Q & A from Admin Meeting 8/16 & 8/20
1. Email or give copy of TDOE rubrics
A: TDOE rubrics are accessible at www.tncore.org , select subject area (ELA or Literacy), scroll
to Assessment, select Scoring Resources, rubrics are listed under 6-8 grade band
A: Continuums are accessible at www.hixsonms.wikispaces.com , under Professional
Development, select Admin Meetings, select 2013-2014, continuums are listed under each grade
6, 7, and 8.
2. Can you provide an example of essay with placement on continuum?
A: I will score and annotate an example to demonstrate how to use the continuum. Keep in mind
this was a 6th grade task and 6th grade student writing sample.
Chocolate Milk
Continuum for Opinion/Argument Writing
STRUCTURE
Overall
7
Included claim and counterclaim
Lead
6
Stated claim and reasons
Transitions
5
Simple transition word/phrase usage
Ending
6
Restates main points & offers lingering thought
Organization
7
Grouped reasons, distinguished between claim and counterclaim
DEVELOPMENT
Elaboration
6
Variety of evidence, acknowledged different side
Description
6.5 Comparisons to explain and for effect, technical word use, mostly
formal tone
CONVENTIONS
Spelling
6
Most words spelled correctly, no citations
Punctuation
6
Sophisticated comma usage, dash used
3. Example of paragraph read & paragraph that cites from text
COMPARE THESE PARAGRAPHS
UNSUPPORTED:
Within the first few paragraphs of The Great Gatsby, the reader becomes familiar with the
narrator's distinctive voice. Nick Carraway claims to be telling us about himself, who he is and
how he views the world. Events throughout the novel, however, demonstrate that his self
perception is not wholly accurate. He says things about himself that his own narration proves
false. This ironic opening reveals how Fitzgerald uses the first person narrative, not only to tell
us about Gatsby, but also to tell us about Nick.
SUPPORTED:
Within the first few paragraphs of The Great Gatsby, the reader becomes familiar with the
narrator's distinctive voice. Nick Carraway begins by telling us the advice his Father gave to him
in his "younger and more vulnerable years," but we soon find out that this speaker is still quite a
young man (1). Nick claims he has learned from his father's words and now is "inclined to
reserve all judgments," for he believes that "reserving Judgments is a matter of infinite hope" (1).
Yet, throughout the novel Nick does little else besides cast judgment on the people he describes.
He determines that Jordan is dishonest and "instinctively avoided clever, shrewd men;" and later
he tells us she deals in "universal skepticism"(59, 81). He claims that Tom is arrogant, that Daisy
wants others to shape her life for her, and that both crush people around them with cruel
carelessness (114,151, 180). About Gatsby, Nick offers many judgments. He had "disapproved
of [Gatsby] from beginning to end" and felt his mysterious neighbor had "paid a high price for
living Too long with a single dream" (154, 162). In the end, Nick groups all of them together and
Judges what caused their difficulties: "Tom and Gatsby, Daisy and Jordan and I, were all
Westerners, and perhaps we possessed some deficiency in common which made us subtly
unadaptable to Eastern life" (177). Although Nick may start out wishing to refrain.
RESOURCES ON USING TEXTUAL EVIDENCE
https://www.teachingchannel.org/videos/teaching-about-textual-evidence
http://www.engageny.org/resource/a-protocol-for-citing-evidence-from-informational-text-fromexpeditionary-learning
http://www.indiana.edu/~wts/pamphlets/using_evidence.pdf
http://www.calstatela.edu/faculty/jgarret/mlacite.htm
http://www.mrheyer.com/files/notes/quotation-marks-notes.pdf
http://www.calstatela.edu/academic/english/comp/engl095/6-1-Using-Text.pdf
4. Poster of text annotation to use in all HXMS classrooms. Below is a possible one. Still in
development stages of creating a school wide annotation guideline.
5. Math CRA continuum for progressing
There is no continuum for CRA. I am working to create a sample continuum for each grade
based on a state sample.
http://rda.aps.edu/mathtaskbank/start.htm
http://education.ohio.gov/getattachment/Topics/Academic-ContentStandards/Mathematics/Resources-Ohio-s-New-Learning-Standards-K-12-Mathe/K-8-StandardsProgressions-2-14-12.pdf.aspx (pp.13-21)