# data[].attributes.body
rubric

# data[].attributes.body
Are we on the right track? Overkill?

How are our Ï can "statements?

How does that look in Skyward?

# data[].attributes.body
Management strategies with students at various levels.
Creating various forms of formative assessment.
Logical grading of standards.

# data[].attributes.body
Formative assessment is ongoing and continued feedback to improve student learning
Summative assessment is end of unit and provides feedback on how the students met the standards

# data[].attributes.headline
Formative: helps drive teaching and determine where students are at in the learning process: Exit slips    

# data[].attributes.subject
Formative: helps drive teaching and determine where students are at in the learning process: Exit slips    

# data[].attributes.body
SUmmative: end of you unit-pot test

# data[].attributes.headline
#3 Formative assessment is any assessment that helps check in with student

# data[].attributes.subject
#3 Formative assessment is any assessment that helps check in with student

# data[].attributes.headline
Standard 1 Difference Between Summative and Formative Assessments

# data[].attributes.subject
Standard 1 Difference Between Summative and Formative Assessments

# data[].attributes.body
Summative assessments are ongoing checks to determine if students are grasping objectives. There would include but are not limited to daily assignments, exit slips, performance tasks, in-class practice.
Formative assessments are more formal assessments at the end of the unit. Formative assessments should be common, identical assessments between core subjects at the same grade level.

# data[].attributes.body
Students write notecards that describe the components of the water cycle.(short answer)

Students write on different color note card the connection between sun energy and components of the water cycle.(short answer)

Students write on different color note card the connection between gravity and components of the water cycle.(short answer)

Students will lay out the note cards and discuss with teacher where they are placing the cards and explain their rational. (performance assessment)

# data[].attributes.headline
I will assess students using a performance assessment. Student will read and article and highlight relevant evidence. In the margins students will annotate in a sentence why it is relevant 

# data[].attributes.subject
I will assess students using a performance assessment. Student will read and article and highlight relevant evidence. In the margins students will annotate in a sentence why it is relevant 

# data[].attributes.body
Performance Task-Students will close read a piece of informational text. Students will highlight claims that are supported by evidence. Students will draw a line through in a pencil all the evidence that are not supported by claims.

# data[].attributes.body
Formative assessments are used throughout the unit to determine the direction of instruction.  Ex. Exit ticket, whiteboards, checking in-class practice.
Summative assessments evaluate the students learning on a specific unit or topic and help determine the quality of the unit. Summative assessments are given at the end of a unit and can consist of an authentic assessment.

# data[].attributes.body
I can locate and judge arguments or claims in a text and separate those that are supported by reasons and evidence from those that are not.

# data[].attributes.headline
1: RI.6.8 I can locate and judge arguments or claims in a text and separate those that are supported by reasons and evidence from those that are not. 

# data[].attributes.subject
1: RI.6.8 I can locate and judge arguments or claims in a text and separate those that are supported by reasons and evidence from those that are not. 

# data[].attributes.body
I would assess the students based on either short answer or performance assessment. Students should be able to show mastery of each I can statement. Students should be able to read a written scenario of a mathematical problem and create a variable expression. If we want an extended written response, then students should be able to match key content with the correct mathematical vocabulary

# data[].attributes.body
1.)I can evaluate the number of data driven claims supporting one side of the argument.  I can make a decision if the evidence in the data is relevant.  I can decide if the number of facts/evidence are sufficient to support the claim.
2.) This would be assessed by an extended written response.
3.) This could be assessed through a number of formative assessments as well as a summative assessments.  The formative assessments would be the units of writing the argument leading up to the final paper, (intro, data collection, connections, citations, argument construction, etc.).
The summative would be the construction of the final draft of the paper, (persuasive paper/argumentative paper).
4.) Padlet could be used to get some brainstorming done to get topic ideas started. If topics are identified, then Padlet could be used to begin creating support topics for arguments and begin research. Another way would be to begin displaying the argument structure for your topic with support why it would be the best way to write for your topic.

# data[].attributes.body
Ï can describe the different components of the water cycle.¨
Ï can make a connection between sun energy and the water cycle.¨
Ï can describe how gravity affects the water cycle.
Ï can create a model of the water cycle that connects sun energy, gravity, and shows the cycling of water.¨

# data[].attributes.body
Standard 2:
I can use variables to represent quantities in real-world problems
I can construct simple equations and inequalities.
I can solve problems by reasoning with variables and quantities.

# data[].attributes.body
1) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

2) Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
3) Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
4) Describe the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
5) Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
6) Sing or play with expression and accuracy a variety of music representing diverse cultures and styles.
7) Apply basic offensive, defensive, and cooperative strategies in selected activities, games, and sports.
8)

# data[].attributes.body
1) Choose one of the standards posted and deconstruct it in a new note into "I can" statements.
2) In a separate note, write how you would plan to assess the deconstructed standards you wrote.  Use the following three options: Selected Response, Short Answer, Extended Written Response, Performance Assessment
3) In another note, explain the difference between a formative and summative assessment - what they are and how they are used.
4) Discuss (no note needed) how you could use Padlet in your classroom.