Blended Assessments for ELA: STAR Reference Document for Aspire teachers (Fall 2014).docx

 
 
 
STAR Reference Document for Aspire teachers (Fall 2014).docx
Teacher Planning Resource
 
 
This document outlines suggested norms around how to set up your classroom for online assessments, especially for elementary school students. Included are having login information printed out on cards for students prior to testing, a designated area in the room where testing on computers or tablets occurs,and what to have on each student's desk while testing.
  • STAR Reference Document for Aspire teachers (Fall 2014).docx
  • STAR Reference Document for Aspire teachers (Fall 2014).docx
  • STAR Reference Document for Aspire teachers (Fall 2014).docx
Teacher Planning Resource
 
 
This document outlines suggested norms around how to set up your classroom for online assessments, especially for elementary school students. Included are having login information printed out on cards for students prior to testing, a designated area in the room where testing on computers or tablets occurs,and what to have on each student's desk while testing.
 
Assessment & Data

Blended Assessments for ELA

Our students take several online assessments which gives us more data on each student's reading development, their gaps in reading, and their strengths. These online assessments help give a more holistic approach to a child's reading development since we are using multiple assessments. Included are the assessments in iReady, the STAR Enterprise, and My On.

Strategy Resources (2)
Teacher Planning Resource
 
 
This document outlines suggested norms around how to set up your classroom for online assessments, especially for elementary school students. Included are having login information printed out on cards for students prior to testing, a designated area in the room where testing on computers or tablets occurs,and what to have on each student's desk while testing.
 
Teacher Planning Resource
 
 
This document outlines suggested norms around how to set up your classroom for online assessments, especially for elementary school students. Included are having login information printed out on cards for students prior to testing, a designated area in the room where testing on computers or tablets occurs,and what to have on each student's desk while testing.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Routines and Procedures
Blended Learning Self-Monitoring

Students self monitoring- At the closing of each session students turns and talk to their neighbor about how their session went, what went well, and what a challenge was. This is done so students have support for their sessions, and so the teacher can visually evaluate how the students feel they are doing. The self monitoring also helps students consider what their next steps should be, as well as offer up suggestions on who to ask for help with certain lessons or who the 'ask an expert' go to would be. 


 
Routines and Procedures
Focusing Call and Response

I use "call and response" strategies for a variety of purposes in my blended classroom, most of which involve getting my students' attention and reinforcing core concepts of the day's lesson or our school's mission. I use the Focusing Call and Response strategy, which consists of using more than one call and response chant, whenever I need to signal a major change in the mode of instruction or any other time I need to get my students' attention quickly and respectfully. The strategy engages my students and helps them work together to achieve 100% compliance with any instructions I may give. This strategy is especially important because there are so many transitions in my school's blended learning model. 

 
Small-Group Instruction
Small Group Intervention

This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.

 
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