Recommend one adjustment for each Presentation Procedures for New Information and/or Modeling and Guided Practice according to the information below.
Recommend one adjustment for each Presentation Procedures for New Information and/or Modeling and Guided Practice according to the information below.
Old Presentation Procedures for New Information and/or Modeling
Activity Description/Teacher
• Introduce sentence frames.
• Lead students through a close read of the section“Independence Declared,” from “Creating aNation,” to identify the problems and solutions.
• Use Kami to underline the problems, highlight the solutions, and circle the keywords.
• Discuss the relationship between the government and people of the United States by displaying and
using sentence frames.
• Review content and language objectives.
Student Actions
• Echo read sentence frames.
• Listen to and read along with teacher close reading.
• Follow along visually as teacher uses Kami to annotate the selection and completes threecolumn notes in Google Docs.
• Listen to and participate in a discussion about the relationship of the government and people of the United States by using given sentence frames.
Guided Practice:
Activity Description/Teacher
• Read the section “Taxes and Protests” in the text “Creating a Nation.”
• Provide students with a paper version of threecolumn notes graphic organizer.
• Assign partners to annotate and complete thethree-column notes graphic organizer for this section.
Student Actions
• Work with a partner, using Kami, to underline the problems, highlight the solutions, and circle keywords, if any.
• Complete three-column notes graphic organizer on paper.
Analysis
The first step is to review the summative assessment results. In this case, the data is presented in tables that show the proficiency of students in different skills and subsets.
The second step is to identify an area of strength. From the data provided, one area of strength is in the Key/Signal Words skill. This is supported by the data in the 'Summative Assessment: Skill Proficiency by Item Type' table, which shows that 18 out of 20 students, or 90%, were proficient in this skill.
The third step is to further support this finding with additional data. In the 'Summative Assessment: Skill Proficiency by Student Subset' table, it is shown that 90% of all students were proficient in the Key/Signal Words skill. This further supports the identified area of strength.
The final step is to analyze the overall proficiency by student subset. The 'Summative Assessment: Overall Proficiency by Student Subset' table shows that 80% of all students, 67% of English learners, and 67% of students with disabilities were proficient. This indicates that the identified area of strength is consistent across different student subsets.
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