Standard 5:

A pre-test is given in the beginning of the unit to identify advanced students and student who may need more support (Evidence 3, page 4-6). Progress toward the unit goals is formatively assessed during class using whiteboard activities, English notebook activities, and discussions (descriptor 5.1). Pages 28, 44, 53, 65, and 130 of Evidence 3 show examples of whiteboard quizzes. During class, I circulate the room to support student learning and provide feedback. During discussion activities, I circulate the room to listen and respond to student ideas. I may ask questions to help support struggling students and provide model speech. During the gesture stage of the Talk for Writing process, I circulate the room during practice time and provide praise to expressive students, support struggling students through modeling, and recommend to the class to practice at home via Google Classroom. During the text map stage, I circulate the room to give feedback on the quality of the drawings and formatting. Finally, during the group activity when students translate the gestures and text map into words, I circulate the room to give feedback on how students are working together. If I identify a gap in student learning at any time, I either address it immediately with the whole class, or I update my PPT to review it next class (descriptor 5.4)

During the innovation and invention stages, I collect the English notebooks to give more formal feedback. Students who do not finish work in class are instructed to take their notebooks home and complete the work with the Google Classroom resources. Additionally, students receive individual feedback during the invention phase using a booking system. Students provide a name card to the teacher to get individualized guidance during the editing process. After their writing has been thoroughly edited, they can complete their final draft. The edits recorded in the English notebook allow the teacher to see the writing skills they currently have and what they still need to learn. Based on this evidence, observational notes are made about each student’s vocabulary acquisition, sentence formation, and spelling skills (descriptor 5.4). 

Students are formally assessed via their English notebook rubric and final opinion writing assessment rubric (descriptor 5.1). At the beginning of each term, the English notebook rubric is shared with the students and they glue it inside. At the end of the term, the quality of their work in the English notebook is assessed with that rubric (descriptor 5.3). The final assessment task of the unit, writing an opinion letter, is a summative assessment. This is also assessed with a rubric shared with the students at the beginning of the unit. This rubric is glued in their student notebook and the points are circled at the end of the unit (descriptor 5.3). Additionally, I provide a comment that describes one thing the student did well and one thing they can improve for next time (descriptor 5.2). This is demonstrated in Evidence 5 – Student Notebook.

Students are formally assessed via their English notebook rubric and final opinion writing assessment rubric (descriptor 5.1). At the beginning of each term, the English notebook rubric is shared with the students and they glue it inside. At the end of the term, the quality of their work in the English notebook is assessed with that rubric (descriptor 5.3). The final assessment task of the unit, writing an opinion letter, is a summative assessment. This is also assessed with a rubric shared with the students at the beginning of the unit. This rubric is glued in their student notebook and the points are circled at the end of the unit (descriptor 5.3). Additionally, I provide a comment that describes one thing the student did well and one thing they can improve for next time (descriptor 5.2). This is demonstrated in Evidence 5 – Student Notebook.