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Thinking/Learning Chart

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I created this rubric for a story writing unit for my grade 2 students.
This is the feedback that was given back to one of my students who received a 3+ based on the rubric.

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Learning Goal: Write a fictional story using the elements of a myth or legend.

Myths and Legends Success Criteria

Editing:

My story includes a creative title

All punctuation is correct

Proper use of quotations (a new line each time a different character speaks)

Proper use of capitals

All spelling is correct

Revising:

Ideas are organized in proper order so it flows and make sense

Interesting vocabulary is used (not repeating the same words)

Complete sentences are used in my story

My story includes elements of either a myth or a legend

My story demonstrates the 7 parts of a narrative

Student Feedback (Story was too long to include)

Great work Kelly! Your story used all 7 parts of a narrative as well as the elements of a myth. I especially loved your detailed setting which helped set the tone for your story. Keep working on using interesting words instead of repeating similar words such as “said.” Your story included some dialogue but not enough and please make sure in the future to write one quotation per line. You did a nice job on editing and revising. I see a big improvement from your first draft to your final. Very creative title that intrigued me to read your story right from the start!

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Grade 4 Science Test Rocks and Minerals

Rocks and Minerals

Grade 4 Science Test

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1. Multiple Choice:              /6

1. Which type of rock is formed from the cooling of magma deep inside the earth?

2. Metamorphic B. Fossil C. Igneous       D. Minerals

2.  Which of the following items are made from the mineral Quartz?

1. Diamonds B. Glass C. Chalk D. Countertops

3. Which two minerals are metals

1. Silver and Quartz B. Gold and silver

2. C. Mica and Granite D. Silver and Feldspar

4. Lustre measures the ________ of minerals.

1. Reflection B. Transparency      C. Streak   D. Quartz

5.  John thinks he has a piece of quartz. When he drags the mineral across a piece of porcelain he sees a purple line of powder appear and that’s how he knows the mineral is not quartz. What did he test to find out his mistake?

1. Colour B. Lustre C. Transparency  D. Streak

6. When geologists observe how light passes through the a sample they are observing the

1. Lustre B. Streak C. Transparency D. Light

B) Name the three types of rocks and briefly explain how they are formed: /3

1. ________________________________________________________________

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1. ________________________________________________________________

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3.        ________________________________________________________________

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C) Choose 2 rocks or minerals and explain how they are used in everyday life (in the past or present day)  /2

1. ________________________________________________________________

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2. ______________________________________________________________

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D) Fill in the blank:  /4

1. The Mohs’ scale tests the _______________ of minerals.

2    _______________ rocks are formed from tiny pieces of other rocks that settle in layers.

3. Marble and slate are examples of this type of rock ___________________

4. Scientists who study rocks for a living are called ____________________

E) True/False       /5

1. ______ Minerals are made up of 2 or more rocks

2. _______A diamond is the strongest mineral on earth

3. _______Granite is hard and not easy to scratch

4._______Looking at just the colour of a mineral is enough to identify what kind it is

5._______Rocks that are all one colour contain only one mineral

F) Alex Smith has come to your school to do a presentation to explain that they have found a large deposit of coal underground less than 2 km away for the school and are planning to open a mine there.  Do your family members think this mine will be good for the Jackman community?  Explain why or why not in a 5 sentence paragraph.             /5

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Feedback and mark:
(4)- John, I can tell you really studied for this test. Coming to study group was very useful. In the future, add more details to short answer questions for more marks. Overall, great work.

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Notes from this media lesson:

Students were engaged from start to finish of this lesson. Many different students shared ideas during minds on. Student comments:

Maeve- three purposes are entertain, persuade, inform

Jack- Purpose of our earth day poster was to persuade people to turn off their lights

Emily- Poster A is successful because it uses graphics, and text

James- The colours really stand out and make it nice to look at

During action on: Students are making all different kinds of posters for the three purposes

Georgia- a scam selling dogs- good use of different text sizes

Andrew- Informing people about the spring fair- lots of information

Ben- having trouble getting his ideas on papers- taking a long time to come up with a plan

Lia- As the idea down but is rushing through the activity

Sam- great use of all three purposes in one poster- working on task and really concentrating

Closure: Students are excited to present and share their posters.
Students presenting in small groups as they finish the exercise.

Taking additional notes as part of the drama mark (recorded in the assessment binder)

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After math lessons, I gave the students a pink sheet of paper called My Exit Ticket. Before leaving for the day students needed to fill out the sheet to tell me one thing they learned, and one thing they still need help with.
The unit and lesson was written at the top so they could keep them organized in their portfolios. I found this was an effective way to see what students are still struggling with so I could focus on that in the following lesson.

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Zone of Proximal Development and Scaffolding.

The zone of proximal development or the ZPD is "described as the difference between what a learner can do independently and what can be accomplished with the help of a "more knowledgeable other." This concept is critical for understanding how to scaffold learning" (Fisher & Fey, 2010).

I use scaffolding during math lessons to help students grasp difficult concepts. The purpose is to move students to a stronger understanding and greater independence.

Reference: Fisher, D., & Frey, N. (2010). Guided instruction: How to develop confident and successful learners. Alexandria, VA: ASCD.

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This is a self-assement I downloaded from the Teachers Pay Teachers website. It is a great free resource that can be used in different grades.

I gave one of these reflection sheets out at the end of each week. They had to be signed and returned on Monday and then put into each student's portfolio. This is a great way for students to be involved in their learning and see how they are improving throughout the school year.

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This is from a conference I held with each student along with my host teacher to set student goals and give feedback before the March Break.

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My grade 4/5 students worked on group projects for social studies. After completing the assignment and presenting their information I had each student fill out a peer evaluation for each member of their group. I used the two stars and a wish format that we learned in class. I found this to be effective in seeing how the students felt about their group members, and whether or not everyone fairly contributed to the project.