Description Writing prompts are descriptions of situations designed to interest students in a topic and encourage them to write about it in a thoughtful and creative way. Imagine that you have been asked to create 10 writing prompts to use in your own classroom. What 10 prompts would be most likely to spark your students' imagination and creativity? Are you looking for effective writing prompts like the one above?
In my 8th grade English language arts classroom, I often use the Socrative student-response system to ask students multiple-choice or short-answer questions at the beginning of class about the novel they are reading. They can use iPads, laptops, or smartphones to answer the questions; and the program immediately sends me a report with student responses that I can use to address comprehension issues right away.
The last time my students took one of these reading check-in quizzes, for example, it showed that almost half of them did not understand how one of the plot events affected the protagonist's characterization. As a result, I changed my lesson for the day to focus on indirect characterization. For example, to create a mind map of a U.
Civil War battle, students need to convey all of the information they've learned about that battle with minimal text. A large key might indicate that the battle was the "key" to victory, a graph representing the number of soldiers might reveal one side's advantage, and so on. To create these mind maps, students need to determine what they know and then choose a way to represent the information.
Both the process and the product reveal to me the depth of a student's learning. These assessments can be used formatively throughout a unit—with students adding information as they learn more—and also as a summative assessment at the end. Students use examples from their own work during the semester to show how they have grown as writers, how their approach to and attitude about writing have changed, and what writing goals they have for the future.
This is, hands-down, the best piece of writing most of them do all semester. I use the results not only to evaluate their readiness to move on in our writing program, but also as valuable feedback for the course itself.
Each semester, the course changes in response to the students' comments. Working together, students and I set individual learning goals. I use Evernote to record the conferences and take photos of students' notebooks and work samples. I use the results of these conferences to determine students' progress toward learning targets and to plan instruction based on their needs.
I have a pocket chart mounted on the wall right next to my classroom door.
This page provides a summary of the key seventh grade curriculum and learning objectives for language arts, math, social studies, and science. Under each is a more detailed description of what children learn in seventh grade subjects, including detailed lesson descriptions of . Student-Response Technology. By using technology for immediate formative assessment, I can give students timely feedback and change lessons on the fly to address student needs. Thank you for your interest in employment with Jefferson City Schools. Our school system has four schools: Jefferson Elementary School (Grades PreK-2), Jefferson Academy (Grades ), Jefferson Middle School (Grades ), and Jefferson High School (Grades ).
Each day, students write on an index card a brief reflection about their learning, either in response to a specific prompt from me or on their own. I collect and review the index cards daily. Sometimes I use the information as fodder for the next day's class meeting, and other times I use it to group students by their strengths and challenges for instruction.
We keep these exit tickets from month to month to reflect on personal growth throughout the school year. I usually showcase selected student answers in class anonymously of course and make connections to the new learning for the week. This assessment can show me patterns of misconceptions among students.
If we prepare students by giving them clear instructions about how to reflect on their progress or their completion of a task, they will almost always diagnose their own strengths and weaknesses accurately.
Recently, a self-evaluation exercise on a persuasive essay allowed my 9th grade literature students to volunteer comments ranging from the practical "I need to start wearing my glasses—I can't see the whiteboard and made some mistakes I could have avoided" to the thoughtful "I found this too easy.
I need to work on challenging myself to use a deeper vocabulary". Student self-evaluation enables me to see where I need to target reteaching and improve my content or teaching style.
With this data in hand, we then discuss what individuals and small groups need if they are to progress as confident and capable readers.
Next, we carefully plan our guided reading instruction—the books to use, the standards we'll focus on, the teaching points for each lesson, and how we'll engage our students.
This meaningful assess-plan-implement cycle remains a steady piece of our assessment-portfolio. The survey is not only an exercise in metacognition for students, but also an opportunity for me to reflect on my teaching and evaluate the strategies I employed to meet the unit objectives.
I have found that students use the survey as an opportunity to tell me how they learn best and what they need help with.With Mastery Assesslets, results are available immediately.
This assessment can be a useful tool for both 5th and 6th grade teachers for assessing the level of mastery of their students, at the beginning and end of the school year.
Educators should expect to fill their toolboxes with improved assessment skills and practical item-writing. Learn why the Common Core is important for your child.
What parents should know; Myths vs. facts. The Georgia Center for Assessment has a long-standing history offering applied This assessment can be a useful tool for both 5th and 6th grade teachers for assessing the level of mastery of their students, at the beginning and end of the school year.
How do teachers use assessment results and exemplars of . Grade 5 Writing Assessment, which, in Gwinnett, is a Gateway test. In addi- tion, the state requires 5th graders to meet grade-level expectations on the Georgia Criterion-Referenced Competency.
Assesslets are formative tools aligned to the Georgia Standards of Excellence (GSE) assessed on the Georgia Milestones End of Grade (EOG) and End of Course (EOC) assessments.
- Report – 11th August – 19th August – Third floor 15th August, – Independence day The event started with flag hoisting and singing the national anthem.