Educator Resources - Hometidbits4teachers.weebly.com/uploads/1/3/6/1/13617939/hi… · Web viewYou are an English teacher that is teaching “The Hunger Games” to your class.

Grouping:

Grouping

Toss up questions:

-Why do we put students in groups?

-When/How often do you use groups?

7. Student choice!

Scenarios:

Each participant will pull a scenario and answer how they would group the students.

1. You are an English teacher that is teaching “The Hunger Games” to your class. You want them to read chapter 3 during the class period. Your class has mixed reading abilities, and your main focus is on reading comprehension. How might you want to group students for this activity?

2. You are a math teacher that is having your students do a hands on discovery activity. They will be doing an experiment with skittles that involves graphing, counting, recording data, and answering questions. A majority of your students are performing below grade level. The goal of this activity is to have the students be introduced to a new math concept. How might you group your students for this activity?

3. You are a foreign language teacher that wants their students to learn about various aspects of a region’s culture. You have time in the computer lab for students to research and have set aside some time for students to work on this in class. The end product can be an artifact, presentation, paper (whatever the students want). These students have had one year of foreign language previous to this class. How might you group your students for this activity?

4. You are a biology teacher that is teaching about genetic disorders in your class. You want students to be able to identify the cause of the disorder, the prevalence, treatments options, and research people living with that disorder. You have given them a rubric that details the assignment and expectations. You have the computer lab for research and class time set aside. How would you group students for this activity?

5. You are a history teacher that just gave out chapter 2 study guide for to your class. Students are around similar ability levels. The goal for the class is to complete the study guide. How might you group these students?

Follow up questions:

-Can you think of an activity you may want to use group work during?

-Can you think of group work you already do that you may do differently after looking at the list of ways to group students?

Examples of grouping in my classroom based on skill level: These groups were made by after the students did and exit slip. The question asker was the strongest on the exit slip. This person is the only one who can ask the teacher questions. They are the leaders of the group but no one knows this – the role makes it that way. The other roles were assigned based on what we know about the students and they were put in groups based on skills levels.

Here is an example of basing students in groups on learning style preference:

Auditory Visual TactileKelsey Rene Brooklyn Lamarr Kentrell AutumnChris Sarah Hugh

LaTonya Alesha DavidMarkia Levi MadyJaasiel Kassandra (also Aud)KamaJacobTelly

The students had to do a word problem worksheet but answer the questions based on their learning preference. The tactile group could physically make or measure the problems, the visual group could draw them out, and the auditory group could talk it out.

Rubrics:Toss up questions:Why do we use rubrics?

Who makes the rubric?

Do students always understand the rubric and what is expected of them?

Using leveled rubrics:All students have the same assignment they are just graded on different rubrics. This is a way to differentiate without other students knowing. This is an English example below using 3 different rubrics to grade students on. Once a student masters the lower level rubric they move onto the more challenging rubric.

Developing Writing Rubric: Sophomore Lit/CompName: ________________________________________

CATEGORY ProficientNeeds Improvement Unsatisfactory

Not Attempted

Introductory The introductory sentence restates the prompt clearly without help, and the language used that makes the purpose clear to the reader.

The introductory sentence restates the prompt clearly.

The introductory sentence attempts to restate the prompt.

This portion was not attempted.

Text Support Three or more examples are taken directly from the text, and are relevant to the topic.

Three or more examples are taken directly from the text, but one may not be relevant to the topic.

Three or more examples are taken directly from the text, but some may not be relevant to the topic.


Explanations Each piece of support is fully explained and relevant to the example.

Each piece of support is fully explained, but one explanation may not be relevant to the example.

Explanations are attempted but are not complete and/or relevant to the example.


Concluding statement

Concluding sentence restates the opening and ideas of examples in a clear way.

Concluding sentence restates the opening and ideas of examples, but lacks clarity for the reader.

Concluding sentence is attempted but is not clear or consistent with the opening.


Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.


Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.


Personalized Writing Goals

Student’s writing shows clear evidence of working toward mastery of personal writing goal.

Student’s writing shows attempt of working toward personal writing goal.

Student has a personal writing goal but little attempt was made toward working toward its mastery.


Graphic Organizer

Graphic Organizer is fully completed with all necessary elements.

This portion was not fully attempted.

Emerging Writer Rubric: Soph. Lit/CompName: ________________________________________

CATEGORY Proficient Needs Improvement UnsatisfactoryNot Attempted

Introductory The introductory sentence restates the prompt clearly.

The introductory sentence attempts to restate the prompt.

The introductory sentence answers the prompt, or does not address it.


Text Support Three or more examples are taken directly from the text, but one may not be relevant to the topic.

Three or more examples are taken directly from the text, but some may not be relevant to the topic.

Less than three examples were taken directly from the text to support the topic.


Explanations Each piece of support is fully explained, but one explanation may not be relevant to the example.

Explanations are attempted but are not complete and/or relevant to the example.

Explanations are missing or incomplete.


Concluding statement

Concluding sentence restates the opening and ideas of examples, but lacks clarity for the reader.

Concluding sentence is attempted but is not clear or consistent with the opening.

Concluding sentence is incorrect or not attempted.





Sentences lack structure and appear incomplete or rambling.


Capitalization & Punctuation (Conventions)

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow.





Student’s writing shows no indication of addressing his/her personal writing goal.


Graphic Organizer


. This portion was not fully attempted.

Extended Writing Rubric: Sophomore Lit/Comp

Name: ________________________________________

CATEGORY ProficientNeeds Improvement Unsatisfactory

Not Attempted

Introduction/Thesis

The introduction is well developed, restates the prompt, and uses language (phrases, vocabulary) in a thesis statement that makes the purpose clear to the reader.

The introduction restates the prompt clearly and leads the reader to the main idea.

The introduction attempts to restate the prompt, but the reader may be uncertain as to the main thesis or idea of the paper.


Text Support Three or more examples are taken directly from the text, with correct transitional phrases and interwoven throughout the writer’s own words.

Three or more examples are taken directly from the text and are placed smoothly into the writing.

Three or more examples are taken directly from the text, but some may not be relevant to the topic or may be choppy or harshly placed into the writing.


Explanations Each piece of support is fully explained and relates back to the thesis (main idea). Explanations extend the reader’s knowledge or insight.

Each piece of support is fully explained and relates back to the thesis (main idea).

Explanations are attempted but are not complete and may not relate back to the thesis.


Conclusion Conclusion restates the main idea and extends the meaning to the reader by ending with an option or an interesting thought.

Conclusion restates the main idea and basically “sums up” the writing.

Conclusion is attempted but is “empty” or sparse. It only restates the thesis and doesn’t have anything extra for the reader to consider.



All sentences are well-constructed with varied structure.




Conventions Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. Paper contains no fragments, punctuation, or spelling errors.

Writer makes 1 or 2 errors in conventions.

Writer makes a few errors in conventions that interrupt the flow of the paper.



Student’s writing shows clear evidence of working toward mastery of personal writing goal.




Graphic Organizer


This portion was not fully attempted.

What are the similarities and differences between these rubrics?How would this benefit or challenge all students?

CheckBric- It is a student friendly version of a rubric. It is a checklist that a student can use as they are doing a paper or project. In the column to the right there is the rubric for the teacher to use to grade.

-Activity – take this rubric or one from the English example above and made a checkbric – You can also use a rubric of your own if you have one.

Why would a checkbric be beneficial for students to use?

Student made rubrics:Why would it benefit students to have them help you create a rubric?Here is an example from a geometry class where we had students assign:

Writing analyzers:

1 and 2 point ?’s and thick and thin –

Example of questions by point value:

Proof Hard:

You can create these questions or the students:Use the geo student generated questions example:

Low Prep Assignment for Questions: Students create questions 1 point and 2 point questions (tell them the difference between 1 vs 2 point questions, how many points you expect them to get for the assignment)(1 points are confidence building questions, recalling details) pg 116 - 117In math , problems that work to whole numbers vs decimals, number of steps, including pictures etc etc) There can be 3 or 4 point questions. You can publish the questions on the test or have the students trade with their elbow partner to do the questions. This helps to meet CCSS - even in MATH pg 118 – 121 REMEMBER the SHOW ME App or educreationsChoose 5 of the 10 problems – collect – look at the ones they did not do and group based on that and have them work on those the next day…Choice menu’s

Activity : sort thick and thin questionsAdapt a test to make thick and thin questions or assign values to something

they already have

TARSIACreates puzzles for students – great as a review

Can make different shapes or levels using the same shape – students would never know!

Easy to grade!

http://www.mmlsoft.com/index.php/downloads

http://www.mmlsoft.com/index.php/downloads

Educator Resources - Hometidbits4teachers.weebly.com/uploads/1/3/6/1/13617939/hi… · Web viewYou are an English teacher that is teaching “The Hunger Games” to your class.

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