rileyville
  accelerated reading, history 7, history 8, ancient civilizations 6, Dean of Students, Track Coach
 
29 March 2015

ALL GRADES ARE UPDATED FOR 4TH QUARTER.  ALSO, TRACK POLICIES LETTER IS UPDATED.


Grading breakdown except for religion class - see Religion class breakdown and Accelerated Reading breakdown following all other classes.

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.  I may assign pages from the packet as homework from time to time to help students stay on track.  Those pages will be recorded as either completed or not - as a homework grade- and then corrected in class to 100% so that the students have accurate information.

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.  Could be a page or two assigned from a packet.

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.

RELIGION CLASS -- 50% tesTS; 25% projects; 10% homework, including study guides; 10% quizzes; 5% in class work.

ACCELERATED READING-- 40% points; 20% quizzes; 20% Literacy Skills Packet/Vocabulary Book;10% Literacy Skills Test; 10% Vocabulary Test 

LATE WORK POLICY:

For homework- across the board in Junior High -- one day late, teacher grades and students gets 50% of the score.  Late is any time after the class period when it is due.  Two days late = 0.

For projects -across the board in Junior High -- one day late, teacher grades and student gets 75% of grade; two days, 50%; three days or later, 25%.

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.



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...






























































Useful links
Last updated  2015/03/29 13:00:03 PDTHits  3712