BethS2New

=Stage 2 Determine Acceptable Evidence.=

Role: You are a fluent reader who has been asked by your principal to create curriculum materials that will support younger, less fluent readers at the kindergarten and first grade levels. You will be invited to attend the unveiling of your resources to a class of Title I kindergarten students so that you witness, first hand, how they respond to your reading and your illustrations. Audience: Your principal, teachers, first grade and kindergarten students Situation:: To showcase what you have learned about reading fluently, you will create a resource that combines a fluent oral reading of a text along with illustrations that will be accessed by six lower level classrooms. Teachers will use these resources to provide developmentally younger students with strong examples of fluent reading. Product/Presentation: You will create a Keynote presentation of a text that incorporates a recorded reading and scanned illustrations. Standards (criteria from both rubrics): || • Teacher observation check-list of student's retelling of a fluently read text.
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The goal is to fluently read and illustrate a developmentallyappropriate text.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Conference dialogue between student and teacher to demonstrate an understanding of how fluent reading sounds.
 * Demonstrate an understanding of appropriate book choice when choosing a text for the Keynote project.
 * Teacher feedback and observation of student performance of reading the text during the Fluency Coffee House. ||
 * Student Self-Assessment and Reflection**

• Students self-assess reading of text through whisper phone using fluency rubric. • Students assume role of performance reader when recording fluent reading of text for Keynote. =Assessment Task Blue Print=
 * Self-Assessment **(SA)** ||
 * • Students recognize what fluent reading sounds like when responding to a peer's reading on a fluency reflection evaluation.
 * Students reflect and self-evaluate their performance of a readers' theatre script using an evaluation form.
 * Students compare oral reading from beginning to ending of unit during student/teacher conference. ||

//**What understandings/goals will be assessed through this task?**// **(G)** Pre K-2: Students will apply their knowledge of phonemic awareness, vocabulary, and comprehension to read appropriately level texts accurately and fluently. ||
 * Understanding || Goal (MLR) ||
 * •Students will apply their knowledge of phonemic awareness, vocabulary and comprehension to read appropriately level texts accurately and fluently.
 * Students will recognize fluent reading.
 * Students will improve comprehension as they develop into fluent readers. || ELR-A2 Literacy Texts

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * Big Idea || Big Idea ||
 * •Students will integrate visual, meaning and syntax cues into their reading so that they become independent, fluent and self-extending. || • Students will improve their reading ability so that they are able to read more sophisticated texts as they work to develop fluency skills. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Keynote presentation: You will use keynote to record a fluent reading of a self-selected, developmentally appropriate text. You will scan your own illustrations supporting the reading into the slide show. Your presentation will be used by lower level teachers to model fluent reading for their students. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •Keynote presentation || •Students will introduce the keynote and then present their performance of an oral reading of a text.
 * The project will be uploaded to the classroom Wiki. ||

//**By what criteria will student products/performances be evaluated?**// •organization •technology requirements •attractiveness || •smooth reading •awareness of punctuation marks •uses phrasing •exudes confidence •self-corrects when errors are made •reads with expression which reflects an understanding of the text ||
 * Product Criteria || Presentation Criteria ||
 * •originality
 * 2004 ASCD and Grant Wiggins and Jay McTighe**