Reading and Writing are graded using this scale:
+ Demonstrated
• In Progress
- Not Demonstrated
Overall
V- Very Good
S- Satisfactory
I – Shows Improvement
N- Needs Improvement
Among many categories under reading, comprehension is one I will use as an example. This is what our first grade report card looks like.
Comprehension V
Uses reading strategies+
Uses picture clues+
Self-Corrects+
Sequentially retells a story+
Rereads+
If a student is at the V level, he almost always uses reading strategies, looks for picture clues, self-corrects, sequentially retells a story, and rereads .
Comprehension S
Uses reading strategies+
Uses picture clues+
Self-Corrects•
Sequentially retells a story•
Rereads•
If a student is at the S level, he demonstrates or is in progress of the categories under comprehension.
If a student is at the I level, that usually means he has demonstrated more aspects of comprehension than the last 10 weeks. For example, he has gone from not demonstrating to showing some progress.
Comprehension N
Uses reading strategies-
Uses picture clues•
Self-Corrects-
Sequentially retells a story-
Rereads-
A student does not demonstrate any of the criteria under comprehension. This means he needs much improvement.
Students
I try not to make a big deal about grades at this level. Six year olds get very upset if they don’t get a 100%. The only thing they seem to understand and care about is the VSIN. My students know what each letter stands for. I don’t think my students need to know what the +, -, and • mean. At the end of the year, I will show the students their reading level progress. At the beginning and end of the year, I ask them to do a writing sample. I love showing the students their progress. I think they understand this better than if I was to give them a •. Therefore, I don’t think our grading system meets the needs of students as much as it does for parents and administrators.
Parents
I think our school’s grading system is very easy for parents to follow and understand. Our report card has a key which explains what the letters and symbols mean. I believe the criteria on the report card are very specific. Therefore, parents know what their child is demonstrating, in progress of demonstrating, and not demonstrating. Then we give an overall grade for each topic (VSIN), like comprehension above. I think our report card is geared more towards parents’ needs than students or administrators. Parents know what their child is struggling on so they are able to help out at home.
Administrators
I think our grading system would help administrators understand the child’s academics. I believe our principal would be able to make good judgments from our grading system. If a child is consistently receiving an N and not demonstrating progress, my administrator would be able to make some decisions such as placement for the following year. He would be able to pin-point the student’s problems and decide whether the child has the basic skills needed to move to second grade.
Thursday, April 30, 2009
Thursday, April 23, 2009
I personally believe that all students should be given an equal opportunity to be assessed under their appropriate circumstances (i.e. accommodations, IEP, etc…) I believe important decisions about students should not be made based on one assessment. I think teachers should score students fairly. I believe assessment results and feedback should be given to students in a timely manner. I think it is the teacher’s responsibility to communicate assessment results to the proper stakeholders (i.e. students, parents, paraprofessionals, etc…) However, I do not believe students at every grade level should be given detailed assessment information.
I do not have a Special Education background; however, I understand the importance of meeting each child’s individual needs. If a child needs modifications in order to complete a test, then so be it. Nitko and Brookhart point out that getting higher scores is not the point; rather accommodations should increase the validity of the score (p. 89).
In order to make important decisions, such as retaining a child or re-teaching a difficult topic, much evidence needs to be collected and thoroughly analyzed. In other words, it’s critical to analyze multiple pieces of data to show patterns of progress or lack of. Triangulation of data decreases the risk that I will make errors in my interpretations and increases the reliability and validity of the results. For example, I have considered the retention of a student in my class. He is not where he should be at this point in the year. I have been looking at much data. In congruence with my reading program’s assessments, I administer DRA’s and spelling tests, analyze journal writing, and look at his math scores. Retaining a child is a high-stakes decision; therefore, I need to be sure I am making the right decision.
I have never scored an ELA test but I have heard of the scoring procedures. Teachers should not be able to see the child’s names of the essays they are correcting. Teachers’ scoring may be swayed based on their relationship with the student or the student’s “average” ability.
I believe assessment results and feedback should be given to students in a timely manner. Students’ can learn so much from their mistakes and a teacher’s feedback. Also, what message does it send to children when the results are given back late? In my first grade classroom, spelling test scores are extremely important to my students. I always make sure I return their spelling tests the day they took it (Fridays). Parents spend so much time at home helping their child study spelling words. I always make it a priority to grade and return them promptly.
Teachers are held accountable for communicating assessment information to various groups of people (i.e. students, parents, paraprofessionals, etc…) When communicating assessment information to others, it is important to be aware of the language used. For example, when teachers are talking with parents, they should make sure to use language parents will understand.
As stated above, I think communication is important. However, I do not believe teachers should communicate everything about the administration of assessments to students. I think teachers need to take into account the age level of children. For example, I would not tell my first graders (a) the standard or level of performance they are expected to perform at, (b) how the assessment will be scored or, (c) the decisions I make from the results. I don’t think they need to know everything. At the level I teach, I would only be scaring them.
Overall, I agree with many of the responsibilities stated in the text. In my opinion, the most important responsibilities are as follows: all students should be given an equal opportunity to be assessed under their appropriate circumstances, triangulate data in order to make important decisions, score students fairly, provide assessment results and feedback in a timely manner, and communicate assessment results keeping in mind the age of students.
I do not have a Special Education background; however, I understand the importance of meeting each child’s individual needs. If a child needs modifications in order to complete a test, then so be it. Nitko and Brookhart point out that getting higher scores is not the point; rather accommodations should increase the validity of the score (p. 89).
In order to make important decisions, such as retaining a child or re-teaching a difficult topic, much evidence needs to be collected and thoroughly analyzed. In other words, it’s critical to analyze multiple pieces of data to show patterns of progress or lack of. Triangulation of data decreases the risk that I will make errors in my interpretations and increases the reliability and validity of the results. For example, I have considered the retention of a student in my class. He is not where he should be at this point in the year. I have been looking at much data. In congruence with my reading program’s assessments, I administer DRA’s and spelling tests, analyze journal writing, and look at his math scores. Retaining a child is a high-stakes decision; therefore, I need to be sure I am making the right decision.
I have never scored an ELA test but I have heard of the scoring procedures. Teachers should not be able to see the child’s names of the essays they are correcting. Teachers’ scoring may be swayed based on their relationship with the student or the student’s “average” ability.
I believe assessment results and feedback should be given to students in a timely manner. Students’ can learn so much from their mistakes and a teacher’s feedback. Also, what message does it send to children when the results are given back late? In my first grade classroom, spelling test scores are extremely important to my students. I always make sure I return their spelling tests the day they took it (Fridays). Parents spend so much time at home helping their child study spelling words. I always make it a priority to grade and return them promptly.
Teachers are held accountable for communicating assessment information to various groups of people (i.e. students, parents, paraprofessionals, etc…) When communicating assessment information to others, it is important to be aware of the language used. For example, when teachers are talking with parents, they should make sure to use language parents will understand.
As stated above, I think communication is important. However, I do not believe teachers should communicate everything about the administration of assessments to students. I think teachers need to take into account the age level of children. For example, I would not tell my first graders (a) the standard or level of performance they are expected to perform at, (b) how the assessment will be scored or, (c) the decisions I make from the results. I don’t think they need to know everything. At the level I teach, I would only be scaring them.
Overall, I agree with many of the responsibilities stated in the text. In my opinion, the most important responsibilities are as follows: all students should be given an equal opportunity to be assessed under their appropriate circumstances, triangulate data in order to make important decisions, score students fairly, provide assessment results and feedback in a timely manner, and communicate assessment results keeping in mind the age of students.
Thursday, April 16, 2009
Pre-test
I posted my Pre-test on Angel. It didn't look right when I copied and pasted on my blog. You all can find it there. I welcome any suggestions!
Crystal : )
Crystal : )
Wednesday, March 11, 2009
Description of the Final Project
Nitko and Brookhart emphasize the difference between performance activities and performance assessments. They say, "Assessment is not just the activity. Good assessment requires that criteria and scoring rubrics be well defined. An assessment must describe how well a student has achieved (259)". Therefore, my unit consists of performance activities that are assessed with different checklists, a rating scale and a writing rubric. At this point, my ideas are still developing. Here are my thoughts so far...
Learning Target 1: Students will identify the parts of a plant.
Learning Target 2: Students will identify the function of each plant part.
Performance activity for these LTs: Students will cut out part names and label the parts. Then students will draw lines to match the plant part with a description of its function. These activities will be assessed with a checklist.
Learning Target 3: Students will determine what characteristics make plants living things.
Performance activity for this LT: Students will list the characteristics of all living things: All plants grow, take in nutrients, breathe, and die. This will be assessed with a checklist.
Learning Target 4: Students will find parallels between their needs as humans and the needs of other forms of life.
Performance activity for this LT: Students will complete a Venn Diagram to compare and contrast the needs of plants and humans. This will be assessed with a checklist. (Perhaps a product checklist)
Learning Target 5: Students will describe what will happen if a living plant is deprived of its needs.
Performance activity for this LT: Students will write about what would happen if a living plant is deprived of air, water, or light. The writing piece will be assessed with a rubric or a rating scale to assess the degree to which students have attained the information.
Learning Target 6: Students will display a plant’s life cycle.
Performance activity for this LT: Students will design a plant's life cycle by drawing the stages of the plant. This will be assessed with a product checklist to focus on the quality of the constructed model/drawings.
Learning Target 7: Students will successfully grow a plant providing its common needs.
Performance activity for this LT: Students will perform the steps in order to keep a plant living by planting, watering and taking care of the plant. The student will not be assessed on whether the plant grows or is healthy but rather the steps taken in order to grow a plant. This will be assessed with either a procedure checklist or a graphic rating scale. A graphic rating scale may show how often the student waters and monitors the plant.
Learning Target 1: Students will identify the parts of a plant.
Learning Target 2: Students will identify the function of each plant part.
Performance activity for these LTs: Students will cut out part names and label the parts. Then students will draw lines to match the plant part with a description of its function. These activities will be assessed with a checklist.
Learning Target 3: Students will determine what characteristics make plants living things.
Performance activity for this LT: Students will list the characteristics of all living things: All plants grow, take in nutrients, breathe, and die. This will be assessed with a checklist.
Learning Target 4: Students will find parallels between their needs as humans and the needs of other forms of life.
Performance activity for this LT: Students will complete a Venn Diagram to compare and contrast the needs of plants and humans. This will be assessed with a checklist. (Perhaps a product checklist)
Learning Target 5: Students will describe what will happen if a living plant is deprived of its needs.
Performance activity for this LT: Students will write about what would happen if a living plant is deprived of air, water, or light. The writing piece will be assessed with a rubric or a rating scale to assess the degree to which students have attained the information.
Learning Target 6: Students will display a plant’s life cycle.
Performance activity for this LT: Students will design a plant's life cycle by drawing the stages of the plant. This will be assessed with a product checklist to focus on the quality of the constructed model/drawings.
Learning Target 7: Students will successfully grow a plant providing its common needs.
Performance activity for this LT: Students will perform the steps in order to keep a plant living by planting, watering and taking care of the plant. The student will not be assessed on whether the plant grows or is healthy but rather the steps taken in order to grow a plant. This will be assessed with either a procedure checklist or a graphic rating scale. A graphic rating scale may show how often the student waters and monitors the plant.
Thursday, March 5, 2009
Final Learning Targets
First Grade Science Unit: Plants
Brief Description of Unit: Students will build upon their prior knowledge of plants. They will learn parts of a plant, functions of the parts, if plants are living vs. nonliving, plant needs, life cycle, and grow a plant.
Learning Targets:
Learning Target 1: Students will identify the parts of a plant.
Mastery Learning Target
Verbs: label, match, choose, name and select (Bloom)
Learning Target 2: Students will describe the function of each plant part.
Mastery Learning Target
Verbs: explain, identify, describe, tell, and write (Bloom)
Learning Target 3: Students will determine what characteristics make plants living things.
Mastery Learning Target
Verbs: compare, contrast, explain, justify, and summarize (Bloom) describe, justify (Krathwohl)
Learning Target 4: Students will find parallels between their needs as humans and the needs of other forms of life.
Developmental Learning Target
Verbs: diagram, design, compare, contrast (Bloom) generalize, differentiate, discriminate, explain (Krathwohl)
Learning Target 5: Students will describe what will happen if a living plant is deprived of its needs.
Mastery Learning Target
Verbs: explain, predict, summarize, demonstrate, show (Bloom) describe, explain (Krathwohl)
Learning Target 6: Students will display a plant’s life cycle.
Mastery Learning Target
Verbs: label, diagram, design, create, construct (Bloom)
Learning Target 7: Students will successfully grow a plant providing its common needs.
Developmental Learning Target
Verbs: produce, show, perform, display (Bloom) grow
Brief Description of Unit: Students will build upon their prior knowledge of plants. They will learn parts of a plant, functions of the parts, if plants are living vs. nonliving, plant needs, life cycle, and grow a plant.
Learning Targets:
Learning Target 1: Students will identify the parts of a plant.
Mastery Learning Target
Verbs: label, match, choose, name and select (Bloom)
Learning Target 2: Students will describe the function of each plant part.
Mastery Learning Target
Verbs: explain, identify, describe, tell, and write (Bloom)
Learning Target 3: Students will determine what characteristics make plants living things.
Mastery Learning Target
Verbs: compare, contrast, explain, justify, and summarize (Bloom) describe, justify (Krathwohl)
Learning Target 4: Students will find parallels between their needs as humans and the needs of other forms of life.
Developmental Learning Target
Verbs: diagram, design, compare, contrast (Bloom) generalize, differentiate, discriminate, explain (Krathwohl)
Learning Target 5: Students will describe what will happen if a living plant is deprived of its needs.
Mastery Learning Target
Verbs: explain, predict, summarize, demonstrate, show (Bloom) describe, explain (Krathwohl)
Learning Target 6: Students will display a plant’s life cycle.
Mastery Learning Target
Verbs: label, diagram, design, create, construct (Bloom)
Learning Target 7: Students will successfully grow a plant providing its common needs.
Developmental Learning Target
Verbs: produce, show, perform, display (Bloom) grow
Wednesday, February 25, 2009
My Favorite Alternative Assessment
My Favorite Alternative Assessment
I've experienced many assessments as a student. But one assessment came to mind when I thought about my favorite assessment. I did a project during my undergrad work at SUNY Fredonia. The class was called, Composition for Elementary Teachers. As a student learning to be a teacher, we learned how to teach different topics through children's literature. For example, children can learn about the Holocaust by reading "Number the Stars". My professor talked about different ways of assessing children. One way to measure learning was with a performance assessment. To teach us, she had us complete the assessment.
This is going to be hard to explain, so stick with me!
After reading several children's literature books based on different topics such as the Holocaust, immigration and several different wars, we were given the opportunity to pick from a list of performance assessments to complete. For example we could write journal entries from the perspective of a child during the Holocaust or write newspaper articles from one of the time periods we covered. I chose to write a diary as an Irish girl immigrating to America from the potato famine in Ireland.
I definitely thought the assessment was worthwhile. My professor gave us a rubric to follow. Therefore, we had the opportunity to be creative but we were also aware of the criteria to be covered. We had to mention or refer to many historical events. As a student, I knew what to expect and was responsible for my own grade. The rubric helped my professor assess our projects.
I really enjoyed doing this project for many reasons. First, we had the option to pick an assessment we liked and that we found interesting. That allowed us to have some ownership in our learning. Second, I was able to show what I learned through my project. Third, since I used what I learned, the information and the learning experience was more meaningful and memorable. I know I learned more about immigrating to America and the potato famine through this project than I would have through reading a chapter in a social studies book.
This type of project is a bit too complicated for my first graders. I do teach many topics through children's literature. I don't use rubrics. However, I could picture using them to assess writing in the future.
I've experienced many assessments as a student. But one assessment came to mind when I thought about my favorite assessment. I did a project during my undergrad work at SUNY Fredonia. The class was called, Composition for Elementary Teachers. As a student learning to be a teacher, we learned how to teach different topics through children's literature. For example, children can learn about the Holocaust by reading "Number the Stars". My professor talked about different ways of assessing children. One way to measure learning was with a performance assessment. To teach us, she had us complete the assessment.
This is going to be hard to explain, so stick with me!
After reading several children's literature books based on different topics such as the Holocaust, immigration and several different wars, we were given the opportunity to pick from a list of performance assessments to complete. For example we could write journal entries from the perspective of a child during the Holocaust or write newspaper articles from one of the time periods we covered. I chose to write a diary as an Irish girl immigrating to America from the potato famine in Ireland.
I definitely thought the assessment was worthwhile. My professor gave us a rubric to follow. Therefore, we had the opportunity to be creative but we were also aware of the criteria to be covered. We had to mention or refer to many historical events. As a student, I knew what to expect and was responsible for my own grade. The rubric helped my professor assess our projects.
I really enjoyed doing this project for many reasons. First, we had the option to pick an assessment we liked and that we found interesting. That allowed us to have some ownership in our learning. Second, I was able to show what I learned through my project. Third, since I used what I learned, the information and the learning experience was more meaningful and memorable. I know I learned more about immigrating to America and the potato famine through this project than I would have through reading a chapter in a social studies book.
This type of project is a bit too complicated for my first graders. I do teach many topics through children's literature. I don't use rubrics. However, I could picture using them to assess writing in the future.
Thursday, February 19, 2009
New York State Learning Standards: Elementary Science
http://www.emsc.nysed.gov/ciai/mst/pub/mststa4.pdf
All under Standard 4: Living Environment
7.1c Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms.
(If students decide not to provide a plants needs in the classroom, there will be a profound impact on the plant)
http://www.emsc.nysed.gov/ciai/mst/pub/mststa4.pdf
All under Standard 4: Living Environment
Learning Target 1: Students will be able to identify the parts of a plant.
Key Idea 2: Recognize that traits of living things are both inherited and acquired or learned.
2.2a Plants and animals closely resemble their parents and other individuals in their species.
Learning Target 2: Students will be able to distinguish the job of each plant part.
Key Idea 3: Individual organisms and species change over time.
3.1b Each plant has different structures that serve different functions in growth, survival, and reproduction.
Learning Target 3: Students will determine what characteristics make plants living things.
Key Idea 1: Living things are both similar and different from each other and from nonliving things.
1.1 Describe the characteristics of and variations between living and nonliving things.
Learning Target 4: Students will be able to use background knowledge about themselves to understand the needs of living things.
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
5.1a: All living things grow, take in nutrients, breathe, reproduce, and eliminate waste.
Learning Target 5: Students will be able to describe what will happen if a living plant is deprived of its needs.
Key Idea 5: Organisms maintain a dynamic equilibrium that sustain life.
5.2g The health, growth, development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight.
Learning Target 6: Students will be able to display a plant’s life cycle.
Key Idea 4: The continuity of life is sustained through reproduction and development.
4.1a Plants and animals have life cycles. they include beginning of a life, development into an adult, and eventually death.
Learning Target 7: Students will be able to successfully grow a plant providing its common needs.
The successful growth of the plant would depend on all the knowledge learned during the unit.
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environments.
7.1c Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms.
(If students decide not to provide a plants needs in the classroom, there will be a profound impact on the plant)
Tuesday, February 17, 2009
Learning Targets Draft
First Grade Science Unit: Plants
Brief Description of Unit: Students will build upon their prior knowledge of plants. They will learn parts of a plant, functions of the parts, if plants are living vs. nonliving, plant needs, life cycle, and grow a plant.
Learning Targets:
1: Students will be able to identify the parts of a plant.
Mastery Learning Target
Verbs: label, match, and select (Bloom) choose, name, point to (Krathwohl)
2: Students will be able to distinguish the job of each plant part.
Mastery Learning Target
Verbs: explain, identify (Bloom) describe, tell, and write (Krathwohl)
3: Students will decide if plants are living or nonliving things.
Mastery Learning Target
Verbs: compare, contrast, explain, justify, and summarize (Bloom)
4: Students will be able to use background knowledge about humans to understand the needs of living things.
Developmental Learning Target
Verbs: diagram, design, compare, contrast (Bloom) generalize (Krathwohl)
5: Students will be able to identify what will happen if a living plant is deprived of its needs.
Mastery Learning Target
Verbs: explain, predict, summarize, demonstrate, show (Bloom)
6: Students will be able to display a plant’s life cycle.
Mastery Learning Target
Verbs: label, diagram, design, create, construct (Bloom)
7: Students will be able to successfully grow a plant providing its common needs.
Developmental Learning Target
Verbs: produce, show, perform, display (Bloom) grow
Wednesday, February 4, 2009
Who I Am
Name: Crystal Grimes
Birthday: 5/16/84
Hometown: Medina, still currently live there
My niece and nephew, Alaina and Caleb. Love them to death!
I LOVE THE BILLS!!!!!!
I like all kinds of music but country is my favorite! I love going to concerts!
I am super close with my sister, Marcy. We fought all the time as kids. Now we're best friends!
I did my undergad work at SUNY Fredonia. I graduated in December 2006.
These are my best friends from college.... love and miss them all!!!
Now, I teach first grade in Pembroke. I love what I am doing. I couldn't ask for anything better!
Birthday: 5/16/84
Hometown: Medina, still currently live there
My niece and nephew, Alaina and Caleb. Love them to death!
This is my boyfriend, Tom.
I LOVE THE BILLS!!!!!!
I like all kinds of music but country is my favorite! I love going to concerts!
I am super close with my sister, Marcy. We fought all the time as kids. Now we're best friends!
I did my undergad work at SUNY Fredonia. I graduated in December 2006.
These are my best friends from college.... love and miss them all!!!Now, I teach first grade in Pembroke. I love what I am doing. I couldn't ask for anything better!
Thursday, January 29, 2009
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