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Chapter 8 in Berger, Ron, Leah Rugen, and Libby Woodfin. Leaders of Their Own Learning: Transforming School through Student-engaged Assessment. Print. Purposes / Uses: Tie grades to specific understandings and learning Communicate progress to students & their families about progress towards concrete goals (transparency) Measures mastery at closure of grading period – not on average over […]
Chapters 2 & 3 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. WTLs (left) vs Public writing (right) short vs substantial spontaneous vs planned exploratory vs authoritative informal vs conventional personal vs audience centered one draft vs drafted unedited vs edited ungraded […]
Chapter 4 in Berger, Ron, Leah Rugen, and Libby Woodfin. Leaders of Their Own Learning: Transforming School through Student-engaged Assessment. Print. Key terms: models: exemplars that demonstrate key features of a genre can be student work, teacher work or professional work critique lessons: lessons that define qualities of high quality work by analyzing […]
Chapter 3 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. What does it mean to be content literate? Everyone is content illiterate in at least one discipline. To be content literate, one must know: key vocabulary key conceptual frameworks that relate key vocabulary […]
Chapter 1 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print. Raising Expectations: Despite research that correlates high student achievement with intellectually challenging curricula, many ELL programs focus on low-level activities. Instead of lowering the level of activities, programs that develop academic literacy […]