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PPAT TASK 2- Michael Gresham

Task 2.0- Contextual Information A.) Describe your classroom. Include the grade-level, content area, subject matter, and number of students. Provide relevant information about any students with special needs. This fifth grade classroom has twenty-six students. Fifteen students are male with ten Caucasian males, four African-American males, and one Hispanic male. Eleven students are female with five African-American females, four Caucasian females, one Asian female, and one Hispanic female. The students are taught the content areas of mathematics, reading, writing, science, and social studies on a daily basis. Regarding special needs, two students receive ESOL services, six students receive gifted and talented services, eight students have been diagnosed with ADHD, and two students have anger issues and follow a behavior plan. Also, three other students follow a behavior plan to help with classroom behaviors. B.) Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom. Social Factors- There are some social factors that impact the instruction that occurs in my classroom. One of the major social factors includes the socio-economic status of the students. Some students come from very respectful two parent households. In contrast, there are also students who come from very poor, single parent households. This impacts instruction in many ways including the amount of time spent at home studying the subject matter, resources, and the types of lives the students live outside the classroom. Developmental Factors- Several students are not developmentally on grade-level. Several students read below grade-level, which impacts their performance in certain subjects such as math and reading. This factor greatly impacts teaching and learning as the instruction must be differentiated to meet their needs. C.) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. After-School Program- This program is for students who need extra support with work from the classroom. This program provides mentors and tutors for these students. With extra one-on-one assistance, students are exposed to the process and receive help from their tutors that strengthen their skills. This impacts the learning of these students as they are able to receive extra practice and guidance from a tutor.

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TASK 2.1.1- Selecting a Single Assessment A.) Identify the state and/or national content standards and the specific learning goal(s) to which the assessment is aligned. The national standards, also known as the Common Core Standards, are aligned to the assessment. The assessment is aligned with CCSS.ELA-Literacy.W.5.2, which is to write informative/explanatory texts to examine a topic and convey ideas and information clearly. This is also aligned with the standards set forth by the state of South Carolina and addresses the areas of content/development, organization, voice, and conventions. Students are assessed on this in March through the South Carolina Palmetto Assessment of State Standards. The assessment of the learning goal encompasses all of the indicators of this particular standard including introduction of a topic clearly, development of a topic with facts; details, and quotations, linking the ideas through usage of words, phrases, and clauses, using precise language and domain specific vocabulary, and providing a concluding statement. The learning goal for the overall unit is that the students will be able to write an effective essay (4 paragraphs) about a topic with a clear introduction, thesis, two body paragraphs, and conclusion. By the end of this unit, students will be able to write an effective essay independently and with all of the key components addressed. B.) Provide an in-depth description of the assessment. Provide a rationale for choosing/designing the assessment based on its alignment with the standards and learning goal(s) that meet the students’ needs. For this unit, the assessment piece is the Kid-Friendly rubric that grades the students on their writing pieces. This assessment demonstrates knowledge gained from each individual student over the duration of the unit. The rubric grades the four aspects that the students are also assessed on the state test including content/development, organization, voice, and convention. The quality of work the student does is rated on a scale of one (lowest) to four (highest). In each domain (one, two, three, four), the expectations are clearly laid out in a bulleted list and give students clear directions and evidence of what needs to be in the essay to obtain a certain score. This aligns with the Common Core Standard CCSS.ELA-Literacy.W.5.2, because the students are assessed on how they introduced the topic, their evidence of supporting details/reasons, the details and quotations in their development, transition words, use of words and precise language, and their conclusion. The reasoning behind the assessment is for students to practice the process and for them to see where their papers stand according to the rubric. With each essay, students will self-assess their own writing to help them better understand the assessment piece (rubric) and to see which areas they need to focus on if obtaining a low score.

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C.) Describe the rubric/scoring guide you have selected/designed. How will you communicate its use to your students? The Kid-Friendly rubric is designed from the SCPASS Scoring Rubric that test-readers will use to assess students on the state test. The rubric provides what is addressed; however, the wording is not friendly to young readers. I created a rubric that is kid-friendly for the students to read in order for them to understand exactly what is expected of them in their personal writing pieces. The rubric will score the students in the four domains of the writing process including content/development, which includes a clear thesis, supporting details, and staying on topic. In order for a student to score a four, the student must have a clear thesis and two supporting details. They must also stay on topic during the entire paper. A student who has a thesis statement, provides two supporting details, yet may need to add a little more detail and stays on topic for most of the essay earns a score of three. A student who has an unclear thesis statement and two supporting details, yet they could give more elaboration and go off topic several times throughout the paper earns a score of two. Students who turn in papers with no evidence of a thesis statement, lacking supporting details, and is off topic for the majority of the paper earn a score of one. This process continues for the remaining three content areas that are assessed including organization, voice, and conventions. D.) What evidence of student learning do you plan to collect from the assessment? How will you collect the data? Provide a rationale for your data-collection process. Throughout the unit, I will collect each complete writing prompt from the students. The students will complete the entire writing process. This proves that they have been taught the steps of planning, drafting, editing, revising, and publishing. The students have about one week to complete the entire process. When a student completes the process and turns in a final draft, I plan to analyze his writing skills, looking for all of the components that are on the rubric to see how well the student has grasped the writing process and how well he is pushing forward to accomplish the goal of this writing unit. Data will be collected after the writing prompts are turned in. Once the writing prompts are collected, they will be graded based on the created rubric. The students’ scores are categorized into three domains. Students who score below an eight are considered to have a “Not Met” paper, meaning they did not meet the goals of the writing process. Students who score between a nine and eleven are considered to have a “Met” paper, meaning they met the goals of the writing process. Students who score a twelve to fifteen are considered to be writing above grade-level on the state test and are considered to be “Exemplary”. The students will be categorized into these three domains (Not Met, Met, and Exemplary), and the total number of students who “qualify” for the domain are recorded. This gives an indication about where students perform individually and where the whole class is performing.

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TASK 2.1.2- Preparing the Learns for the Assessment A.) What instructional strategies will you use as part of the assessment? Provide a rationale for your choices. Gradual Release of Responsibility is one strategy that will be used throughout the unit to get to the assessment. Students will first have to be introduced and exposed to the writing process by the teacher modeling each aspect (introduction, body, and conclusion). The teacher will model and the students will write along with the teacher. After this prompt is completed, more responsibility falls on the student. Now instead of modeling and writing, we are referring to the section and the students’ writing with guided help. After the second writing prompt, students are expected to remember the steps and write papers with some assistance. Finally, after the third phase, students will be given the prompt and will complete the writing process independently, as the learning goal states. Direct Teaching- Students will receive direct instruction at the beginning of the unit. This strategy is crucial for students as they need constant instruction in the steps of the writing process and the steps involved at the beginning to ensure that they can demonstrate these steps when they become independent writers. Modeling- Students cannot become excellent independent writers without having modeling and demonstrations for guided practice. At the beginning, modeling will be heavy and students will follow the teacher’s guidance. As progress is made and students near the end of the unit, the models will be taken away. Conferencing- Students will have conferences with the teacher throughout the unit regarding their writing. Students will begin the conference with something to “glow” about, by pointing out a positive aspect in their writing, such as an improvement or something the student did a fabulous job on. The students are then given something they need to “grow” on, such as an area where they need to focus on, for example, an effective thesis statement. The teacher then gives the students something to “go” on, by encouraging the students to continue doing this in their own writing. B.) What learning activities and student groupings will you use to prepare your students for the assessment? Provide a rationale for your choices. Brainstorming- Throughout the unit, students will be asked to brainstorm about what goes into their essays. Students will have to brainstorm several key elements including what type of hook, attention getter, transition words, and emotions to use in their writings. This will also help them understand that there are many ways to hook a reader, grab their attention, shift focus, and leave a lasting impression on the reader. This learning activity gives students options

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in their writing, and they are able to test certain elements to see if they will work in their writing. Strategy Groups- several check-ins with students will enable the teacher to determine their progress towards specific learning goals for their own writing. This also will help students prepare for becoming independent writers and ensure that they are using all the elements of the writing process correctly. Students who struggle on various portions will receive more instruction and scaffolding with the teacher to help improve their skills. This grouping prepares them for the assessment by ensuring that they are confident in their ability to use the skill in their own writing, especially when it is time to write independently. C.) What materials and resources, including technology, will you use to administer the assessment? Provide a rationale for your choices. Materials- Students will use colored pencils and a thesaurus throughout the writing process. They will use colored pencils for making revisions and underlining key elements. Students will also use a thesaurus to find words that help them use “vivid” vocabulary. Resources- Throughout the unit, students will need to refer to the Golden Ticket packet. The Golden Ticket is a graphic organizer students use during the writing process. The packet has the necessary elements needed for an introduction (hook, attention getter, and thesis statement), body paragraphs (Reason, One time/for example, Action, Dialogue, Restate Reason), and conclusion (Thesis, Opinion, Emotion). This helps students understand the writing process. Kid Friendly Rubric- Students are introduced to the assessment during the writing process. After all revisions and students complete final drafts, students are given a copy of the Kid Friendly Rubric. Students self-assess before I assess them. TASK 2.1.3- The Two Focus Students A.) Identify two Focus Students with different learning needs and for whom you will need to modify the assessment. Provide a rationale for selecting each of the students. Refer to them as Focus Student 1 and Focus Student 2 as you respond to the guiding prompts below. Focus Student 1- Focus Student 1 struggles in many areas academically. This student’s g rades range from B’s to D’s. Scaffolding is a must for this student because he needs the extra attention and repetition of skills. The student also has trouble with attention span, and he is distracted by objects or people around him. For the assessment, the student will require more scaffolding and one-on-one guidance from the teacher. Focus Student 2- Focus Student 2 is a gifted student who does no struggle academically. This student’s grades range from A’s to B’s. This student does have behavioral issue s that greatly

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impact his learning abilities on a day-to-day basis. Like Focus Student 1, this student also has trouble with focus and often becomes distracted by objects or people around him. For the assessment, this student will not require as much scaffolding as for Student 1 and can complete the task with little assistance. B.) Based on their specific learning needs, how will you modify the assessment for each of the two Focus Students? Provide a rationale for each decision. Focus Student 1- Student 1, will require more scaffolding of the concepts learned. With his specific learning needs, this student will be monitored closely, and any need for scaffolding will be addressed teacher-to-student. This student will also be in two strategy groups per week to focus on his lowest areas (evidenced by his scores on the rubric) from the previous writing sample. To modify the assessment, the student will be expected to have all of the parts (or attempted all parts) of an effective essay in his writing. Focus Student 2- Student 2, will require less scaffolding of the concepts learned. Unlike Student 1, this student will be monitored once a week to see how the student is coming along and if there should be any adjustments or a need for scaffolding. This student will be in one strategy group per week to receive extra instruction on his lowest areas (evidenced by his scores on the rubric) from the previous writing sample. To modify the assessment, the student is expected to have all parts of an effective essay clearly in his writing sample. TASK 2.2.1- Analysis of the Assessment Data and Student Learning for the Whole Class A.) How did your rubric/scoring guide align with your learning goal(s) for the lesson? Provide a rationale. The rubric aligned with the learning goals by providing clear and detailed aspects, which to look for in student writing samples. The rubric has four domains with an assigned value of points, one through four. Each column clearly states what each child needs to have in order to obtain that point value. For the student to have an effective essay, all parts must be included in his writing. He must have a clear thesis statement, two supporting reasons/details, and have stayed on topic (Content/Development). For content and development, the student must have a clear introduction, body, and conclusion, indenting each paragraph and having transition words (Organization). To receive full credit in voice, the students must have strong and precise words, include a variety of sentences, use figurative language, have strong emotions, and dialogue. Lastly, to receive full credit on conventions, the student must have less than five errors throughout the entire paper. It aligns with the learning goal by outlining what is expected of the students and how students are graded according to their essay.

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B.) Describe the graphic representation of your collected data. Based on your graphic representation, analyze the assessment data to determine your students’ progress toward the learning goal(s). To collect student data, I take their score from the rubric and create a three-columned chart. Each heading has a label including “Not Met”, “Met”, and “Exemplary”, the three domains students in the state assessment. Based on the score the student obtained on the writing sample, his name is placed into the corresponding category. This helps organize the class performance and tells me where each student is performing throughout the writing unit. With each essay, evidence of improvement is clearly shown. After the process of collecting data is finished, I look at the numbers from the previous essay and compare to the current essay. When comparing numbers, I look to see if there is a gain or loss in each category. For example, in the first writing essay, fifteen students scored “Not Met”. However, in the next writing piece, only 12 students scored “Not Met”, thus giving a loss of three students in this category. This means that three students improved their writing from “Not Met” to “Met”. Toward the end of the writing unit, many students have had tremendous growth because the students who were in the “Not Met” domain for a period of time, shifted to the “Met” domain. This was a clear representation that students met all of the requirements of the learning goal for this unit. C.) How efficient was the data-collection process you selected? Cite examples to support your analysis. The data collection process was efficient for this fast paced unit. The method I chose of recording student’s work and categorizing expectations into three domains really helped me see the progress of the students through the gains and losses in each domain. I was able to follow students, especially my Focus Students, throughout the unit to see where they were scoring. It also gave me considerable amounts of information such as, was the student staying in one domain over a long period of time? With students who were constantly scoring in the “Not Met” domain, I had to begin analyzing their writing to see what exactly was keeping that student in this domain. This method helped guide instruction in the unit and enabled me to decide where to place students in strategy groups to work on a specific area. D.) How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples to support your analysis. The progression of this unit depended on how well the students responded to learning. Beginning with modeling and having the students write directly afterward helped them understand the process. This helped with memorization and recognition of the writing process. As the release of responsibility occurred, the students became more aware of their skill as

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writers, which helped them become successful independent writers. Strategy groups helped pin-point their most critical areas of need as independent writers. Identifying their critical areas helped them take ownership of their own writing and learning. Secondly, it helped students recognize what they needed to fix or change in their essays to improve their scores, and through extra scaffolding, it is evident this strategy worked since many student scores improved. E.) Describe how you engaged students in analyzing their own assessment results to help them understand their progress toward the learning goals. Throughout the unit, the students analyzed their own work and did self-assessments themselves before turning the papers in for me to determine the overall grade. Once the students handed their papers and rubrics to me, I would sit down and analyze their essays. When grading, I looked at the areas the students categorized themselves, and as I graded, I thought about how they aligned with my assessment. Several students were not honest about their papers, which caused conflict in the process. Upon receiving their papers back, I the student was directed to analyze the rubric and look at how what he thought compared to the marks/comments I made on the paper. This helped with the concept of students becoming independent writers as they assessed themselves. It helped tremendously with identifying focal points for strategy groups. For strategy groups, students met with me at the carpet, and I provided reasoning for my feedback on their assignment. We then reviewed the lowest scoring aspect and discussed ways we could improve in that area. TASK 2.2.2- Analysis of Assessment Data and Student Learning for each of the Two Focus Students A.) What did you learn overall about the progress of each of the two Focus Students toward achieving the learning goal(s)? Cite evidence from the work samples for each of the two Focus Students and other assessment data to support your analysis. Focus Student 1 made tremendous growth throughout the unit. At the beginning of the unit, the student clearly demonstrated that he did not understand the process since his papers were falling under the “Not Met” category. When looking at his first essays, the student’s writing did not make sense, there were multiple spelling and grammatical errors, and no organization or structure to his paper. However, as the student progressed through the unit and learned more about these elements in strategy groups, his essays started shaping up and ended up in the “Met” category, because the student now had indentions, details, transitions, precise vocabulary, and an effective conclusion. Focus Student 2 maintained consistency throughout the unit, although there was evidence of progress. In this student’s early essays, he provided clear structure, organization, thesis,

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transitions, etc. Near the middle of the unit, it became evident that this student was having difficulty with a hook. He spent the majority of the writing time focusing on an effective hook. With this noted, the student received scaffolding on how to begin the essay with an effective hook. With practice, the student started improving and had very efficient hooks to start off his essay. B.) Based on the assessment data and/or your observations, what did your modifications of the assessment have on the learning of each of the two Focus Students? Cite examples to support your evidence. Focus Student 1- Having this student include all parts of the essay, even if he only attempted to try the part, helped the student’s writing tremendously. Not expecting a perfect paper from this student really helped him feel at ease when working through the writing process. It provided him the chance to receive the extra scaffolding and work on the areas of need in his paper. The rubric also helped the student as I pin-pointed various elements the student needed to work on to get his paper where it needed to be. Focus Student 2- Giving the student a more rigorous modification on clearing up his thoughts and writing process helped the student. When the student realized that he could not clearly hook the reader’s attention, this provided the student with a focal point for a strategy group. This provided the student with the extra scaffolding needed to help him clearly provide evidence of clear and effective hook. C.) How effective were the instructional strategies, learning activities, student groupings, materials and resource, including technology, for student learning? Cite examples for each of the two Focus Students to support your analysis. The Gradual Release of Responsibility this method was effective for both Focus Students and the entire class in general. Instead of hand-holding the students for the entire unit, I wanted to see what they could do independently. This also helped students become efficient writers by requiring them to learn how to understand and complete the writing process on their own, growing from their mistakes. With Focus Student 1, this helped him grow as a writer as he was taking the opportunity to gather valuable information for appropriate scaffolding and then apply what he learned to his own independent writing. As for Student 2, he received scaffolding in his areas of need in the writing process and took advantage of the appropriate scaffolding to write independently. He learned from the advice given. When looking at both students’ completed essays, it is evident that the scores were better during the independent writing timeframe of the unit, rather than in the beginning. This statement is also true for the entire class. At the beginning, there were 15 students who were at “Not Met” for two consecutive essays; however, once students started strategy groups and independent writing for the third

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essay, only 10 students received a “Not Met,” and by the fourth essay, only 6 students were at “Not Met.” Directed Teaching- This helped students understand their writing process and all of the key elements. With directed teaching, students were introduced to each element and practiced each element along with guidance from me. During this time period, students received heavy scaffolding. In the first essay, the students’ essays had all of the parts of the writing process and were set up correctly. Modeling- This helped students to see how the writing method works and what to look for in writing. Modeling each aspect of the writing process also strengthened their learning of the steps of the writing process, especially Focus Student 1. When students were released to write independently, it took some time for the student to remember all aspects of the process. However, at the conclusion of the unit, it was evident that modeling each aspect had helped the student tremendously because each element greatly improved throughout duration of the unit. D.) Describe how you engaged each of the two Focus Students in analyzing his or her own assessment results to help understand progress towards the learning goals. Both Focus Students actively participated in analyzing their own performance on each essay. As the students were prompted to identify critical focus areas, each student identified areas where they needed the most critical instruction. When reviewing completed essays and determining how their essays were scored, both students understood where they needed to make corrections in order to obtain a better score. When conferencing with each Focus Student, the beginning of the conference was a time to point out a shining moment in their essay. If students excelled in a certain area, the students were praised. Secondly, students were directed to an area or concept they needed to work on. Both Focus Students were able to identify the area they needed to improve on. From this point, a plan was devised on what the student needed to do next to show improvement in the indentified area. TASK 2.3.1- Reflecting on the Assessment for the Whole Class A.) How does your analysis inform or guide future instruction for the whole class? The analysis of data informs me about where my instruction in future lessons needs to go. An example would be that during the unit, many students scored low in the category of voice. This data comes from many of the student rubrics. My analysis of the rubric also indicated that students were having trouble with figurative language and precise vocabulary. As for instruction, I planned specific lessons targeting these areas. It is evident that the analysis

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helped students grow, and the rubric helped pin-point what I needed to do to help the students become more successful writers. B.) What modifications to the assessment would you make for future use? Provide a rationale. Descriptions- In the rubric, which is the assessment piece, I often noted that there were certain elements or spots that needed clarification. It was hard to grade student papers with words such as “most”, “some”, or “little” as the guidelines. As the instructor, I felt as though I failed to recognize this flaw and should give target numbers or expectations for each case. Questions arose from the students such as, “How much is some?” or “What is considered too little?” That is something I will work out and prepare for when I use this type of assessment again. Discrepancy- I noted that in some cases, students would have some elements in one category (such as two items that scored a three, when some items were scored two). It was often hard to consider which point value to give the student. The decision I used throughout the unit was that if a student tied in two certain point values, I would look at the elements in each and weigh the two. For example, if the student had an unclear thesis (obtains a score of two), it outweighed the stay on topic piece (worth three points), and the student received a two. For several students this call put them on the border of “Not Met” and “Met.” This is a factor I will need to modify for in future years when using this rubric. C.) What modifications for future use would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources including technology? Provide a rationale. Strategy groups- This implementation came about midway through the unit. With its phenomenal results regarding student growth, a modification I would use when teaching this unit again would be to begin strategy groups early on. This opportunity gives students who are consistently struggling the chance to have more scaffolding and repetition of critical need areas. Technology- I did not use a lot of technology in this unit. With the world becoming so driven by technology, I would look into technology and integrating it into the writing process. The data analysis would be one aspect of using technology. This would help with finding a chart creator and entering data, rather than writing it on paper and keeping up with it. This would also eliminate time having to write everything down and give me time to focus more on the students. Golden Ticket- I enjoyed obtaining a new piece of teaching material. The Golden Ticket was a great organizer for the students to follow. With this resource, the only thing I would modify

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would be to add the different types of hooks and figurative language pieces. The resource gave students a list of transition words, attention getters, etc; however, it did not have these in the list of related content. I would have this where students could physically look and determine the different types of hooks and figurative language pieces they would like to use in their writing. D.) In what ways would an assessment that is different from the type used in this task allow students to further demonstrate their achievement of the learning goals? In writing, I really feel that this is the only way for students to demonstrate further achievement toward learning goals. Most writing samples are scored on a rubric and it gives the writer the expectations of the essay. I feel as though any other type of assessment would not help students demonstrate their achievement. The learning goals were evident through students’ progress through the unit as shown by scores in their rubrics, as they rose from 1’s and 2’s to 3’s and 4’s. This gives tangible data and a visual that students respond to well during the instruction. TASK 2.3.2- Reflecting on the Assessment for each of the Two Focus Students A.) How does your data analysis inform or guide instruction for each of the two Focus Students? Just as the data analysis helped with the instruction of the whole class, it helped determine what my two focus students needed help with as well. When analyzing their papers, I noticed that these students received low scores. I could tell that is where they needed extra scaffolding and a strategy group. For the Focus Student who had difficulty in writing, I had to choose an area where he scored low consistently. An example of this comes from looking at the rubric. For two essays, the student scored a one in organization due to the fact that he needed help in one or more areas of the introduction, body, or conclusion. The student needed more instruction and guidance in this area. The extra instruction and scaffolding helped Focus Student 1 as his score in organization rose from a one to a three. With Focus Student 2, it was quite difficult to point out a difficulty. However, he did score low in (a score of 2) in voice. With extra instruction and scaffolding of figurative language, vivid vocabulary, and emotions, the student also showed progress. However, this student did not need as much instruction as student 1. B.) What modifications would you make for each of the two Focus Students? Provide a rationale. Focus Student 1- I would have this student find multiple aspects that needed improvement throughout his paper. With this student receiving multiple check-ins throughout the week, the student would identify one to focus on. With each check-in, the student would be instructed in

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the area that needed focus. This would allow time between check-ins and strategy groups for the student to work on this area. Focus Student 2- This student would find multiple areas that he needed to work on throughout the paper as well. However, unlike Student 1, we would work on two aspects that were identified by the student. The student would work on this between check-ins, and we would confer about it during strategy group time as well. C.) What modifications would you make in your instructional strategies, learning activities, student groupings, and materials and resources, including technology, for future use for each of the two Focus Students? Provide a rationale. Strategy Groups- As mentioned, the biggest modification would be earlier strategy groups. I feel with strategy groups determined earlier, students would have more time to practice and work on a critical need area of their writing. This was the biggest challenge for planning purposes; however, it provided the greatest gains. The repetition of rules, models, and scaffolding helped both Focus Students reach the learning goal. Think-Pair-Share- I believe having more of these lessons would also help my two focus students. Students would be able to think about a topic, pair together with a partner and voice out what was going to take place in their paper and how to set it up. Finally, they would share their ideas with me and move forward. This would be a great strategy to use as they would first talk with a partner, then to me about a topic or area of the writing process. Golden Ticket- I would modify the golden ticket to have the list of types of hooks and figurative language available because these were some of the biggest challenges with both of the focus students. Having something tangible to look at would help the students greatly when determining which type of hook they wanted to add or which type of figurative language they wanted to add in their body paragraphs.

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Support Documents Whole class scoring for Prompt #1

Results of Influential African-American Prompt
16 14 12 10 8 6 4 2 0 Not Met Met Exemplary Series1

Whole class scoring for Prompt #2

Results of Best Adult Job Prompt
14 12 10 8 6 4 2 0 Not Met Met Exemplary Series1

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Whole class scoring for Prompt #3

Result of Trip to Zoo vs. Trip to Museum Prompt
14 12 10 8 6 4 2 0 Not Met Met Exemplary Series1

Whole class scoring for Prompt #4

Results of Keeping Cool on a Summer Day Prompt
16 14 12 10 8 6 4 2 0 Not Met Met Exemplary Series1

Whole class scoring for Prompt #5 (see next page)

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Results of My Hero Prompt
16 14 12 10 8 6 4 2 0 Not Met Met Exemplary Series1

Focus Student 1 and Focus Student 2 comparison of scores throughout the unit

Focus Student 1 and Focus Student 2 comparison of scores throughout the unit.
14 12 10 Overall Score 8 Focus Student 1 6 4 2 0 Prompt 1 Prompt 2 Prompt 3 Prompt 4 Prompt 5 Focus Student 2