Learning Experience Final

1
Marlene Ortiz 3/26/13

New York State Academy for Teaching and Learning
Learning Experience
Final
NAME: Marlene Ortiz
LOCATION: Buffalo, NY
E-MAIL: mortiz@daemen.edu
School Information
Current Teaching Position Student Teacher
Grade Level Instructed Grade 2
School Aloma D. Johnson Fruit Belt Community Charter School
Cooperating Teacher Miss. Karen Chatham
School Address 833 Michigan Ave Buffalo, NY 14203
School Phone 856-4390

Title of Learning Experience: The History of the Safety Pin
New York State Learning Standard: W.4.2b
Common Core Standard: English Language Arts and Literacy
CCR Anchor: Production and Distribution of Writing

Strand: Writing

Grade: 4

Standard: W.4.2b

2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.

b. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic

Page Number: 28

Peer Review Date: March 26, 2013
Peer Review Focus Question: What are some additional strategies that can be used to assist
students during the writing process?
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TABLE OF CONTEXT
Learning Context.Page 3
Congruency Table...Page 3
Assessment Plan.....Page 5
Rubric.Page 8
Student Work....Page 10
Procedure......Page 11
Resources......Page 13
Differentiated Instruction/Modification Table.Page 14
Time Required..Page 17
Reflection.Page 18

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LEARNING CONTEXT
Purpose/Rationale:
This is one learning experience (LE) that is part of the fourth grade English Language
Arts Common Core Coach Book. In this lesson students read an
informational/explanatory mentor text, gather information and understanding from four
illustrations and analyze a timeline in order to create an information/explanatory text
about the history of the safety pin. It is important in the students studies of
informational/explanatory text to learn how information and facts can be gathered from
multiple sources and combined precisely and cohesively to produce an
informational/explanatory essay.
Enduring Understandings:
For this LE: Information can be gathered from a variety of resources to produce an
informational/explanatory essay
Essential Question:
How can information and facts can be gathered and interpreted from multiple sources and
combined precisely and cohesively to produce an informational/explanatory essay?
Guiding Questions:
What is an informational/explanatory text?
What is the purpose of an informational/explanatory text?
What types of resources can be used to write an informational/explanatory text?

CONGRUENCY TABLE

Common Core Standard: English Language Arts and Literacy
CCR Anchor: Production and Distribution of Writing
Strand: Writing
Grade: 4
Standard: W.4.2b -Write informative/explanatory texts to examine a topic and convey ideas
and information clearly. (b) Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
Page Number: 28

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Congruency Table

Learning Objective:

Student Task Student Work Assessment
Tool
TSWBAT write an
informative/explanatory
text about the history of the
safety pin by gathering
information, details and
examples from a mentor
text, illustrations and a
timeline.

With the assistance of
a graphic organizer,
students begin to
write an informative/
explanatory text.
Students complete the
Try It! graphic organizer
by identifying the main
idea of the informative/
explanatory, organizing
information gathered
from multiple resources
into three main details
and a conclusion.
Try It! graphic
organizer
checklist.
Students create a
informative/
explanatory text about
the history of a safety pin
by incorporating
elements and details
outlined in the Try It!
graphic organizer.

A four point
writing
I nformational
Text rubric will
be used to
assess the
students
understanding
with regard to
development of
the
informative/
explanatory
text.

Supporting Standard:

Level: Elementary
Learning Standard: MST
MST Standard: Technology
Content Standard: Content 2
Target Area: Information Systems
Key Idea: (1) Information technology is used to retrieve, process, and communicate information
and as a tool to enhance learning.
Performance Indicator: use a range of equipment and software to integrate several forms of
information in order to create good quality audio, video, graphic, and text-based presentations.

Page #: 30

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CLASS BACKGROUND
This learning experience was taught to a fourth grade class at Aloma D. Johnson Fruit
Belt Community Charter School. It is a general education classroom with twenty-one students,
one general education teacher and one teacher assistant. There are twelve boys and nine girls.
There are no students in the classroom with Individualized Education Plans or a 504 Plan.
However, one student was recently diagnosed with dyslexia from her primary care physician,
and is in the process of being evaluated for additional academic services.
OVERVIEW OF STUDENTS KNOWLEDGE
Prior to Implementation
General comprehension and recall skills from reading an informational/explanatory text
Knowledge and purpose of a mentor text
Ability to read a timeline
Ability to complete general graphic organizers
During and After Implementation
Ability to use information provided in a mentor text, on a timeline and from multiple
illustrations to create a five paragraph informational/explanatory text.
KEY VOCABULARY
Timeline- a table listing important events for successive years within a particular
historical period
Appliance- a device designed for a particular use or function
Informational/explanatory text- a text that employ a variety of structures to assist the
reader in finding information quickly and efficiently.
ASSESSMENT PLAN
Diagnostic
Upon completion of reading the mentor text, timeline and making observations of
illustrations, the students complete the Try It! Graphic organizer. The students are asked
to use the information they gathered from the three informational sources to fill out the
five sections of the graphic organizer. The first section requires the students to develop a
main idea based on the information presented. The second, third and fourth sections of
the graphic organizer requires the students to identify the three main details presented in
the mentor text, timeline and illustrations. The fifth and final section of the graphic
organizer requires students to develop an appropriate closing statement based on the main
idea and details the student identified.
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Formative Assessment
Using the Try It! graphic organizer and writing rubric as a guide, students develop a draft
of a five paragraph informational/explanatory text about the history of the safety pin.
Once, the student has completed his/her draft, the student exchanges the paper with a peer
for review. After a peer reviews the draft the paper is then submitted to the teacher for a
formal edit. During this editing period, the teacher meets with each student individually
to discuss the paper, make necessary edits and clarify information about the writing
process needed.
Summative Assessment
The students are formally assessed based on the completion of their final draft of the
informational/explanatory text of the history of a safety pin paper. The final paper is
assessed based on the writing rubric presented to students during the formative
assessment. The grades the students receive on the history of a safety pin
information/explanatory text is counted as part of the students ELA Common Core
writing grades.

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Try It! Graphic Organizer Check List
Directions: Use this check list to make sure your graphic organizer had been completed
correctly.
What I think What the teacher thinks
I completed the main idea
portion of the graphic
organizer.
Yes
No

Yes
No

I completed detail #1 portion
of the graphic organizer.
Yes
No

Yes
No

Yes
No

Yes
No

Yes
No

Yes
No

I completed the conclusion
portion of the graphic
organizer.
Yes
No

Yes
No

I used information from the
mentor text to complete my
graphic organizer.
Yes
No

Yes
No

timeline to complete my
graphic organizer.
Yes
No

Yes
No

illustrations to complete my
graphic organizer.
Yes
No

Yes
No

My comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teacher comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Teacher Rubric:
9

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STUDENT WORK
The work in this learning experience is representative of a fourth grade classroom of
twenty one students. There are twelve boys and nine girls. There are no students in the
classroom with Individualized Education Plans or a 504 Plan. However, one student was
recently diagnosed with dyslexia from her primary care physician, and is in the process of
being evaluated for additional academic services.
The pieces of information included in Appendices F,G and H) are examples of the
diagnostic assessment of the student work at the proficient, distinguished and developing
levels.
The pieces of information included in Appendices I, J and K are examples of the
summative assessment of the student work at the proficient, distinguished and developing
levels.
Diagnostic Assessment Data:
Level Number of Students % of Students
Distinguished 2 10%
Proficient 4 19%
Developing 15 71%

Summative Assessment Data:
Level Number of Students % of Students
Distinguished 5 24%
Proficient 10 48%
Developing 6 28%

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GRAPHIC SUMMARY OF POST-ASSESSMENT

As shown on the graph above, the majority of students met the learning objectives
of this lesson with five students scoring at the distinguished level, ten at the
proficient level and six at the developing level as part of the summative
assessment. Compared to two students at the distinguished level, four at the
proficient level, and fifteen at the developing level.
While this data can be considered accurate, there are some threats to validity that
exist. For example, based on informal assessment of the students drafts of their
history of the safety pin papers, several students would have received proficient or
distinguished scores for the summative assessment, but because students lost their
drafts or failed to hand in their final paper received a score of developing.
PROCEEDURE
Anticipatory Set (Day One and Day Two)
Students are shown a picture of a kitchen containing multiple house hold appliances.
Students point to several different house hold appliances identifying the name of each
appliance and identifying the function of each appliance. The teacher points to the image
of the dishwasher last and asks students when they think the dishwashing machine was
invented and why it was invented. Students are informed that they can use an
informational/explanatory text to answer their questions. As a class, read the mentor
text regarding the history of the washing machine. Discuss how the presented
0
2
4
6
8
10
12
14
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Distinguished Proficient Developing
N
u
m
b
e
r

o
f

S
t
u
d
e
n
t
s

Levels of Student Work
Diagnostic Assessment
Summative Assessment
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informational/explanatory text allowed the class to discover information about the
history of the washing machine and important details regarding its invention.
Input Modeling (Day Three and Day Four)
Advise students that informational/explanatory text can be used to give information
about a variety of topics. Discuss how we can use an informational/explanatory text to
find out information about another common house hold item, the safety pin.
Present the informational/explanatory text about the history of the safety pin. As a
class read the text aloud. Stop at each paragraph to point out important information,
such as the main idea, three key details and how the author concludes the mentor text.
Ask students to look at the Invention of the Safety Pin timeline and corresponding
illustrations. Ask students to identify important information they can draw from these
two resources about the history of the safety pin.
Guided Practice (Day Five)
Give students the Try It! graphic organizer. Have students use the mentor text about the
history of the safety pin, the timeline and the illustrations to complete the graphic
organizer. Provide assistance as needed regarding the use of the mentor test, the timeline
and illustrations, but allow students to complete the graphic organizer with minimal
assistance.
Students complete the Try It! graphic organizer checklist to ensure proper completion.
Independent Practice (Day Six through Day Ten)
Present the teacher exemplar of the history of the safety pin paper and the writing rubric.
Point out how the graphic organizer, the mentor text, timeline and illustrations were used
to create the informational/explanatory text. Have students begin the drafting process
of the informational/explanatory text.
When draft of informational/explanatory text is complete, have students peer review a
partners paper based on the criteria outlined on the writing rubric.
Once the draft has been peer reviewed, the paper is to be submitted to the teacher for
review. Meet with students individually to provide feedback and support.
Once final draft is complete, students may use a computer to type up the final drafts and
submit the final product for a grade.
Closure (Day Eleven)
Students can volunteer to read the final draft of their completed history of the safety pin
informational/explanatory text. Students share information they learned as a result of
this assignment and how the information/explanatory mentor text, timeline and
illustrations help during the writing process.
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Assessment
Students are informally assessed throughout the lesson based on their participation in the
writing process. The students are formally assessed based on their completion of the Try
It! graphic organizer and the final draft of their history of the safety pin paper using the
Try It! graphic organizer checklist and the writing rubric as a guide.
Technology
Technology was integrated into this lesson during the final stages of the writing process.
Once the students completed the final draft of the history of the safety pin papers, they
were provided with time to type the final draft of their paper and print it out for
submission on one of the schools student laptops during technology time.
RESOURCES
Materials/Supplies
ELA Common Core Coach Book 4
th
Grade
o History of the Washing Machine mentor text
o History of the Safety Pin mentor text
o Try It! graphic organizer
How the Safety Pin was Invented teacher exemplar
Lined paper
Pencils/pens
Try It! graphic organizer checklist
Writing rubric
Technology
Computer with word processing software
http://www.write4kids.com/
http://toonacat.com/index.html

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DIFFERENCTIATED INSTRUCTION/MODIFICATION TABLE
No students required specific modifications during the implementation of this lesson.
However, general modifications were provided to assist students success. Students were
provided with additional one on one conferencing time with the teacher to assist with the
writing process. Some students chose to remain in the classroom to receive additional
assistance on certain days rather than attend specials, such as art and gym. The teacher
also provided several reviews of the drafts, if requested by the students, in addition to the
one mandatory teacher draft review.

Modification Table
Modification
Type
Specific Modification Rationale Benefits
Environmental
/Management
School wide behavior
management plan is in
place. The behavior plan
is a seven tier system.
Tier one is Positive
Parent Contact. Tier
two is Outstanding.
Tier three is Good Job.
Tier four is Ready to
Learn. Tier five is
Cool Off. Tier six is
Think About It. Tier
seven is Negative Parent
Contact. The students
start off each morning at
Ready to Learn. As
the day progresses,
students can move up and
down the tiered system
depending on the
behavior displayed.
The school has decided
to implement a universal
behavior management
system so students know
what behaviors are not
only expected of them
within the classroom,
but also within the
school environment as a
whole.
Students are
individually
responsible for
managing and
adjusting their
behaviors. They are
provided with
opportunities to think
about how their
actions are not only
affecting their
individual
performance, but also
the learning
environment in its
entirety. Having a
school wide behavior
management plan
provides students and
parents with clear,
concise and consistent
behavior expectations.
Instructional The learning is student
centered, with teacher
support provided at every
step of the learning
process. Explicit initial
instruction is universally
provided, but individual
instruction is utilized on
Providing students with
explicit universal
instruction allows all
students to receive the
same input of
information. However,
by providing students
with constant individual
By providing students
with the necessary
individual instruction,
students are provided
with the necessary
instruction needed to
be successful during
every step of the
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an as needed individual
basis.
instruction as needed
allows the teacher to
accommodate the
educational needs and
learning styles of each
individual student.
writing process.
Students individual
writing needs are
addressed in order to
gear learning to
accommodate the
students level of
academic performance
and necessary level of
desired academic
advancement.
Material Copy of each of
the two mentor
texts, time line
and illustrations
Copy of the Try
It! graphic
organizer
Try It! checklist
Writing Rubric
Students were provided
with individual copies of
the mentor texts,
timeline, illustrations
and graphic organizer to
serve as model.

Students were provided
with their own copy of
the Try It! checklist and
the writing rubric so
they had the opportunity
to self assess their work
as desired. Also, this
allowed students to have
an understanding of
expectations at all steps
of the writing process.
The benefits of each
student having
individual copies of
the necessary materials
were that it allowed
students to utilize
reference material as
needed to aid in the
completion of the
writing process.

Benefits of providing
students with the
checklist and rubric
were that it allowed
students to understand
how their work would
be assessed at every
step of the writing
process and also
provided them with a
guide for proper
completion.

In addition, providing
the indicated materials
allowed students to
work at their own
pace. Students who
worked at a faster pace
were not forced to wait
for their peers to
complete a given step
in the writing process.
They could work at
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their desired speed and
had the materials
needed to do so.
Tasks Students
popcorn read
both mentor texts
and timeline.
As a group, the
students analyze
the illustrations
with the teacher
guiding the
analysis process
as needed to
ensure
understanding.
Students
complete the Try
It! graphic
organizer.
Students
complete the Try
It! graphic
organizer
checklist.
Students are
given the initial
guidelines and
expectations for
the writing
assignment in the
form of a writing
rubric.
Students being
the drafting
process and have
the informational/
explanatory text
The tasks are divide to
guide the students
through the steps of
writing an
informational/
explanatory text process.
The tasks are designed
to provide students with
the necessary instruction
to ensure success.
Students are provided
with individual feed
back during every
task. This is beneficial
to students because
this process is
designed to ensure
students success and
achievement of the
desired objectives. It
also is designed to
break down the steps
of the writing an
individual/
explanatory text
process into
manageable task for
the student.

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TIME REQUIRED
Planning
This LE took about sixty minutes to plan. This includes time to write the teacher
exemplar informational text about the history of the safety pin, create the graphic
organizer check list and create the writing rubric.
Implementation
This LE was designed to be completed over an eleven day time period. The students
participate in this lesson during the ELA learning center block. Students are provided
with approximately twenty five minutes each day during the learning center time to work
on this lesson and corresponding assignments and assessments.
Assessment
The diagnostic assessment was administered during the regular designated learning center
block of time. The summative assessment was submitted to the teacher for review on or
before the eleventh day of the lesson. Each assessment required fifteen to thirty minutes
to grade and provide appropriate feedback.
Schedule
This lesson is part of the students ELA Common Core writing intensive unit that extends
for a three month period of time. During this writing intensive unit, the students are also
expected to develop a variety of different writing pieces based on the NYS Common
Core Learning Standards.

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REFLECTION
This learning experience was developed and implemented for Dr. Jeff Arnolds Teaching to the
Standards class at Daemen College. This lesson was designed to be taught over an eleven day
time period as part of the students English Language Arts writing center. Reading and writing
an informational/explanatory text is an essential lesson because it prepares students to be able to
utilize multiple resources in order to clearly and accurately relay information for a given topic.
Reflecting back on the implementation of the lesson, I do believe that I achieved the
desired learning objectives. My goal was to have students utilize the three provided sources of
information to gather specific information related to the invention of the safety pin in order to
produce an informational/explanatory text that cohesively combines information gathered from
all three resources. By providing students with large amounts of one on one conferencing
throughout the writing process, I was able to help my students achieve this goal.
The students appeared to greatly enjoy and benefit from this individualized attention
during the writing process. One student even asked, Can we write another essay for fun?
Although some students were not immediately excited about the topic of the essay, they became
more enthusiastic about the assignment as the writing process began.
The diagnostic and summative assessment data provides evidence that the majority of my
students were able to meet the intended objectives. Diagnostic data shows that fifteen of the
twenty one students in my classroom were at the developing level. Four students scored at the
proficient level, and two students scored at the distinguished level. The number of students
scoring at the distinguished and proficient level increased as the number of students at the
developing level decreased based on summative assessment data. On the summative assessment,
five students achieved a score at the distinguished level, ten at the proficient level and only six at
the developing level.
There were some potential threats to the validity of data collected. Because numerous
students lost their drafts during the writing process, requiring them to start the writing process
over, many students who would have potentially achieved proficient or distinguished scores did
not. Do to losing their drafts students had to start the writing process over, losing valuable time,
and opportunities offered during the writing process that would have increased their rate of
success.
My learning experience was peer reviewed on March 26
th
2013 at Daemen College. The
focus question for my peer review was: what are some additional strategies that can be used to
assist students during the writing process? During the peer review process one of the comments
I received was that my lesson was well planned. I appreciated this comment and the
acknowledgement that my peer review team knew the amount of time and effort I put into the
design and implementation of this lesson.
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I did not modify this actual learning experience based on the feedback because I did not
receive many structural suggestions. However, I did receive a lot of great feedback as to how I
could improve the implementation process of this learning experience in the future. One of the
suggestions I received was to have a storage bin or writing folders to prevent the students from
losing their papers. This was a very helpful suggestion since the major issue with the
implementation of this learning experience was that my students kept losing their papers despite
my best efforts to keep them organized.
Another valuable suggestion was to reach out to other resources within my school. For
example, I could have enlisted the assistance of the technology teacher to have student find some
research related to this topic independently during technology class that could have been
incorporated into this papers. I appreciated this suggestion because I think collaboration between
educators is a great way to create a community with in a school and enrich the learning
environment for all students.

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APPENDIX A-CLASSROOM RULES

1. Please raise your hand and ask for
permission to speak.

2. Follow directions given by the teacher
immediately.

3. Always walk in the hallway and
classroom.

4. Keep your hands and feet to yourself.

5. Return all materials and supplies to
their proper place.

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APPENDIX B-CLASSROOM PROCEEDURES

1. Seating: Student seating will be assigned and changed at any time according to the
discretion of the teacher.

2. Behavior for entering the classroom: The students are to gather supplies from their
backpacks and hang up their coats in the hall way. Once entering the classroom, students
are to place homework in the homework bins according to content area, and begin
morning work.

3. Behavior when leaving the classroom: Students are to ask for permission to leave
the classroom. Before leaving the classroom students are reminded there is no talking in
the hallway and they are to remind in a single line.

4. Format heading on paper: Students names are to be written on the upper left hand
corner of each paper, and the date is to be written on the upper right hand corner of each
paper submitted.
5. Procedure for turning in completed work: Students are to return any completed
work to the color coated assignment bins according to content area.
6. How to request a drink of water: Students may request a drink of water after gym
or before afternoon special only.
7. Procedure for going to the restroom: Students will be provided with the
opportunity to use the restroom every morning after morning work is completed, after
lunch and before afternoon special. If a student needs to use the rest room at any other
time, they must ask the teacher for permission.
8. Procedure for going to the nurse: If a student needs to go to the nurse they must ask
for the permission of the teacher before doing so. The teacher will determine if the
student requires the assistance of the school nurse given the indicated aliment.

9. Procedure for going to the office: No student is to the office unless indicated to do
so by the teacher.

10. Procedure for sharpening pencils: Students are to sharpen two pencils every
morning upon entering the classroom.

11. What to do when tardy to class: When tardy, the student must obtain a late slip
from the main office before entering the classroom.
22

12. Procedure for going to the locker: Students do not have individual lockers, but if
they wish to retrieve items from their backpacks they must do so before entering the
classroom in the morning or before lunch.

13. Policy on care of text: Students are expected to take proper care of text books and
classroom library books. If a book is damaged, the student must give the book to the
teacher and indicate how the item is damaged.

14. Materials needed for class: Individual student materials were indicated at the
beginning of the school year. Each marking period, a letter is sent home to parents
informing them of additional supplies that are required or in need of replacing.

15. Procedures for not having class materials: If a student does not have the required
classroom materials, they may borrow materials from the teacher until the student is able
to replenish their supplies.

16. Where to put trash: there are two trash bins in the classroom, as well as a recycling
bin. Students may utilize any of these receptacles.

17. Structure of classroom procedure: School wide behavior management plan is in
place. The behavior plan is a seven tier system. Tier one is Positive Parent Contact.
Tier two is Outstanding. Tier three is Good Job. Tier four is Ready to Learn. Tier
five is Cool Off. Tier six is Think About It. Tier seven is Negative Parent Contact.
The students start off each morning at Ready to Learn. As the day progresses, students
can move up and down the tiered system depending on the behavior displayed.

18. Procedure for responding to questions: Students must raise their hand and wait to
be called upon when answering any questions.

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APPENDIX C-CLASSROOM FLOOR PLAN

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APPENDIX D- LETTER HOME TO PARENTS
Dear Parents,
Next week, in writers workshop, we will begin our writing unit on
informative/explanatory texts. An informative/explanatory text is a form of writing that is
intended to provide the reader with information about a specific topic. Your child will not only
read informative/explanatory text to gain knowledge about a topic, and will also write an
informative/explanatory text independently.
During writers workshop, your child will be given a mentor informative/explanatory
text, a time line and illustrations about the history of the safety pin, and will use these three
sources to develop his/her essay. Your child will be provided with guidance and assistance
during the entire writing process through the use of brainstorming sessions, peer reviews and
teacher conferencing.
One your child has finishes writing the final draft of his/her paper, he/she will be typing
the final draft and have the opportunity to decorate and add graphics to the printed copy in order
to personalize it and make their published draft a work of art. When the final drafts are
complete, they will be displayed on the classroom bulletin board. Please feel free to stop by our
classroom and see your childs final product on display.

Thank you for your support!
Ms. Marlene
Ortiz
Ms. Marlene Ortiz

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APPENDIX E- Teacher Exemplar

Pinning Down History
By: Ms. Ortiz

The safety pin was invented over 10,000 years ago. Since the safety pin was originally
invented, it has under gone many changes. Changes to the materials used to make the pins and
the shape have made the safety pin the useful house hold item it is today.
The pin was originally invented during the Bronze Age. The first safety pins were
sharpened bits of wood, bone, and thorns. As a result, they were not very strong and easily fell
out. One major problem with design and materials of the first safety pin was that it could fall out
very easily and possibly stab the person wearing it.
In 1842, Thomas Woodward invents the common safety pin. Although Woodard
attempted to improve the function of the safety pin, his design had two major flaws. One
common complaint was that Woodwards safety pin often fell out during use and also popped
open fairly easily.
By 1849, an inventor named Walter Hunt found the solution to Woodwards problem.
While tinkering with a piece of wire, Hunt created the modern safety pin. His design included
three important elements. At one end, the pin had a pointed tip. In the middle, Hunt designed a
coil to create tension preventing the pin from falling out. He also placed a holder at the
remaining end to prevent the pin from popping open. With this redesigned shape, Hunt created
the modern safety pin in less than three hours.
This new shape and design allowed the safety pin to be transformed into an everyday
household item. Pin users no longer have to worry about safety pins falling out or popping open.
They can use the safety pin with confidence knowing that Hunts design has made safety pins
into a dependable item that can be used for a variety of purposes.

26

APPENDIX F- STUDENT WORK
DIAGNOSTIC ASSESSMENT (DISTINGUISHED LEVEL)
27

APPENDIX G- STUDENT WORK
DIAGNOSTIC ASSESSMENT (PROCICIENT LEVEL)
28

APPENDIX H- STUDENT WORK
DIAGNOSTIC ASSESSMENT (DEVELOPING LEVEL)
29

APPENDIX I- STUDENT WORK
SUMMATIVE ASSESSMENT (DISTINGUISHED LEVEL)
30

31

32

33

APPENDIX J- STUDENT WORK
SUMMATIVE ASSESSMENT (PROFICIENT LEVEL)
34

35

36

APPENDIX K- STUDENT WORK
SUMMATIVE ASSESSMENT (DEVELOPING LEVEL)

37

38

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Peer Review Comments
Warm Comments Cool Comments
1) Relation to Standards

Standards align specifically to the
common core ELA standard.
It is evident the standards align
based on the key words found in
the standards and in the
objectives/rubric.
Supporting standard was used
great and aligned.
Important words from the
standards used are bolded for easy
location when reading.
It is essential for English to be
used.
I like the technology relation but
could they add more like a PPT?
1) Relation to Standards
Could have aligned the supporting
standard to social studies. Since this
is part of history.
Name rubric and state attributes.
Since students never got the chance
to type their essay would use a
different standard. Refer to above,
consider S.S. one mentioned.
Could there have been another way
or topic to make this topic more
interesting? Could you incorporate
some stories?
2) Intellectual Challenge
Great use of timeline. This is a
higher level thinking for students to
be able to read a piece of
information and conceptualize the
information into the writing.
Graphic organizer is challenging in
a great way.
They have key vocabulary.
You realized that the students didnt
know as much as you thought and
recognized that.
You gave the students a large
variety of resources to make them
look up information as they were
going (kept them involved).
2) Intellectual Challenge
Have the students take the writing
process to another level by having
them include an explanation of each
supporting detail.
Add to graphic organizer.
Add more blooms taxonomy to
create more variety in the lesson.
Try adding page numbers to
practice citation for future grades.
Could you have asked the students
questions at a higher level?
3) Assessment Plan
Assessment fits the learning
objectives of this lesson.
3) Assessment Plan
Would have had the graphic
organizer count as part of the
40
Like how students were asked to
write an essay based on information
found within texts, pictures, and
timelines.
Gives students a variety of
information to use when writing
their piece. The students need all
they can get.
You had a teacher exemplar for
them to follow.
Your check list was a great idea.
Quick, easy assessment that is not
overwhelming to you or to them.
They were able to use it while
writing their papers.
Everything was step by step within
the essay rubric.
Corrected before moving forward.
assessment. Would not have had it
count for a lot but would should
that they made an attempt to
organize and go through the writing
process.
Could have threats top validity,
since they have been/or were given
the opportunity to make corrections
along the way.
Did you give the students a rubric
ahead of time?
Did they know what you expected
from them?
4) Engagement
Liked how students were given a
picture to look at.
Liked how a similar topic was
discussed in the beginning and how
it correlated nicely into the
invention of the safety pin. Shows
students the correlation between the
two and they could refer to the
invention of the washing machine
while completing the assignment on
the safety pin.
You used different colors of paper,
pens, etc. to keep the students
motivated and give them choices
where possible.
Included a peer review.
Wrote along with the students
during learning centers.
Liked that student had to sort
through information.
Everyday objects that can be used
4) Engagement
Spend a little time talking about the
history of the washing machine.
How was it used back then, how is
it different? Have students make a
connection by having them share
personal experiences or
conversations they might have had
with family members who used an
old fashion washing machine.
Have the students find more
information on their own.
Have them learn about the use of
appliances in the past.
41
are awesome. Very hands on!
5) Adaptability
Liked how it is student centered
with teacher support and individual
instruction is utilized to adapt to all
the different learners in the
classroom.
Liked how students had copies and
all the supplies to write.
You spent time counseling with
each student in learning centers.
You changed from needing to type
up the paper to making it a bonus
on their score if they did it.
The graphic organizer can be used
many different ways and with many
different topics.
Great job thinking at the last minute
and changing as you went (the
rubric/assessment).
5) Adaptability
Give everyone a copy of both
mentor texts to take with them if
they wanted to work on it at home
this way they didnt need to bring
their book back and forth.
How was this adapted to students
with disabilities, struggling, 504
plan, or IEP?
Next time could they choose a topic
instead of being assigned one?
6) Technology Integration
Liked how students were given the
opportunity to type up their essays
this is also good practice with
typing.
Tried to incorporate technology
where you were able to.
6) Technology Integration
Could have had the students find
more information on the invention
of the safety pin online through an
educational search engine.
Could have met with tech/computer
lab teacher and had an extended
activity to go with this lesson but
they would work on it in the
computer lab.
Could have provided the mentor
texts on the doc cam.
7) Presentation/Implications
Spoke clearly and accurately.
Gave additional information.
Went into great explanation of each
7) Presentation/Implications
I could tell that you were nervous in
your voice (funny how we are more
comfortable in front of students
42
component.
Knew the information and content
being taught.
Showed examples while presenting.
Presentation was very clear.
The materials and information were
all relevant and informative.
than our own peers).
Watch your ums

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Marlene Ortiz 3/26/13

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