  at  
conversational  tone.     boys  suffer  is  in  retell   benchmark  (2).  They  have  
  quality.  They  achieve   the  basic  skills  but  could  
Michael  also  has  high   benchmark  (2)  but  are  both  use  some  strategies  to  take  
accuracy  and  a  better  rate   capable  of  higher  scores.   them  into  the  expected  
of  reading  but  could  work   Aim  for  a  4!   zone.  I  think  both  of  these  
on  his  conversational  tone   students  could  be  and  
and  retell  quality.   should  aim  for  the  highest  
marks.  Jody  is  a  super  
“cautious”  reader  who  does  
a  ton  of  self-­‐correcting,  
even  when  it  doesn’t  
change  the  meaning  of  the  
sentence.  Carter  is  a  slow-­‐
speaker  and  he’s  not  
motivated  to  over-­‐achieve.  I  
think  both  of  these  hurdles  
can  be  overcome.    

 
 

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Assessment Portfolio

STEP  5:  Share  the  above  information  with  your  Critical  Friend(s)  and  
then  Identify  Instructional  Next  Steps  
After  diagnosing  what  the  student  knows  and  still  needs  to  
learn,  discuss  with  your  Critical  Friend(s)  the  learning   needs  
for  the  students  in  each  level  considering  the  following  
questions:  
 
Based  on  the  diagnosis  of  the  student’s  performance:  
 
§ What  patterns  or  trends  are  noted  for  the  whole  class?  
• Accuracy  for  reading  the  passage/words  is  high!    
• All  retell  rates  are  2  or  above  –  meeting  benchmark  
 
§ What  instructional  strategies  will  be  beneficial  for  the  whole  
class?  
• Work  on  retell  quality.  There  are  only  a  few  
students  who  can  retell  at  a  high  level  with  only  a  
few  words.  Summarization  work  would  be  helpful  
for  all  the  students  
§ Based  on  your  diagnosis  of  student  responses  at  the  high,  
expected,  and  low  levels,   what  instructional  strategies  
will  students  at  each  level  benefit  from?  
Instructional  Strategies/  Next  Steps:  From  the  outside,  it  looks  like  
all  students  are  working  on  the  same  thing  with  the  same  tools,  but  
with  individual  conferencing  each  student  knows  what  they  are  
working  toward  and  are  self-­‐tracking  their  progress  with  a  chart  that  
tracks  metrics  and  a  rubric  that  outlines  what  fluency  “sounds”  like.  
When  peer-­‐evaluating,  student  will  let  peer  know  what  they  are  
specifically  focusing  on:  speed,  tone,  summarizing.  These  are  skills  
that  we  continue  to  practice,  even  when  we  think  we  are  “good  
enough.”  (My  host  teacher  uses  this  model  with  her  class.)  
 
 
 

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Assessment Portfolio

HIGH   EXPECTED   LOW  


(Objectives  met)   (Objectives  partially  met)   (Objectives  not  met)  
Record  conversations  and   Record  conversations  and   Set  individual  goals  for  
listen  to  tone,  speed.   listen  to  tone,  speed.   words  per  minute  and  keep  
Record  student  reading  and  Record  student  reading  and  informally  
listen  to  tone,  speed.  Let   listen  to  tone,  speed.  Let   testing/practicing  until  the  
students  self-­‐evaluate,  then   students  self-­‐evaluate,  then   wpm  are  met,  then  work  on  
begin  peer-­‐evaluating  for   begin  peer-­‐evaluating  for   tone  for  short  time.  Move  
tone  and  speed.     tone  and  speed.     the  bar  to  a  little  faster  and  
    when  met,  work  on  tone  
Also  work  on  summarizing   Also  work  on  summarizing   again.  Keep  up  the  work  
passages  concisely   passages  concisely   until  the  benchmark  (at  the  
concentrating  on  providing   concentrating  on  providing   least)  is  met.  Also  include  
details  in  a  meaningful   details  in  a  meaningful   recording  conversations  
sequence  that  capture  the   sequence  that  capture  the   and  listen  to  tone,  speed.  
main  idea.     main  idea.   Record  student  reading  and  
listen  to  tone,  speed.  Let  
students  self-­‐evaluate,  then  
begin  peer-­‐evaluating  for  
tone  and  speed.    
 
Also  work  on  summarizing  
passages  concisely  
concentrating  on  providing  
details  in  a  meaningful  
sequence  that  capture  the  
main  idea.  

Final  Reflection:    

 3 - What are the three takeaways from the analyzing student work process
that I can use as a teacher in the future?

1. There is a real need for differentiation in my lessons


2. I need to be smart about what I’m teaching – meeting needs of
classroom as a whole
3. Paying careful attention to metrics of meaningful assessments is a
useful tool

2 - Two ways the Analyzing Student Work process could help me during my
practicum and/or student teaching?

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Assessment Portfolio

1. It will help me gauge the effectiveness of my lessons


2. It will help me “know” the needs of the classroom as I begin teaching
in someone else’s classroom

1 - What is one thing about this process I still don't understand?

1. I don’t know if I don’t understand it or I’m just intimidated by the


idea, but how I’m going to apply this. How often? As a regular part of
my planning or when I’m not sure how effective my lessons are?

Adapted  from:    Rhode  Island  Department  of  Education  &  the  National  Center  for  the  Improvement  
of  Educational  Assessment,  Inc.

 
 

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Assessment Portfolio

Chapter 12

Using Information from Standardized Tests

Interpretation of Student Reports

Name of the Student: Seri Stefanovic

Background: Seri emigrated from Slovakia two years ago. She


transitioned from the English as a Second Language (ESL)
classroom to a regular classroom at the end of last year. Her parents
are educated: her mother is a high school graduate and her father is
a college graduate from a university in the former Soviet country of
Czechoslovakia

1. What are Seri's major strengths according to the NNRT scores?


Are they absolute strengths? Explain why or why not. (self score
0-3)__3_

Seri is strong in Math according to NNRT. This score is a comparison


among her peers nationally so her exceptionally high score in
Mathematical Computations is impressive (!!), but is not evidence of
perfection on the test.

2. In what areas does Seri show a need for improvement, according


to the NNRT scores? Can you be certain whether or not these are
areas that need improvement? Explain why or why not. (self
score 0-3) __3_

The NNRT shows that Seri could use improvement in Reading and
Language. Her reading comprehension is average when compared to
her peers nationally, which is good news but her skill work
(vocabulary, spelling, language mechanics and usage) is lower than
average. I don’t feel like this is unexpected because this is only Seri’s
second year in the US and her first year in a regular classroom. Her
scores will continue to rise as she continues to engage with the
English language in written and spoken form. This is also her first
year to take a standardized test so I would like to look at her work so
far in the classroom and see how it compares to her scores. This
could be an area of anxiety for Seri and I would like to make sure

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Assessment Portfolio

these test results are a real reflection of who she is as a student


before I go any further in planning her instruction.

3. What cautions must Seri's parents use when reviewing her NNRT
scores? (self score 0-3)_3__

High scores do not equal mastery. A good example is her National


Stanine (NS) in Math Computations (8). The highest possible NS is a
9. This is exceptional but it only measures how she compares to a
national average of her peers. This does not mean Seri does not
have more to learn in this area of math.

Low scores do not equal failure. They do indicate that Seri would
benefit from additional instruction in certain areas. A good example is
her Vocabulary score (NS 2). There is work to do but this is why the
tests are in place. It helps me to know what Seri needs help with. This
specific type of test is comparing her to a majority of native-English
speakers, which doesn’t seem fair if you look at it this way. She is
doing a great job!

4. Write two or three sentences describing Seri's overall performance


when compared to the state standards for the SCRT. Refer to all
four scores (use numbers and performance levels) to support your
generalizations about her. (self score 0-3)__3_

The SCRT is measuring Seri’s mastery (600) of a subject. In math


(402), Seri has expected skills for a 4th grade mathematician. She did
not meet the expectations for Reading (380) or Science (389) but was
close to the desired score of 400. Seri would most benefit from more
guided practice with her writing skills (337).

5. How did Seri's performance on the NNRT compare with her


performance on the SCRT? To support your comparison, use
specific scores from the NNRT and specific strand scores of the
criterion-referenced test achievement profile. (self score 0-
3)__3_

Both test indicate that Seri’s math skills are her testing strength. She
has not accomplished mastery of 4th grade math expectations (SCRT
402 out of 600) but is advanced when compared to her peers. NNRT

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Assessment Portfolio

Math scores place her in the 8th National Stanine (NS); 9 is the
highest NS.
NNRT is testing specific skills and Seri tests lower than her peers in
vocabulary (NS 2), spelling (NS 2), language mechanics (NS 4), and
language usage (NS 2). Her NNRT reading comprehension (NS 5) is
in the average range. The SCRT test supports that her reading skills
are not far below the expected range. Seri was able to identify main
ideas and details from fiction and non-fiction texts and perform
analysis and explanation of fiction texts. She was below expectations
when it came to critical reading of fictional text and explanation of
non-fiction text. Both tests agree that Seri’s language mechanics
(capitalization, punctuation, grammar) are her strengths. Language
usage was scored low on the NNRT (NS 2) and this agrees with the
SCRT finding that her content, organization, and style were below
expectation. What they do not agree on is their assessment of her
spelling. The SCRT lists spelling as similar to expectation but the
NNRT lists her spelling as NS 2, which is very low. I’m not sure if this
is because her peers are generally really good at spelling or because
she did better on one test than the other. My intention is to examine
her spelling with fresh eyes. I will look at past work and monitor it
going forward to make the best decision about the type of instruction
and the amount of instruction that will benefit Seri.

6. How can Seri's teacher use the information from these tests during
the next school year? (self score 0-3)__3_

This next year of instruction, we need to concentrate on using


academic language in the classroom. Not having the correct
academic vocabulary could have been a hindrance with math and
science scores. Notably, the SCRT lists communicating mathematical
understanding, reasoning mathematically, and solving mathematical
problems as below expectations. All of these are vocabulary-rich
aspects of math.
As teachers we can encourage Seri to read a rich variety of books
that she enjoys. Exposure to vocabulary and the nuances of how
English is written is useful for all students, but will be especially useful
for Seri. Reading will benefit her writing, but we will also scaffold the
writing process and make sure there is ample support for her writing
assignments. We will encourage Seri to keep a journal about what
she is learning to help her process her new knowledge and practice

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Assessment Portfolio

her writing skills. This will not be a formal assignment but I believe it
would be beneficial for her as a writer and for me, as a teacher to
watch her understanding grow and direct my instruction with the
intent that Seri will become a successful writer.

7. From what you see in the NNRT and criterion-referenced test


report, what are some specific activities Seri's parents might do at
home to support her learning in the coming year? Refer to specific
NNRT test scores, the SCRT scores, and strand scores to support
your suggestions. (self score 0-3)_3__

Be interested in what Seri is learning. Ask her about what she is


reading – Can you summarize what has happened so far? Why do
you think this matters? What do you think it means? Who would
benefit from reading this? Ask for more than just facts and sequence
of story.
Ask Seri to explain her homework and encourage her to use the
same language her teacher uses. She can “teach” you. One of the
highest forms of learning is when we teach another person.
Encourage Seri to write. Let her write letters/emails to people.
Encourage her to keep a personal journal or ask to read her school
journal mentioned above. Praise her efforts because this is hard work
but we know that she can do this!

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