Narrative Exemplar Cover Sheet

Attach to each exemplar in your portfolio. Teacher Candidate Title of Exemplar #ortfolio Cate"ory ACE$ (tandard Derek Jones Narrati e !ritin" $ $$ $$$ %&% $' ' Cohort # 414

$'. Assessment for $nstruction A4+ Candidates kno,- understand- and use

ACE$ (tandard Element)s*

formal and informal assessment strate"ies to plan- e aluate- and stren"then instruction that ,ill promote continuous intellectual- social- emotional- and physical de elopment of each elementary student. (emester 1. .all /011 Date 2ct. // /011

Description of exemplar and ho, it demonstrates meetin" this ACE$ (tandard and Element)s*. .or this lesson- my "oal ,as to introduce ad3ecti es and ad er4s to a 4th "rade classroom throu"h narrati e ,ritin". This lesson tied directly into a (ocial (tudies lesson that $ did a4out Early 5a,aiian 6i"ration ,here students read a first person narrati e a4out her 3ourney to the islands. (tudents ,ere to create their o,n 3ourney to any destination in the ,orld- ,ith ,hate er essel they choose- ,hile acti ely seekin" opportunities for descripti e lan"ua"e. $ created or"ani7ers that ,ould first allo, students to illustrate the outline of their story )settin"- 4oat- car- character*. Next to the illustration 4oxes is a place for descripti e lan"ua"e ,here students ,ould use ad3ecti es and ad er4s to descri4e ,hat it is they ,ere dra,in". As the lesson ,as rich in re8uirements for certain types of lan"ua"e- $ ,as pro ided a "reat opportunity to ,ork on my assessment as it is somethin" $ need to impro e onand a personal "oal. A lot of formati e assessment ,as in ol ed as $ had re8uirements as to ho, many of each type of descriptor ,ord $ ,anted and to ensure that the ,ords ,ere rele ant. $ ha e not "otten into the summati e portion of the assessment yet- as the assi"nment is somethin" that ,ill continue ,hen $ return to that placement.

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9eflection on my professional "ro,th in kno,led"e- skills- and dispositions related to this ACE$ (tandard and Element)s*.

$ ,ent into this lesson ,ith t,o "oals in mind+ 4ecome a 4etter educator of ,ritin"- and create a lesson that re8uires a "reater deal of assessment than lessons $ ha e tau"ht

pre iously. $ kne, then- and kno, no,- that assessin" student ,ork is somethin" of ,hich $ ha e difficulty ,ith. This lesson "a e me ample opportunity for formati e assessment as it ,as a multi:day pro3ect that re8uired constant monitorin" of student ,ork. Not only did $ ha e to assess student ,ork- 4ut constantly reflect on myself to ensure that $ ,as allo,in" the students to think creati ely on their o,n. $ ha e the tendency to expect certain thin"s from students and la4el thin"s as ,ron" if it is not exactly ,hat $ had in mind. This allo,ed me to experience the kno,led"e and kno, ho, of the science of assessment. !orkin" multiple days on the pro3ect allo,ed me to compare a considera4le amount of ,ork- and help myself understand ,here a 4th "rader is ,ith lan"ua"e de elopment. .rom a skill standpoint- it has allo,ed me to ,ork on ad3ustin" my ,ay of thinkin" that these students are helpin" me understand ho, far they ha e de eloped- as much as $ am helpin" them de elop further.