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CITW Day #1 Graphic Organizers, Rubrics, ETC.. SCORING RUBRIC 4 Exemplary performance that exceeds the targeted level of performance. 3 Desired Level.

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Presentation on theme: "CITW Day #1 Graphic Organizers, Rubrics, ETC.. SCORING RUBRIC 4 Exemplary performance that exceeds the targeted level of performance. 3 Desired Level."— Presentation transcript:

1 CITW Day #1 Graphic Organizers, Rubrics, ETC.

2 SCORING RUBRIC 4 Exemplary performance that exceeds the targeted level of performance. 3 Desired Level of Performance Solid performance that meets the targeted level of performance. 2 Performance that is emerging or developing towards the targeted level of performance. 1 Performance in which an attempt was made but there are some serious misconceptions or errors. 0 No judgment can be made about the student’s level of performance. Provide feedback that is criterion- referenced.

3 Rubric for a Perfect Cup of Coffee 4 A large, steaming cup of café mocha with fresh whipped cream served in a Royal Daulton china cup by an attractive person on the deck of a private yacht off the coast of Spain. 3 A large cup of Starbuck’s Blend coffee with caramel syrup served in a ceramic mug by a waiter in the dining room at my favorite restaurant. 2 A cup of SHESC’s coffee with creamer in a paper cup served by me at my desk on a typical day in the office. 1 A cup of cold, two-day old instant coffee with grounds floating on the top in a styrofoam cup.

4 ABCDEFGHIJ 0 1 2 3 4 A March 3 B March 4 C March 6 D March 7 E March 11 F March 14 G March 17 H March 19 I March 24 Benchmark Adds and subtracts simple fractions My Goal: To reach a 3 by March 17 th. Keeping Track of My Learning Name

5 SELF- ASSESSMENT Name ____________________Date ___________________ Task ____________________________________________ What did I hope to accomplish? How hard did I work toward the task? What was the best part of what I did? What would I do different next time? What do I need to work on now?

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7 CATEGORY4 Advanced3 Proficient2 Basic1 Below Basic Attitude - I feel positive about working on my math facts. I always have a positive attitude about learning my math facts. I often have a positive attitude about learning my math facts. I usually have a positive attitude about learning my math facts. I often have a negative attitude about learning my math facts. Commitment - I think working hard will pay off. I practice math facts at home 5 or more times a week. I practice math facts at home 3 -4 times a week. I practice math facts at home 2 times a week. I practice math facts at home 0 - 1 time a week. Pride - I feel satisfied when I improve on my math facts. I try my hardest all of the time when practicing my math facts and my weekly score improves 5 points or more. I try my hardest most of the time when practicing my math facts and my weekly score improves 3 points or more. I try my hardest some of the time when practicing my math facts and my weekly score stays the same. I do not try very hard when practicing my math facts and my weekly score goes down. Rubric ID: 1831460 Effort on Math Facts Date Created: October 22, 2009 Date Last Modified: November 23, 2009

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9 CITW Day #2 Graphic Organizers, Rubrics, ETC.

10 StageWhat It MeansNotes Survey what you are about to read Think about the title: What do I know about this subject? What do I want to know? Glance over heading and/or skim the first sentences of paragraphs. Look at illustrations and graphic aids. Read the first paragraph. Read the last paragraph or summary. Question Turn the title into a question. This becomes the major purpose for your reading. Write down any questions that come to mind during the survey. Turn headings into questions. Turn subheadings, illustrations, and graphic aids into questions. Write down unfamiliar vocabulary and determine the meaning. Read actively Read to search for answers to questions. Respond to questions and use the context clues for unfamiliar words. React to unclear passages, confusing terms, and questionable statements by generating additional questions. Recite Look away from the answers and the book to recall what was read. Recite answers to questions aloud or in writing. Reread text for unanswered questions. Review Answer the major purpose questions. Look over answers and all parts of the chapter to organize information. Summarize the information learned by creating a graphic organizer that depicts the main ideas, by drawing a flow chart, by writing a summary, by participating in a group discussion, or by writing an explanation of how this material has changed your perceptions or applies to your life. Model: SQ3R

11 Descriptive Graphic Organizer

12 Process/Cause-Effect Graphic Organizer

13 Episode Graphic Organizers

14 Generalization/Principle Graphic Organizers Generalization Principle

15 Generalization/Principle Graphic Organizers http://bubbl.us

16 What is it? Mathematical Shape Polygon Pentagon Plane figure Straight sides Two-dimensional Made of segments Closed HexagonRhombus ( Schwartz and Raphael, 1985) What are some examples? Concept Map

17 SoundsSmells Mental Pictures Tastes Emotions

18 What is it? Verb Expropriate Seize cars of drug dealers Legally Illegally What is it like? Take Property Steal cars For public good ( Schwartz and Raphael, 1985) What are some examples? Concept Map Theft or fraud

19 Teacher Prepared NotesGraphicQuestions I. The Basics A.Ants are part of a family of insects that have a very organized social life. B.Nearly 9,000 species exist. C.Ants are found around the world, except in the polar regions and at the highest altitudes. II. Characteristics A.Ants are related to wasps- have an abdomen that is joined to the thorax by a “pedicel.” B.Have antennae that have “elbows” or joints in the middle. C.Some ants have a sting that the workers use to defend the colony or themselves. D.Many species secrete a type of acid that is a strong repellent.

20 The Bermuda Triangle Symbolic Representation Where is it located? What theories support its existence? 1. 2. 3. 4. What are some examples of disappearances? Flight 19 USS Cyclops What is the Bermuda triangle? What does research tell us?

21 THE CORNELL METHOD Remind students to review their notes.

22 Outline created in Inspiration

23 Combination Notes 1. A Dicot leaf has veins that branch. 2.The stem of a Dicot is woody. 3.The Taproot is the main root. Dicots are plants that have a woody stem, leaves with veins that branch, and a main taproot. 3. 1. 2.

24 Big IdeasNotesPicturesQuestions NOTES Combination Notes For Younger Children

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26 CITW Day #3 Graphic Organizers, Rubrics, ETC.

27 Ask students to chart speed and accuracy.

28 ApplesOranges Summary: Compare apples and oranges as a snack food

29 Characteristics Item 1 Item 2 Item 3 Comparisons Similarities Differences Similarities Differences Similarities Differences Similarities Differences Comparison Matrix Summary:

30 Characteristics High School CollegeWorkComparisons Lifestyle Similarities Differences Friends Similarities Differences Obligations Similarities Differences Other characteristic(s) Similarities Differences Comparison Matrix Summary:

31 Classifying The process of grouping things into definable categories on the basis of their attributes.

32 Categories Graphic Organizers for Classifying

33 BasinHarborPlateau BayHighlandPort CanalHillPrairie CanyonIsthmusRain Forest CapeLowlandReservoir ChannelMarshStrait DeltaMountainStream DivideRangeSwamp FjordPeakTundra Classify the Following Geography Terms

34 Important orGeneralGeneral Pattern in New Basic InformationPatternInformation or Situation Step 1Step 3Step 2

35 BasicGeneral Pattern New Basic Metaphor Creation

36 1. What do we believe will happen? 4. What else would we like to investigate? 3. What is our explanation for what occurred? Science Question: What happens when you drop two objects of equal size but different mass from the same height? 2. What did happen? Experimental Inquiry


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