What does it mean?. Data and Assessment. Eight Quick Data Tips. Running Records Testing Data Data of the environment Data of accountability Initial, Formative and Summative Data Student Work Data Staff Data and Data of the School. Looking At Data. How?
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Do I differentiate my instruction based on the
data of my students?
Do I find the right material for my students?
Do I carry over what they have learned already?
Do I access what they will learn in this unit
Do I know about my students? What do
They know and what do they need to do next?
What have they mastered?
What are their next steps?
What are the standards we need to reach?
Would I teach this but leave this out
for my students?
Would I do a guided practice lesson
As opposed to a demo lesson?
Why is this a good essential question?
How do I take a running record?
How do you read a running record?
How do you follow the data across the year?
I told readers my opinion and ideas on a text or a topic and helped them understand my reasons.
In the beginning, I not only set readers up to expect that this will be a piece of opinion writing, I also tried to hook them into caring about my opinion.
I connected my ideas/ reasons with my examples using words like for example and because. I connected one reason (or example) using words like also and another.
I worked on an ending. It might be a thought or comment related to my opinion.
I wrote several reasons or examples why people should agree with my opinion, and wrote at least several sentences about each reason.
I organized my information so that each part of my writing is mostly about one thing.
I didn’t just name my reasons to support my opinion, I wrote more about each one.
I didn’t just tell readers to believe me, I wrote in ways that got them thinking or feeling in certain ways.
I used what I know about spelling patterns to help me spell and edit before I wrote my final draft.
I got help from others to check my spelling and punctuation before I wrote my final draft.
I punctuated dialogue correctly, with commas and quotation marks.
While writing, I put punctuation at the end of every sentence.
I wrote in ways that helped readers read with expression, reading some parts quickly some parts slowly, some parts in one sort of voice and others in another.
Charts reflect student needs
Charts based not only on the unit but on what the reader writer need and shows scaffolding and transference
Charts are transperent