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									Our Twenty-Fifth Year - Nurturing the Seeds of Discipleship is our school’s theme for this year.
Our students will be learning and practicing the ways that we can be disciples of Jesus each day
through our actions and choices as we grow in our Catholic faith together in our Saint Brigid of
Kildare community.


          5th and 6th Grade Curriculum and Important Information
Who are my child’s teachers?
Mrs. Carli Saliba
I grew up outside of Tampa, Florida and then moved to Fort Wayne, Indiana when I was in the
4th grade. All of my immediate family members still reside in Indiana and I visit them often. I
recently became an aunt and absolutely love it. I was blessed to enjoy Catholic education my
entire life, including attending the University of Dayton - Go Flyers!! I graduated with a
Bachelor of Science degree in Middle Childhood Education with a concentration in math and
science. I am currently working on my Master’s Degree in Educational Leadership from the
University of Dayton. After graduation, I spent my first few years teaching 4th grade math and
science in a suburb of Dayton, Ohio. Next, I was welcomed to St. Brigid and have spent the last
four years teaching science, algebra, and math to the 5th, 6th, 7th, and 8th grade students. I will
continue to teach math this year, but am looking forward to helping the 6th graders grow closer
to Christ through teaching religion as well! I feel so blessed to be teaching here and am excited
for a great school year!
Mrs. Sue Kessler
I am originally from Stark County, Ohio and moved to Dublin just eight years ago. I am a
graduate of Walsh University in North Canton, Ohio. I have a Bachelor of Science degree in
Comprehensive Science. I later returned to Walsh to obtain my middle school teaching license
in language arts and science. I also hold the Ohio reading endorsement for grades K-12.


My husband and I have three daughters ages 20 through 16. We are very busy following their
many activities. When time permits we enjoy spending time with our families in Canton.


This year I will teach fifth grade religion and science and sixth grade science. I am thrilled and
feel truly blessed to share my day with your children and welcome any questions that you may
have.


Mrs. Jill Cecutti
I am a native of the Columbus area and am a proud graduate of Capital University. In recent
years, I have taken additional coursework from Ashland University and the University of
Dayton. I attend professional conferences and in-services frequently throughout the year and
served on the Diocesan Language Arts Course of Study Committee. I currently serve on the
statewide “Choose to Read Ohio” Advisory Board dedicated to choosing reading lists,
promoting reading, and spotlighting Ohio authors in schools and libraries across Ohio. I am also
the Battle of the Books coach for our SBK teams in 5th –7th grades and the moderator for Power
of the Pencil for grades 5 and 6.


My teaching career has spanned over 24 years as a Title I teacher, a classroom teacher in
grades 4—8, and as a literacy teacher in grades 3--6. In my leisure time, I enjoy spending time
with my family and friends, traveling to sunny beaches to kayak in the ocean with dolphins,
reading books, and taking walks with my “rescued from the pound” dog named Lilu.


My position as literacy teacher provides the opportunity for me to work with all 5th and 6th
grade students almost every day in a variety of ways. I collaborate with teachers to creatively
plan, integrate standards, and implement units of study in all subject areas through language
arts: reading, writing, speaking and viewing. I also coordinate the Accelerated Reader (AR)
program for 5th and 6th grades. My most important role is to work directly with our students to
support them as they explore and learn. My passion in education, besides working with
children, is children’s literature and promoting life-long reading. I am blessed to be working
with you and your children in our wonderful school. Please feel free to contact me with any
questions or concerns you may have throughout the year.


Miss Karen Partridge
I grew up in Dublin, Ohio where, I am proud to say, I was a 2002 graduate of Saint Brigid of
Kildare. I enjoyed my time as a student then and now I am so excited to be back. In 2006, I
graduated from Bishop Watterson High School. Go Eagles! I went on to get my Bachelor’s
Degree from Miami University in Middle Childhood Education, with concentrations in social
studies and language arts.


I have three sisters with whom I am extremely close, I am an identical triplet and have another
sister who is one year older than we are. My two “triplet” sisters are living with me in a little
townhome in Dublin. Mary, my older sister, lives in Dallas, Texas and I miss her every day. In my
free time, you can find me eating at El Vaquero, running, or cheering on the Buckeyes, Blue
Jackets, and Steelers!


This will be my second year teaching at Saint Brigid School. I am teaching 5th and 6th grade social
studies as well as 5th grade reading. I am so blessed to be working with such a great group of
students. Every day I get excited to come to school and get to know each of your children
better. I am looking forward to a great year!


Mrs. Emily Latham
I graduated from Ohio Dominican University in 2009 with a degree in middle childhood
education. I also played tennis while in college, and I am fortunate enough to keep involved
with the sport through coaching. Last year I coached Watterson’s JV team and this year I am
coaching at St. Brigid. Go Wolfhounds! I live in Marysville, which is where I have lived my whole
life. Nearly all of my family is within a 2 mile radius of our house which I love. My brother is the
only one who is not; he is stationed in Boise, Idaho as a fire fighter in the Air Force. I am a very
proud older sister! I just got married this summer so I am still getting used to being called “Mrs.
Latham” 


For the past two years I taught 5th grade at St. Michael School in Worthington, Ohio. I am
excited to be at St. Brigid of Kildare and I want to thank everyone for making me feel so
welcomed. I am looking forward to an awesome school year!


How do I communicate with my child’s teachers?


     Communication, communication, communication… we can’t stress it enough…
       Communication is an essential component in your child’s education. If you need to
speak to us or schedule a conference during the year, call us at school (718-5825). Please leave
a message with the school secretary. We also welcome notes from home and will answer them
as needed. If you wish to email us, we will do our best to answer you at our earliest
convenience. Our email addresses are:
csaliba@cdeducation.org
skessler@cdeducation.org
jcecutti@cdeducation.org
kpartrid@cdeducation.org
elatham@cdeducation.org


Wednesday Folders
Any school communication will be sent home on Wednesdays only. Please read all the
information, sign the back of the folder, and return it with your child on Thursday.
Friday Folders
Every Friday your child will bring home the work that he/she completed. Please take some time
to review these papers with your child. This is a great opportunity to review your child’s
progress and to notice both areas of strength and weakness. Please sign and return the folder
with the papers inside on the next school day. All papers with be returned to you at the end of
each quarter. We keep the papers to refer to for growth over time.


What is homework? How does my child find out about homework?
Assignments
We believe that every assignment has value and importance. In an effort to help your child stay
organized and on track, we will be using the student planner daily. Assignments are reviewed
at the end of each day. A missing assignment notice (yellow form) is used as a form of
communication to alert you to a missed assignment. This slip will indicate what assignment was
missed and the teacher of the class it was assigned in. Every time a slip is given, the teacher will
talk with your child and make a plan to help prevent any more missed assignments. An
academic detention will be served upon three missing assignments per quarter. Academic
detentions are different than behavioral detentions and will be served on Tuesdays from 3:00-
3:30pm in one of the fifth or sixth grade classrooms. Organization and responsibility are crucial
life skills that will continue to benefit the students in the future. Our number one goal is to help
your child be responsible and achieve success this school year.


Edmodo
All middle school teachers will be using Edmodo this year as their class homework site. Edmodo
is a free and secure learning network for teachers, students, and schools. It provides a safe way
for students and teachers to access homework and receive class information. Edmodo is
accessible online and through any mobile device with Internet capabilities – including free apps
for iPhone, iPad, iPod touch and Android devices. Students can access their accounts from any
mobile device or computer. Students are currently being trained on the use of this program.
What time does my child eat lunch?
Nutritious Snacks and Lunch
Fifth and sixth graders have the very last lunch period at 12:30pm each day. Thus a nutritious
snack may be brought to eat mid-morning. We encourage you to help your child make healthy
choices that would be easy to eat in our classroom.       Due to food allergies, we cannot have
peanut or nut products in the classrooms. Thank you for your help with this. Staying hydrated
is also important for growing bodies and thinking minds. Water bottles, filled with only regular
unflavored water, are permitted as long as they are not a distraction.


What is the curriculum in my child’s academic classes?
5th Grade Religion

Fifth grade religion will focus on Jesus, his life and teachings, his many miracles and
accomplishments, and his involvement in Sacred Scripture. We will also discuss, at great length,
the seven sacraments. We will look closely at their meanings, signs, and symbols.


Prayer is another topic that will be covered this year. We will examine the types of prayer and
take time to participate in daily prayer opportunities. We attend Mass every Thursday at
9:00am and we welcome you to join us as your schedule permits. We sit near the baptismal
font and you may sit with our class or you may take your child from us at that location to sit
with you elsewhere in church. In class, we will take time to look closely at the Mass and study
each part so we gain more understanding of the Liturgy.


6th Grade Religion
The sixth graders will be focusing their studies on the Old Testament. We will largely examine
how God shares Himself with us by exploring the ways He revealed himself to the people,
prophets, and kings that helped shape our faith in the Old Testament. We will spend time
studying the Bible, the Liturgical Year, and various forms of prayer through projects,
presentations, and a variety of individual and group activities. Our school theme this year is
‘Nurturing the Seeds of Discipleship’ on which we will be focusing in several ways throughout
the year as we grow to understand how to learn more about and how to grow closer to Christ
and one another.


5th Grade Social Studies
This year, the fifth grade social studies course will focus on learning about the history of the
United States. It will begin with a very exciting geography unit. Students will learn about
various landforms and features that shape the five regions of the United States. With much
practice and a little help from the new map on the playground, students will learn about our
fifty states and capitals. Fifth graders will learn about the early settlers in America including the
famous Christopher Columbus. Students will be responsible for creating their own European
explorer’s scrapbook while becoming familiar with the difference between a primary and
secondary source. With the presidential election quickly approaching, the fifth grade will study
the branches of the government and how they are formed. Students will be encouraged to
keep their eyes and ears open at home as the current political events and media coverage
escalate. At the conclusion of our economics unit, we will take an exciting field trip to JA
Biztown in December. (This was a highlight for our classes last year.) At JA Biztown, students
will be assigned a specific job and will participate in a simulation that portrays the economy of
an actual business in a community. Please be on the lookout for details regarding this unit.
In the spring, fifth graders will continue with their study of U.S. history and will learn about the
Revolutionary War. Last year, it was wonderful to see how students loved learning about how
the United States became a free, independent country. Learning about the history of the
United States will have a tremendous impact on our students. I am looking forward to
motivating them to realize how important it is and how history continues to play a role in their
lives.


6th Grade Social Studies
Sixth grade social studies will focus on learning about Ancient History and Western Civilization.
Students will be going back in time to discover many facets about the history of civilizations all
around the world. These civilizations will include Ancient Egypt, Ancient Greece, Ancient China,
Ancient, India, Roman Civilization, Islamic Civilization and the Middle Ages. For each
civilization, we will take the time to explore and learn about the different ways of life, focusing
on geography, government, economics and culture.


As students learn about these different civilizations, they will be expected to be able to
compare and contrast the civilizations. Each area we will study will be so unique and different
from the other. Students will use graphic organizers to organize their ideas and present the
information that they learn. Studying ancient civilization is an exciting piece of history that
allows students to investigate and learn why things are the way they are today. They will
understand how contributions from people who lived during these ancient times have impacted
our lives. I am looking forward to seeing all of the sixth graders travel back in time to explore
the ancient civilizations.


5th and 6th Grade Science and Health

After a review of science process skills and science vocabulary, we will move our way through
the science curriculum that includes life science, physical science, and earth and space science.
A textbook will be distributed when needed to provide background knowledge and enhance our
learning. Most learning will be achieved through an active (hands on) approach, in a
cooperative learning setting.


Health will be divided into various units covering social, physical, and mental/emotional health.
We will also learn about goal setting and decision-making processes. We also have health
textbooks to use when needed while in class.


5th and 6th Grade Language Arts
The language arts curriculum is made up of standards in the areas of reading, writing, speaking,
listening, and viewing. Mrs. Latham, Miss Partridge, and Mrs. Cecutti will work closely to
provide an integrated approach to reading and writing.
Reading instruction will occur in the context of novels, short stories, poetry, informational text,
Internet sources, research materials, magazines, newspapers, and other authentic sources of
text. Reading will be a combination of guided, interactive, individualized, and independent
formats. Individualized reading and selection of appropriate reading material is the
cornerstone of our reading program, but we will also participate in shared book experiences of
many types.


A type of shared reading we will incorporate into reading class this year is literature circles.
“Literature circles” are a type of flexible grouping that changes by book choice or the standards
being learned and used. The “circles” are focused on actively using reading strategies,
continuing vocabulary development, writing and discussing reader responses, using higher level
questioning skills, and participating in small group discussions and activities.


Whole class literature selections will be integrated with other subject areas. For instance,
when studying “mental and emotional health” in 6th grade health class, we will read the novel
On My Honor, a Newbery winning novel that deals with a friendship and some difficult choices a
boy must make. In 5th grade, we will use historical fiction novels such as Number the Stars,
another Newbery winner with a WWII setting and a theme of friendship, to learn about
historical events and the people during those time periods.


Learning from and enjoying quality children’s literature through practice of daily independent
reading is vital to our reading curriculum. Our goal is for each of our students to become a
lifelong reader to enhance his/her future education, career, and personal life. There are many
“purposes” for reading: enjoying the story and characters, sharing common feelings and
experiences, gaining background knowledge, using authors’ styles as examples for our own
writing, developing vocabulary, strengthening reading strategies, increasing and using
questioning abilities, and increasing reading endurance. Emphasis will be placed on reading a
“variety” of authors and genres; however there is NOT an assigned monthly genre. Instead, we
use our “genre checklist” as a resource to read one or more books in each genre this year. We
will assist our students in monitoring their reading and book choices for this.


We will visit our school’s library regularly to work on library skills and choose books, although a
wide variety of books are always available in our classrooms and beach reading room. The
Accelerated Reading program, which is also referred to as the Always Read program in 5th and
6th grades, is one of the tools we use to monitor independent reading, literal comprehension,
and vocabulary development. An average of twenty to thirty minutes of independent reading is
assigned daily for homework. Usually students will have time each day to read in class, but
reading at home can provide a comfortable setting for additional reading practice and
enjoyment. Just as practice is essential to improving skills as an athlete or musician, so is
reading practice. The more a student reads, the stronger the skills become and the confidence
and enjoyment increases. Hopefully, this pattern will lead to life-long readers!


Vocabulary standards include prefixes, suffixes, word parts, synonyms, antonyms, Greek and
Latin roots, denotation/connotation, and etymology of words. The study will be bi-weekly,
rotated with a spelling study. Each student will also have an individualized vocabulary list based
on his/her independent reading selections. Students will be provided with lists of words from
their independent reading books so that they can look for the word as they are reading and
determine the meaning and use of the word in context. The words will be assessed once the
student finishes reading the book.


Writing in 5th and 6th grades includes crafting pieces such as narrative, persuasive, short fiction
story, letter formats, research papers, essays, short non-fiction articles, reviews, summaries,
and more. Writing skills such as sentence structure, paragraph development, revision and
editing skills, and grammar usage will be explicitly taught for use in writing pieces and in writing
work in content areas such as social studies, science, and math. For most writing assignments,
students will use the writing process: prewriting, drafting, revising, editing, and publishing.
Lessons and assignments will focus on a particular type of writing and the specific skills and
standards needed to be a proficient writer. The targeted skills will be taught, reviewed,
practiced, and re-taught as necessary, and then assessed. Students are expected to continue
using and applying mastered skills in all writing assignments throughout the year.


Composing “free choice” writing pieces of any type will also be encouraged and can be shared
and displayed in the classroom if the student wishes. We want to encourage writing outside of
our assigned pieces since the more students write, the more comfortable they become with the
craft of writing. Students will free-write in a ‘writer’s notebook’ in which practicing and
experimenting with writing can take place. Writing prompts will be available if desired. This
format of free writing serves as a place for students to express themselves and to begin new
ideas for crafting future writing. Most writing will be started in class so that we can encourage
and help students in getting started. Multiple days in class are provided for writing assignments
so that we can conference with and assist writers. However, we encourage students to write
while at home, too, since a comfortable, familiar setting can inspire creativity and aid
organization of ideas.


Another opportunity this year will be entering writing contests of all types as well as emailing
authors about the books we read. Some of these opportunities will be optional and some will
be mandatory and used for a writing assessment. An example of this is the Letters About
Literature Contest that we will begin in November. This is a contest sponsored by the Library of
Congress and is one of the most valuable integrated reading and writing opportunities available
for middle grades. We will teach and learn many standards through this reading and writing
contest prompt, but students do NOT have to send their finished product to the contest if they
do not wish to do so. However, the writing will be used as an assessment, so must be
completed. A permission form will come home in the Wednesday folder that will need to be
signed by a parent and returned to school in order for us to allow your child’s writing of any
kind to be released outside of the school. We NEVER give personal information such as home
address, phone number, family names, or other information to outside sources. Sometimes we
have the opportunity to communicate with students at other schools about our reading and
writing. Any response or correspondence with a student from outside sources will ALWAYS
come through a teacher at school first. If you choose not to allow your child’s work to be
released for contests or outside publication, the assignment will still be assigned and completed
for class use and assessment.


5th Grade Math
Welcome to Common Core Mathematics! The fifth grade math curriculum includes 3 critical
focus areas. The focus of this year shifts to allow computational skills to improve as students
will quickly move on in 6th grade to more complex concepts and ideas. This is the last year for
these skills, so mastery and total comprehension is a must.


Math of this level allows for exciting opportunities and activities where the students truly see
just how integral math has become in our everyday lives. Your child can expect to be
introduced to, to delve further into, or to master the following:
    Interpreting algebraic expression
    Analyzing patterns and relationships
    Understand and perform operations within the Base Ten System (decimals included)
    Determine equivalent fractions to help with adding, subtracting, multiplying and
       dividing fractions
    Represent and interpret data
    Understand concepts of volume and relate volume to multiplication and addition
    Graphing points on the coordinate plane and classifying polygons according to their
       attributes


Along with the new 5th grade standards, a huge emphasis will be placed on practicing and
mastering the Common Core Mathematical Practices. These consist of 8 processes and
proficiencies that educators will help develop within each student. They include:
    Make sense of problems and persevere in solving them.
    Reason abstractly and quantitatively.
    Construct viable arguments and critique the reasoning of others.
    Model with mathematics.
    Use appropriate tools strategically.
    Look for and make use of structure.
    Look for and express regularity in repeated reasoning.


6th Grade Math
Welcome to Common Core Mathematics! Sixth grade math curriculum is an exciting step. This
year the focus shifts to applying computational skills to more complex situations rather than
simple computation work. However, we will continue to revisit our fundamental skills
throughout the year.
Math of this level allows for exciting opportunities and activities where the students truly see
just how integral math has become in our everyday lives. Your child can expect to be
introduced to, to delve further into, or to master the following:
    Ratios and proportional relationships
    Rational Numbers and Integers
    Statistical variability
    Evaluating Expressions, equations, and inequalities
    Analyzing the quantitative relationships between dependent and independent variables.
    Surface area, volume and geometric attributes
Along with the new 6th grade standards, a huge emphasis will be placed on practicing and
mastering the Common Core Mathematical Practices. These consist of 8 processes and
proficiencies that educators will help students develop. They include:
    Make sense of problems and persevere in solving them.
    Reason abstractly and quantitatively.
    Construct viable arguments and critique the reasoning of others.
    Model with mathematics.
    Use appropriate tools strategically.
    Look for and make use of structure.
Look for and express regularity in repeated reasoning.




Integrated Study Skills Unit
Currently and for the next couple of weeks, all 5th and 6th graders are participating in an
integrated study skills unit in each of their core classes. Even though our students have learned
and used study skills in the past, we believe that study skills need to be explicitly taught,
reviewed, and used frequently in order to master and use effectively. We also recognize that
each student’s learning style and study needs are unique and often change based on the
material being learned. With that in mind, we are providing in-depth and comprehensive
lessons on “how to study” and how to use the tools, such as the various graphic organizers,
books such as the Write Source, Reader’s Handbook, Math on Hand or Math on Call and parts of
textbooks, to make learning easier in each class. In each content area, study methods and tools
that are best suited for that particular subject will be presented and practiced so that students
can then choose the study methods and tools that work best. As a result, our students will
have a better understanding and ability to use effective study tips and tools in class and at
home as they prepare for assessments and projects this year.
How can I help my child at home?
A way that you can support our efforts is to help your child set up a quiet area of your home in
which to study and read. Also, we recognize that many families have very busy evening and
weekend schedules. Please help your child find an appropriate and productive time to work on
any school-related responsibilities on those busy evenings. Thank you!


       What is standards-based grading?


            Assessment Overview…
St. Brigid of Kildare School of the Diocese of Columbus uses a standards based grading system.
This means that as a student demonstrates learning at a mastery level, he/she has met the
standard. If a student has less than a mastery level of learning the standard, intervention and
reassessment will take place in a variety of ways. Students may meet the standard at the time
the standard is initially taught and assessed, or at a different time during the year after explicit
teaching, practice, assessment, interventions, and reassessment has occurred. Thus a student’s
grade for the standard in a particular subject area can be fluctuating and changing as the
student becomes more and more able to master, use, and apply the standards. An application
level of a standard is often considered exceeding the standard since a student demonstrates a
deeper understanding and ability to apply the standard in an extraordinary manner.



Assessment means the measuring of student’s ability and achievement with specific
learning goals or content standards. Each area of study, such as religion, mathematics,
language arts, social studies, science, art, music, physical education, and Spanish, have a
Diocesan Course of Study with specific content standards required for each grade level. The
content standards are where teachers begin when planning lessons and units of study. Rubrics,
checklists, and “I Can” statements are used to communicate with students regarding the level
of performance needed to demonstrate mastery, or the need for intervention or more practice
to improve to the mastery level. It is possible for mastery level to change as the year
progresses with standards that span the entire year, such as in language arts. For example, as
new punctuation rules are taught and learned, the mastery level for that particular standard
would increase since a student would need to be able to correctly use additional rules in
punctuation as the year progressed When “exceeding the standard” is an option, it will be
demonstrated by mastery of the standard and beyond by demonstrating application of the
standard and an exceptional depth of understanding. There are some standards that cannot be
exceeded due to their nature, such as computation in mathematics or capitalizing proper
nouns. Doing “more” does not equal “exceeding.”
We will assess previous learning and where the students are in relation to the standards before
beginning most units of study; this is referred to as pre-assessment. A pre-assessment can be
written, oral, or even observational according to the standard being assessed.
As the unit of study begins, students will have various formative assessments, which will be
checkpoints to measure learning. The formative assessments are similar to a roadmap that lets
students and teachers know what direction to go with further learning.
Near the conclusion of a unit of study, students will participate in a summative assessment,
which will determine the level of understanding of the content standards in the unit. The
summative assessment could be in the form of a written or oral test, a multi-faceted project, a
PowerPoint presentation, or other more complex or detailed representations of student
learning.
Students will often self-reflect on their learning during and at the end of a unit of study since
the impact of learning is more evident when voiced by the learner and connections are made to
how the new learning could be used in the future.
In standards based grading we are most concerned with “progress over time.” Since most
standards are revisited, retaught, and practiced either immediately after initial instruction or
later in the quarter or year, possibly in a different manner, standards based grading allows a
student to learn as he or she is developmentally ready and at a pace that is conducive to
mastery learning.




              For our sports fans, learning and assessment can be compared to a sporting
event such as soccer…
The new coach wants to develop a team who can use soccer skills, play together, and win a
game. Coach first puts the players on the practice field to see what they can do. He puts them
through a couple of drills and some short-sided games with each other. This would be his pre-
assessment, just as a teacher will pre-assess students at the beginning of most units of study.
After observing and talking to the players, the coach knows that the players need more
instruction on passing. A passing lesson is given and then Coach has the players do passing
drills which would be the additional instruction and practice we provide students after the
initial instruction of a standard. Some players need to practice more at home and even more
the next day at practice, so Coach provides further assistance, possibly in a different manner.
Other players have mastered the passing and now are working on longer passes or more
complex passing patterns. In the classroom, the same could happen with a content standard;
some are still working to master it while others are using it in a different way or more complex
manner. Next, Coach wants to put his team in a game situation to see how they do, so he sets
up some scrimmages. In school, these would be formative assessments and may happen
multiple times in different ways to serve as checkpoints for the student and teacher to direct
further learning. Although the scrimmages give the coach information about the players, it
wouldn’t be fair to judge them yet since they are still developing, just as teachers give students
multiple opportunities and ways to demonstrate their understanding of a standard. After the
scrimmages, the soccer team learns some new plays and also works to strengthen their weak
areas with Coach’s help. This would be additional instruction and intervention in the
classroom with individuals or groups of students. Finally, after many practices and scrimmages,
it’s time for the big game. This is when all the skills and strategies of the soccer players come
into play. The players go onto the field and use all of their skills to win. This would be the
summative assessment in the classroom and would showcase the learning goals and
achievement of the student in relation to the specific content standards. The summative
assessment might be a paper-pencil test, an oral debate or presentation, a research project, an
invention or original piece of writing or artwork, an audio-visual product, or many other forms
of showcasing student learning and mastery and application of content standards. The goal is to
demonstrate an understanding of the standard that is strong enough to be recalled and used in
future learning, just as Coach knows his players will continue to improve and use what they
have learned in the next big game.



Assessment article written by Jill Cecutti
Literacy Team Teacher Grades 5 and 6
St. Brigid of Kildare School
Curriculum Packet, September 2012
    We are looking forward to a successful year as a team…
students, parents, and teachers!

								
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