What would be valid evidence of learning for the following standards?

Assignment 1

Write one or two paragraphs that use at least 3 of the following:

· question mark

· dash

· colon

· semicolon

· ellipsis

· comma

Assignment 2 – https://ed.ted.com/lessons/does-grammar-matter-andreea-s-calude

After reading the chapter and conducting research on "Does Grammar Matter",  write a 2-3 page paper (this number does not include the Title Page or Reference pages, which are required)  explaining why good grammar is important. Specifically indicate why in the business world it is important to use proper grammar.  You must Cite and Reference at least 2 sources in APA format. You must use your own words. Y ou may NOT use more than ONE direct quote

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Lesson Plan Worksheet #3

Evidence of Learning

Directions: The following is a list of products students could produce as evidence of learning. Identify the DOK Level of each of these products.

Product	DOK Level
Science Log
Research Paper
Timeline
Fill in the Blank Worksheet
Literary Critique
Mind Map
Solving math computation problems
Debate from a given perspective
Multi-Media Presentation
Label Parts of a Diagram

Directions: What would be valid evidence of learning for the following standards?

1. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

2. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely.

b. Recognize and eliminate wordiness and redundancy.

3. Perform operations with multi-digit whole numbers and with decimals to the hundredths.

4. Reason about and solve one-variable equations and inequalities

5. Physical and political maps have distinctive characteristics and purposes.

6. Greek democracy and the Roman Republic were radical departures from monarchy and theocracy.

7. Matter exists in different states, each of which has different properties.

8. The surface of Earth changes due to erosion and deposition.

Directions: Determine if the assessment aligns with the learning target’s degree of proficiency. Is it abundantly clear how the degree of proficiency is being measured in the assessment? If it does not align, explain how you could adjust the assessment or the degree of proficiency to ensure alignment between the learning target and the assessment. If it does align, indicate how it aligns.

Example 1:

Learning Target: After completing this lesson, students will be able to explain how the tilt of the Earth's axis contributes to the changing seasons in a written paragraph with 80% accuracy.

Assessment:

· Does the assessment and degree of proficiency, found in the learning target, align?

· Is it abundantly clear how the degree of proficiency is being measured?

· List any adjustments you would make to the assessment:

Example 2:

Learning Target: After completing this lesson, students will be able to determine discounts and markups as well as gratuity with 80% accuracy.

Assessment:

· Does the assessment and degree of proficiency, found in the learning target, align?

· Is it abundantly clear how the degree of proficiency is being measured?

· List any adjustments you would make to the assessment:

Example 3:

Learning Target: Students will be able to read common phonetically regular multisyllabic words in and out of context with 90% accuracy.

Assessment:  Students will be assessed formatively through teacher observation and pronouncing multi-syllabic words.

· Does the assessment and degree of proficiency, found in the learning target, align?

· Is it abundantly clear how the degree of proficiency is being measured?

· List any adjustments you would make to the assessment:

Example 4:

Learning Target: After completing this lesson, students will be able to accurately locate or describe places on maps by using alphanumeric grids with 70% accuracy.

Assessment:

· Does the assessment and degree of proficiency, found in the learning target, align?

· Is it abundantly clear how the degree of proficiency is being measured?

· List any adjustments you would make to the assessment:

Directions: Describe how your selected assessment would collect evidence of learning for each of the following learning targets.

1. The student will print 6/8 of the upper and lowercase letters ‘i’ and ‘I’, ‘o’ and ‘O’, ‘d’ and ‘D’, ‘t’ and ‘T’.

2. The student will determine what operation to use to solve a one-step work problem.

3. After determining the main idea of a text, the student will identify 3 out of 4 supporting details.

4. After reading a grade level passage, the student will answer literal questions with 80% accuracy.

5. During a precipitation event (rain, sleet, snow), the student will collect and graph temperature readings with 95% accuracy.

6. The student will convert metric units of capacity from a larger unit to a smaller unit with 85% accuracy.

7. The student will design and create a device that increases the rate a substance melts.

8. Given properties of liquids and solids, the students will sort the properties into the correct category with 90% accuracy.