The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Candidates design a range of authentic assessments of reading and literature. Rationale can be found here
Prompt Students go over this PowerPoint with the professor; then they complete the following assingment:
As you complete Goodreads, look up and record the Lexile level of each book.
As you complete the 25 books, imagine recommending a series of five books to a specific student. Determine the grade level and gender of the imagined student you want to write your text set for. Then, choose five books that increase in Lexile level and which are connected thematically in a way that would make sense reading them in the order you recommend.
List the five books and their Lexile level. For each book, give a rationale for why you would recommend that book for that student.
Samples:
Prompt
You will teach a minimum of three times. You can work this out with your mentor teacher. This may be for a full or partial class period. Please submit your lesson plan to me via email three days in advance of teaching. Then, I can give you some feedback and your mentor teacher can give you some feedback. Remember, your mentor teacher is still held responsible for what you teach—please make him or her a big part of your planning process. These elements need to be in your lesson plan to receive full credit: objective, standard, assessment, hook, I DO, WE DO, THEY DO, closure, and enough detail that a sub could teach your lesson. You may want to ask your mentor teacher for lesson plan templates that have been helpful to him or her. (Standard 8A (Parts of 4 and 5—depending on the lesson)).
Samples:
Excellent performance: Fall ’19 / Winter ’20 / Fall ’20
Average performance: Fall ’19 / Winter ’20 / Fall ’20
Poor Performance: Fall ’19 / Winter ’20 / Fall ’20
Prompt
Publishers, editors, writers, and teachers work together when it comes to using Young Adult Literature in a classroom. Any of these groups of people post teaching ideas online. For this literature circle role, you will create a document that gives links and advice on teaching a Young Adult novel.
Parts of the LitLinks:
Samples:
Excellent performance: Fall ’19 / Winter ’20 / Fall ’20
Average performance: Fall ’19 / Winter ’20/ Fall ’20
Poor performance: Fall ’19 / Winter ’20/ Fall ’20
Candidates select appropriate reading assessments in response to student interests. Rationale can be found here
Prompt You will sign up for one of the following topics:
Find at least three scholarly journal articles on that topic and compile the information into an annotated bibliography. Use MLA formatting for citation purposes. OWL@Purdue.edu will help you organize your annotated bibliography. (45 points for bibliography, 15 points for discussion, 60 total)
Samples:
The Syllabus for Reading in the Content Area (ED 461) can be found here Fall ’19/ Winter ’20 / Fall ’20
Prompt
You must your professor that the books you chose will really work for those tough people in those three groups. You will come to Sister Glenn’s office (Rigby 304) or Sara’s office (Rigby 101) on your scheduled test day and time. You will come in, sit down, and roll the die. The number you roll, will indicate which group (1 and 4=young adult, 2 and 5=parent, and 3 and 6=future 356 class) and which three of the nine books you will discuss. After the roll of the die, you will have 10 minutes to talk. You must address these three things in your spiel:
Samples:
A graphical summary of the final grades can be found here: Fall ’19 / Winter ’20 / Fall ’20 ( final grades, excellent, average, poor )
Candidates select a range of assessments for sutdents that promote their development as writers. Rationale can be found here
Prompt
This assignment is lesson planning to teach four genres of writing: fiction, personal narrative, argumentation, and research. You will plan through five stages, which roughly correspond to pre-writing, writing, editing/evaluation. This will happen in five stages. A sample of this assignment will be provided.
Samples:
Excellent performance: Fall ’19 / Winter ’20 / Fall ’20
Average performance: Fall ’19 / Winter ’20 / Fall ’20
Poor performance: Fall ’19 / Winter ’20 / Fall ’20
Prompt
There are twelve student papers in the portfolio. For each paper do the following:
Samples:
Excellent performance: Fall ’19 (student submitted paper copy of this assignment) / Winter ’20
Average performance: Fall ’19 (student submitted paper copy of this assignment) / Winter ’20 (not available: all students did well except for one—see sample below)
Poor performance: Fall ’19 (student submitted paper copy of this assignment) / Winter ’20
The syllabus for Teaching Writing in Secondary Schools (ENG 329) can be found here: Fall ’19 / Winter ’20 / Fall ’20
Candidates differentiates instruction based on multiple kinds of assessments. Rationale can be found here
Prompt
There are twelve student papers in the portfolio. For each paper do the following:
Samples:
Excellent performance: Fall ’19 (student submitted paper copy of this assignment) / Winter ’20 / Fall ’20 (not used)
Average performance: Fall ’19 (student submitted paper copy of this assignment) / Winter ’20 (student submitted paper copy of this assignment) / Fall ’20 (not used)
Poor performance: Fall ’19 (student submitted paper copy of this assignment) / Winter ’20 / Fall ’20 (not used)
Prompt
This assignment is lesson planning to teach four genres of writing: fiction, personal narrative, argumentation, and research. You will plan through five stages, which roughly correspond to pre-writing, writing, editing/evaluation. This will happen in five stages. A sample of this assignment will be provided.
Samples:
Excellent performance: Fall ’19 / Winter ’20 / Fall ’20
Average performance: Fall ’19 / Winter ’20 / Fall ’20
Poor performance: Fall ’19 / Winter ’20 / Fall ’20
Students review principles of how to grade writing more effectively as evidenced with the following material: Fall ’19 / Winter ’20 / Fall ’20