Series of tests that are aligned to various states' academic standards, but they measure actual progress from test to test and do not claim to predict end-of-year student gains. Not an IQ or achievement test; not designed to measure giftedness.
Student areas of need and my plans to address these When the signal sounds I ask students to take out their red pens. If you have more then you can also consider splitting this lesson into two days to ensure they have the time to feel successful before they are asked to edit with a peer.
If you are short on time, this section could also be started on the second day to give them adequate time to share, think, plan and rewrite their pre-tests.
I do this right after the pre-assessment to help them get exposure to the components of a narrative story, to get them comfortable with sharing with each other first unit of our yearand to help them evaluate their own writing because we will be doing this for every section they write.
They have practiced this in the prior year so it is not new to them If your students do not have much exposure to this you may want to save this until a later writing assignment after you have taught each of the sections of the diamond Before they are released to read and evaluate side by side, I review the rubric with them and the definitions of each of the narrative sections.
Then their partner will do the same for them.
Student names are pulled and they meet and share their great ideas. The part that is the most enjoyable is the peer advice giving and the self assessing. Students love to give good advice and share what they know.
The shared discussions and respect they have for their peers in class helps them to do a similar evaluation on their own writing after their discussions SL 5.
When they have finished their discussions and received the good advice they will reread their own story. Realistically in this last exercise I am not looking for their writing to have all the five components nor be a final piece, but rather for them to apply editing and revising strategies shared with their partners to at least one section of their writing.
I have them add this into the margins rather than rewrite the entire paper because I want to see both their original writing and where they applied changes.
This helps me to assess their areas of greater and lesser need. See my reflection for examples of where my students struggled and what I will adapt to meet their needs.Highlights. NEW Numeracy Intervention Resource - Georgia Numeracy Project Overview.
NEW Resource Package Additions Now Available • K-5 • • Georgia Mathematics Online Teacher Professional Learning Communities. Visit the Georgia Mathematics Teacher Professional Learning Communities.
The Teaching Center has created this collection of strategies, tips, and teaching commentaries to address common pedagogical challenges—and to share . In late , Castro rescinds the use of the American dollar in Cuba for future transactions, citing increased restrictions made by the Bush administration to limit money sent to Cuban families from American relatives.
Federal Human Resources Office (J1/Manpower & Personnel) The Federal Human Resources Office (J1/Manpower & Personnel Directorate) provides personnel support services for the Air National Guard and the Army National Guard.
The diagnostic uses of assessment (determining the reasons for writing problems and the student's instructional needs) are best met by looking at the process of writing, i.e., the steps students go through and strategies they use as they work at writing.
Standards Documents • High School Mathematics Standards • Coordinate Algebra and Algebra I Crosswalk • Analytic Geometry and Geometry Crosswalk New Mathematics Courses for – • Differential Equations Mathematics Teacher Support • Georgia Mathematics High School Teacher Professional Learning Community • Join the Georgia Mathematics Teacher Email List by sending .