assignment part 2

Course assignment part 2 Mrs. Student A

EDL 0702 Standards-Based Curriculum and Assessment

Nova Southeastern University Month Day, year

In order to share data with the teachers at R High School, I would need to schedule time

to meet with all teachers in the ELA department as well as with the reading teachers /reading

coach since the data that will be addressed pertains to reading comprehension. The best way to

do this would be to use doodle poll to schedule a meeting at a time that is convenient to all. Then

I will send a calendar event through email where all teachers would need to “accept” my

invitation to meet with them in their ELA Department chair’s classroom. According to the article

in Educational Leadership titled “Tell Me About … / Good Ways to Communicate with

Teachers”, “The best way to communicate with teachers is to show them that you value their

time.” One way of doing this is by showing them respect and meeting them when they can and

also in their classroom instead of in your office or in your own conference room.

After assembling the team together in the department chair’s classroom, it is important to

start off the meeting with something positive. So, I would plan on doing this by opening up my

Google Slide with feedback for their department; specifically, recognizing them for their hard

work, and sharing with them what I've learned from them by visiting their classrooms and

communicating with them over the past year, (ASCD, 2015). Then, I would show them an

inspirational TedEd talk by Rita Pierson titled “Every Kid Needs a Champion”

(https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion ) to drive home the point

that if we are going to get our kids to believe that they are champions, and can accomplish

anything, then we should also believe that about ourselves as well.

From here, I would then proceed into the rest of my Google Slide and present them with

honest feedback about the area of need that is to be addressed this upcoming year. The Google

Slide, which is like a power point presentation, will include the tables and graphics included on

the course assignment part A. Once the information is shown, it is very important to allow

teachers time to process and also to ask me questions if they have any. I will also involve the

teachers in the process of unpacking the standard, by completing the table of learning targets (see

below).

After completing the table and answering all questions, I then would proceed to give

teachers time to talk with each other and set collaborative improvement goals (ASCD, 2015) for

their department. Once these goals are set, I would then ask them to come up with a timeline for

when they would like to meet with me again to go over their progress in achieving these goals

and set that date. In addition to this, I also would offer up to them an open door policy in regards

to meeting with any of them one-on-one if they have any additional questions or concerns in

regards to the meeting.

Standard Code: LAFS.910.RI.3.8

Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether

the reasoning is valid and the evidence is relevant and sufficient; identify false statements and

fallacious reasoning.

Standard unpacked by the following targets:

Knowledge Target (what students will know. For example, facts, a definition, a concept, a rule.)

Define key vocabulary words such as precise claim, supporting claim, false statements, ethos, pathos, logos, and persuasive acronym AFOREST (alliteration, fact, opinion, rhetorical question, emotive language, statistics, and triplets).

Reasoning Target (synthesis, analysis, classification, comparison, inference, deduce/ induce, evaluation)

Analyze an argument. Evaluate the argument’s validity. Evaluate if the evidence is relevant and sufficient.

Performance Skill Target (real time demonstration or physical performance, such

Identify false statements and fallacious reasoning in a politician’s discourse.

as a read aloud, dribble the ball, converse in a second language)

Identify the specific claims of an argumentative text and evaluate their validity. Identify if the author provides support for their argument and whether or not the argument has any false statements. Identify the claims and supporting claims. P= Point E=Example E=Explain

Product Target (create a product) See pages 56 to 58.

Delineate (write) a multi-paragraph argumentative script supporting the argument with valid evidence, using persuasive devices, and avoiding fallacious reasoning.

Disposition (attitudes, interests, motivation, send of academic self-confidence.) See pages 58-59.

Be engaged and confident when reading and evaluating informative text. Feel confident when writing argumentatively.

References

Chappuis, J, Striggins, R. (2017). An Introduction to Student-Involved Assessment For Learning. United States of America: Pearson

(2013-2017). Cpalms. Retrieved from http://www.cpalms.org/Public/ToolkitGradeLevelGroup/Toolkit?id=8 

(2015). Educational Leadership: Communication Skills for Leaders. Volume 72. Pages 93-94