Web-Based Assessment

 

        My lesson plan used the following standards: “ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.” (Georgia Department of Education, 2015, p. 16) and “ELAGSE2W6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers” (Georgia Department of Education 2015, p. 17).

Rubric

 

Proficient

25 points

Emerging

19 points

Beginning

13 points

Sequence of Events

The student has a clear sequence of events, and the events are in order.

The sequence of events is clear but are out of order.

The sequence of events is unclear and out of order.

Details of Actions, Thoughts, and Feelings

The student has several details of actions, thoughts, and feelings throughout the story.

The student has some details of actions, thoughts, and feelings throughout the story.

The student does not give enough detail of actions, thoughts, and feelings throughout the story.

Temporal Words

The student uses correct temporal words for each event in the story.

The student uses correct temporal words for only some events in the story.

The student does not use temporal words, or the temporal words are out of order.

Closure

The student has an ending to the story that is clear and matches the story.

The student has an ending, but it is unclear or does not fit with the story.

The student does not have an ending to the story.
                                                                                         (Georgia Department of Education, 2015)


References

Georgia Department of Education (April 29, 2015). English language arts Georgia standards of excellence. Georgia Standards. https://www.georgiastandards.org/Georgia-Standards/Documents/ELA-Standards-Grades-K-5.pdf

Comments

Post a Comment

Popular posts from this blog

Differentiation through Technology

The effective teacher balances the demand of a standards-based curriculum and the individual needs of each student by incorporating technology into their instruction. Technology allows for multiple modes of instruction and for various ways for students to show what they have learned and express themselves. For instance, Roblyer and Hughes in “Integrating Educational Technology into Teaching” from 2019 discuss UDL (Universal Design for Learning). They talk about multiple means of representation and multiple means of expression. Multiple means of representation are different ways to teach students the information that they need to learn. Some students learn more visually while others may learn with reading or doing. Multiple means of expression are ways that students can show what they have learned. Some students may do better with a choice, such as writing an essay in word, or recording a skit and posting it to a class site. Roblyer and Hughes, 2019, say that personalized instruction is...
Read more

Tehnology Lesson Demonstration

Image
                 My lesson plan used the standard: “S4L1b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers” (Georgia Department of Education, 2016). I chose to use Scratch, a website that students can use to create their own code, because this technology fits with the standard of developing a simple model and because coding is a fantastic way to engage students. This would be effective in a lesson because it is an excellent informal assessment and students will have fun applying what they have learned.   References Georgia Department of Education (March, 31, 2016. Science Georgia Standards of Excellence. Georgia Standards. https://www.georgiastandards.org/Georgia-Standards/Documents/Science-Fourth-Grade-Georgia-Standards.pdf
Read more