P-2, Advanced Proficiency, 6th Grade, English/Language Arts - DOC by h1t57iw

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									Conversation with Evaluator (Excerpt)
Evaluator: Walk me through the process you’ve used to determine the content of your long-term plan.

P-2(3): The teacher considers the district’s scope an sequence and consultation with veteran teachers to “effectively tailor” the plan for her students.
(AP)

TEACHER: I started with my district’s pacing guide, which mapped out the entire 6th grade curriculum for the whole year. I compared this guide to
the learning goals covered on the end-of-grade test and found that it was aligned. I then consulted with veteran teachers to determine if the timing
suggested in the pacing guide was feasible for my group of students. Based on their recommendation and my diagnostic results, I tailored the
suggested plan a bit to make sure that the plan would work for me and my students. I started with the basics of reading and writing that my students
would need to know, and then created a series of units with different themes. My favorite is “What a Story.” It bundles all of the learning goals
related to fiction – along with a few others which we’ll spiral throughout all of the units.

Evaluator: Tell me more about how you have incorporated diagnostic results into your planning.

P3(3): The teacher “engages deeply” with the diagnostic results to identify and prioritize standards needed for mastery of Big Goal (AP)

TEACHER: Given that my diagnostic gave a comprehensive look at my students’ reading and writing skills, it was fairly easy to understand what
the data said about each student’s readiness coming into 6th grade. I was able to use the more specific information from the QRI to give me more
detailed information as to where my students were struggling to comprehend. I used this information to identify the 5th grade standards that my
students would need to master in addition to the 6th grade standards. I also identified enrichment standards (that reflect high-order thinking and
understanding) from the 7th grade standards document to include in my Long-Term Plan. I also determined which students needed additional
fluency, phonics, and word skill remediation to build their reading level.

Evaluator: How will you know your students have mastered the standards?

P3(1): Although we do not see the actual “test” we see the teacher’s plan for assessment in the both the short- and long-term (i.e. unit assessments
and end-of-grade reading and writing assessments) (AP)

TEACHER: At the end of each unit, they will have a unit assessment. The unit assessment will consist of both multiple choice and short answer
questions aligned to what we learned in that unit. In addition, we will also have a writing assessment for each unit. My big goal is that each of my
students achieves a scaled score of at least 262 on the North Carolina End of Grade Reading test in May. Additionally, because the EOG focuses on
reading comprehension and literary analysis and does not cover all of the state-standards related to writing, I am also preparing all of my students to
score at least a level 16 out of 20 on the NC Writing Assessment Scoring Model Content and Conventions Rubric on the following written products:

   1.   Fictional narrative
   2.   Memoir
   3.   Short Story
   4.   Response to public document (foundation of argument)
   5.   Critique (evaluative techniques)
   6.   Informational material (e.g., brochure, newsletter, article, etc.)
   7.   Poetry (3)

								
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