Tiered assignmentLsm Session

9/10/2012

Costa Level’s of Inquiry vs RBT

Using Costa’s Verbs to determine the scaffolding of levels/points

Shared examples from my time at AMS

Create your own

Agenda

Revised Bloom’s taxonomy

Costa’s Levels of Inquiry

Tiered Assessment on Stereoytpes (Jeremy Lin article)expectations: work with a partner, follow myd rule, school dress code, no food or liquids, stay on task, talk only to partner, keep talking low, be quiet during points, stop working and pack up when I tell you.  Level 1 (6 pts)- Complete a 30 second expert chart on the article (1 pt)- Create and answer 4 Level 1 questions about the article. (who, what, when, where) (1 pt)- Define stereotype (1 pt)- Copy a quote from the reading (1 pt)- Do a bubble map on Jeremy Lin (1 pt)- Based on the article, describe the Asian stereotype in no fewer than 2 sentences. (1 pt)  Level 2 (34 pts)- Complete a concept poem dealing with the word "stereotype". ( 4 pts)- Create and answer 3 Level 2 questions about the article (why or how) (2 pts)- Give 3 examples of other stereotypes. (2 pts)- Find a graph or chart dealing with Asian American population. Use google image. Once you have found one, complete an Analyzing Tables, Graphs, and Charts activity. (4 pts)- Why do you think stereotypes exist? Explain in no fewer than 3 sentences. ( 3 pts)- How do you think people can overcome stereotypes? Explain in no fewer than 3 sentences. (3 sentences)- Find a word in the reading that you are unfamiliar with. Circle it on the handout. Then complete a Building New Vocabulary Block. You will need to look it up online.( 4 pts)- Pick a paragraph. Let me know which one you use. Then complete an Analyzing How Authors Use Paragraphs activity. *new ( 4 pts)- Look at the last paragraph of the article. *not the part about the author. Then complete an Analyzing Conclusions activity.*new ( 4 pts)- Using the entire article, complete an Analyzing Clues for Author’s Purpose activity. *new ( 4 pts)  Level 3 (66 pts)- Find an article online dealing with discrimination (to any ethnic group or race) and complete a Print Document Investigation. (10 pts)- Pick any paragraph. Indicate which one you will use. Then complete an Investigating Metadiscourse activity. (10 pts)- Go to www.discoveryeducation.com. Find a video segment on stereotypes. Watch it and then complete a Video Investigation. (10 pts)- Use google image to look up stereotypes in political cartoons. Find one you feel comfortable with and complete a Political Cartoon Investigation. (10 pts)- Complete a rheotorical précis using the AVID weekly article.*new (10 pts)- Complete a reflective solution journal dealing with the topic of the week.*new ( 6 pts)- Find an article online dealing with stereotypes. Copy the url on your paper then complete a before and after reflection activity. *new (10 pts) 100 pts =10095-99 pts=9590-94 pts =9085-89 pts =8580-84 pts =8075-79 pts =77Less is INC 

MYD expectations *suggested

L.O.T. skills (define, identify, list, copy)

medium skills ( classify, compare, analyze, draw)

H.O.T. skills ( evaluate, opinions, predictions, using imagination to a high degree)

I used this version as an assessment of

learning.

H.O.T. INTERACTIVE READING

Expectations: Take turns reading each paragraph or subtitle with a partner. .. Stay on task. Talk only to partner and about what is expected. (Only one sheet of paper) Have a positive attitude. Set up your paper like mine. Skip lines in between. Any suggestions for improvement can be put on my wall. You may take turns writing.

LEVEL ONE

-What prior knowledge do you have about the topic from yesterday, keynote, read aloud, another lesson, movies, etc?-What is one thing you hope to get out of today’s reading?-What is one thing you think you will need to know?-Prior to reading, scan the reading, pictures, maps, other to describe the setting in 2 sentences. -Prior to reading, describe one of the maps or pictures in a short paragraph.-Prior to reading, list important people and events based on key words, subtitles, etc. -After reading each subtitle, stop as you did with pause and connect, write down one thing you learned from each subtitle. ( clarification: If there are 10 subtitles, then write 10 sentences)-After reading the entire lesson, write three Level 1 questions about today’s reading.

LEVEL TWO -What words kept repeating throughout the subtitles? Explain why they connected to the essential question or main learning.-Create an analogy or personal connection for any subtitle after you have read it all. ( This is like ______ or this reminds me of a friend/family/enemy because ___)-What are the causes and effects of any conflict in this lesson? Write your answer in a short paragraph.-How does any of this connect to current conflict? (problems in this part of the world today)-What words help you visualize what you have read the most today? Why? Now draw a picture based on the word (s) you indicated. Do not simply trace a picture from the book.-Create a timeline dealing with 3 events that happened in the lesson. ear.-After reading the entire lesson, write two open-ended questions that you might discuss during a Socratic Seminar.

LEVEL THREE ( once you get all of Level One and Level Two done, put your books away to do level 3)

-Write 3 comments about today’s lesson. (Use new poster)-What are two different points of view on the same event(s) from the reading? ( i.e. The Americans viewed 9/11 with anger because ______. Al-Qaeda cheered because ________.)-What were my emotions as I read the content? ( No “ I was bored” or “I was interested.” Instead “ I was saddened by ____________.) -Summarize the lesson. (HERE IS HOW: answer the questions you created from levels one and two.

Grading: Level 3 complete = 100 Level 2 complete = 90 Level 1 complete = 80

this version is scaffolded not a

choice menuI used this version as an assessment for learning.

YOUR TURN!