English Language Arts (ELA)
Formative Assessment Task Review
Reviewer Professional Development
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Agenda
– Purpose and Overview of ELA Formative
Assessment Project
– Overview of Formative Assessment
– Description of ELA Tasks
– Review Criteria and Evaluation Rubric
– ELA Task Review Process
– Reviewer responsibilities and expectations
– Reviewer Assignments
– Questions and Answers
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Purpose of ELAFA Review
To review ELA Formative Assessment Tasks for
informative use in Florida K-8 classroom instruction
These tasks:
• Align to the Common Core State Standards for
English Language Arts
• Are designed for use in Grades K-8
• May include passages that accompany tasks:
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– literary and informational
– can contain content-area information
– text complexity ranges: simple to complex
ELA Formative Assessment Project
ELA Repository:
http://ccelafa.fldoe.org/access/home.do
• ELA Formative Assessment Tasks
• PD Modules
• PD Toolkits
• Family Resources
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Professional Development (PD) Modules
• 5 modules
• Use in entirety, individual
modules, any order
• Workshops, self-study,
professional learning
communities
• Accompanying materials
• Teachers, pre-service teachers,
administrators
Family Resources
Strand
Reading
RL and RI
CCR Anchor Standards
Key ideas
& details
Craft &
structure
1.
2.
3..
4.
5.
6.
Integration of
knowledge & ideas
Range/level of text
complexity
7.
8.
9.
10.
Foundational Skills
RF (K-5)
Print Concepts
Phonics & Word Recognition
Phonological Awareness
Fluency
Strand
Writing
W
CCR Anchor Standard
Text types &
purpose
1.
2.
3.
Research to
build knowledge
7.
8.
9.
Production &
distribution
of writing
4.
5.
6.
Range of writing
10.
Strands
Speaking/Listening
Language
SL
L
CCR Anchor Standard
Comprehension
& collaboration
Presentation of
knowledge &
ideas
1.
2.
3.
4.
5.
6.
CCR Anchor Standard
Conventions of
standards English
1.
2.
Knowledge of
language
3.
Vocabulary
acquisition & use
Reference to Standards
•Strand: RL, RI, RF, W, SL, L
•Grade: K-8
•Standard number
.
4.
5.
6.
Common Core Instructional Shifts
Text-based
Writing to Sources
Academic Vocabulary
Rigorous text
discussion:
• both questions and
responses depend
upon text.
• sustain a focus on
text.
• require evidentiary
arguments in both:
- conversation
- writing
Writing emphasizes use
of evidence to:
• inform
• support an argument.
While the narrative still
has an important role,
students develop skills
through written
arguments that
respond to the ideas,
events, facts, and
arguments presented
in the texts they read.
Students constantly
build the vocabulary
they need to access
grade level complex
texts.
By focusing strategically
on comprehension of
pivotal and commonly
found words (such as
“discourse,”
“generation,” “theory,”
and “principled”) and
less on esoteric literary
terms (such as
“onomatopoeia” or
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Definition of Formative Assessment
Formative Assessment is a process used by teachers
and students during instruction that provides
feedback to adjust ongoing teaching and learning
to improve students’ achievement of intended
instructional outcomes.
Formative Assessment for Students and Teachers (FAST) Collaborative
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Effective Formative Assessment Attributes
• Learning progressions should clearly articulate the sub-goals of the
ultimate learning goal (College and Career Readiness).
• Learning goals and criteria for success should be clearly identified
and communicated to students.
• Evidence of learning is elicited during instruction.
• Students should be provided with evidence-based feedback that is
linked to the intended instructional outcomes and criteria for success.
• Both self and peer assessment are important for providing students
an opportunity to think meta-cognitively about their learning.
• A classroom culture in which teachers and students are partners in
learning should be established.
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Learning Progressions
Learning progressions:
• sequence of knowledge, concepts, skills within a domain
• continuity
• coherence
As a result, teachers can:
• calibrate their teaching to any missing precursor understanding or
skills revealed by formative assessment.
• determine what the next steps are to move the student forward
from that point.
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K-8 Learning Progression Example - CCSS
Language Strand – Vocabulary Cluster
Standard 4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.



Context
Meaningful word parts
Reference materials
LANGUAGE: Learning Progressions Across Grades K-8
K
1
Standard 4b:
Standard 4b:
Use the most frequently occurring Use frequently occurring affixes
inflections and affixes as a clue to as a clue to the meaning of a
the meaning of an unknown
word.
Standard 4c:
word.
Identify frequently occurring root
words and their inflectional
forms.
EXAMPLES from CCSS
Inflected endings: -ed, -s
Inflected forms:
Prefixes:
re-, pre-, unlooks, looked, looking
Derivational endings: -ful, -less
LANGUAGE: Learning Progressions Across Grades K-8
2
3
Standard 4b:
Standard 4b:
Determine the meaning of the new Determine meaning of new word
word formed when a known prefix formed when known affix is added
is added to a known word
to known word
Standard 4c:
Use a known root word as a clue to
the meaning of an unknown word
with the same root
Standard 4c:
Use known root word as a clue to
the meaning of an unknown word
with the same root.
EXAMPLES from CCSS
Prefix with root:
Prefix /derivational endings with
happy/unhappy, tell/retell
root:
agreeable/disagreeable,
heat/preheat, care/careless
Derivational ending with root:
addition, additional
Derivations: company/companion
LANGUAGE: Learning Progressions Across Grades K-8
4
5
Standard 4b:
Standard 4b:
Use common, grade-appropriate Use common, grade-appropriate
Greek and Latin affixes and roots Greek and Latin affixes and roots
as clues to the meaning of a
as clues to the meaning of a
word.
word.
EXAMPLES from CCSS
Greek & Latin affixes & roots:
Greek & Latin affixes & roots:
telegraph, photograph,
photograph, photosynthesis
autograph
LANGUAGE: Learning Progressions Across Grades K-8
6
7
8
Standard 4b:
Standard 4b:
Standard 4b:
Use common, grade- Use common, grade- Use common, gradeappropriate Greek or appropriate Greek or appropriate Greek or
Latin affixes and roots Latin affixes and roots Latin affixes and roots
as clues to the
as clues to the
as clues to the
meaning of a word.
meaning of a word.
meaning of a word.
EXAMPLES from CCSS
Greek or Latin affixes Greek or Latin affixes Greek or Latin affixes
and roots:
and roots:
and roots:
audience, auditory,
belligerent, bellicose, precede, recede,
audible
rebel
secede
Learning Goals and Criteria
Formative assessments include:
• Learning goals that serve as sub-skill targets within
the learning progression.
• Criteria that provide a means of evaluating the level
of student performance in sub-skill targets.
• Clearly articulated goals and criteria.
• Opportunities to use learning goals and criteria to
gauge student understanding and development.
ELA Formative Assessment Tasks
Task Segments:
• Task Title
• Grade Level
• CCSS
• Description
• Materials
• Considerations
for Planning
• Time Allotment
• Group Size
• Task Directions
• Rubric
• Teacher Checklist
• Student Facing
Material
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ELA Formative Assessment Task: What to Look For
DESCRIPTION
Characteristics:
• Relates the assessed portion
of the target CCSS which
encompasses major aspects
of literacy content and
processes.
• Explains sequence of any
sub-tasks that students
engage in to provide
evidence of their level of
performance.
ELA Formative Assessment Task: What to Look For
MATERIALS
Characteristics include
complete list of items
required for both teacher
and student to engage in
each portion of the
assessment task.
ELA Formative Assessment Task: What to Look For
CONSIDERATIONS FOR PLANNING
Characteristics:
• Lists all prerequisite
grade level sub-skills to
the assessed task.
ELA Formative Assessment Task: Task Directions
TASK DIRECTIONS
Characteristics:
• Focus on assessed
standard and any gradelevel sub-skills within its
learning progression.
• Provide opportunity for
students to engage in
rigorous tasks that match
the cognitive rigor of the
standard.
• Provide explicit directions
for teacher use with
students.
ELA Formative Assessment Task: What to Look For
RUBRIC:
Levels 1-4
Characteristics:
• Includes criteria for each grade-level sub-skill that contributes to
assessed task and includes instructional implications for each
sub-skill criteria.
• Supports teacher reflection and analysis for observation of
student performance.
ELA Formative Assessment Task: Teacher Checklist
TEACHER CHECKLIST
Characteristics:
• Includes questions that
focus upon each gradelevel sub-skill that
contributes to the
assessed task.
ELA Formative Assessment Task: Student Facing Material
STUDENT FACING MATERIAL
Characteristics:
• Provides material for
students to engage in the
task and produce
evidence of their current
level of performance.
Constructed Response:
Performance Levels 1-4
A Constructed Response task is developed to elicit a
variety of responses that are then evaluated using a
rubric.
− Answers are not provided.
− To answer correctly, the student must
construct a response that demonstrates level
of understanding and skill development.
− Students may use provided materials such as
graphic organizers, picture prompts, or
writing prompts to construct a response.
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Quality Open-Ended Questions
An open-ended question that allows
students to provide a detailed, in-depth
written answer based upon a piece of text.
Does the Open-ended question require
students to:
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– make decisions and perform higher-level
analysis when constructing responses?
– respond at the level of rigor required of the
target standard for that grade level?
– demonstrate understanding and proficiency?
– support their responses with specific
references to an accompanying passage?
Common Review Challenges
 ELA Task:
 not aligned to CCSS
 does not target
appropriate learning goal
 insufficient rigor
 insufficient scope
 passage does not match
task
 content not complete or
inaccurate
 does not inform instruction
 Wording: imprecise or unclear
 Mechanics: grammar, spelling,
punctuation, typos
 Description: not aligned,






insufficient rigor and/or scope
Materials list: incomplete
Considerations for Planning:
incomplete identification of subskill progression
Task Directions: inaccurate,
incomplete, unclear
Rubric : incomplete or incorrect
Teacher Checklist: inaccurate or
incomplete
Student Facing Material:
missing, inappropriate, or
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unclear
Characteristics of High-Quality Tasks
– Align accurately with the content standards
– Challenge the student to think rather than provide
memorized answers
– Elicit a sufficient amount of information from student
results for the time required to engage in the task
– Present text-based questions that require students to
provide support for the response from text as evidence
– Are free from sensitive issues, irrelevant language, and
possible sources of bias
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Which Set of Questions Are Text Based?
Set A
• Can you think of a time when
it would be difficult to
persevere? Why is it
important to persevere?
• Who has ever heard of the
expression following
expression: patience is a
virtue? What does this mean?
Set B
• Based on the text, what did
the main character ask the
others to do? Where in the
text do you find support for
your answer?
• How is that definition of
perseverance illustrated in
this story? Provide
information from text as
evidence to support your
answer.
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Steps of the Task Review Process
1.Carefully read any passages associated with the
task.
2. Review and evaluate the task for the following:
a. standards alignment.
b. appropriate application of specific ELA
content associated with target standard.
c. each section of the task.
3. Refer to the ELA Formative Assessment Task
Checklist to review and record your findings.
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ELA Formative Assessment Task Review Process
1. Read the associated passage
2. Review the ELA Task
Does the Text Match the Task?
Decodable/Leveled Text
Purpose
Independent reading
capacity
CCSS: Reading
Foundational Skills
Target Reading
Literacy
Components Components:
CCSS Strands Phonics, Fluency
Complex Text
Academic language
(vocabulary syntax)
High-level cognitive skills
CCSS: Reading
Informational Text,
Reading Literature,
Writing, Language
Target Reading
Components:
Oral Language Vocabulary,
High-level Comprehension
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ELA Formative Assessment Task: What to Look For
DESCRIPTION
Does this section:
• Include accurate content, directly
corresponding to the standard?
• Encompass the scope of the
entire standard, or the major
focus of the standard?
• Reflect the level of cognitive
rigor required of the standard?
• Lead to a task that informs of
student development in the
learning progression toward the
standard?
ELA Formative Assessment Task: What to Look For
MATERIALS
Does this section:
• Include the use of items that
correspond directly to the
standard?
• Include the list of all items
required for teachers and students
to engage in and complete the
task?
• Include specific text titles or other
resources used in the task?
• Include required student
materials?
ELA Formative Assessment Task: What to Look For
CONSIDERATIONS FOR PLANNING
Does this section identify:
• all prerequisite grade-level
sub-skills within the learning
progression related to the assessed
task?
• locations of other tasks related to
the standard, if the task applies to
one component of a standard?
(This applies to bundled set of tasks)
ELA Formative Assessment Task: What to Look For
Does this section accurately reflect
the time necessary:
• for average students?
• to assess all students within the
group?
TIME ALLOTMENT
ELA Formative Assessment Task: What to Look For
Does this section accurately reflect
the maximum or optimal number of
students who could participate in
the activity, given the time allotted.
GROUP SIZE
ELA Formative Assessment Task: Task Directions
TASK DIRECTIONS
Does this section:
• Introduce the task and the
learning goal?
• Incorporate teacher modeling?
• Delineate the steps in the task
process through which
students demonstrate each
grade-level sub-skill associated
with successful completion of
the task?
• Engage students in assessment
tasks that require the cognitive
rigor required by the assessed
standard?
ELA Formative Assessment Task: What to Look For
RUBRIC:
Levels 1-4
Does this section:
• Clearly distinguish each of 4 levels of student performance?
• Identify each grade-level sub-skill required for performance of the
standard?
• Identify instructional implications for each grade-level sub-skill
required for performance of the standard?
• Include questions for teacher reflection during student performance
of the task?
ELA Formative Assessment Task: Teacher Checklist
TEACHER CHECKLIST
Does this section:
• Include accurate content
that corresponds directly
to the standard?
• Encompass the scope of
the standard?
NOTE:
For those standards with multiple elements of a learning
progression, the teacher checklist encompasses a major focus
of the standard.
ELA Formative Assessment Task: Student Facing Material
STUDENT FACING MATERIAL
Does this section include
materials:
• for students to engage in
the task?
• that contain accurate
content?
• with the level of cognitive
rigor required of the
standards?
√
General Characteristics of ELA Task
Does the task have formative assessment characteristics?
Is the formative assessment task cohesive with each
section seamlessly relating to all other sections?
Does each section of the task support the CCSS?
Is each task in a bundled set:
• sequenced in order from less to more complex?
• distinct from one another, each providing new results
that further informs instruction?
Is the task free of bias and sensitive issues or topics?
Is the task accessible to diverse groups of students?
49
Universal Design Principles
• Passages and tasks – must be
accessible to diverse groups of
students and suitable across a broad
range of accommodations
• Assessment tasks – minimize
barriers to ensure that all students
are given the opportunity to
demonstrate their knowledge of the
content being evaluated
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Universal Design Checklist
An item meets Universal Design
requirements if it:
Applies to all levels of learning
Defines ideas precisely
Is free from bias
Accommodates all backgrounds and
abilities
– Offers simple, clear instructions and
procedures
– Can be read easily and understandably
–
–
–
–
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Approaching Sensitive Topics
Some topics, while appropriate for discussion in some
subject areas and grade levels, may not be appropriate
for a task.
Review every task carefully to note topics that may be
sensitive for some students and grade levels.
For example:
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–
–
–
–
–
–
–
–
–
Alcoholic beverages, drugs, or tobacco
Death and/or funerals
Gambling
Occult (witchcraft, etc.)
Parapsychology
Politics
Religion
Cultural practices
Socio-economic bias
Identifying Sensitivity Issues in
Tasks
Read the following statement:
Firemen are important to the
community.
They keep all of us safe.
• Which word contains bias?
Removal of Bias: Change firemen to firefighters
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Identifying Another Sensitive
Topic
Read the following scenario:
The school recreation club is
organizing a boating trip to the
Florida Keys for all members.
How does this scenario show bias?
Answer: This is an example of socio-economic bias.
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Checking Your Task for Bias
• Tasks that are unbiased include:
‒ Precisely defined ideas
‒ Language appropriateness
• Tasks that are unbiased avoid:
‒ Sensitive topics
‒ Gender stereotypes
‒ Ethnic stereotypes
‒ Socio-economic bias
‒ Geographic bias
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Review Demonstration
ELA Formative Assessment Task Segments:
Common Core State Standards
Description
Materials
Considerations for Planning
Task Title
Grade
CCSS
Who is That?
5
LACC.5.RI.3.9 Integrate information from several
texts on the same topic in order to write or speak
about the subject knowledgeably.
Description The student will read informational text in order to
research a historical figure. The student will record
important information from multiple five sources,
integrate the information, and present the research
to the class. The student will present an oral report
that includes why the person is important in history.
Materials
 Access to a computer
 List of historical figures (teacher provided)
 Nonfiction books on historical figures (teacher
provided)
 Big Idea Research Graphic Organizer
 Teacher Checklist for “Who is That?”
Considerations  Student will have prior knowledge of
for Planning
completing a research project in a smallgroup setting (3–5 students).
 Student will have prior knowledge of using a
least two print and/or digital sources on the
same topic in order to write and speak about
the subject.
 Student will have prior knowledge of using
primary and secondary sources.
 Students will have prior knowledge of how to
record important information on a graphic
organizer.
 Student will have prior knowledge of
identifying information relevant to a topic.
 Student will have prior knowledge of
analyzing information to draw conclusions.
ELA Formative Assessment Task Segments:
Time Allotment and Group Size
Time
40 minutes per day for 3 days
Allotment English Language Learner Considerations:
Additional time may be needed for ELLs.
Group
Whole class
Size
English Language Learner Considerations:
Teacher may pair ELLs with a student
experienced in researching a topic and using a
computer.
Also pair ELLs with native speakers that can
help ELLs pronounce the words correctly when
giving the oral presentation.
ELA Formative Assessment Task:
Task Directions
Task Directions
1. Teacher tells students, “Today you are going to use all you know
about reading important details from informational text and
recording those details in order to complete your research. You are
going to choose a historical figure and prepare a report to explain
how this person was significant and what effect he or she had upon
events in history. Knowing how to do this will help you in other
subjects when a teacher assigns a research project. You will need be
able to locate information from multiple sources in order to
complete your report. Afterwards, you will present your research
information to the class, citing specific evidence of this person’s
historical significance.”
2. Teacher may hand out a list of names of historical figures, or allow
student to choose a person not on the list.
Task Directions
3. Teacher tells students that they must use more than one resource to
research information on their topic. include Using information from a
variety of 2 different resources (e.g., website, online encyclopedia,
biography, autobiography) will provide sufficient information to
compare, analyze, and draw substantial conclusions.
4. Teacher explains to students where to find the resources (e.g., website,
online encyclopedia, biography in classroom library, autobiography
from media center). needed to complete the task. Teacher may want
to bring books into the classroom or allow students to access the
school library. Websites should be bookmarked by the teacher on the
classroom computer and/or given to students on the graphic organizer.
Be sure to point out that the class text book is an excellent resource;
some students do not connect this as reference tool.
5. Teacher hands out Big Idea Research Graphic Organizer. Once students
collect enough information from various sources, they analyze the
information to draw conclusions and prepare presentations.
ELA Formative Assessment Task Segment:
Rubric
Level 1: The student demonstrates a beginning understanding of
integrating information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Questions for
Instructional
Misconception/Error
Sources: Student does not use more
than one relevant resource.
Research: Student does not is unable
to identify important information details
that is relevant to the topic.
Student copies from the text and is
unable to pay attention to important
details.
Analysis: Student does not identify
reasons or evidence of the person’s
historical significance.
Presentation: Student does not cite
information from any sources.
Eliciting Thinking
“Why do you
think this person
is important?”
“How do you
choose which
details to write
down?”
Implications
Reteach reading
and paraphrasing
important
information.
Model reading
one paragraph
from a piece of
text and telling
the students
exactly what you
are thinking.
Observe students
writing on their
own graphic
organizers
exactly what you
are writing.
Level 2: The student demonstrates some understanding of integrating
information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
Questions for
Instructional
Misconception/Error
Student notes some important details but
includes other details that are not
important.
Student draws information from only one
source.
Sources: Student uses two resources.
Research: Student identifies information
that is partially relevant to the topic.
Analysis: Student identifies some reasons
and/or evidence of the person’s historical
significance.
Presentation: Student cites information
from two sources.
Eliciting Thinking
Implications
“Why did you write Review reading
this detail?”
and paraphrasing
important
information.
“What other
source could you
use?”
Model looking
through several
sources for
information. Share
why a source is a
good choice or a
poor choice.
Level 3: The student demonstrates a complete understanding of
integrating information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
Questions for
Instructional
Misconception/Error
Sources: Student uses at least three
resources.
Research: Student identifies information
that is relevant to the topic.
Analysis: Student identifies both reasons
and evidence of the person’s historical
significance.
Presentation: Student cites information
from two or more sources.
Student accurately integrates information
from several texts on the same topic with
self-correction or teacher prompting.
Eliciting Thinking
“How did you
determine which
details to
record?”
Implications
Provide
opportunities for
the student to
present
information with
the use of
technology.
ELA Formative Assessment Task Segment:
Teacher Checklist
Sources: Student uses different
sources
Research: Student locates relevant
information
Analysis: Student identifies reasons
and evidence for historical
significance.
Presentation: Student cites
information from at least one source
Level 1, Level 2, Level 3, or Level 4
Observation notes
Teacher Checklist for
Who is That?
Q1Sources: Does the student
use different sources to locate
information?
Q2 Research: Does the student
locate information relevant to
the topic?
Q3 Analysis: Does the student
identify reasons and evidence
that explains why the person
was significant in history?
Q4 Presentation: Does the
student cite and present
information from multiple
sources?
Student Name
Q1 Q2
Q3
Q4
ELA Formative Assessment Task Segment:
Student Facing Material
Big Idea Research Graphic Organizer
SOURCE
TITLE
ACCOMPLISHMENTS
What impact did these
accomplishments
have upon people and
events in history?
Who
benefitted?
What were the
results?
1.
2.
3.
4.
CONCLUSION: How significant was this person? What impact did he or
she have upon people and events in history? Cite information from
multiple sources to support your response.
Characteristics of Feedback
Poor Feedback
Good Feedback
Comments provide generic
information
Comments provide specific
information that provides explicit
guidance
Comments do not address or
identify the issue(s)
Comments address and identify the
issue(s)
Comments do not provide
recommendations to remedy
the issue(s).
Comments provide recommendations
to remedy the issue(s).
Examples: Types of Feedback
Poor Feedback
This task doesn’t fit the
standard.
The context may be confusing
to some students.
Your rubric is good.
Good Feedback
As currently written, this task does
not appropriately align to the target
standard. Please revise to align the
standard for Grade 6.
The context reflects cultural bias;
some students will be confused by
football terminology. Focus on the
task, not football.
Your rubric provides some useful
information, however, more specific
information about ELA content from
the CCSS is needed for each
performance level.
Comment: This is the basis for this Reading Literature
standard: to understand the original author’s word
choice, meaning, and tone, etc.
Task Title
Grade
Level
CCSS
I Speak for the Trees
8
LACC.8.RL.2.4 Determine the meaning of words
and phrases as they are used in a text , including
figurative and connotative meanings; analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other
texts.
Comment: Add this type of analysis to
Task Directions, Rubric, Teacher
Checklist, and Student Facing Material
Task Title
I Speak for the Trees
Grade Level 8
Description The student will read a poem and mark the text to
determine the meaning of specific words/phrases as
they are used in the poem and then analyze the
impact of the original author’s word choices on
meaning and tone , etc. . . determine if using
different words/phrases would impact the overall
meaning of the poem.
Comment: This part of the assessment task does
not align with Reading Literature Standard 4.
Comment: This Student Facing Material needs to align with
LACC.8.RL.2.4. Rather than maze, use approaches such as directed
annotation, text-marking, etc., to inform teachers of student
capacity to determine word/phrase meanings as they are used in
text as well as analyze impact of the original author’s word choice on
meaning and tone, etc..
I Speak for the Trees Passage
When I was very young, he was already very old—
At least two hundred times he’d orbited the Sun.
He was the watchful ___________________ of the city park,
Standing stationary guard as children played beneath and
decades passed.
The ____________ of history was mirrored in his arthritic,
gnarled arms.
Task Title
Writing Rules
Grade Level 3
CCSS
LACC.3.W.2.5 With guidance and support from
peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
RUBRIC
Level 2: The student demonstrates a some understanding of using
guidance and support from peers and adults to develop and strengthen
writing as needed by planning, revising, and editing.
Questions for
Instructional
Misconception/Error
Student identifies the ending rules
inconsistently in writing.
And/or?
Student identifies capitalization errors
inconsistently in writing.
And/or?
Student identifies punctuation errors
inconsistently in writing.
Eliciting Thinking
Implications
Look at the
chart/document
for ending rules
and conventions.
“”What rule do
we use for __?”
Review the
chart/document
with students
and ask them to
restate the rule
in their own
words. Locate
an example in
their writing and
correct the rule.
Practice Review of ELA Task
Task Review Assignment
• Each Review Candidate will receive an email
containing one ELA task to review.
• Review the assigned task using:
– Comments
– Track changes
• Return the email as an attachment to Terry
Golden by Wednesday, August 7, 2013
Expectations for ELA Task
Reviewers
Confidentiality –Task reviewers must
not copy, discuss, or disclose in any
manner the information or materials
used during this training, while
reviewing items or after completing
the assignment.
Nondisclosure –Task reviewers must
maintain the security of the items as
well as all documents and materials.
Task reviewers will not retain paper or
electronic copies of materials after
completing the assignment.
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Resources
Document
Use
ELA Task Reviewer PowerPoint
Use as a reference after your training event
ELA Formative Assessment Task
Checklist
Refer to each item that you review
ELA Repository Resources
http://ccelafa.fldoe.org/access/home.do
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Thank you!
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