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DEPARTMENT OF DEF ENSE EDUCAT ION ACT I V I TY
Cont inuous Schoo l Improvement S t ra teg ies Re fe rence Book le t
DODEA Virtual High School (DVHS): Vision
To prepare our students to live, learn, work, and serve the public good in a digital, global society through engaging, synchronous and asynchronous instruction.
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( t h i s p a g e i n t e n t i o n a l l y l e f t b l a n k ) ( t h i s p a g e i n t e n t i o n a l l y l e f t b l a n k )
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Table of Contents
Strategy Checklist 4
DVHS CSI 1-Pager 5
Goal #1 Summary Writing Marzano 6
Goal #1 Summary Writing AVID 7‐8
Goal #1 Summary Writing Checklist Rubric 9
Goal #1 Summary Writing Chart Rubric 10
Goal #1 6+1 Trait Writing Model 11
Goal #1 CCRSL & Core Six 12‐14
Goal #1 DoDEA Common/Banded Rubrics 15
Goal #1 Compare & Contrast Strategies & Templates 16‐19
Goal #2 Reading For Meaning, Close Reading, Academic Vocabulary 20‐21
Goal #2 HOTS 22‐24
Goal #2 AVID 3 Story Intellect 24
Goal #2 Blooms Digital Taxonomy 25‐29
Goal #2 Providing Feedback 30‐31
References & Image Credits 32‐33
Appendix 34‐54
Updated 12/01/17
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Thisbookletwasdevelopedtoprovideallvirtualschoolteacherswith thecorrectinformationaboutallCSIstrategiesthathavebeenselectedtosupportstudentperformanceandensurethattheDVHSachievesitsselectedgoals.
P
S C Whatteachersdotoorwiththestudents
Researchbased/researchproven
2strategiespergoal
Mustbeusedfrequently
Mustbedocumentedwithstudentsamples
AssessmentsmeasuregrowthtowardgoalSO…thepurposeofthestrategyhastobeevidentintheassessments
E AllDVHSteacherswillshowevidenceoftheuseofeachstrategywithinthedevelopmentofeachmoduleintheirrespectivecourses.Student sampleswillbepostedbyeachteacheratperiodicintervals.
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VISION
DVHS Continuous School Improvement School Years 2009‐2020
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G #1Allstudentswillimprovetheirwritingskills;theywillbeabletorelate,integrate,andsynthesizewithincontentareasinwriting.
G #2Allstudentswillincreasetheirabilitytointerpret informationtextforessentialunderstanding.
TriangulationofDataUsedforGoal#1Selection1) TeacherPerceptions2) APScores3) Demographics(M‐F)
TriangulationofDataUsedforGoal#2Selection1) TeacherPerceptions2) TerraNova(Math/ScienceSystemData)3) NAEP(ReadingComprehension/SubjectArea
ConstructedResponseSystemData)
AssessmentstoMeasureGoal#1
1) APScores:AllstudentsenrolledinAPClasses‐ByJune2010,andannuallythereafter,theper‐centageofstudentsscoringa3,4,or5willin‐crease.
2) CommonCurriculum‐EmbeddedAssessments3) LocalAssessment
AssessmentstoMeasureGoal#2
1) APScores:AllstudentsenrolledinAPClasses‐ByJune2010,andannuallythereafter,theper‐centageofstudentsscoringa3,4,or5willin‐crease.
2) CommonCurriculum‐EmbeddedAssessments3) LocalAssessment
Goal#1Strategies
1) SummaryWriting(Marzano/AVID)2) DoDEACommonandGrade‐BandedRubrics
(InformationalandArgumentwriting)3) CoreSixWritingStrategies(WritetoLearn:Pro‐
visional,Readable,andPolishedWriting)4) TopHatComparison/Contrast
Goal#2Strategies
1) HighOrderThinking:HOTS(Pogrow);3StoryIntellect(AVID);Bloom’sTaxonomy(Bloom)
2) ProvidingFeedback3) CoreSixStrategiesforReading:Readingfor
Meaning,CloseReading,TopHatComparison/Contrast,AcademicVocabulary
MISSION
V=VirtualandVersatile
I =Interactive,Integrated,andIndividualizedInstructionthatis
R=RelevantandRealistic;focusedon
T=Twenty‐ irstCenturySkillswith
U=Usefulfeedbackthroughabalanceof
A=Assessmentsonstudentperformancetodevelop
L=Life‐LongLearners
ToEducate,Engage,andEmpowereachstudenttosucceedinadynamicworld.
Toprepareourstudentstolive,learn,work,andservethepublicgoodinadigital,globalsocietythroughengaging,synchronousandasynchronousinstruction.
DVHS:OneMission,OneVision,OneSchool
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S W —M I
Effectivesummarizingleadstoanincreaseinstudentlearning.Helpingstudentsrecognizehow information
isstructuredwillhelpthemsummarize
whattheyreadorhear.Forexample,
summarizingofareadingassignmentcan
bemoreeffectivewhendonewithin
summaryframes,whichtypicallyinclude
aseriesofquestionstheteacherprovides
todirectstudentattentiontospeci iccontent(Marzano,Pickering,&Pollock,2001).
Studentswhocaneffectivelysummarizelearntosynthesizeinformation,ahigher‐orderthinkingskillwhich includesanalyzinginformation,identifyingkeyconcepts,andde iningextraneousinformation.
K R F
Studentshavetoanalyzeinformationatadeeplevelinordertodecidewhatinformationtodelete,whattosubstitute,andwhattokeepwhentheyareaskedto
giveasummary(Anderson,V.,&Hidi,
1988/1989;Hidi&Anderson,1987).
Readingcomprehensionincreaseswhen
studentslearnhowtoincorporate"summaryframes"asatoolforsummarizing(Meyer&Freedle,1984).Summaryframesareaseriesof
questions createdbytheteacheranddesignedtohighlightcriticalpassagesoftext.Whenstudentsuse
thisstrategy,theyarebetterabletounderstandwhattheyarereading,identifykeyinformation,and
provideasummarythathelpsthemretaintheinformation(Armbruster,Anderson,&Ostertag,1987).
DVHS Continuous School Improvement
Purpose:ImproveWritingSkills
GOAL#1 S :S W R (M )
(2005).RESEARCHED‐BASEDSTRATEGIES,SummarizingandNoteTaking.FocusonEffectiveness.Retrieved03,2011,from
http://www.netc.org/focus/strategies/summ.php[Nolongeraviablelink].
NOTE:Thesematerialsareinthepublicdomainandmaybereproducedwithoutpermission.Thefollowingacknowledgmentis
requestedonmaterialswhicharereproduced:DevelopedbytheNorthwestRegionalEducationalLaboratory,Portland,Oregon.
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DVHS Continuous School Improvement
Purpose:ImproveWritingSkills
GOAL#1
W AVID?AVID,AdvancementViaIndividual
Determination,isacollege
readinesssystemforelementary
throughhighereducationthatis
designedtoincreaseschoolwide
learningandperformance.The
AVIDCollegeReadinessSystem(ACRS)acceleratesstudentlearning,usesresearchbasedmethodsofeffectiveinstruction,providesmeaningfulandmotivationalprofessionallearning,andactsasacatalystforsystemicreformandchange).
T R
AVIDreportsthat,“Since1980,
AVIDhasbeencloselystudiedbynumerousresearchteamsandindividuals.Inadditiontoourowndatacollection(seetheData&Resultspage),
AVID'ssuccesshasbeendemonstratedbynumerous
third‐partystudies.Infact,the
qualityofourproofissohigh,
thatAVIDwasoneofelevenorganizationstoreceivethe
highestpraiseforoutstanding
rigorousresearchbyBuildingEngineeringandScienceTalent
inanApril2004reportto
Congress.”
S t e p s t o Wr i t i n g a C omp e t e n t S umma r y
Carefullyreadtheselection.
Re‐readthetextandmark
informationthatisrelevantto
thereadingpurpose.
Pausetoconnectideaswithin
thetext.
Makealistofthemost
importantinformationintheparagraphorsection.Besuretoleaveoutnonessentialdescriptionsandothersupportingdetails.
Trytowriteonesentencethat
includesalloftherelevantinformationintheparagraph.Iftheparagraphislong,youmayneedtowritetwosentences.
C o n s i d e r t h e F o l l ow i n g wh e n Wr i t i n g a S umma r y
Useyourownwords,except
forimportantcontentwords.
Donotincludeyourownideas
orcomments,suchas“I
think…”
Donotrepeatideasorchange
theauthor’smeaning.
When s umma r i z i n g t h e who l e t e x t …
Copyyoursummarysentences
intoaparagraphanduse
transitionallanguageinorder
tologicallycreate
relationshipsbetweenideas.
Readyourparagraph.Checktobesurethatyouhaveincludedenoughinformationsothatsomeonewhohasnotreadtheselectionwouldunderstandthemainpoints.Your
summaryshouldnotbemorethanone‐fourthtoone‐thirdthelengthoftheoriginalpassage.
S :S W AVID
WanttolearnmoreaboutAVID’sinitiatives?
VisitAVIDandtheCommonCoreAVID,Research.RetrievedFebruary24,2015,fromhttp://www.avid.org/research.ashx.
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S W : AVID
Thisquickreferencedescribesthe
stepsareadershouldtakewhen
summarizingexpositorytexts.
Whenwesummarizepurely
informationaltexts,wewantto
accountforthemainideas.
Becauseinformationaltextscanbecontentheavy,wewillneedtoreadcarefullyforthemostimportantcontent.Notalltheinformationinthetextisimportant.Seektounderstandthereadingandwritingtasks.Establishingapurposeforreadingwillhelpnarrowourfocusaswemakedecisionsaboutwhatwe
shouldincludeinoursummaries.Thefollowingstepswillhelpuscompletethistypeofreadingandwritingassignment.
Step1:Seektounderstandthe
readingandwritingtasks.
Whatareyouexpectedtoknowanddo?Whatareyou
summarizing?
Step2:Carefullyreadthetext.Readthetextoncetogeta
generalideaofwhatthetextis
about.
Step3:Rereadandmarkthe
text.Circletermsandunderline
informationrelevanttothereadingandwritingtasks.
Step4:Pausetoconnectideas
withinthetext.Connectwhatis
saidtothevisualsinthetext.
Askquestionssuchas“How
doesthissectionconnecttothe
previoussection?”or“What
doesthisideahavetodowith
thatidea?”
Step5:Writesummarystatementsinthemargin.Whatisthisparagraph(orsection)about?Whatistheauthorsaying?Whatistheauthordoinginthisparagraph(orsection)?
Consider the following when summarizing informational text:
Ideasaretypicallypresentedintheorderthattheyappearinthetext;however,youmayneedto
presentideasinadifferentorderifitmakessensetodoso.
Refertoyourmarkings,
summarystatements,andany
othercommentsyoumadeas
youcraftyoursummary.
Useaccurateverbssuchas
de ining,illustrating,or
introducingtodescribewhatan
authorisdoinginaparagraphorsectionoftext.
Includeimportantcontentand
lesson‐basedvocabulary.
Accountforthemainideasin
thetext.Weshouldinclude
enoughinformationsothat
someonewhohasnotreadthe
textwouldunderstandthemain
points.
Useyourownwordsand
paraphrasewhennecessary.
Ideastakendirectlyfromthe
sourceshouldbeproperlyquotedandcited.
Whatwequoteandhowwe
quoteitwilldependontheactualdiscipline.Forexample,asciencepaperwillhavefarfewerdirectquotationsthananEnglishorsocialsciencepaper.Asageneralrule,weshoulddirectlyquoteideasthatcannot
beexpressedaccuratelythroughparaphrasingorsummarizing.
Writeobjectively.Besensitive
tobiases;avoidinaccurateinterpretationsor
representations.Weshould
expresstheideasinthetext
fairlyandaccurately.
Summariesshouldbereadfor
clarityandaccuracy.
Summariesshouldnotbemore
thanone‐fourthtoone‐thirdthelengthoftheoriginaltext.
RefertoAppendixA
forexamples.
DVHS Continuous School Improvement
Purpose:ImproveWritingSkills
GOAL#1 S :S W AVID
Updated 12/01/17
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DVHS Continuous School Improvement
SummaryisAboveStandard=5
Summarydemonstratesastrongfocusandconciselycatchesthemainpoints
Themainideaisclear,sustainedandthereisuseofsupportingdetails
LengthofsummaryisappropriateIsincorrectparagraphformOrganizationofsummaryislogicalThereisawell‐linkedbeginning,middleandendExcellentuseoftransitionswithinsummaryVoiceisobjectiveandimpartiallypresentsan
appropriatepointofview.
VocabularyisappropriateforintendedaudienceExceptionaluseofsentencevarietyWritingisfreeofconventionalspellingand
mechanicalerrors
Purpose:ImproveWritingSkills
GOAL#1S :S W R C
SummaryisAtStandard=4
Clearmainidea&suf icientandrelevantsupportingdetailswithinsummarygivesreaderadequateunderstanding
IswritteninsentenceandparagraphformOverallorganizationofsummarydemonstratesa
strongbeginning,middleandending.
ClearuseoftransitionsVoiceisobjectiveanpersonalopinionisappropriateVocabularyisappropriatetothepurposeofthe
writing
EffectiveuseofsomesentencevarietyWritinghasbeenwelleditedOccasionalspelling&mechanicalerrorsdonot
distractthereader
SummaryisDeveloping=3
Mainideapresentedinsummaryisevidentbutsupportingdetailsonlyminimallysupportive
SomeparagraphinginsummarySummaryistoolongORtooshorttobeeffectiveDistinguishablebeginning,middleandendUseoftransitionsisattemptedwithinwritten
summary
Writer'svoiceisevidentandsummaryre lectsthewriter'sopinion
Manyerrorsinspellingandmechanicsthatdistractthereader
SummaryisBelowStandard=1
Supportingdetailsareweakanditisnotclearwhatideatheyaresupporting
Summarynotcompletedinsentenceandparagraphform
NouseoftransitionswithinwrittensummaryNodistinguishablevoiceVocabularyissimplebutsuf icienttoconvey
basicideas
Writinghasnotbeenedited&containsmanyspelling&mechanicalerrors
One Mission, One Vision, One School
Updated 12/01/17
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DVHS Continuous School Improvement
Purpose:ImproveWritingSkills
GOAL#1 S :S W R
Below Standard 1 point
Developing 3 points
At Standard 4 points
Above Standard 5 points
Purpose & Form No clear topic sentence to indicate main idea of summary.
Supporting details are weak and it is not clear what idea they are sup-porting.
Summary not com-pleted in sentence and paragraph form.
Main idea presented in summary is evident but supporting details only minimally sup-portive; therefore, reader is vague about content of original article.
Some paragraphing in summary.
Summary is too long OR too short to be effective.
Clear main idea & suffi-cient and relevant sup-porting details within summary gives reader adequate understand-ing of content of origi-nal article.
Is one third to a half the length of the origi-nal
Is written in sentence and paragraph form.
Summary demon-strates a strong focus and concisely catches the main points of the origi-nal article.
The main idea is clear, sustained and supporting details presenting in same order as original.
Length of summary is appropriate
Is in correct para-graph form.
Organization No clear beginning, middle or ending
No use of transitions within written sum-mary
Distinguishable be-ginning, middle and end
Use of transitions is attempted within written summary.
Overall organization of summary demon-strates a strong begin-ning, middle and end-ing.
Clear use of tran-sitions
Organization of summary is logical & coincides with the original.
There is a well- linked beginning, middle and end
Excellent use of transitions within summary.
Style No distinguishable voice.
Vocabulary is sim-ple but sufficient to convey basic ide-as.
Writer's voice is evi-dent and summary reflects the writer's opinions.
Attempting to use vocabulary from with-in original article.
Voice is objective and no personal opinion is evident.
Vocabulary is appropri-ate to the purpose of the writing.
Effective use of some sentence vari-ety.
Voice is objective and impartially presents article's point of view.
Vocabulary is ap-propriate for in-tended audience and reflects accu-rately the degree of complexity of the original.
Exceptional use of sentence variety
Mechanics & Spelling
Writing has not been edited & contains many spelling & mechanical errors.
Many errors in spelling and me-chanics that dis-tract the reader.
Writing has been well edited.
Occasional spelling & mechanical errors do not distract the reader.
Writing is free of conventional spelling and me-chanical errors.
Updated 12/01/17
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DVHS Continuous School Improvement
W 6T ?
“SixTraitsWritingisasystematicapproachforlookingatwritingonepartatatime.Sincewritingissucha
complicatedactivity,thisapproachhelpsmanypeoplebreakdownthetaskandunderstanditbetter.
Byfocusingonandscoringonlyonetraitatatime,awriter/readercanbreakdownacomplexactivitylikewritingandmakeitmoremanageable.Withpractice,writerscanthenlearntobemorecriticaloftheirown
workandcanmakeimprovementsinthequalityoftheirwriting.Perhaps,morethananythingelse,thesix
traitsgiveteachersandstudentsacommonvocabularyfortalkingandthinkingaboutwriting.”
6+1K Q
The6+1Trait®Writinganalyticalmodelforassessingandteachingwritingismadeupof6+1keyqualitiesthatde inestrongwriting.Theseare
Ideas,themainmessage;
Organization,theinternalstructureofthepiece;
Voice,thepersonaltoneand lavoroftheauthor'smessage;
WordChoice,thevocabularyawriterchoosestoconveymeaning;
SentenceFluency,therhythmand lowofthelanguage;
Conventions,themechanicalcorrectness;and
Presentation,howthewritingactuallylooksonthepage.
Purpose:ImproveWritingSkills
GOAL#1S :S W 6+1T W M
(2015).L.King.Basedonthe6+1TraitWritingbyEducationNorthwest.
(2015).EducationNorthwest.6+1TraitWriting.Retrieved02,2015,fromhttp://educationnorthwest.org/traits.
6+1TraitRubricshttp://educationnorthwest.org/traits/traits‐rubrics
5‐PointWriter’sRubrichttp://educationnorthwest.org/sites/default/ iles/5‐pointwriters‐rubric.pdf
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(2015).Long,V.andGardiner,S.TheInteractiveSixTraitWritingProcess.Introduction.Retrieved02,2015,fromTheLiterateLearnerathttp://literatelearner.com/6traits/page_template6t.php?f=main.
Updated 12/01/17
RefertoAppendixBforexamples.
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DVHS Continuous School Improvement
Updated 12/01/17
ourseContentCurriculumStandards:DoDEAhasadoptedcurriculumstandardsforeverycourseinitssystem.Thesecurriculumstandards
guidewhatistaughtwithineachofitscourses.Theknowledgegainedfromthestudent’sworkwith
thecoursecontentistheprimaryemphasisinallDoDEAschools.Thecoursecontentisthewhatofthe
curriculum:whatwillbetaught,whatwillbepracticed,whatwillbelearnedineachsubjectarea.
CRSL:DoDEAhasadoptedtheCollegeandCareerStandardsforLiteracyinEnglishLanguageArts,His‐tory/SocialStudies,Science,andTechnicalSubjects(CCRSL)tosupportcontentcurriculumacqui‐
sitionthroughliteracydevelopment.YoumightthinkoftheCCRSLasthehowofthecurriculum:thelens
throughwhichthewhatofthecurriculumwillbetaught.BycombingContentandLiteracyStandards,all
studentsgainstrengthinbothcontentknowledgeandliteracyskills.
Theliterateperson:
• Readscomplextextsindependently
• Buildsstrongcontentknowledgefromreading,writing,speaking,listening
• Respondstothevaryingdemandsofaudience,task,purpose,anddiscipline
• Comprehendsprintandnon‐printtextsaswellascritiquesthem
• Valuesgatheringandevaluatingevidence
• Usestechnologyanddigitalmediastrategically
• Understandsotherperspectivesandcultures
CoreStandards:http://www.corestandards.org/wp‐content/uploads/ELA_Standards1.pdf
oreSixStrategies:TheCoreSixstrategiessupporttheimplementationofthethreeshifts,theliteracystandardsoftheCCRSL,andeachcourse’scontentcurriculum.Eachstrategyisdesignedtoincreasestudentcontentknowledgeandliteracyskillthroughreading,writing,andspeaking:
C
C
C
Silver,H.F.,Dewing,R.T.,&Perini,M.J.(2012).Thecoresix:Essentialstrategiesforachievingex‐cellencewiththecommoncore.Alexandria,VA:
ASCD.Accesstobookinformationhere:http://www.ascd.org/publications/books/113007.aspx
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Updated 12/01/17
W T S T L ?
heThreeShifts:InordertoaddresstheliteracydevelopmentoftheCCRSL,threeshiftsinteachingareemphasized.Theseshiftsareimportanttoallcurricularareasinthattheysupportthestudent’sacquisitionoftheknowledgeofthecoursecurriculums.
Eachcoursewillallowstudentstoenhancetheircurricularknowledgeandliteracyskillsby:
1. Buildingknowledgethroughcontent‐richnon iction(aboutthesubjectstudiedanditsconnectiontotheworld)—throughreading,writing,andspeakinga. Studentsmustbeimmersedininformationabouttheworldaroundthemiftheyaretodevelopthe
stronggeneralknowledgeandvocabularytheyneedtobecomesuccessfulreadersandbepreparedforcollege,career,andlife.
b. Itisvitalforstudentstohaveextensiveopportunitiestobuildknowledgethroughtextssotheycanlearnindependently.
2. Reading,writing,andspeakinggroundedinevidencefromtext,bothliteraryandinformational(aboutthesubjectstudied)—throughreading,writing,andspeakinga. Thestandardsemphasizeusingevidencefromtextstopresentcarefulanalysis,well‐defended
claims,andclearinformation.b. Ratherthanaskingstudentsquestionstheycananswersolelyfromtheirpriorknowledgeandexpe‐
rience,thestandardscallforstudentstoanswerquestionsthatdependontheirhavingreadthetextswithcare.
c. Thoughthestandardsstillexpectnarrativewritingthroughoutthegrades,theyalsoexpectacom‐mandofsequenceanddetailthatareessentialforeffectiveargumentativeandinformativewriting.
3. Regularpracticewithcomplextextanditsacademiclanguage(connectedtothesubjectstudied)—throughreading,writing,andspeakinga. Thestandardscallforastaircaseofincreasingtextcomplexitysothatallstudentsarereadyforthe
demandsofcollege‐andcareer‐levelreadingnolaterthantheendofhighschool.b. Thestandardscallforstudentstogrowtheirvocabulariesthroughamixofconversation,directin‐
struction,andreading.Theyaskstudentstodeterminewordmeanings,appreciatethenuancesofwords,andsteadilyexpandtheirrangeofwordsandphrases(“KeyShiftsinEnglishLanguageArts,”CommonCoreStateStandardsInitiative).
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DVHS Continuous School Improvement
Purpose:ImproveWritingSkills
GOAL#1 S :C S :W S
Updated 12/01/17
W C S W S ?
The"CoreSix"areasetofresearchbasedstrategiesthatallowteachersandstudentstoachievethegoalsofthe
CollegeandCareerReadinessStandardsinLiteracy.Throughuseofthesestrategiesandtools(templates,
guides,etc.)teacherscanhelpstudentsmoredeeplyengagewithreadingacrossthecurriculumaswellascreate
moremeaningfulwritingactivities.Studentslearntouseevidencefromreadingintheirwriting.They
additionallywilllearnhowtobetterunderstandandusebothcontentspeci icandacademicvocabulary.These
strategiescanbeusedacrossallgradelevelsandsubjectareas.ThestrategiesarepublishedinthebookThe
CoreSix:EssentialStrategiesforAchievingExcellencewiththeCommonCore,writtenbyHarveyF.Silver,R.
ThomasDewing,&MatthewJ.Perini(2012).
Silver,H.F.,Dewing,R.T.,&Perini,M.J.(2012).Thecoresix:Essentialstrategiesforachievingexcellencewiththecommoncore.Alexandria,VA:ASCD.Accesstobookinformationhere:http://www.ascd.org/publications/books/113007.aspx
W L
Silver,Dewing,andPerini(2012)describe“WritetoLearn“throughthreetypesofwriting:provisional,readable,andpolished.
Provisional—IdeasWithoutRevision
Usinggraphicorganizers(comparison/contrast,Venndiagrams,etc.)
Brainstorming
FreeWriting
NotetakingReadable—BestWritingWithoutRevisionorPolish
Organizationandevidencewhenandwhererequired
Paragraphsoressays
Rubricscoring—DoDEACommonorGrade‐BandedRubric
On‐demandwritingPolished—BestWritingWithRevision
Organizationandevidencewhenandwhererequired
Paragraphsoressays
Rubricscoring—DoDEACommonorGrade‐BandedRubric
Extendedwritingwithfeedbackandrevision
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DVHS Continuous School Improvement
D DEAC G ‐B R — I ,A ,N
DoDEACommonWritingRubrics
DoDEAandCatapultLearningproducedrubricsaroundthethreetexttypesofwritingprioritizedbythe
CollegeandCareerReadyStandardsforLiteracy(CCRSL):argument,informative/explanatory,andnarrative
writing.ClickbelowtoseesomeexamplesofCommonRubricsusedbytheDVHS.
DoDEABanded(Grade‐Speci ic)
WritingRubrics
DoDEAalsohasthreeGrade‐Speci icWritingRubrics:oneforargumentativewriting,oneforinformativewriting,andonefornarrativewriting.Theserubricsarecloselyalignedwiththegrade‐levelCCRSLforWritingandcanbeusedtoprovidestudentswithfeedbackfortheirreadableorpolishedwriting.
ClicktheimagetomagnifytheexampleGradeBandedRubric.
WherecanIlocatetheDoDEACommonandGrade‐BandedRubrics?
TherubricslistedabovecanbefoundintheDoDEACollegeandCareer
ReadyEducatorResourcesGroup>Resources>Literacy>CCRSL
WritingTextTypesandPurposes>DoDEAWritingRubricsfolder.
WherecanIlocatetheDVHSversionsoftheCommonandGrade‐
BandedRubrics?
Additionally,versionsoftheserubricshavebeendevelopedinSchoology.
DVHSProfessionalLearning&CollaborationGroup>Resources>
ProfessionalDevelopment&Training>TeacherResources
>Rubrics
PleasecontractyourInstructionalDesignerifyouhavedif icultyinlocatingtheDVHSversions.
GOAL#1S :R D DEAC G B
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Purpose:ImproveWritingSkills
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Purpose:ImproveReading&WritingSkills
GOAL#1/#2 S :C S :C /C
Updated 12/01/17
P O
Phaseone—Comparison/ContrastDescriptionOrganizerTemplate
P T
PhaseTwo—Comparison/ContrastTopHatOrganizer
Studentsoftenwanttojumpaheadtothecomparisonwithoutfullyunderstandingthetwosubjects
theyarecomparing.Providingcriteriaslowsthemdownandallowsthemtounderstandcloselythe
subjectsbeingcompared.Provideclearcriteriatofocusstudentdescription.Remindstudentsthattheirjobistodescribeeachitemseparatelyaccordingtothecriteriayouprovide,nottocomparethem.Forexample:Ifstudentswereaskedtocomparevolume(subject1)andsurfacearea(subject2),theywould irstbeginbydescribingeachconceptaccordingtotopics(criteria).Thecriteriayouprovidemightbe:De inition,Howit’scalculated,Howit’sexpressed(units),Whenit’sused,Whatitdescribes(provideexamples).
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DVHS Continuous School Improvement
P T
PhaseThree—OrganizingaComparison/ContrastEssayAswithallessays,thecomparison/contrastessaywillintroduceyourreadertoyourpoint,provideevidence
tosupportyourpoint,andconcludewitha inalthoughtaboutyourpoint.Ineffect,itmovesfromavery
generalidea(intheintroduction)tospeci icevidence(inthebody)andbacktoalessgeneralidea(inthe
conclusion).Therearetwodistinctwaysinwhichtostructureyourcomparison/contrastessay:
The irstisbytopic;thesecondisbysubject.
Let’ssayyouhavebeenaskedtocomparetwosportscars.YouchoosetocompareaPorscheanda
Corvette.Theseareyoursubjects.
You’vechosentocomparethemusingthefollowing:Cost,Speed,Style.Theseareyourtopics.
Structuringyourcomparison/contrastessaybytopic:
Structuringyourcomparison/contrastessaybysubject:
GOAL#1/#2S :C S :C /C
Updated 12/01/17
Purpose:ImproveReading&WritingSkills
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DVHS Continuous School Improvement
Purpose:ImproveReading&WritingSkills
GOAL#1/#2 S :C S :C /C
Updated 12/01/17
P F
PhaseFour—ComparisonContrastWritingFramework
Downloadthecompareandcontrasttemplatestohandoutthemouttoyourstudents:
PhaseOne:Phase_One‐CompareContrast_Description_Template.pdf PhaseTwo:Phase_Two_CompareContrast_TopHat.pdf PhaseThree:Phase_Three_Organizing_a_Comparison.pdf PhaseFour:Phase_Four_ComparisonContrast_Writing_Framework .pdf
SomeTransitionalWordsandPhrasesforComparisonWriting
AlikeAlthoughButComparedwithDifferentfromEither...orConversely
HaveincommonHoweverIncontrasttoLessthanMorethanNeither...norIronically
NonethelessNotonly...butalsoOntheotherhandSimilartoUnlikeWhileYet
Thislinkhttp://www.mdc.edu/Kendall/collegeprep/documents2/TRANSITIONAL%20WORDS%20AND%20PHRASESrevised815.pdftakesyoutoainformationalresourceandquiztopreparestudentstoworkwiththelanguageofcomparison/contrast.Itincludesmanymoretransitionalwordsandphrasesdividedbycategoryandashortquizforstudents.
Hereisanotherresourcethatyourstudentsmay induseful:http://www.smart‐words.org/linking‐words/linking‐words.pdf
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DVHS Continuous School Improvement
P F
PhaseFour—ComparisonContrastWritingFramework
GOAL#1/#2S :C S :C /C
Updated 12/01/17
Purpose:ImproveReading&WritingSkills
Module: Comparativewritingframeworkforbeginningwriters
Iamcomparingandcontrasting________and_________.Although__________and____________aredifferent,
theyarealikeinsomeways.Forexample,theyareboth____________________.Therearealsosomeinter‐
estingdifferencesbetween______________and________________.Forexample,
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
________________________________________________________________________________________________________[Concluding
sentence:]__________________________________________________________________
Module: Comparativewritingframeworkfordevelopedwriters
Onthesurface,_______and_________appeartobeverysimilar.Theyeach________,__________,and
____________.However,acloseranalysisindicatesthat__________and_________are,infact,verydifferentin
threeimportantways.First,theyaredifferentinthat__________________.Second,theydifferinthat
_________________.Finally,andmostimportantly,incontrastto_________________,_______________is
____________________.
[Concludingsentence:]
_______________________________________________________________________________________________
Forthedevelopedwriter,eachofthetopicpointscouldbethebeginningofanewparagraph.Replac‐
ingthewordssimilarwithdifferentanddifferentwithsimilarallowsthewritertocomparetwoitems
thatlookdifferentbutthataresimilar.Herewearecomparingitemsthatlooksimilaronthesurface
butthatdiffer.
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DVHS Continuous School Improvement
Purpose:ImproveReading
GOAL#2 S :C S :R F M /C R
Updated 12/01/17
R M
ReadingforMeaningisaCoreSixStrategythatoffersreadersmethodstohelptheminterpretdif icultandcomplextexts.AccordingtoSilver,DewingandPerini(2012),studentsbreakdown“criticalreading”into“threephases”:
1.Beforereading:Previewandpredict2.Duringreading:Searchforrelevantinformation3.Afterreading:Re lectonlearning
Tolearnmore,readCoreSix:Chapter1.ReadingforMeaningonlineathttp://www.ascd.org/publications/books/113007/chapters/Reading‐for‐Meaning.aspxSilver,H.F.,Dewing,R.T.,&Perini,M.J.(2012).Thecoresix:Essentialstrategiesforachievingexcellencewiththecommoncore.Alexandria,VA:ASCD.Accesstobookinformationhere:http://www.ascd.org/publications/books/113007.aspx
C R
FiveStepstoaCloseRead:AnOnlineModel Step1:SetaPurposeforReading Step2:FirstReading Step3:Secondreading—Quotes,Notes,Questions,Insights Step4:Paireddiscussion‐‐formative Step5:Writingassignment
Pleaserefertothetemplatehere:https://content.dodea.edu/VS/csieportfolio_14/interactives/dvhs_csi_student_version/docs/close_reading_student_template.pdf
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DVHS Continuous School Improvement
GOAL#2S :C S :A V
Updated 12/01/17
Purpose:ImproveReading
VocabularyCODESheet—HowdoICODEwithStudents?
onnect—throughsynonyms,antonyms,previouslearning,visuals,de initions,etc.
rganize—throughcategories
eeplyprocess—throughworkinvolvingactivelearning,makingfurtherconnectionsandcon‐
tinuedcategorizing
xercise—throughpracticeandrepetition,games,matching,etc.
OC
DEWhichwordsshouldbecoded?
Whileanywordcanbe,CareerReadyStandardsforLiteracy(CCRSL)stressestheneedforstudentstoworkmorefrequentlywithTierTwovocabularyinordertopreparethemforlearningbeyondsecondaryschool.
WhatareTierTwowordsandwhyshouldIspendtimeonthem?
TierOne:TierOnewordstendtobeinformalinnature.Forexample,ratherthanusingawordlike“thus”tomakeaconnectionbetweenideas,apersonmightsay“so.”Tieronewordsarethosewordswhichstudentslearnthroughspeechacquisition(therateofwhichvariesfromstudenttostudent)andcanbein luencedbyregionalordialecticaldifferences.
TierThree:TierThreewordstendtofocusoncontentspeci iclanguage.Thesewordsareveryoftentaughtincontextinastudent’stextbook.Theyoftenappearaswordsthatareboldandin‐textde initionsareoften
provided.Often,exercises,games,andpracticeactivitiescenteraroundthesewords.Aquestiontoaskyour‐
self:wouldstudentsbene itfromaddedconnections,organization,ordeepprocessingactivitiesbeforebeingaskedtoexercisewiththesewords?TierThreewordstendtobeconcreteinnature.
TierTwo:TierTwowordsarethosewordsmostoftenacquiredthroughreadingandareoftenmadeupof
conjunctiveadverbs,transitionalexpressions,formalnouns,speci icverbs,adverbs,andadjectivesthatcross
disciplines.Assuch,theyarenotinformal,noraretheycontentspeci ic.Peopletendnotto“pickup”TierTwowordsfromconversationorfromtextbooks.StudentswithoutagoodgraspofTierTwowordstendtostruggle
withunderstanding.ThosewithagoodgraspofTierTwowordstendtobebetterwritersastheyhavemore
conceptswithwhichtowork.TierTwowordstendtobeabstractratherthanconcrete,formalratherthanin‐
formal.Forexample:
Thusinsteadofso:becauseofeverythingI’vesaid(writtenorpresented)before,Icannowsaythis
Converselyinsteadofbut:I’vesaid(writtenorpresented)alot,butnowI’mgoingtosaytheopposite
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HOTS was developed by Stanley Pogrow for Lower Level Students
Pogrow(1987)describestheHOTScurriculum:
"TheHOTSprogramcurrentlyconsistsofdailylessonsbuiltaroundpopular,commerciallyavailable
softwarethatdevelopsthefollowingthinkingskills:
TheHOTScurriculumdifferssubstantiallyfromconventionalapproachestousingcomputers.Softwareis
notusedtoteachtheaboveoranyotherspeci icskills.Rather,softwareisusedasaopportunitytocreate
'learningdramas':situationswherestudentsarehighlymotivatedtocompleteataskandwherequestionsaredevelopedtostimulatestudentstoengageinthekeythinkingskills.Thesequestionsarenot
necessarilyrelatedtothespeci icgoalofthesoftware,noristhespeci icgoalofthesoftwareimportantto
thelearningprocess.Theprogramssimplyinvolveandintriguethestudents.
DVHS Continuous School Improvement
GOAL#2 S :HOTSH O T S
Purpose:ReadingforEssentialUnderstanding
MetacognitionDevelopingandarticulatingstrategiesandtestingtheireffectsinsolvingproblems.Sucharticulationbothrequiresanddevelopssophisticatedlanguagecomprehensionskills.
InferenceBuildingunderstandingofunknownconceptsbyusinginformationfromknownconcepts.Again,languageskillshelpmakethenecessaryconnec‐tions.
DecontextualizationGeneralizinginformationfromonecontexttoan‐other.Whenpoorlearnersencounteranewbitofinformation,itisstoredinmemoryasaconceptpeculiartothespeci iccontextinwhichitwaslearned.Problemsolvingrequiresanabilitytolinkrelatedideas.
CombiningandSynthesizingInformation
(2015).L.King.BasedontheHOTScurriculumdevelopedbyStanleyPogrow(1987).Centralgraphic,modi iedfromchatchaisurakram.
Multicolorpresentationtemplate.iStock/thinkstock.
Updated 12/01/17
Page 23
ThefollowingisanexampleofaquestioningstrategydevelopedaroundthepopularOregonTrail
simulationtopromotethekeythinkingskills:
Formetacognitionskills,ask,'WhatstrategydidyouusetogettoOregon,andwhywasitmoresuccessfulthanotherattempts?'or'Whatstrategydidyouuseandwhywasitunsuccessful?'
Tofacilitatedecontextualization,ask,'Wherehaveyouheardthewordyokebefore?'or'Fromwhatperspectiveareyouviewingthewagon,andhowdidthatdifferfromtheperspectivewhenyouwere
lyingtheballoonintheRidetheWindprogram?'
Toemphasizeinferencefromcontext,givethesedirections:'Readtheinstructionsandtellmeifyou
thinkayokeasusedinthisprogramispartofanegg[theyolk],whynot,whatyouthinkitmightbe,andwhyyouthinkitwouldbeimportant.'
And inally,toencouragestudentstocombinetheinformationthey'velearned,ask,'IsanyonewhotraveledtheOregonTrailstillalivetoday?Howcouldyou igureitout?'"(p.11)
DVHS Continuous School Improvement
GOAL#2S :HOTSH O T S
Purpose:ReadingforEssentialUnderstanding
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NorthCentralRegionalEducationalLaboratory.HOTSCurriculum(1987),originallypublishedbyStanleyPogrow,1987byTheInternationalSocietyforTechnologyinEducation.RetrievedFebruary24,2015,fromhttp://www.ncrel.org/sdrs/areas/issues/students/
atrisk/at7lk20.htm
Updated 12/01/17
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DVHS Continuous School Improvement
GOAL#2 S :HOTSH O T S
Purpose:ReadingforEssentialUnderstanding
A 3–
Daws,T.,&Schiro,Ed.D.,P.(2009).TutorialSupportCurriculumResourceGuideCreatingRigorousTutorialstoIncreaseStudentAchievementinAcademicClasses.
Publisher:AVID.
Updated 12/01/17
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DVHS Continuous School Improvement
GOAL#2Purpose:ReadingforEssential
Understanding
B '
Bloom'sDigitalTaxonomyMapRetrievedfromhttp://edorigami.wikispaces.com/Bloom%27s+‐+Introduction
underCreativeCommons2.5http://creativecommons.org/licenses/by‐sa/2.5/
KEY:Elementscoloredinblackarerecognizedandexistingverbs,Elementscoloredinbluearenewdigitalverbs.
S :HOTSB ’ D T
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DVHS Continuous School Improvement
GOAL#2 S :HOTSB ’ D T
Purpose:ReadingforEssentialUnderstanding
R
Thiselementofthetaxonomydoesinferthe
retrievalofmaterial.Thisisakeyelementgiven
thegrowthinknowledgeandinformation.The
digitaladditionsandtheirexplanationsareas
follows:
Bulletpointing–Thisisanalogoustolistingbut
inadigitalformat.
Highlighting–Thisisakeyelementofmostproductivitysuites;encouragingstudentstopickoutandhighlightkeywordsandphrasesisatechniqueforrecall.
Bookmarkingorfavorite‐ing–thisiswherethestudentsmarkforlaterusewebsites,resourcesand iles.Studentscanthenorganizethese.
Socialnetworking–thisiswherepeopledevelopnetworksoffriendsandassociates.Itforgesandcreateslinksbetweendifferentpeople.Likesocialbookmarks(seebelow)asocialnetworkcanform
akeyelementofcollaboratingandnetworking.
Socialbookmarking–thisisanonlineversionoflocalbookmarkingorfavorites,Itismore
advancedbecauseyoucandrawonothers'
bookmarksandtags.Whilehigherorderthinking
skillslikecollaboratingandsharing,cananddomakeuseoftheseskills,thisisitssimplestform‐
asimplelistofsitessavedtoanonlineformat
ratherthanlocallytothemachine.
Searchingor"Googling"‐Searchenginesare
nowkeyelementsofstudents'research.Atits
simplestthestudentisjustenteringakeywordor
phraseintothebasicentrypaneofthesearch
engine.Thisskilldoesnotre inethesearch
beyondthekeywordorterm.
U
Thedigitaladditionsandtheirexplanationsareas
follows:
AdvancedandBooleanSearching–Thisisaprogressionfromthepreviouscategory.Students
requireagreaterdepthofunderstandingtobeabletocreate,modifyandre inesearchestosuittheirsearchneeds.
BlogJournaling–Thisisthesimplestoftheuses
forablog,whereastudentsimply"talks""writes"or"types"adaily‐ortask‐speci icjournal.Thisshowsabasicunderstandingoftheactivityreportedupon.Theblogcanbeusedtodevelophigherlevelthinkingwhenusedfordiscussionandcollaboration.
Twittering–TheTwittersite'sfundamental
questionis"whatareyoudoing?"Thiscanbe,in
itsmostsimplisticform,aoneortwoword
answer,butwhendevelopedthisisatoolthat
lendsitselftodevelopingunderstandingandpotentiallystartingcollaboration.
Categorizing–digitalclassi ication‐organizing
andclassifying iles,websitesandmaterialsusing
foldersetc.
Commentingandannotating–avarietyoftools
existthatallowtheusertocommentandannotate
onwebpages,.pdf ilesandotherdocuments.The
userisdevelopingunderstandingbysimply
Key Terms - Remembering: Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlight-ing, bookmarking, social networking, Social book-marking, favorite-ing/local bookmarking, Searching, Googling.
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DVHS Continuous School Improvement
GOAL#2Purpose:ReadingforEssential
Understanding
commentingonthepages.Thisisanalogouswith
writingnotesonhandouts,butispotentially
morepowerfulasyoucanlinkandindexthese.
Subscribing–Subscriptiontakesbookmarkingin
itsvariousformsandsimplisticreadingonelevel
further.Theactofsubscriptionbyitselfdoesnot
showordevelopunderstandingbutoftenthe
processofreadingandrevisitingthesubscribed‐
tofeedsleadstogreaterunderstanding.
A
Thedigitaladditionsandtheirexplanationsareas
follows:
Runningandoperating–Thisistheactionof
initiatingaprogramoroperatingandmanipulatinghardwareandapplicationstoobtainabasicgoalorobjective.
Playing–Theincreasingemergenceofgamesasa
modeofeducationleadstotheinclusionofthisterminthelist.Studentswhosuccessfullyplayor
operateagameareshowingunderstandingof
processandtaskandapplicationofskills.
UploadingandSharing‐uploadingmaterialsto
websitesandthesharingofmaterialsviasiteslike
Flickretc.Thisisasimpleformofcollaboration,a
higherorderthinkingskill.
Hacking–hackinginitssimplerformsisapplying
asimplesetofrulestoachieveagoalorobjective.
Editing–Withmostmedia,editingisaprocessor
aprocedurethattheeditoremploys.
A
Thedigitaladditionsandtheirexplanationsareas
follows:
Mashing–mashupsaretheintegrationofseveraldatasourcesintoasingleresource.Mashingdata
currentlyisacomplexprocessbutasmoreoptionsandsitesevolvethiswillbecomeanincreasinglyeasyandaccessiblemeansofanalysis.
Linking–thisisestablishingandbuildinglinks
withinandoutsideofdocumentsandwebpages.
Reverse‐engineering–thisisanalogouswith
deconstruction.Itisalsorelatedtocrackingoften
withoutthenegativeimplicationsassociatedwiththis.
Cracking–crackingrequiresthecrackerto
understandandoperatetheapplicationorsystem
beingcracked,analyzeitsstrengthsandweaknessesandthenexploitthese.
Validating–Withthewealthofinformation
availabletostudentscombinedwiththelackof
authenticationofdata,studentsoftodayandtomorrowmustbeabletovalidatetheveracityof
theirinformationsources.Todothistheymustbe
abletoanalyzethedatasourcesandmakejudgmentsbasedonthese.
Key Terms - Understanding: Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorizing and tagging, commenting, annotating, subscribing.
S :HOTSB ’ D T
Key Terms - Applying: Implementing, carrying out, using, executing, run-ning, loading, playing, operating, hacking, uploading, sharing, editing.
Updated 12/01/17
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DVHS Continuous School Improvement
GOAL#2 S :HOTSB ’ D T
Purpose:ReadingforEssentialUnderstanding
Tagging–Thisisorganizing,structuringand
attributingonlinedata,meta‐taggingweb
pagesetc.Studentsneedtobeableunderstand
andanalyzethecontentofthepagestobeableto
tagit.
E
Thedigitaladditionsandtheirexplanationsare
asfollows:
Blog/vlogcommentingandre lecting–
Constructivecriticismandre lectivepracticeareoftenfacilitatedbytheuseofblogsandvideoblogs.Studentscommentingandreplyingtopostingshavetoevaluatethematerialincontextandreply.
Posting–postingcommentstoblogs,discussion
boards,threadeddiscussions.Theseare
increasinglycommonelementsofstudents'daily
practice.Goodpostingslikegoodcomments,arenotsimpleone‐lineanswersbutratherare
structuredandconstructedtoevaluatethetopic
orconcept.
Moderating–Thisishighlevelevaluation;themoderatormustbeabletoevaluateapostingor
commentfromavarietyofperspectives,assessing
itsworth,valueandappropriateness.
Collaboratingandnetworking–Collaborationisanincreasingfeatureofeducation.Inaworld
increasinglyfocusedoncommunication,
collaborationleadingtocollectiveintelligenceisa
keyaspect.Effectivecollaborationinvolves
evaluatingthestrengthsandabilitiesofthe
participantsandevaluatingthecontributionthey
make.Networkingisafeatureofcollaboration,
contactingandcommunicatingwithrelevant
personviaanetworkofassociates.
Testing(AlphaandBeta)–Testingof
applications,processesandproceduresisakeyelementinthedevelopmentofanytool.Tobeaneffectivetesteryoumusthavetheabilitytoanalyzethepurposeofthetoolorprocess,whatitscorrectfunctionshouldbeandwhatitscurrentfunctionis.
C
Thedigitaladditionsandtheirexplanationsareas
follows:
Programming–Whetheritiscreatingtheirownapplications,programmingmacrosordeveloping
gamesormultimediaapplicationswithin
structuredenvironments,studentsareroutinelycreatingtheirownprogramstosuittheirneeds
andgoals.
Filming,animating,videocasting,podcasting,
mixingandremixing–theserelatetothe
increasingavailabilityofmultimediaandmultimediaeditingtools.
Key Terms - Analyzing: Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind- mapping, validating, tagging.
Key Terms - Evaluating: Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collabo-rating, networking, reflecting, (Alpha & beta) testing.
Updated 12/01/17
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DVHS Continuous School Improvement
GOAL#2Purpose:ReadingforEssential
Understanding
Studentsfrequentlycapture,create,mixand
remixcontenttoproduceuniqueproducts.
Directingandproducing–todirectingor
producingaproduct,performanceorproduction
isahighlycreativeprocess.Itrequiresthe
studenttohavevision,understandthe
componentsandmeldtheseintoacoherent
product.
Publishing–whetherviatheweborfromhome
computers,publishingintext,mediaordigitalformatsisincreasing.Againthisrequiresahugeoverviewofnotonlythecontentbeingpublished,buttheprocessandproduct.RelatedtothisconceptarealsoVideoblogging–theproductionofvideoblogs,bloggingandalsowiki‐ing‐creating,addingtoandmodifycontentinwikis.CreatingorbuildingMashupswouldalso ithere.
B Churches,A.2009,Bloom’sDigitalTaxonomy
Churches,A.2007,EducationalOrigami,Bloom'sandICTTools
Anderson,L.W.,andD.Krathwohl(Eds.)(2001).ATaxonomyfor
Learning,TeachingandAssessing:aRevisionofBloom'sTaxonomy
ofEducationalObjectives.Longman,NewYork.
Acknowledgements:Forassistance,discussionandoften
punctuation:MiguelGuhlin,SherylNussbaum‐Beach,Alan
Knightbridge,SueCattell,RaewynCasey,MargMcLeod,Doug
DeKockEmail:AndrewChurches
Key Terms - Creating: designing, constructing, planning, producing, invent-ing, devising, making, programming, filming, animat-ing, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups
S :HOTSB ’ D T
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UnderstandingS :P F
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Providingtherightkindoffeedbacktostudents
canmakeasigni icantdifferenceintheir
achievement.Therearetwokeyconsiderations:
First,feedbackthatimproveslearningis
responsivetospeci icaspectsofstudentwork,
suchastestorhomeworkanswers,andprovides
speci icandrelatedsuggestions.Thereneedsto
beastronglinkbetweentheteachercommentandthestudent'sanswer,anditmustbeinstructive.Thiskindoffeedbackextendstheopportunitytoteachbyalleviatingmisunderstandingandreinforcinglearning.
Second,thefeedbackmustbetimely.Ifstudentsreceivefeedbacknomorethanadayafteratestorhomeworkassignmenthasbeenturnedin,itwillincreasethewindowofopportunityforlearning.Feedbackisaresearch‐basedstrategythatteachers,andstudents,canpracticetoimprovetheirsuccess.
K R F
Whenfeedbackiscorrectiveinnature—thatis,it
explainswhereandwhystudentshavemade
errors‐‐signi icantincreasesinstudentlearning
occur(Lysakowski&Walberg,1981,1982;
Walberg,1999;Tennenbaum&Goldring,1989).
Feedbackhasbeenshowntobeoneofthemost
signi icantactivitiesateachercanengageinto
improvestudentachievement(Hattie,1992).
Askingstudentstocontinueworkingonatask
untilitiscompletedandaccurate(untilthestandardismet)enhancesstudentachievement(Marzano,Pickering,&Pollock,2001).
Effectivefeedbackistimely.Delayinproviding
studentsfeedbackdiminishesitsvalueforlearning(Banger‐Drowns,Kulik,Kulik,&Morgan,1991).
Administerteststooptimizelearning.Givingtests
adayafteralearningexperienceisbetterthantestingimmediatelyafteralearningexperience(Bangert‐Downs,Kulik,Kulik,&Morgan,1991).
Rubricsprovidestudentswithhelpfulcriteriafor
success,makingdesiredlearningoutcomes
clearertothem.Criterion‐referencedfeedbackprovidestherightkindofguidanceforimproving
studentunderstanding(Crooks,1988;Wilburn&
Felps,1983).
Effectivelearningresultsfromstudentsprovidingtheirownfeedback,monitoringtheirwork
againstestablishedcriteria(Trammel,Schloss,&
Alper,1994;Wiggins,1993).
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Understanding
I
Fine‐tunehowyouprovidefeedbackbyfocusing
onthedetailsofwhatyousay,aswellaswhenyou
sayit.Researchsuggestsbestpracticesfor
providingfeedback:
1. Increasethevalueoftestsandhomework.
Providingonlyagradeornumberonatestor
homeworkassignmentleavesoutcritical
informationforstudents.Taketimetowritecomments,pointoutomissions,andexplainyourthinkingwhenreviewingstudentwork.
2. Makefeedbackcount.Feedbackisbestwhenitis
correctiveinnature.Helpstudentsseetheirerrorsandlearnhowtocorrectthembyprovidingexplicitandinformativefeedbackwhenreturningstudentwork.Makefeedbackanotherpartofthelearningprocess.Don'tdelayfeedback.Thelongerstudentshavetowaitforfeedback,theweakertheconnectiontotheireffortbecomes,andthelesslikelytheyaretobene it.
3. Helpstudentsgetitright.Ifstudentsknowyouwanttoseethemsucceed,andyou'rewillingtohelpexplainhow,theirlearningimproves.Give
studentsopportunitiestoimprove,tryagain,and
getitright.
4. Askstudentstoprovidefeedback.Studentscanmonitorandprovidefeedbacktootherstudents,
aswellascomparetheirworktocriteria.Engagestudentsinreviewoftheirownworkandothers.
5. Givestudentstimetoabsorbnewideas.Testsaremoreeffectiveasopportunitiesforlearningifadayhasgonebybetweenlearningexperiencesandthetest.
6. Userubrics.Rubricsprovidecriteriaagainst
whichstudentscancomparetheirlearning.
Involvestudentsindevelopingrubrics.Rubrics
helpstudentsfocustheireffort.
Psencik,Ed.D.,K.(n.d.).ExaminingStudentWorkandProvidingPreciseFeedback.
RetrievedFebruary24,2015,fromhttp://www4.scoe.net/ims/webcasts/relatedMaterials/140121ProvidingFeedback.pdf
OriginalSource:http://www.netc.org/focus/strategies/prov.php
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REFERENCES P u b l i c a t i o n s
(2005). RESEARCHED-BASED STRATEGIES, Summarizing and Note Taking. Focus on Effectiveness. Retrieved 03, 2011, from http://www.netc.org/focus/strategies/summ.php [No longer a viable link].
Silver, H. F., Dewing, R. T., & Perini, M. J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: ASCD. Access to book infor-mation here: http://www.ascd.org/publications/books/113007.aspx
W e b R e s o u r c e s
“AVID, Advancement Via Individual Deter-mination, is a global nonprofit organization dedicated to closing the achievement gap by preparing all students for college and other postsecondary opportunities.” http://www.avid.org/what-is-avid.ashx
AVID College Readiness System http://www.avid.org/avid-college-readiness-system.ashx
AVID and the Common Core State Standards http://www.avid.org/common-core.ashx
AVID Research. http://www.avid.org/research.ashx.
Core Standards: http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf
Core Six: Chapter 1. Reading for Meaning online at http://www.ascd.org/publications/books/113007/chapters/Reading-for-Meaning.aspx
Education Northwest, also known as Northwest Regional Education Laboratory, conducts Educational Research and provides professional development and consulting services to educational organizations. http://educationnorthwest.org/
6+1 Trait Rubrics http://educationnorthwest.org/traits/traits-rubrics
5-Point Writer’s Rubric http://educationnorthwest.org/sites/default/files/5-pointwriters-rubric.pdf
Educational Origami is a blog and a wiki, about 21st Century Teaching and Learning. This wiki is not just about the integration of technology into the classroom, though this is certainly a critical area, it is about shifting our educational paradigm. Its really about PEDAGOGY. http://edorigami.wikispaces.com/
Bloom's Digital Taxonomy Map http://edorigami.wikispaces.com/Bloom%27s+-+Introduction
Bloom's and ICT tools http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools
NCREL North Central Regional Educa-tional Laboratory provides resources on “Critical Issues” involving school improve-ment “Pathways”. http://www.ncrel.org/sdrs/
The Literate Learner, is a website created by teachers, Vince Long and Steve Gardner, at Billings Senior High School in Billings, Montana. This site provides information about 21st Century Literacy, Reading and Writing Resources. http://www.literatelearner.com/
6-Trait Writing Process http://www.literatelearner.com/6traits/page_template6t.php?f=main
Updated 12/01/17
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IMAGE CREDITS P a g e 1
DVHS Logo
Mitchell, Dean. Students Standing Together - Isolated. 123947078. iStock/thinkstock. iStock/thinkstock
P a g e s 2 - 3
DVHS Logo
P a g e s 4 - 5
buchachon. Success icon diagram. 173314239. iStock/thinkstock.
moodboard. University students studying, from above. 97429031. moodboard/thinkstock.
P a g e s 6 - 7
totallyPic.com. Creative template with pencil ribbon banner flow chart. 495569329. iStock/thinkstock.
Fuse. Teenager Reading Book. 78753306. thinkstock.
P a g e s 8 - 9
none
P a g e s 1 0 - 1 1
LuminaStock. Teenage Girl Doing Homework. 166668594. iStock/thinkstock.
Monkey Business Images. Students studying in geography class. [cropped] 84464685. Monkey Business/thinkstock.
Goodshoot RF. teen boy seated on inflatable chair with laptop. 89585324. Goodshoot/thinkstock.
P a g e s 1 2 - 1 3
Lady-Photo. Critical thinking. 495524598. iStock/thinkstock.
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TongRo Images Inc. Creative image with pen tearing paper to reveal an image. 87179513. TongRo Images/thinkstock.
DoDEA College & Career Ready Logo (Purple Apple)
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kreinick. Apple to Orange. 178972681. iStock/thinkstock.
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Avosb. Open book, hardback books on wooden table. 485377776. iStock/thinkstock.
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chatchaisurakram. Multicolor presentation template. [modified] 459459877. iStock/thinkstock.
Godruma. Modern Question mark icon : Vector Art. 478765949. iStock/thinkstock.
P a g e 2 4 - 2 5
Daws, T., & Schiro, Ed.D., P. (2009). Avid 3– story intellect model house. Tutorial Support Curriculum Resource Guide Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes. Published by AVID.
Church, Andrew. Bloom's Digital Taxonomy Map Retrieved from http://edorigami.wikispaces.com/Bloom%27s+-+Introduction under Creative Commons 2.5 http://creativecommons.org/licenses/by-sa/2.5/.
P a g e 2 8 - 2 9
totallyPic.com. Abstract 3d paper infographics. [modified] 455784581. iStock/thinkstock.
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Romanov, Askold. E-learning icon flat. [modified] 525105875. iStock/thinkstock.
buchachon. Best practice. 174264486. iStock/thinkstock.
Appendix: (See specific pages for details)
P a g e 5 4
DVHS Icon
Updated 12/01/17
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APPENDIX A T
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G #1,S #1S W S #26‐T
Department:EnglishCourse:ELA12
6TraitandSummaryIntervention(Goal1):ThisassignmentisaculminatingactivityforaunitthatfocusedonSirThomasMore's"Utopia"andresearch.ThestudentshadcomparetheliteraryUtopiawiththewaysocialinsti‐tutionsintheUnitedStatesoperated.Thenstudenthadtodeveloptheirownidealsandsummarizetheirideasintheformofacreativebrochure.The6+1traitswereusedtoevaluatethestudent'swork.(Ware‐UtopiaBro‐chureexampleinfolder)
GeneralAssignmentInstructions:ThePrimaryWritingRubric
The6+1Trait®Writingrubricisthebasisforallwritingrubricsinthiscourse.Checkitcarefullytoseehowwrit‐ingwillbescored.Thekeyideasforthebestscoresaresummarizedbelowasareminder.
Ideas/Content:TopScores(4‐5,ortheA‐Brange):Thisproductisclearandfocused.Itholdsthereader’sattentionandsup‐portsitsideasthroughampleandeffectiveuseofevidence
Organization:TopScores(4‐5,ortheA‐Brange):Theorganizationenhancesandshowcasesthecentralideaortheme.Theorder,structure,orpresentationofinformationiscompelling.
Voice:TopScores(4‐5,ortheA‐Brange):Thewriterspeaksdirectlytothereaderinawaythatisindividual,compelling,andengaging.Thewritershowsanawarenessandrespectfortheaudienceandthepurposeforwriting.
WordChoice:TopScores(4‐5,ortheA‐Brange):Wordsconveytheintendedmessageinaprecise,interesting,andnaturalway.Thewordsarepowerfulandengaging.
SentenceFluency:TopScores(4‐5,ortheA‐Brange):Thewritinghasaneasy low,rhythm,andcadence.Sentenceshaveastrongandvariedstructure
Convention:TopScores(4‐5,ortheA‐Brange):Thewriterdemonstratesagoodgraspofstandardwritingconventions(e.g.,spelling,punctuation,capitalization,grammar,usage,paragraphing)andusesconventionseffectivelytoenhancereadability.Errorsarefewanddonotdistractfromunderstanding.
Presentation:TopScores(4‐5,ortheA‐Brange):Theformandpresentationofthetextenhancestheabilityforthereadertounderstandandconnectwiththemessage.Itispleasingtotheeye.
Clicktheimagebelowtoreviewtherubric&astudentexample.
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APPENDIX A G #1,S #1S W
Department:EnglishCourse:ELA10
Writing:1F
Studentshadtowritearadiointerviewcontainingasummarybetweentwocharacters.
GeneralAssignmentInstructions:
Foryour inalassignmentonthestory“TheWager”(or“TheBet”),youwillwritearadiointerviewbetweentheBankerandaninvestigativejournalistsetintheyear1905,twentyyearsaftertheJuristvanishedfromhisplaceofcon inement.BesuretheinterviewcontainsasummaryoftheeventsinthestoryandtheBanker’sre lectionsontheseevents.Howhavetheeventsfrom“thewager”changedtheBanker’soutlookandmorality?WhatmoralissueswereaddressedinthestoryandwhataretheBanker’sopinionsaboutthemnow?Hashechangedhiside‐asaboutlifeanddeathandwhatmakeslifeworthwhile?Ifso,how?Besureyourinterviewhaseachcharacterspeakingatleasteighttimes.
Clicktheimagebelowtoreviewastudentexample.
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APPENDIX A T
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G #1,S #1S W
Department:WorldLanguagesCourse:German
GeneralAssignmentInstructions:
WriteinGERMANawell‐organizedandcoherentcompositionofabout150wordsonthepromptprovided.Yourworkwillbeevaluatedforgrammaticalaccuracyandspelling;forvariety,rangeandappropriatenessofvocabu‐laryandidioms;andfororganization.Besuretoincludespeci icexamplesfromthesourcesabovetosupportyourresponse.
NOextracreditwillbegivenforexceedingtheprescribedlength.Creditwillbedeductedforcompositionsthataretooshort.NOcreditwillbegivenforacompositionthatdoesnotaddresstheprompt.
Questions:
1. WiehabensichdieGesetzeinBezugaufdieEheunddieErziehungderKinderimZeitablaufverandert?
2. WasfureineWirkunghabendieseAnderungenaufdieFamiliebzw.dieGesellschaftgehabt?
Clicktheimagebelowtoreviewtherubric&astudentexample.
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APPENDIX A G #1,S #1S W
Department:CTECourse:APComputerScience
ExamErrorLogs—GeneralAssignmentInstructions:
Studentsreviewtheirendofchapterexamstogiveexplanationsforincorrectanswersandtoanalyzethecorrectresponse.UNDERSTANDTHECONCEPTOFTHEPROBLEMANDYOURMISTAKEBEFOREYOUSTARTWRITING.Youcancompleteinanyformatofyourchoice(document,presentation,video,etc).Beascreativeasyoulike.Usehighlightingandcolorstohelpexplainyourreasoning/explanations.TheexampleonthenextpageshowsONEwayyourerrorlogcanbecompleted.
ClickthethumbnailimagestoopenPDFexamples&studentwork.
Examplestudentwork.Examplegiventostudents.
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APPENDIX A T
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G #1,S #1S W
Department:MathCourse:Trigonometry
GeneralAssignmentInstructions:BusinessApplications
Researchalocalbusinessto indoutwhatyoucanaboutitspro itsandcosts.Afterdoingso,completedthefol‐lowingtasks:.
Clicktheimagebelowtoreviewastudentexample.
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APPENDIX A G #1,S #1S W (M /AVID)
Department:SocialStudiesCourse:WorldHistory
ThisassignmentrequiresstudentstousemanylevelsofBloomsTaxonomyinwritingtheirsummary.
Clickthethumb‐nailimageabovetoopenthePDFofinformationandexamples.
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APPENDIX B T
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G #1,S #2—6+1W T
Department:SocialStudiesCourse:U.S.History
Pleasereviewthe6+1Rubricthatwillbeusedtogradethisassignmentbeforestarting.
Inanessayofatleast500words,describewhyPresidentAndrewJacksonwasconsideredamanofthepeople.Youressayshouldincludeinformationregardinghisbackgroundandcharacter.Besuretocitespeci icexamples.
Documentatleastthreesourcesinthestyleofyourchoice(MLA,APA,ETC).
Clickthethumb‐nailimageabovetoopenthePDFoftherubricand
example.
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APPENDIX B G #1,S #2—6+1W T
Department:WorldLanguagesCourse:Japanese
Unit3GrammarNotes(Pastimes)GeneralAssignmentInstructions:
OutlinetoCompleteGrammarNotes
Directions:FillinyourgrammarnotesbasedontheOutlineoftheUnitprovidedinthis ile.DoNOTdeleteany‐thinginthisoutline,just illinyour“notes”asyougoandsavethe ileasyouaddmaterialtoit.MakesureyouprovideatleastsomethingoneachtopicineachPartofeachSection,andmakethese“notes”workforYOUbyprovidingenoughinformation,includingexamples,tothoroughlycoverthegrammar(andsomevocabulary/expressionsasneeded).Ineverexpecteveryone’snotestobethesame,andyoushouldfocusonthosethingsyouhavethemostproblemswith(thatyouneedthemostreviewon)butyouMUSTincludesomethingforeachitem,sobecreativewithwhatwillhelpYOUthemostoneachitem.Alsokeepinmindthatifyouaredoingverywellonexams,thenIdon’texpectasmuchdetailinyournotes,butifyouarenotdoingverywellonexams,Iex‐pectmorefromyouonthisassignmentsinceyouclearlyneedthereview!Youwillbedoingnotesallyearoneve‐ryunit,soworknowtodevelopasystemthathelpsyoulearnandreview,anddon’tfocusonjustearningtheas‐signmentgrade.
RememberthatyouwillusethesenotestoreviewfortheUnit3Exam,butyouwillalsobeabletousethemforreviewforthesemester/end‐of‐yearexamstoo.Thenoteswillonlyhelpyouifyouputthepropereffortintocre‐atingthem!PleaseseesamplesofpreviousGrammarNotes(forstyleideas)intheResourcesTab,andinthepre‐viousunitmaterials.
Thisassignmentisworth40pointsandisduebyWedDec18.
TheOutlinebeginsonthenextpage.
NOTE:ThisOutlineonlycontainsthe“shell”ofSectionandPartsintheUnitthistime.Itisuptoyoutoidentifyallthetopicscoveredineachthistime.
Clickthethumb‐nailimageabovetoopenthePDFoftherubricand
example.
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APPENDIX C T
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G #2,S #1B ’ D T
Department:Art,Health,Music,PEDept.Course:DigitalPhotography
Allstudentswillincreasetheirabilitytointerpret(decode,analyze,comprehend)electronicmedia(digitaltext)foressentialunderstanding.Thisassignmentisasharedmediaalbum‐afterbeingintroducedtophotographicattributesDigitalPhotographystudentswereto indanexampleofspeci icattributes:light,vantagepoint,andcropping/framing.Fromthewholepageview‐‐‐ataquickglancestudentscanseeexamplesof'light'.Thenextthreepagesshowthedetailviewofthreestudentsubmissions.Strategy:Bloom'sDigitalTaxonomy.Thisassign‐mentisstructuredsothatstudentsgothroughthedifferentsteps.
Remember:Searching/GooglingUnderstand:Commenting/AnnotatingApply:SharingAnalyze:Comparing/MashingEvaluate:Reviewing/Commenting/CollaboratingCreate:Ultimatelythestudentswillbecreatingtheirownworkwhichrelatestothe'photographicattributes'
lessonlaterinthemodule.
Clicktheimagebelowtoreviewstudentexamples.
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APPENDIX C G #2,S #1B ’ D T
Department:WorldLanguagesCourse:SpanishIII
Strategy:Comprehension(understanding)
SkillsDemonstrated: Understandinginformation Graspmeaning Translateknowledgeintonewcontext Interpretfacts,compare,contrast Order,group,infercauses Predictconsequences.
Clicktheimagebelowtoreviewstudentexamples.
Goal2:Allstudentswillincreasetheirabilitytointerpret(decode,analyze,compre‐hend)electronicmedia(digitaltext)foressentialunderstanding.
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APPENDIX C T
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G #2,S #1B ’ D T
Department:MathCourse:AlgebraII
ApplicationsofSystemsofEquations(WordProblems)
Afterreadingthroughthelesson,studentsweretoapplywhattheyknowaboutLinearSystemsandwriteandtheirownequationsfromwordproblems,thensolvethem.Studentsarerequiredtoreadtheproblemsandinter‐pretwhattheymean.Belowaresomeexamplesofstudents’responses.
Clicktheimagebelowtoreviewstudentexamples.
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APPENDIX C G #2,S #1B ’ D T HOTS
Department:SocialStudiesCourse:Economics
Strategy:HigherOrderThinkingSkills;AVID;Bloom’sTaxonomy
Thisactivitydemonstratesfeedbackthatisatwo‐wayconversationbetweenteacherandstudentandnotjustteacherled.
AssignmentOverview:PowerPoint/Prezi/brochureandDiscussionBoardAssignment
ClickthethumbnailimagestoopenthePDFs.
Instructions
ExampleStudentWork
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APPENDIX C T
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G #2,S #1H O T S (HOTS) F
Department:CTECourse:GamingDesign
SkillsDemonstrated:Thisexampleshowsadiscussionrubricbasedonthestudentsreading.InthisdiscussionthestudentsaredemonstratingtheseHigherOrderThinkingSkills:RememberingUnderstandingApplyingAnalyzingEvaluating.Thediscussionboardalsoallowstheteachertoimplementthestrategy:feedback.
Clicktheimagebelowtoreviewstudentexamples.
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APPENDIX C G #2,S #1H O T S (HOTS)
Department:ELACourse:APEnglishLiterature
AssignmentInstructions:Onceyouhavecompletedthisactivity,pleaseparticipateintheNotMyBestSideDiscus‐sion.
Prompt:DescribeindetailwhatishappeninginPauloUccello'sSaintGeorgeandtheDragon.Thelookatthepaintingcloselyandbasedonyourknowledgeofmythandlegend,whataresomeinitialinferenceyoucandrawconcerningthe iguresdepictedinthepainting?Inotherwords,whataresomeofthecharacteristicsyouassumeeachcharacterembodies?PleaseexplainwhatyouthinkUccello'sistryingtoconveytohisaudience?Onceyouhave inished,gotothediscussionboardandreadthepoembyU.A.Fanthorpetitled,"NotMyBestSide"...Don'treadthepoembeforeyouwritedownyourinitialimpressions.=)SaintGeorgeandtheDragon(c.1470),showingUccello'sGothicin luences.PublicDomain,retrievedfrom:http://commons.wikimedia.org/wiki/File:Paolo_Uccello_047b.jpg
Clicktheimagebelowtoreviewastudentexample.
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APPENDIX D T
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G #2,S #2F
Department:ELACourse:APLanguageandComposition
Thisisanassignmentfromamodulefocusingonelementsoftheargumentessay.
Clicktheimagebelowtoreviewastudentexample.
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APPENDIX D G #2,S #2F
Department:WorldLanguagesCourse:APFrench
OuronlineAPFrenchLanguagecourseisanadvancedlanguagecourseinwhichstudentsacquirepro icienciesthatexpandtheircognitive,analyticalandcommunicativeskills.Itusesasitsfoundationthethreemodesofcommunication(Interpersonal,InterpretiveandPresentational)asde inedintheStandardsforFor‐eignLanguageLearninginthe21stCentury.ThecourseisdesignedasanimmersionexperiencerequiringtheuseofFrenchexclusively.TheonlinelearningcoachonlyusesFrenchtocommunicatewithstudents.Inaddition,allthereading,listening,speakingandwritingisinFrench.
StudentConversationalFeedbackExample
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APPENDIX D T
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G #2,S #2F
Department:SocialStudiesCourse:APMacroeconomics
ADASWorksheet—RecordedAdobeConnectSession
ThisisanExampleofanAdobeConnectrecordingbyateacherexplainingsomethingstudentswerestrugglingtounderstand.
Clicktheimagebelowtowatchtherecordedsession.
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APPENDIX D
( t h i s p a g e i n t en t i o n a l l y l e f t b l a n k )
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APPENDIX E G
ClicktheimagebelowtoopentheInteractiveGlossary.
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APPENDIX E Acronym Meaning Acronym Meaning AAFES Army and Air Force Exchange Service (PX and BX) EML Environmental Morale Leave AEL Advance Educator Leave EPAS Educators Performance Appraisal System AFN American Forces Network E-QIP Electronic Questionnaires for Investigations Processing AFRTS American Forces Radio and Television Service ERD Early Return of Dependent AO Administrative Officer (formerly SMSS) ESL English as a Second Language AO Approving Official ET Educational Technologist AP Assistant Principal EVT Emergency Visitation Travel AP Advance Placement (courses) FAP Family Advocacy Program AP Area Pacific (mailing address) FAQ Frequently Asked Questions APL Any Purpose Leave FDN Field Deployment Notice APO Army Post Office FEA Federal Education Association ASAP As Soon As Possible FEGLI Federal Employees Group Life Insurance ASL Approved Software List FEHB Federal Employees Health Benefit ASL Academic Salary Lane FERS Federal Employment Retirement System ASS Administrative Support Specialist FML Family and Medical Leave AT Administrative Technologist FMLA Family And Medical Leave Act AT Antiterrorism FPO Fleet Post Office AVID Advancement Via Individual Determination FR Faculty Representative (union) AWOL Absent Without Leave FRS Faculty Representative Spokesperson BAS Benchmark Assessment System GE Gifted Education BO Billing Official GOV Government Operated Vehicle BOQ Bachelor Officer Quarters GPC Government Purchase Card BX Base Exchange GS General Scale (pay grades) CAC Common Access Card -"CAC Card" HAZMAT Hazardous Materials CI Communication Impaired (Speech Pathology) HHG Household Goods CID Criminal Investigation Division HI Hearing Impaired CFC Combined Federal Campaign HQ Headquarters CFC Combined Forces Command IC Information Center (Library/Media) CH Card Holder IEP Individual Education Plan COB Close of Business ILP Instructional Leadership Plan COLA Cost of Living Allowance IP Intervention Program CONUS Continental United States IS Information Specialist (Librarian) CPO Civilian Personnel Office ISS In school suspension CSC Child Study Committee ISS Instructional Support Specialist CSI Continuous School Improvement IT Information Technology CSILT Continuous School Improvement Leadership Team ITT Information Tickets & Travel CSP Community Strategic Plan LES Leave and Earning Statement (pay stub) DAPS DoDEA Allowance Processing System LI Learning Impaired
DDESS Domestic Dependents Elementary& Secondary Schools LI/MM Learning Impaired Mild to Moderate
DEROS Date of Estimated Rotation from Overseas LI/MS Learning Impaired Moderate to Severe DFAS Defense Finance and Accounting System LOE Letter of Employment DOB Date of Birth LQA Living Quarters Allowance DOD Department of Defense LRE Least Restrictive Environment DoDDS Department of Defense Dependents Schools LSS Literacy Support Specialist DoDEA Department of Defense Education Activity LWOP Leave without Pay DPI DoDEA Pacific Intranet (Human Resources) MAC Military Airlift Command DPP Deferred Payment Plan (AAFES Star Card) MAPA Multidimensional Administrator Performance Appraisal DRMO Defense Reutilization Marketing Office MFLC Military Family Life Consultant DSO District Superintendent’s Office MMS Manpower Management System DTS Defense Travel System MOU Memorandum of Understanding EBIS Employee Benefits Information System MP Military Police ECE Early Childhood Education MSS Math Support Specialist EDC Extra Duty Compensation MWR Morale Welfare and Recreation EDIS Educational and Developmental Intervention Services NAF Non-Appropriated Fund EEO Equal Employment Opportunity NCA North Central Association EFMP Exceptional Family Member Program NEA National Education Association EI Emotional Impaired NEO Noncombatant Evacuation Operations
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( t h i s p a g e i n t en t i o n a l l y l e f t b l a n k )
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DEPARTMENT OF DEF ENSE EDUCAT ION ACT I V I TY
DODEA Mission To Educate, Engage, and Empower each student to succeed in a dynamic world.
One Mission, One Vision, One School