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Chart 1 Sixth Grade Interim Assessment in Literacy

By Kim Parker,2014-10-17 10:48
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Chart 1 Sixth Grade Interim Assessment in Literacy

    Chart 1: Sixth Grade Interim Assessment in Literacy “Planning backwards” using performance assessment: Wiggins, Grant and McTighe, Jay. Understanding by Design, (2000)

    IA 1 IA 2 IA 3 IA 4 IA 5

    Diagnostic

    Written Series of reading and writing experiences that include Literary

    character at least three (3) of the following: response that

    study based includes a

    --Original creative writing (coordinated with reading in on short story judgment and

    same genre): or book: extends

    understanding:

     Poetry Essay or

     Essay, Response

     Scene, monologue or dialogue journal or

     Reader’s Monologue

     Fables, myths or fairy tales

     letters, or

     Reader response writing: Journals or Narratives

     Journals

    --Nonfiction writing (coordinated with reading in same

    genre:

    --Advertising or public relations writing (precursors of

    persuasive writing)

    --Journalistic articles (newspaper or magazine)

    --Media writing (web site)

    Publication

    One of the above genres will be developed and

     expanded further to create a significant “publication”

    of student work that will be shared

    Oral Component

    One of the above genres will be presented to fulfill the

    oral component (either IA 2,3, 4, or 5)

* Skills related to performance indicators may include: content knowledge; ability

    to write using a variety of genres; expressiveness and invention; sustained

    writing; use of quotations, evidence, and transitions; correct usage.

    Chart 2: Seventh Grade Interim Assessment in Literacy “Planning backwards” using performance assessment: Wiggins, Grant and McTighe, Jay. Understanding by Design, (2000)

    IA 1 IA 2 IA 3 IA 4 IA 5

    Character Series of reading and writing experiences that include Character study Study based at least three of the following: based on short on short story story or book:

    --Original creative writing (coordinated with reading in or book:

    same genre)

     Short story Essay or

    Essay or

     Poetry Response

     Response

     Scene, monologue or dialogue journal or

     journal or

    --Reader response writing Monologue

     Monologue

     Journals

     Narratives

     --Non-fiction writing (coordinated with reading in same

    genre):

     Autobiographical writing

     Biography

     Journalistic articles (newspaper or magazine)

    Publication

    One of the above genres will be developed and

     expanded further to create a significant “publication”

    of student work that will be shared

    Oral Component

    One of the above genres will be presented to fulfill the

    oral component (either IA 2,3, 4, or 5)

    * Skills related to performance indicators may include: content knowledge; ability

    to write using a variety of genres; expressiveness and invention; sustained

    writing; use of quotations, evidence, and transitions; correct usage.

    Chart 3: Eighth Grade Interim Assessment in Literacy “Planning backwards” using performance assessment: Wiggins, Grant and McTighe, Jay. Understanding by Design, (2000)

     IA 5

    Graduation

    IA 1 IA 2 IA 3 IA 4 Performance-

    Based

     Assessment

    Task

    Character Series of reading and writing experiences that include Character study study based at least three (3) of the following (coordinated with based on novel:

    on novel: reading in same genre):

    Essay using

    --Original creative writing Essay using evidence and evidence and text details

     Short story (particular genre, e.g., mystery story) text details

     Poetry

    Oral

     Dramatic writing component: Oral

    component:

    --Reader response writing: Performance

     Monologue

     Journals Monologue

     or Defense

     Narratives Defense or

     Fictional point of view Presentation

    --Non-fiction writing (coordinated with reading in

     same genre):

     Persuasive essay

    Publication One of the above genres will be

    developed and expanded further to create a

     significant “publication” of student work that will be

    shared

    Oral Component One of the above genres will be

    presented to fulfill the oral component (either IA 2,3,

    4, or 5)

    * Skills related to performance indicators may include: content knowledge; ability

    to write using a variety of genres; expressiveness and invention; sustained

    writing; use of quotations, evidence, and transitions; correct usage.

    Consortium DYO for Middle Schools

    thInterim Assessment in Math6 Grade

     “Planning backwards” from graduation requirement: Wiggins, Grant and McTighe, Jay. Understanding by Design, (2000)

    IA 1 Diagnostic Perf. Task IA 2 IA 3 IA4 IA 5 Problem solving task that: Performance tasks selected from choices below: Problem solving task

     --Is open-ended --Problem solving task applying geometry and similar in content to

     --Has multiple entry points measurements in a project or to obtain specific prod. diagnostic (IA 1), only at

     --Includes a writing component --Problem solving applying fractions a more challenging level.

     --Problem solving applying decimals and percents

     --Problem solving using data and analysis

    Content choices based on Each of the following should be included in one or more

    th6 grade standards: of interim assessments 2-4:

     --Number sense or --Oral component (exhibition, roundtable, presentation,

     --Patterns or defense)

     --Group problem solving

     --Writing component

    thInterim Assessment in Math7 Grade

     IA 2

    IA 1 IA 3 IA 5

    IA4 Performance task using a story Performance tasks selected from choices below: Problem solving task problem based on: --Problem solving task applying geometry similar in content to

     --Statistics and/or --Problem solving applying probability IA 1, only at

     --Patterns --Problem solving applying measurement a more challenging level.

     --Problem solving using algebra

     Task must: Each of the following should be included in one or more

     --Be open-ended of interim assessments 2-4:

     --Have multiple entry points --Project or product

     --Include a writing component --Oral component (exhibition, roundtable, presentation,

     or defense)

     --Group problem solving

     --Series of quizzes/tests on content

    thInterim Assessment in Math8 Grade

     IA 5

    IA 1 IA 2 IA 4 PBAT Required

    IA 3 for Graduation Problem solving Performance tasks selected from choices below: Performance Performance task based on

    assessment task based on --Problem solving task applying coordinate assessment task

    geometry similar in patterns using

    original diagnostic algebra.

     --Problem solving applying transformations content to IA 1. th(see IA1, 6 grade), only at a

     --Problem solving applying algebra more challenging level. Task must:

     --Be open-ended

    Content based on Two of the following should be included in one or

     --Have multiple both of interim assessments 2 and 3:

    algebraic patterns and

     entry points. --Oral component (exhibition, roundtable,

    involving graphic

     presentation, or defense)

    calculator.

     --Group problem solving

     --Writing component

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