Written+Response+to+Critical+Reading

** October 11, 2010 **
 * Professional Learning Communities In-Service **

** 1. **** SMART Goal ** ( ** S ** pecific, ** M ** easurable, ** A ** ttainable, ** R ** ealistic, and ** T ** imely):

Students will demonstrate improved proficiency in critical written responses to various non-fiction reading.

** 2. **** Rationale: **

Based upon teacher observations and students' test scores, 6th grade students experience difficulty with effectively supporting their arguments in their responses to open ended questions.

** 3. **** Action Plan **
 * **Activity** || **Person Responsible** || **Timeline** || **Outcome** ||
 * Analyze students written responses to date || all || March 2011 || Student weakness is identified (Pre-Assessment Observation) ||
 * Develop a formative assessment || all || April 2011 || Pre-Assessment ||
 * Develop a rubric/checklist to assess preliminary writing || all || April 2011 || Pre-Assessment ||
 * Develop self assessment piece for final copy || all || April 2011 || Pre-Assessment ||
 * Assess students progress or advancement re; critical written responses || all || May/June 2011 || Formative Assessment ||

** 4. **** Group Member Names: **

Tom Orosz, Charlene Molnar, and Jo Shuppon

** 5. ** ** Which Middle School goal does this impact? **

GOAL #3

3/29: Group met to discuss SMART Goal, Rationale, and Action Plan. Group created outline for assessment rubric and will individually create a draft of a rubric for the next meeting. The next meeting will be on Friday, April 1st at 8:30 in room 171.
 * NOTES: **

4/1: Group met to finalize Action Plan. Group revisited the assessment rubric. Group reviewed wikispaces content.
4/14: Group met to finalize scoring rubric. The rubric is posted below:
 * NOTES: **
 * || ** Needs Improvement ** || ** Partially Proficient ** || ** Proficient ** || **Advanced Proficient** ||
 * ** Statement of Argument **

** (25) ** || ~ The student does not clearly state a reasonable argument. (12) || ~The student’s argument is not clearly stated. OR ~The student’s argument is not an effective response to the question. (16) || ~The student’s argument is clearly stated. ~The student’s argument is an effective response to the question. (20) || In addition to Proficient: ~The student’s argument captures the reader’s attention. ** (25) ** ||
 * ** Supporting Examples/Details **

** (50) ** || ~ The student did not include relevant examples/details to support his/her argument. (25) || ~There is not an adequate number of relevant examples/details used to support his/her argument. OR ~The student does not clearly explain how EACH example supports his/her argument. (38) || ~An adequate number of relevant examples/details is used to support his/her argument. ~The student clearly explains how EACH example supports his/her argument. ~The examples/details are factual. (43) || In addition to Proficient: ~The examples chosen strengthen his/her argument. ~The student chooses less obvious examples/details to support his/her argument. ** (50) ** ||
 * ** Closing Statements **

** (15) ** || ~ The student does not have a clearly stated closing statement. (8) || ~The closing statement restates the student’s argument with similar words and sentence structure. (10) || ~The closing statements restate the student’s argument using different words and sentence structure. (12) || ~The closing statements include an insightful conclusion which further supports his/her argument. ** (15) ** ||
 * ** Grammar, Mechanics, Usage, Spelling, and Format **

** (10) ** || ~Several errors AND ~Did not follow guidelines for formatting (5) || ~Many errors that interfere with meaning OR ~Did not follow all the guidelines for formatting (6) || ~Few errors which do not interfere with meaning ~Followed the guidelines for formatting (8) || ~No errors ** (10) ** ||

=**NOTES:**= =5/20: Group met to discuss observations relating to the active use of the rubric. Group discussed presentation for Monday's curriculum meeting.=