| rileyville |
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accelerated reading, history 7, history 8, ancient civilizations 6, Dean of Students, Track Coach |
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8 Dec 2011
Important message regarding midterm exams:
Dear Parents and Students
Because time has evaporated as we near the end of the 2nd Quarter and are approaching the midterms, I have decided to eliminate the all-essay tests in each History class that were scheduled for late next week. Instead, for each class, the chapter test they would have taken will be folded into the midterm exam. Exam questions pertaining to the chapter test they would have had will be scored separately and recorded as a test grade; then those same questions will be scored along with the other exam material in order to come up with the midterm grade. Confused? Here is an example:
MID TERM EXAM OF SAY, 50 QUESTIONS X 2= 100 POSSIBLE POINTS
30 QUESTIONS COME FROM THE CURRENT CHAPTER MATERIAL AND CURRENT HANDOUTS (for 6th grade, Chapter 5; for 7th Grade, sections 9-2,10-2,10-4,11-3; for 8th Grade, Chapter 25).
Assume your child gets 27/30 correct, or 54/60 possible points. They get a 90% on the chapter test.
20 QUESTIONS COME FROM PREVIOUS CHAPTER MATERIAL – THESE ARE STRAGHT FROM THE BOOK ONLY- NO HANDOUTS (for 6th Grade, chapters 3,4, and sections 6-2 and 8-1; for 7th Grade, Chapter 7 and sections 8-2,8-4,9-3, and 9-4; for 8th Grade, Chapters 22 and 23).
Assume your child gets all of these correct, or 40/40 possible points.
Add 54/60 to 40/40 = 94% A on the midterm.
Now, I still have to put together the test but I will weight the exams more heavily toward the most recent material. I really don’t know how many items will be on the exams yet. And there will be a study guide for all and a review day scheduled for next Friday, 16 Dec 2011.
Grading breakdown: (for acclerated reading class, see below).
Tests- 35% of the quarter grade.
Quizzes- 10% of the quarter grade.
Homework Packet- 15% I copied this idea from Mr. Kassebaum. The homework packet takes more time to do than preparing for a quiz -- it is due the day of the pertinent test and will be graded at that time. Much of the time I am reviewing these to ensure completion -- as many questions are taken from the packets, the students are engaged in building their own study guides for tests.
Project -- 25% Projects may range from a scrapbook based on a field trip or a project (oral or written presentation) assigned on a topic. They are given guidelines to work with and usually a rubric to help them see how they will be graded. These involve more freedom of choice and responsibility than do homework assignments.
Other Homework- 10% of the grade-- might be a map worked on overnight or a small assignment.
In class work- 5% -- this includes participation and effort during in class exercises. In other words, no goofing off --you really have to try to not do well on this grade. Will also include write-to-learn exercises, whereby students write a short summary of what they learned during that class. Gives me an indication of what they are learning, an opportunity to correct misperceptions, and a chance to reinforce their own understanding.
HOMEWORK POLICY: Turned in after class period on the same day, 10% off. Turned in through the following period the next day – 25% off; two days late, 50% off; three days or more late -- the best you can hope for is 20%; otherwise, it remains a 0. It all adds up so don’t be late with your assignments. This scoring also applies to late projects. However, students who fail to turn in projects risk not getting any credit for that quarter in the class.
ASSESSMENTS: Tests, announced quizzes, projects, papers, homework assignments, participation during in-class group exercises.
Quizzes are multiple choice and matching and very straightforward. Usually these are at the very basic levels of learning of Bloom's Taxonomy. (See below after Accelerated Reading grade breakdown.).
Tests (as well as projects) strive to reach the higher levels of learning in the taxonomy. For tests, the multiple choice questions tend to be more involved, and students can expect some short answer questions and/or essays. The essay questions will usually be of two types -- either the students will have the questions ahead of time to review but will not know which ones will be asked, or they will have a general idea of the question only. If they have the questions ahead of time, they must be prepared to answer without any benefit of notes or text. If they only have a general idea, then they will be allowed to use any source matierial (notes, text, handout) to answer the question.
I can't help them learn at the higher levels of Bloom's Taxonomy unless they are writing, be it an essay or a report.
GRADING POLICY FOR ACCELERATED READING CLASS
POINTS - 40% (students must maintain their reading log to earn credit -otherwise, someone who needs points desperately will be suddenly taking two or three tests in a single day).
QUIZ SCORE ON MATERIAL READ- 30%
VOCABULARY TESTS- EVERY THIRD WEEK- 15%
SPELLING TESTS - WEEKLY- 10%
Literacy skills- 5%
CLASS MATERIALS:
Unless I tell you otherwise, bring all materials with you every day.
RILEYVILLE @ QUIA.COM: Access through the school web site to find out what we’re planning for the next week. Usually updated by Sunday evening.
BLOOM'S TAXONOMY OF LEARNING APPLIED TO THE CLASSROOM -- RANKED FROM LOWEST TO HIGHEST
Knowledge
Useful Verbs Sample Question Stems
Potential activities and products
tell
list
describe
relate
locate
write
find
state
name What happened after...?
How many...?
Who was it that...?
Can you name the...?
Describe what happened at...?
Who spoke to...?
Can you tell why...?
Find the meaning of...?
What is...?
Which is true or false...? Make a list of the main events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of information you can remember.
List all the .... in the story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Comprehension
Useful Verbs Sample Question Stems
Potential activities and products
explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe Can you write in your own words...?
Can you write a brief outline...?
What do you think could of happened next...?
Who do you think...?
What was the main idea...?
Who was the key character...?
Can you distinguish between...?
What differences exist between...?
Can you provide an example of what you mean...?
Can you provide a definition for...? Cut out or draw pictures to show a particular event.
Illustrate what you think the main idea was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your words.
Paint a picture of some aspect you like.
Write a summary report of an event.
Prepare a flow chart to illustrate the sequence of events.
Make a colouring book.
Application
Useful Verbs Sample Question Stems
Potential activities and products
solve
show
use
illustrate
construct
complete
examine
classify Do you know another instance where...?
Could this have happened in...?
Can you group by characteristics such as...?
What factors would you change if...?
Can you apply the method used to some experience of your own...?
What questions would you ask of...?
From the information given, can you develop a set of instructions about...?
Would this information be useful if you had a ...? Construct a model to demonstrate how it will work.
Make a diorama to illustrate an important event.
Make a scrapbook about the areas of study.
Make a paper-mache map to include relevant information about an event.
Take a collection of photographs to demonstrate a particular point.
Make up a puzzle game suing the ideas from the study area.
Make a clay model of an item in the material.
Design a market strategy for your product using a known strategy as a model.
Dress a doll in national costume.
Paint a mural using the same materials.
Write a textbook about... for others.
Analysis
Useful Verbs Sample Question Stems
Potential activities and products
analyse
distinguish
examine
compare
contrast
investigate
categorise
identify
explain
separate
advertise Which events could have happened...?
I ... happened, what might the ending have been?
How was this similar to...?
What was the underlying theme of...?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in...?
Can you explain what must have happened when...?
How is ... similar to ...?
What are some of the problems of...?
Can you distinguish between...?
What were some of the motives behind...?
What was the turning point in the game?
What was the problem with...? Design a questionnaire to gather information.
Write a commercial to sell a new product.
Conduct an investigation to produce information to support a view.
Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Make a jigsaw puzzle.
Make a family tree showing relationships.
Put on a play about the study area.
Write a biography of the study person.
Prepare a report about the area of study.
Arrange a party. Make all the arrangements and record the steps needed.
Review a work of art in terms of form, colour and texture.
Synthesis
Useful Verbs
Sample Question Stems
Potential activities and products
create
invent
compose
predict
plan
construct
design
imagine
propose
devise
formulate Can you design a ... to ...?
Why not compose a song about...?
Can you see a possible solution to...?
If you had access to all resources how would you deal with...?
Why don't you devise your own way to deal with...?
What would happen if...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you write a new recipe for a tasty dish?
can you develop a proposal which would... Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show, play, puppet show, role play, song or pantomime about...?
Design a record, book, or magazine cover for...?
Make up a new language code and write material suing it.
Sell an idea.
Devise a way to...
Compose a rhythm or put new words to a known melody.
Evaluation
Useful Verbs Sample Question Stems
Potential activities and products
judge
select
choose
decide
justify
debate
verify
argue
recommend
assess
discuss
rate
prioritise
determine Is there a better solution to...
Judge the value of...
Can you defend your position about...?
Do you think ... is a good or a bad thing?
How would you have handled...?
What changes to ... would you recommend?
Do you believe?
Are you a ... person?
How would you feel if...?
How effective are...?
What do you think about...? Prepare a list of criteria to judge a ... show. Indicate priority and ratings.
Conduct a debate about an issue of special interest.
Make a booklet about 5 rules you see as important. Convince others.
Form a panel to discuss views, eg "Learning at School."
Write a letter to ... advising on changes needed at...
Write a half yearly report.
Prepare a case to present your view about...
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| Last updated 2011/12/08 15:05:11 PST | Hits 10487 |
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