Wednesday, February 20, 2008

Exit Exam Scoring Guide

                                            
 

Read 100 – 60% = pass

Read 100 – 75% = skip 200

Read 200 – 75% = pass

Learning from Texts


 

Superior 25 – 19

 

Acceptable 18 – 15

 

Needs Work 14 – 0

 

You answered the questions with at least 75% accuracy.

You answered the questions with at least 60% accuracy.

 

You answered the questions with less than 60 % accuracy.

 


 

Responding to Texts


 

Superior 5 – 4  

Acceptable 3.5 – 3  

Needs Work 2.5 – 0  

Your thesis statement clearly restates the question.

You have an adequate thesis statement.

You did not respond to the question.

You clearly and convincingly supported your response with relevant evidence from the text and specific details.

You supported your response with some evidence from the text and adequate specific details.

You did not support your response with evidence from the text or you chose irrelevant evidence and lacks details.

Your response is logical and well organized.

Your response is mostly logical and well organized.

Your response is not logical or lacks organization.

You paraphrased most of the time and did it accurately.

You paraphrased most of the time.

You did not put your work into your own words. 


 


 

Organizing/Processing Information from Texts (Mapping, Outlining, Note-taking)


 

Superior 20 – 15

 

Acceptable 14 – 12

 

Needs Work 11 – 0

 

Your work is structured and formatted very well throughout.

Your work is structured and formatted.

Your work lacks adequate structure and format.

You identified the important points, an adequate number of supporting details, and important vocabulary.

You identified most of the important points, adequate supporting details, and
some of the important vocabulary.

You did not identify enough of the important points, supporting details,
and important vocabulary.

You used a clear and easy-to-recognize system to differentiate broad, general ideas from specific, supporting information.

You used a system to differentiate broad, general ideas from specific, supporting information.

Your system for differentiating broad, general ideas from specific, supporting information was vague and unclear.

You paraphrased most of the time and did it accurately.

You paraphrased most of the time.

You did not put your work into your own words.


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 

        
 

                    

Wednesday, February 13, 2008

literary analysis


Writing The Literary Analysis


From: brock.dubbels, 44 seconds ago








SlideShare Link

Class 10

Journal:

What is poetry and what makes it different from other genres?

Agenda:

Genre

Secondary Sources & Study Reading

Self-monitoring – what does the voice sound like? Do I understand?


Assignment:

Respond to Walt Whitman's "Song at Sunset"

Read the poem and interpret what it is about. Find and use three places in the poem that support your position and write a 5 paragraph response. Make sure you describe the voice and the use of figurative language.



Monday, February 11, 2008

Class 9

Journal:

What were the suggestions made on your paper you received through the peer review process that you incorporated into your paper? Be specific and include your impressions of your experience of writing the revision memo.


 

Agenda:

Journal

Hand in paper / packet –

should include final paper, revision memo, packet, drafts, review of quality of feedback.

    This is a process, not a product.

        "Start your vacation as soon as you know you can go"

    It is the experience, not the outcome.

The process: Instructions, Actions, & Reflection

*********Following complex instructions************

The revision memo

The role of mastery writing – make it count for you.

Secondary Sources

Get "Song at Sunset" for next Wednesday, Feb 20, 2008

**********Annotation************************

Qualities of oral reading

Song at Sunset


 


 

 
 


 

Scale for Fluency
1

The student reads single words in isolation from one another.
There is no "flow" in the student's reading.
Words are read telegraphically.
The student demonstrates only word-by-word reading.

2

The student reads with two to three word phrasing.
Reading is very hesitant.
The student displays considerable pausing and drawn out blending and attempts to decode the words.
Reading is more of word calling than fluent, comprehensive reading.

3

The student pauses for ending punctuation.
Inflection changes may not be present as the student reads from sentence to sentence.
The student reads in phrases but misses the tone considered necessary in fluent understandable reading.

4

Most of the time, the student has appropriate reading, "flow" and phrasing.
This prosody score also indicates attention to punctuation with pauses and appropriate inflection.

5

Performance is characterized by reading that generally "flows."
The student's voice changes to reflect meaning changes in the passage.
Ending inflections are consistently appropriate.
Reading is fluent and smooth, generally easy to listen to and understood.


 

Adapted from Table 1. from Marston, Mansfield, cited in (pg. 81 Heineman, in Fountas and Pinnell, 1996) by Dubbels (2003) 


 

Definitions of


 

literal on the Web:

  • actual: being or reflecting the essential or genuine character of something; "her actual motive"; "a literal solitude like a desert"- G.K.Chesterton; "a genuine dilemma"
  • without interpretation or embellishment; "a literal depiction of the scene before him"
  • limited to the explicit meaning of a word or text; "a literal translation"
  • avoiding embellishment or exaggeration (used for emphasis); "it's the literal truth"
  • misprint: a mistake in printed matter resulting from mechanical failures of some kind
    wordnet.princeton.edu/perl/webwn

figurative on the Web:

  • (used of the meanings of words or text) not literal; using figures of speech; "figurative language"
  • figural: consisting of or forming human or animal figures; "a figural design"; "the figurative art of the humanistic tradition"- Herbert Read
    wordnet.princeton.edu/perl/webwn

  • Figurative art describes artworks - particularly paintings - which are clearly derived from real object sources, but are not necessarily representational.
    en.wikipedia.org/wiki/Figurative

  • art that represents a human, animal or object's form by means of a symbol or figure.
    www.worldimages.com/art_glossary.php

  • Describes art that represents the human form through the depiction of a figure, SYMBOL, or likeness.
    www.artsmia.org/art_in_america/glossary.html


 

Name ______________________________ Date _____________ Teacher ______________________

Assignment or Title: __________________________________________________________________


Trait

5

3

1

Comments

Ideas and Content

(Understanding of the materials is assessed here)

Writing is clear and specific. Depending on the type of writing, either specific and interesting details are provided, or appropriate and insightful support is taken from the texts.

Although writing is less clear, the reader can see what the writer is trying to say. Details may be less appropriate, specific, or insightful.

The reader has a hard time figuring out what the writer means. Or else, the writer does not yet have much to say about this topic.

   

Organizational

The organization enhances and showcases the central idea or theme. The order, structure, or presentation is compelling and moves the reader through the text.

The organizational structure is strong enough to move the reader from point to point without undue confusion

The writing lacks a clear sense of direction, ideas, details or events seem strung together in a random, haphazard fashion-or else there is no identifiable internal structure at all. More than one of the following problems is likely to be evident.

   

Voice

The writer speaks directly to the reader in a way that is appropriate to the type of writing; individualistic, expressive, & engaging. Clearly, the writer is involved in the text and is writing to be read.

The writer seems sincere, but not genuinely engaged, committed, or involved. The result is pleasant and sometimes even personable, but short of compelling. May not be appropriate for the type of writing.

The writer seems indifferent, uninvolved or inappropriately distanced from the topic and/or the audience. The writing seems flat, lifeless or mechanical; depending on the topic, it may be overly technical or jargonistic.

 
 

Word Choice

Words convey the intended message in an interesting, precise and natural way. The writing is full and rich, yet concise.

The language is functional, even if it lacks punch; it does get the message across.

The writer struggles with a limited vocabulary, searching for words to convey meaning

   

Sentence Fluency

The writing has an easy flow & rhythm when read aloud. Sentences are well built, with consistently strong and varied structure that makes expressive oral reading easy & enjoyable.  

The text hums along efficiently for the most part, though it may lack a certain rhythm or grace. It tends to be more pleasant or businesslike than musical, more mechanical than fluid.

The paper is difficult to follow or to read aloud. Sentences tend to be choppy, incomplete, rambling irregular, or just very awkward.

   

Conventions

Even careful reading reveals no glaring errors. The conventions are used so well that they make it easier to read the paper.

The reader notices some mistakes. They are a little bothersome, but they do not slow the reader down too much.

Mistakes really get in the way of understanding the writing. The reader has to read once to "decode", and then again to get all the meaning.  

 
 


 

Scale for Fluency 1


 

 
 


 

The student reads single words in isolation from one another.
There is no "flow" in the student's reading.
Words are read telegraphically.
The student demonstrates only word-by-word reading.

2

The student reads with two to three word phrasing.
Reading is very hesitant.
The student displays considerable pausing and drawn out blending and attempts to decode the words.
Reading is more of word calling than fluent, comprehensive reading.

3

The student pauses for ending punctuation.
Inflection changes may not be present as the student reads from sentence to sentence.
The student reads in phrases but misses the tone considered necessary in fluent understandable reading.

4

Most of the time, the student has appropriate reading, "flow" and phrasing.
This prosody score also indicates attention to punctuation with pauses and appropriate inflection.

5

Performance is characterized by reading that generally "flows."
The student's voice changes to reflect meaning changes in the passage.
Ending inflections are consistently appropriate.
Reading is fluent and smooth, generally easy to listen to and understood.


 

Adapted from Table 1. from Marston, Mansfield, cited in (pg. 81 Heineman, in Fountas and Pinnell, 1996) by Dubbels (2003) 

Sunday, February 10, 2008

An approach to building a program


 

2/5/08


 

The process I am undertaking in building the engineering program is built upon several ideas and actions:

  1. Bringing attention to the positive.
    1. I have made a practice of going through my grade book with students each Friday and publicly addressing their success, the specifics of how they have achieved, and then asking if they would like me to call home and describe to a parent or guardian of how proud I am of their achievement.
      1. Showing that I value students through learning about their interests and engaging with them in fun and conversation.
      2. Honoring their interests and learning about what they know and can teach.
      3. Using "how am I doing" surveys.
    2. Giving opportunities for student leadership and acknowledging when it is instantiated through extending choice, autonomy, and rewards in the grade book.
      1. Especially when this leadership is focused on helping classmates.
    3. Display of student work and the creation of public venues for advancing their work and showcasing their talent.


       

    4. In grading I have built performance assessments through criteria referenced assessments so that students may have choice and description of how they grade out in my class—in essence, allowing them to choose their grades through effort and informed requests for assistance.
      1. This process allows students the power of scheduling and foresight.
        1. This process also allows for students to look ahead for aspects of assignments that build to their strengths.
        2. This process allows for clear and cohesive learning outcomes that can be used as a roadmap.


           

    5. Using the discourse of play and learning though doing and creating an open door for those who would like to participate in a continuous improvement system, allowing them to show mastery through additional attempts at an assignment.
      1. This process of resilience and academic tenacity is rewarded through public praise when appropriate.
      2. Removing the stress of achievement anxiety and test fatigue.


         

  2. Offering high interest, criteria referenced, and standards based curriculum that embodies the content of Project Lead the Way and experiential learning.
    1. Studying and practicing the curriculum so that traditional formal approaches to teaching can be modified to fit active learning where the content can be discovered and the process is built upon small steps that build early and instant success.
    2. Make the learning fun through offering educational experiences where the students can:
      1. Explore, discover, manipulate, share, reflect, build, display, and perform.
    3. Using cutting edge technology and tools that connects the learner with Millennial tools for the new labor market and information and innovation economy.


       

  3. Interacting in a community of practice with educators who are interested in continually improving their craft through both the art and science of teaching in continuing coursework, professional journals, and professional development.
    1. Connecting with educators in my content area
      1. In school
      2. In district
      3. At different grade levels
      4. Nationally and internationally
      5. Connecting to the practice in the professional spaces of public and private industry.
  4. Bringing resources to my students to enrich their educational experience.
    1. Working to help them make connections with their aspirations as they develop and refine them.
    2. Suggesting pathways to develop and extend their talents
    3. Asking them about their lives, who they are, and who they are in the process of becoming.
    4. Looking for scholarship, internship, and personal development opportunities in extra –curricular activities, community service, professional and student organizations, and affinity groups.


       

  5. Engaging in action research to question my assumptions about student learning and look for empirically sound methods for showing the growth and achievement of my students and refining my teaching practice.
    1. Looking at how I create learning contexts, of the students interact, and the outcomes of this process.
    2. Using validated models of data collection
    3. Engaging in the process of reflective practice.

Wednesday, February 6, 2008

What is voice?

Writer's voice is a literary term used to describe the individual writing style of an author. Voice is a combination of a writer's use of syntax, diction, punctuation, character development, dialogue, etc., within a given body of text (or across several works). Voice can also be referred to as the specific fingerprint of an author, as every author has a different writing style.

In creative writing, students are often encouraged to experiment with different literary styles and techniques in order to help them better develop their "voice." Voice varies with the individual author, but, particularly in American culture, having a strong voice is considered positive and beneficial to both the writer and his or her audience.


 

Author

An author is any person(s) or entity(s) that originates and assumes responsibility for an expression or communication. Authors should be responsible for acknowledging contributors.


 

Syntax

the study of the rules that govern the structure of sentences, and which determine their relative grammaticality. The term syntax can also be used to refer to these rules themselves, as in "the syntax of a language". Modern research in syntax attempts to describe languages in terms of such rules, and, for many practitioners, to find general rules that apply to all languages. Since the field of syntax attempts to explain grammaticality judgments, and not provide them, it is unconcerned with linguistic prescription.

Diction, in its original, primary meaning, refers to the writer's or the speaker's distinctive vocabulary choices and style of expression. A secondary, common meaning of "diction" is better, and more precisely, expressed with the word enunciation — the art of speaking clearly so that each word is clearly heard. This secondary sense concerns pronunciation and tone, rather than word choice and style.


 

Diction

Diction has multiple concerns; register — words being either formal or informal in social context — is foremost. Literary diction analysis reveals how a passage establishes tone and characterization, e.g. a preponderance of verbs relating physical movement suggests an active character, while a preponderance of verbs relating states of mind portrays an introspective character. Diction also has an impact upon word choice and syntax.


 

Punctuation


 

Punctuation is everything in written language other than the actual letters or numbers, including punctuation marks (listed at right), inter-word spaces, capitalization, and indentation.[1

Characterization

Characterization is the process of conveying information about characters in fiction. Characters are usually presented through their actions, dialect, and thoughts, as well as by description. Characterization can regard a variety of aspects of a character, such as appearance, age, gender, educational level, vocation or occupation, financial status, marital status, social status, cultural background, hobbies, sexual orientation, religious beliefs, ambitions, motivations, personality, etc.


 


 

Dialogue

Dialogue in a piece of writing such as a short story or a novel should have a purpose.

Word Choice


 

In literature and storytelling, a point of view is the related experience of the narrator — not that of the author. Authors rarely, in fiction, insert or inject their own voice, as this challenges the suspension of disbelief. Texts encourage the reader to identify with the narrator, not with the author.


 

Structure is the way various things are constructed along with the manner of construction of the thing under consideration, and the arrangement of its parts. A structure can be a complex entity with many parts


 

In literature, a theme is a broad idea in a story, or a message or lesson conveyed by a work. This message is usually about life, society or human nature. Themes are the fundamental and often universal ideas explored in a literary work. Themes are usually implied rather than explicitly stated. Deep thematic content is not required in literature; however, some readers would say that all stories inherently project some kind of outlook on life that can be taken as a theme, regardless of whether or not this is the intent of the author. Analysis of changes in dynamic characters can provide insight into a particular theme.


 

Authors set a tone in literature by conveying an emotion/feeling or emotions/feelings through words. The way a person feels about an idea/concept, event, or another person can be quickly determined through facial expressions, gestures and in the tone of voice used. In literature an author sets the tone through words. The possible tones are bounded only by the number of possible emotions a human being can have.

Symbolism is the applied use of symbols: iconic representations that carry particular conventional meanings.

The term "symbolism" is often limited to use in contrast to "representationalism"; defining the general directions of a linear spectrum-wherein all symbolic concepts can be viewed in relation, and where changes in context may imply systemic changes to individual and collective definitions of symbols. "Symbolism" may refer to a way of choosing representative symbols in line with abstract rather than literal properties, allowing for the broader interpretation of a carried meaning than more literal concept-representations allow. A religion can be described as a language of concepts related to human spirituality. Symbolism hence is an important aspect of most religions.