unit 6 writing

Analysis of Reading Comprehension (150 pts)

Read the legend “How the Chipmunk Got Its Stripes” and the student retelling of that story. Using your knowledge of reading comprehension (e.g., literal comprehension, inferential comprehension, engagement of schema, self-monitoring), write a response in which you:

Using your knowledge of reading comprehension (e.g., literal comprehension, inferential comprehension, engagement of schema, self-monitoring), write a response in which you:

Identify and discuss one of the student’s strengths relating to reading comprehension;
Identify and discuss one of the student’s weaknesses relating to reading comprehension
See Appendix B for the scoring rubric.

TEACHING READING

AND MATH

EDU 622

Online Studies Student Syllabus

Updated October 12, 2023, Updated June 10, 2024

2

Course Description
This graduate-level course provides an advanced study focusing on the selection and utilization of

materials and methodologies for teaching both reading and math skills in elementary school

contexts. The course looks into current literature and best practices in literacy and numeracy

education. Through critical inquiry and analysis, candidates explore advanced strategies aimed at

fostering comprehensive literacy and numeracy development among elementary school students. By

integrating insights from contemporary research, candidates gain the theoretical knowledge and

practical skills necessary to design and implement effective instructional interventions that support

students’ literacy and math proficiency.

Student Competencies
• Examine issues in teaching CCRS from a Christian worldview.

• Recognize and embrace the instructional challenges required in crafting summative

assessments on a mathematics topic, incorporating the shifts in rigor enhanced

formatting, and increased demand on reading as part of assessments. (InTASC 6)

• Integrate fiction and non-fiction, text through pictures and media sources into instruction

on a targeted competency (InTASC 8)

• Develop skill in creating text-based questions, teaching students how to do close

reading, and developing students’ higher-order thinking skills. (InTASC 6)

• Analyze student reading comprehension assessment data and use it to develop

instructional and intervention plans for increased student achievement

(InTASC 6)

3

Assessment Criteria

Assignments Weight

Writing Assignments 30%

Discussion Questions 20%

Quizzes 10%

Final Projects 40%

Total 100%

Grading:

A 93-100%

A- 90-92%

B+ 87-89%

B 83-86%

B- 80-82%

C+ 77-79%

C 70-76%

D+ 67-69%

D 63-66%

D- 60-62%

F 059%

Resource Inventory

No Textbook required for this course.

The Holy Bible

Research Articles: Locate articles by accessing the Belhaven Library Online

http://belhaven.libguides.com/az.php

4

Expectations of Online Studies Education Candidates

Attendance

Attendance will be recorded online by Tuesday of each unit for the preceding unit. Students are to

be marked as present if they interact with the course by submitting a paper, posting to a discussion

forum, or taking a quiz. If the student performs any of these elements, he or she is to be marked

present for that week. If not, the student is marked absent. Viewing a lecture does not constitute

attendance for a student.

Due Dates

A unit is considered to be Monday – Saturday. You are encouraged to “Observe the Sabbath day and

keep it holy” (Exodus 20:8). Good time management is essential to career and academic success.

Early submissions of assignments and discussion responses are encouraged. Unless indicated

differently by the instructor prior to the start of the course, assignments submitted late will be

subject to a 30% reduction for each day they are late up to two days and will not be accepted late

after two days. Due dates are posted to the assignments.

Communication

Communicate questions related to the course directly to the professor, except in cases where you

need to contact technical support. Your Belhaven University email address will be utilized for the

class, so check it frequently.

Americans with Disabilities Act (ADA)

Belhaven University offers students disability accommodation in accordance with the guidelines of

the Americans with Disabilities Act. The student must make his or her disability known to the

Office of Student Care, provide current documentation of the disability from an appropriate licensed

professional, and complete the Belhaven ADA Request Form for accommodation. The student must

provide such a request to the Office of Student Care at least two weeks prior to the beginning of

each semester for which the accommodation is requested. Approved accommodations will be

communicated to the student and made within a reasonable time period after completion of the

official request. Students must present their official accommodations letter to the instructor of each

course they are enrolled in to receive the accommodations. Apply under the Quick Links on the

Student Life/Services tab.

Required Formatting

The required formatting for your papers, assignments, projects, discussions, or anything else that

may be research-based is the latest Publication Manual of the American Psychological Association

(APA). APA information can be located on your Canvas course page by clicking on Academic

Resources and then Academic Help and APA Resources. The only exception to this is the Bible

courses, which use Chicago Turabian formatting. Help for this formatting is also available in the

Academic Help and Resources.

Responsible Research

Responsible research is a critical component of education, and any individual conducting research

must learn how to investigate, read, understand, synthesize, interpret, and finally explain complex

ideas and issues in writing. An individual conducting research must also understand that ideas found

in literature, media presentations, interviews, or any other form of media do not belong to the

https://www.belhaven.edu/university-life/care/ada.html

5

researcher and, therefore, must be given credit through proper documentation. It is required that

every person conducting research provides proper credit through the correct use of documentation

not only to prevent plagiarism but also to demonstrate respect to the idea’s originator. To ensure

that all papers possess originality, faculty members will use Turnitin. Any paper exceeding 20% of

non-original material or noticeable undocumented information will be subject to a discount in points

at the discretion of the faculty.

Originality

Writing assignments will be evaluated for originality using Turnitin. Belhaven University

encourages a high degree of originality in writing. Quoted material should seldom be used and must

be limited to phrases that cannot be paraphrased or summarized without losing effectiveness.

Students must cite and reference all sources of information and images using APA style. APA

information can be located on your Canvas course page by clicking on Academic Resources and

then Academic Help and APA Resources. Non-originality exceeding 20% on papers will be subject

to a grade discount at the professor’s discretion, or referred back to the student to redo the

assignment, and students may be referred to a writing lab for assistance with originality.

Graduate School of Education Policy on Use of Generative Artificial Intelligence

(AI)
for MAT, M.Ed. and Ed.S. Candidates

It is the responsibility of the Graduate School of Education to prepare teacher and administrator

candidates that:

– Communicate effectively in the school setting with parents, students, educational

professionals, and the community at large;

and

– Utilize instructional strategies that will yield students that are strong thinkers, writers, and

leaders.

To accomplish this, it is imperative that degree candidates are required to address challenging

writing prompts and produce documents that adequately address the problem posed.

Hence, candidates for the masters and specialist degree programs in education at Belhaven

University will NOT be allowed to utilize Artificial Intelligence for creation of responses to ANY

course assignments since practice in creation of original works is necessary preparation for those

responsible for training young children, adolescents, and teachers to be critical thinkers, writers, and

problem solvers.

***It is expected that all assignments are produced by the candidates themselves. Use of a

generative AI tool to create a response to an assignment constitutes academic dishonesty and will be

reported as an Honor Code violation. The BU School of Education reserves the right to require a

demonstration of learning at any time.

Key Reminders

• Do not attempt to get a research paper from the Internet (or anywhere else) and submit as

your paper. This is dishonest and unethical.

• Do not copy from any book, article, or encyclopedia, and submit this for your paper. This is

not acceptable research.

• Include references (including source and page numbers) that document every source upon

6

which you have in any way relied for each paragraph of your paper. If sources are not

properly referenced, the student has cheated the sources out of deserved credit and cheated

readers out of valuable information.

• Do not use material from any other student’s paper or work unless you give that student full

credit in reference notes.

7

Summary of Assignments

Writing Assignments

Writing assignments must use APA-compliant formatting and include a title page, appropriate

citations, and references. Each will be evaluated using the individual assignment rubrics located in

the module appendices. Assignments are due no later than 11:59 p.m. (CT) on Saturday. Earlier

submissions are encouraged.

NOTE: Be sure to read the writing guidelines in the Appendix section of this syllabus to improve

your understanding of expectations.

Discussion Questions

Discussion questions are available on the first day of each week. You should respond to the initial

discussion questions no later than 11:59 p.m. (CT) each subsequent Wednesday. Responses to

classmates’ discussion questions are due Saturday at 11:59 p.m. for each unit. Early postings are

encouraged. Initial discussion question responses must be 250 – 300 words each. A response to a

classmate must be at least 100 words. Fewer than this will automatically result in a significant

reduction in one’s grade. Three responses to classmates’ postings are required.

You must mention the person’s name to whose comments you are responding and quote what aspect

of his or her post you are addressing. Without either, it is not possible to see the direction of your

comments, and the comments will not receive any points.

Quizzes

Candidates will complete quizzes on all reading assignments and lectures. Quizzes are available

once all week lectures have been viewed. Quizzes must be completed by Saturday at 11:59 p.m.

(CT).

Viewing Lectures

The viewing of each unit lecture counts toward the overall quiz grade.

Final Project

The Final Project components must be completed to receive a grade for the course. Failure to

complete the Final Project will result in a final grade of F, no matter what grade you had prior to

those Final Project components being due.

The final projects cover the array of topics discussed and presented in the course and are due at the

end of weeks 3, 6 and 7. The projects will be evaluated using the rubrics found in Appendix B.

(Due Unit 3) Prepare the CCRS Math Assessment (150 points) using the following guidelines:

You will create an ORIGINAL math assessment consisting of 25 original (not copied,

downloaded, taken from your district’s assessments, etc.) math questions. Your assessment

will consist of 10 enhanced multiple-choice items, 10 constructed response items, and 5

performance items.

Your math assessment will address standard 5.MD.5 of the 2016 Mississippi College- and Career-

Readiness Standards for Mathematics.

Multiple-Choice Items (12 questions)

8

• Purpose: Assess CCRS math standards and incorporate both math standards and

math practices in real-world applications.

Constructed Response Items (8 questions)

• Students show their work in completing two or more tasks or one more extensive

problem.

Performance Items (5 questions)

• Students apply the identified math concepts to new and novel situations.

(Due Unit 6) Prepare the Analysis of Reading Comprehension paper (150 points) using the

following guidelines:

• Using your knowledge of reading comprehension (e.g., literal comprehension, inferential

comprehension, engagement of schema, self-monitoring), write a response in which you:

▪ Identify and discuss one of the student’s strengths relating to reading

comprehension;

▪ Identify and discuss one of the student’s weaknesses relating to reading

comprehension.

(Due Unit 7) Prepare Text-Based Questions across Sources (100 points) using the following

guidelines:

• Read page 102 from the Mississippi ELA Curriculum Guide (available at

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrame

works/ELA/2016-MS-CCRS-ELA and copied into Canvas.

• Go to https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/ and study the

information about Ruby Bridges.

• Go to http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm and

study the three sections on Ruby Bridges.

• Pay particular attention to the images as well as the text.

• Write 4 text-dependent questions pertaining to the life of Ruby Bridges. Each question will

be scored according to this checklist:

▪ The standard measured is copied and bolded prior to the question stem.

▪ The question assesses understanding of the designated standard.

▪ The question requires analysis of the text.

▪ The question requires text evidence in the response.

▪ A sample student response is provided.

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrameworks/ELA/2016-MS-CCRS-ELA

https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/

http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm

9

Unit One

o Reading Assignments

o Askey, Richard. Knowing and Teaching Elementary Mathematics. American Educator,

v23 n3 p 6-9, 12-13, 49 Fall 1999. (see Canvas for copy of article)

o Strom, Erich. Common Core: Solve Math Problems.

https://archive.org/details/ERIC_EJ991955 (A PDF copy is available in Canvas.)

o Scriptures: Matthew 6: 25–34; Philippians 4:4-13

• View Lecture – Unit 1

• TAKE QUIZ – UNIT 1

• Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question: (10 points)

Discuss the relevance and integration of the two selected passages for this section of the

course into the teaching and learning of mathematics, including various approaches to

assessment and remediation. You are looking at this from a secular point of view as

well as a Christian point of view – how would a non-Christian teacher approach the

teaching of mathematics and the changes required in instruction and assessment? How

would a Christian teacher approach it? Post a thorough discussion, and comment freely

and deeply on the comments of your classmates?

• Writing Assignment: Submit by Saturday 11:59 p.m.

o Writing Assignment (50 points)

Following the description in the reading assignment “Common Core: Solve Math

Problems,” select one end-of-lesson assessment problem that is rich and representative

of the bulk of the concepts in the standard you are targeting. Develop three different

stations in three different ways—concretely, representationally, and abstractly. Include a

description of what will be happening in each station.

https://archive.org/details/ERIC_EJ991955

10

Unit Two

o Reading Assignments

o Zemelman, Harvey and Hyde, Arthur. Best Practices for Mathematics Instructions.

Available at http://www.heinemann.com/shared/onlineresources/E00744/sample

and copied into Canvas.

• View Lecture – Unit 2

• TAKE QUIZ – UNIT 2

• Discussion Question: Post your initial responses to the discussion forum by Wednesday

11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question: (10 points)

Reflect on “Chocolate Algebra” from this week’s reading assignment. Which of the

identified qualities of best practice in teaching mathematics are represented in this

lesson? How can you apply elements of this lesson in your teaching at your grade

level?

• Writing Assignment: Submit by Saturday 11:59 p.m.

o Writing Assignment (50 points)

Create 3 ORIGINAL math assessment items for the Mississippi Mathematics

competency 5.MD.5. One item is to be an enhanced multiple-choice item, one is to

be a constructed response item, and one is to be a performance item. This

assignment is to make sure you understand the differences between these three

formats. The questions you create MAY be used as part of your 25-question math

test (due in week 3). This standard has been unpacked for you at

http://www.ncpublicschools.org/docs/acre/standards/common-core-

tools/unpacking/math/5th . This document is also copied into Canvas

http://www.heinemann.com/shared/onlineresources/E00744/sample

http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/5th

11

Unit Three

o Reading Assignments

o Shaw, Jean. Manipulatives Enhance the Learning of Mathematics.

https://sgarciaellsummer.weebly.com/uploads/5/4/5/0/54501133/manipulative_in_m

ath1 ?c=mkt_w_chnl:aff_geo:all_prtnr:sas_subprtnr:1538097_camp:brand_adtyp

e:txtlnk_ag:weebly_lptype:hp_var:358504&sscid=81k6_citsp

(A PDF copy is available in Canvas.)

o Mississippi Department of Education College- and Career-Readiness Standards for

Mathematics Overview. Available in Canvas and at

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/Mathematics%20Reso

urces/MS%20CCSSM%20Framework%20Documents/2016-MS-CCRS-Math

o Scriptures: Matthew 6: 25–34; Philippians 4:4-13

• View Lecture – Unit 3

• TAKE QUIZ – UNIT 3

• Discussion Question: Post your initial responses to the discussion forum by Wednesday

11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question: (10 points)

How does the CRA model of instruction support students’ development of deep

conceptual understanding? Be specific and cite evidence from this week’s reading or

other sources in your response.

• Final Project 1 – Complete your Final Project – math assessment: Submit by Saturday

11:59 p.m.

o Create an ORIGINAL math assessment consisting of 25 original (not copied,

downloaded, taken from your district’s assessments, etc.) math questions. Your

assessment will consist of 12 enhanced multiple-choice items, 8 constructed response

items, and 5 performance items. See Appendix B for complete details. (150 points –

Final Project Part A). You are to use the same Mississippi Mathematics

competency 5.MD.5 that you’ve used for other assignments in this course.

https://sgarciaellsummer.weebly.com/uploads/5/4/5/0/54501133/manipulative_in_math1 ?c=mkt_w_chnl:aff_geo:all_prtnr:sas_subprtnr:1538097_camp:brand_adtype:txtlnk_ag:weebly_lptype:hp_var:358504&sscid=81k6_citsp

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/Mathematics%20Resources/MS%20CCSSM%20Framework%20Documents/2016-MS-CCRS-Math

12

Week Four

o Reading Assignments

o Wren, Sebastian. Ten Myths of Reading Instruction. Available at

http://www.sedl.org/pubs/sedl-letter/v14n03/2.html and copied into Canvas.

o Scriptures: John 14:12 – 17; Psalm 139:7 – 10

• View Lecture – Unit 4

• TAKE QUIZ – UNIT 4

• Discussion Question: Post your initial responses to the discussion forum by Wednesday

11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question: (10 points)

Which of the “10 Myths of Reading Instruction” do/did you believe prior to this

week’s lessons? How do you plan to adjust your teaching to accommodate the new

understanding of reading instruction?

• Writing Assignment: Submit by Saturday 11:59 p.m.

o Writing Assignment (50 points)

Apply skills and strategies presented in this lesson to develop a plan for teaching

from “The Celebrated Jumping Frog of Calaveras County” (reading level 7.4 and

interest level 9-12). Your plan must involve a minimum of 4 reading comprehension

strategies. Available at

http://readmeastoryink.com/stories/the_celebrated_jumping_frog_of_calaveras_coun

ty and copied into Canvas.

o EXPLANATORY NOTE: This assignment does NOT require a formal lesson plan

(although you are welcome to submit one if you desire). It IS asking you to select 4 of

the comprehension strategies discussed in the lectures or that you’ve identified through

your own readings and describe exactly how you will use this text to explicitly instruct

students on how to use that strategy to improve reading comprehension (the focus of the

lesson is the strategy, not the text). A more than a simple listing or description of

activities that use the strategy is required. I’m looking for your method to actively

engage the students in using the comprehension strategies (“the teacher will” focus, not

“the student will”).

http://www.sedl.org/pubs/sedl-letter/v14n03/2.html

http://readmeastoryink.com/stories/the_celebrated_jumping_frog_of_calaveras_county

13

Week Five

o Reading Assignments

o Journey North. Ask Questions: Before, During, and After Reading.

https://journeynorth.org/tm/ReadStrat3.html

(A PDF copy is available in Canvas.)

o Scriptures: John 14:12 – 17; Psalm 139:7 – 10

• View Lecture – Unit 5

• TAKE QUIZ – UNIT 5

• Discussion Question: Post your initial responses to the discussion forum by Wednesday

11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question: (10 points)

Discuss the relevance and integration of the two selected passages for this section of

the course into the teaching and learning of reading, including various approaches to

assessment and remediation. You are looking at this from a secular point of view as

well as a Christian point of view – how would a non-Christian teacher approach the

teaching of reading comprehension and the changes required in instruction and

assessment? How would a Christian teacher approach it? Post a thorough discussion,

and comment freely and deeply on the comments of your classmates.

• Writing Assignment (50 points): Submit by Saturday 11:59 p.m.

o Apply skills and strategies presented in this lesson to develop a plan for teaching

from “Little Things are Big” (reading/interest level 4-6). Your plan must involve a

minimum of 4 reading comprehension strategies that are different from the ones used

in Writing Assignment #1. Available at http://www.commonlit.org/texts/little-things-

are-big and copied into Canvas.

o EXPLANATORY NOTE: This assignment does NOT require a formal lesson plan

(although you are welcome to submit one if you desire). It IS asking you to select 4

of the comprehension strategies discussed in the lectures or that you’ve identified

through your own readings and describe exactly how you will use this text to

explicitly instruct students on how to use that strategy to improve reading

comprehension (the focus of the lesson is the strategy, not the text). A more than a

simple listing or description of activities that use the strategy is required. I’m

looking for your method to actively engage the students in using the comprehension

strategies (“the teacher will” focus, not “the student will”).

https://journeynorth.org/tm/ReadStrat3.html

http://www.commonlit.org/texts/little-things-are-big

14

Week Six

o Reading Assignments

o Foreman, Fletcher and Francis. A Scientific Approach to Reading Instruction.

Available at http://www.ldonline.org/article/6251 and copied into Canvas.

o Soto, Gary. Oranges. Available at

http://rauschreading09.pbworks.com/f/%22Oranges%22+by+Gary+Soto and

copied into Canvas.

o Jobs, Steve. Stanford University Address. Available at

http://news.stanford.edu/news/2005/june15/jobs-061505.html and copied into

Canvas.

o Texas Reading Initiative. Research-Based Content Area Reading Instruction.

https://d1yqpar94jqbqm.cloudfront.net/documents/Content_Area

(A PDF copy is available in Canvas.)

o Scriptures: John 14:12 – 17; Psalm 139:7 – 10

• View Lecture – Unit 6

• TAKE QUIZ – UNIT 6

• Discussion Questions: Post your initial responses to the discussion forum by Wednesday

11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question: (10 points)

Take the sample CLOZE test (see Appendix B) and score your results. What do

your results indicate about your comprehension of this text? Is this text at your

independent, instructional or frustration level? How would you teach someone like

you if you were a student in your class? Also have an adult not associated with

education take the sample CLOZE test and score their results. What do the results

indicate about their comprehension of this text? Is this text at an independent,

instructional or a frustration level? How would you teach this person if they were a

student in your class?

• FINAL PROJECT 2 – Analysis of Reading Comprehension (150 pts): Submit by

Saturday 11:59 p.m.
o Read the legend “How the Chipmunk Got Its Stripes” and the student retelling of

that story. Using your knowledge of reading comprehension (e.g., literal

comprehension, inferential comprehension, engagement of schema, self-monitoring),

write a response in which you:

Using your knowledge of reading comprehension (e.g., literal comprehension,

inferential comprehension, engagement of schema, self-monitoring), write a response

in which you:

▪ Identify and discuss one of the student’s strengths relating to reading

comprehension;

▪ Identify and discuss one of the student’s weaknesses relating to reading

comprehension

o See Appendix B for the scoring rubric.

http://www.ldonline.org/article/6251

http://rauschreading09.pbworks.com/f/%22Oranges%22+by+Gary+Soto

http://news.stanford.edu/news/2005/june15/jobs-061505.html

https://d1yqpar94jqbqm.cloudfront.net/documents/Content_Area

15

Week Seven

o Reading Assignments

o Houdek, J. The Serum Run of 1925. (A PDF is available in Canvas.)

o Scholastic. The Race Against Death. (A PDF is available in Canvas.)

o View The Serum Run Tribute at http://www.youtube.com/watch?v=zxLqqtvqelE

o AchievetheCore. Guide to Creating Text-Dependent Questions. (A PDF is available

in Canvas.)

o Scriptures: I Corinthians 13:1 – 13

• View Lecture – Unit 7

• TAKE QUIZ – UNIT 7

• View Lecture – Unit 8

• TAKE QUIZ – UNIT 8

• Discussion Questions: Post your initial responses to the discussion forum by Wednesday

11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question: (10 points)

Discuss the process of writing text-dependent questions. How can you ensure that

your questions really are text-dependent and require students to reflect deeply on

what they’ve read?

• Writing Assignment: Submit by Saturday 11:59 p.m.

o Writing Assignment (50 points)

Watch the video referenced in this week’s lectures – you’ll need to watch it 3 times.

Each time you view the video, complete the indicated portion of the MUD organizer.

Reflect on the process you just completed. How can it help students improve text

comprehension? How can you improve on this activity? See Appendix for scoring

rubric.

• FINAL PROJECT 3 – TEXT-DEPENDENT QUESTIONS (100 pts): Submit by

Saturday 11:59 p.m.

o Read page 102 from the Mississippi ELA Curriculum Guide (A PDF is available in

Canvas.)

o Go to https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/ and study

the information about Ruby Bridges.

o Go to http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm

and study the three sections on Ruby Bridges.

o Pay particular attention to the images as well as the text.

o Write 4 text-dependent questions pertaining to the life of Ruby Bridges. Each

question will be scored according to the checklist located in Appendix B.

https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/

http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm

16

APPENDIX A

Rubric for Weekly Discussion Forum Participation Points

(4 points for initial post; 2 points for each response)

NOTE: All initial posts are due by Wednesday, 11:59 p.m. each week. All responses to colleagues

are due by Saturday, 11:59 p.m. each week.

Fully Met (2 pts.) Partially Met (1 pt.) Not Met (0 pts.)

INITIAL

RESPONSE TO

PROMPT: Reveals

accurate

understanding of key

concepts/ideas

Post’s ideas are consistent

with the readings and

lectures and accurately

represent key concepts

and ideas.

Post’s ideas are related to

the readings and lectures

and accurately represent

key concepts and ideas,

but some elements of the

prompt are weak or

lacking in substance.

Post’s ideas are

inconsistent with the

readings and/or lectures

and do not accurately

address key concepts and

ideas.

INITIAL

RESPONSE TO

PROMPT: Integrates

specifics from

readings and/or

experiences

Post interweaves specific

evidence from readings

AND personal teaching

experiences to support

argument.

Post interweaves specific

evidence from readings

OR personal teaching

experiences to support

argument.

Post consists of opinions

unsupported by evidence

from readings or personal

teaching experiences.

RESPONSE TO

CLASSMATE #1

Response offers a

substantive discussion or

elaboration on the key

elements in the original

post.

Response offers a

discussion of the key

elements in the original

post.

Response lacks substance;

it is primarily an

agreement with or

acknowledgement of the

original post.

RESPONSE TO

CLASSMATE #2

Response offers a

substantive discussion or

elaboration on the key

elements in the original

post.

Response offers a

discussion of the key

elements in the original

post.

Response lacks substance;

it is primarily an

agreement with or

acknowledgement of the

original post.

RESPONSE TO

CLASSMATE #3

Response offers a

substantive discussion or

elaboration on the key

elements in the original

post.

Response offers a

discussion of the key

elements in the original

post.

Response lacks substance;

it is primarily an

agreement with or

acknowledgement of the

original post.

NOTE 1: Presence of grammatical or mechanical errors in a post limits a grade to

“Partially Met” if errors are few or minimal or “Not Met” if multiple errors are

present.

NOTE 2: One “Response to Classmate” can be a continuation of a discussion with the

same classmate. The continued discussion must be substantive and continue to add to

the conversation.

17

Appendix B

Writing Weeks 1, 2, 4, 5 Rubrics

Argumentative Essay Rubric

Math Assessment Instructions

Math Assessment Grading Rubric

Analysis of Reading Comprehension Instructions

“How the Chipmunk Got Its Stripes”

Analysis of Reading Comprehension Grading Rubric

Text-Dependent Questions across Sources Instructions

CLOZE Test and Answer Key

MUD Template

MUD Rubric

18

UNIT 1 Writing Assignment Rubric (EDU 622)

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

Concretely

The end-of-lesson assessment

problem is rich and

representative of the bulk of

the concepts in the targeted

standard and includes a

detailed description of what

will happen in the station.

Students have ample

opportunities to manipulate

concrete objects to solve

problems. (10 Points)

The end-of-lesson

assessment problem is rich

and representative, target

standard and includes a

brief description of what

will happen in the station. It

includes the use of hands-

on and manipulatives.

(8.5 Points)

The end-of-lesson

assessment problem

targeted standard and

includes a little

description of what

will happen in the

station. Little or no

manipulatives are

included.

(7 Points)

The end-of-lesson

assessment problem

does not target the

standard and includes no

description of what will

happen in the station. No

manipulatives are

included.

(5.5 Points)

Representationally

The end-of-lesson assessment

problem is rich and

representative of the bulk of

the concepts in the targeted

standard and includes a

detailed description of what

will happen in the station. It

includes drawing pictures;

using circles, dots, and tallies;

or, using stamps to imprint

pictures for counting. (10

Points)

The end-of-lesson

assessment problem is rich

and representative, target

standard and includes a

brief description of what

will happen in the station. It

includes drawing pictures;

using circles, dots, and

tallies; or, using stamps to

imprint pictures for

counting.

(8.5 Points)

The end-of-lesson

assessment problem

targeted standard and

includes a little

description of what

will happen in the

station. Little or no

representations are

included. (7 Points)

The end-of-lesson

assessment problem

does not target the

standard and includes no

description of what will

happen in the station. No

representations are

included. (5.5 Points)

Abstractly

The end-of-lesson assessment

problem is rich and

representative of the bulk of

the concepts in the targeted

standard and includes a

detailed description of what

will happen in the

station. Manipulating

operations, rules, methods,

and concepts divested from

their reference to the real

world are included.

(10 Points)

The end-of-lesson

assessment problem is rich

and representative, target

standard and includes a

description of what will

happen in the station. Some

forms of manipulating

operations, rules, and

methods are included.

(8.5 Points)

The end-of-lesson

assessment problem

targeted standard and

includes a little

description of what

will happen in the

station. Little to no

forms of manipulating

operations, rules, and

methods are included.

(7 Points)

The end-of-lesson

assessment problem

does not target the

standard and includes no

description of what will

happen in the station. No

forms of

manipulating operations,

rules, and methods are

included.

(5.5 Points)

Format

The format, set-up, and

directions are precise and

easy to follow and

understand.

(10 Points)

The directions are mostly

clear. (8.5 Points)

The set-up and

directions are kind of

easy to follow.

(7 Points)

The set-up, format, and

directions are difficult to

follow and understand.

(5.5 Points)

APA-compliant

formatting

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (NO errors) (5

pts)

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (1-2

MINOR errors). (4.25 pts)

Limited (3-5) APA

errors in APA format

including title page,

running heads,

citations, quotations,

or references. (3.5

pts)

More than 5 APA errors

in format including title

page, running heads,

citations, quotations, or

references. (2.75 pts)

Mechanics

The presentation

demonstrates exceptional use

of standard English

conventions (mechanics,

usage, grammar, and syntax).

NO ERRORS. (5 pts)

The presentation

demonstrates consistent use

of standard English

conventions (mechanics,

usage, grammar, and

syntax). (1-2 MINOR

errors). (4.25 pts)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(3-5 errors). (3.5 pts)

The presentation does

NOT demonstrate use of

standard English

conventions (mechanics,

usage, grammar, and

syntax). (More than 5

errors). (2.75 pts)

19

UNIT 2 Writing Assignment Rubric (EDU 622)

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

Enhanced

Multiple-Choice

Item

The problem’s reliability is

enhanced, focused on a single

learning objective, and has

several (3 – 5) possible

answers to choose from but

only one correct answer. The

directions and problem’s

format are organized and

easily understood. (10 Points)

The problem is multiple

choice, with (3 – 4)

possible answers to choose

from with only one correct

answer. The directions are

clear, and the problem’s

format is organized. (8.5

Points)

The problem is

multiple choice, with

(2 – 3) possible

answers to choose

from with only one

correct answer. (7

Points)

The problem is multiple

choice, with (2 – 3)

possible answers to

choose from with more

than one possible correct

answer. The problem’s

format and directions are

unclear.

(5.5 Points)

Constructed

Response Item

The problem requires

students to apply knowledge

and critical thinking skills to

real-world problems. It

requires the student to

construct and develop their

own answer without the help

of other suggestions or

choices. (10 Points)

The problem requires

students to apply some

knowledge and skills. It

requires the student to

construct and develop their

own answer without the

help of other suggestions or

choices. (8.5 Points)

The problem requires

students to apply little

to no knowledge and

critical thinking skills

to develop their own

answer without the

help of other

suggestions or

choices. (7 Points)

The problem requires

students to apply no

knowledge and critical

thinking skills to

develop their own

answer without the help

of other suggestions or

choices. (5.5 Points)

Performance Item

The problem provides

students with an opportunity

to demonstrate their ability to

apply knowledge and higher-

order thinking skills to

explore and analyze a

complex, real-world scenario.

It elicits evidence of students’

ability to “bring it all

together” to develop a

solution plan to the central

challenge of the task. (10

Points)

The problem provides

students with an

opportunity to demonstrate

their ability to apply

knowledge and higher-

order thinking skills and to

develop a solution plan to

the central challenge of the

task. (8.5 Points)

The problem provides

students with little

opportunity to

demonstrate their

ability to apply

knowledge and

higher-order thinking

skills and to develop a

solution plan to the

central challenge of

the task. (7 Points)

The problem does not

provide students the

opportunity to

demonstrate their ability

to apply knowledge and

higher-order thinking

skills and to develop a

solution plan to the

central challenge of the

task. (5.5 Points)

Format

The format, set-up, and

directions are precise and

easy to follow and

understand.

(10 Points)

The directions are mostly

clear. (8.5 Points)

The set-up and

directions are kind of

easy to follow.

(7 Points)

The set-up, format, and

directions are difficult to

follow and

understand.

(5.5 Points)

APA-compliant

formatting

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (NO errors) (5

pts)

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (1-2

MINOR errors). (4.25 pts)

Limited (3-5) APA

errors in APA format

including title page,

running heads,

citations, quotations,

or references. (3.5

pts)

More than 5 APA errors

in format including title

page, running heads,

citations, quotations, or

references. (2.75 pts)

Mechanics

The presentation

demonstrates exceptional use

of standard English

conventions (mechanics,

usage, grammar, and syntax).

NO ERRORS. (5 pts)

The presentation

demonstrates consistent use

of standard English

conventions (mechanics,

usage, grammar, and

syntax). (1-2 MINOR

errors). (4.25 pts)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(3-5 errors). (3.5 pts)

The presentation does

NOT demonstrate use of

standard English

conventions (mechanics,

usage, grammar, and

syntax). (More than 5

errors). (2.75 pts)

20

UNIT 4 Writing Assignment Rubric (EDU 622)

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

READING

COMPREHENSION

STRATEGY # 1

The strategy provides a detailed

description of exactly how it will

be used to explicitly instruct

students in how to improve their

reading comprehension. It

includes methods to actively

engage students in using the

strategy. (10 Points)

The strategy provides a brief

description of how it will be

used to explicitly instruct

students in how to improve

their reading comprehension.

It includes methods to

actively engage students in

using the strategy.

(8.5 Points)

The strategy provides very

little details how it will be

used to explicitly instruct

students in how to improve

their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

READING

COMPREHENSION

STRATEGY # 2

The strategy provides a detailed

description of exactly how it will

be used to explicitly instruct

students in how to improve their

reading comprehension. It

includes methods to actively

engage students in using the

strategy. (10 Points)

The strategy provides a brief

description of how it will be

used to explicitly instruct

students in how to improve

their reading comprehension.

It includes methods to

actively engage students in

using the strategy.

(8.5 Points)

The strategy provides very

little details of how it will

be used to explicitly

instruct students in how to

improve their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

READING

COMPREHENSION

STRATEGY # 3

The strategy provides a detailed

description of exactly how it will

be used to explicitly instruct

students in how to improve their

reading comprehension. It

includes methods to actively

engage students in using the

strategy. (10 Points)

The strategy provides a brief

description of how it will be

used to explicitly instruct

students in how to improve

their reading comprehension.

It includes methods to

actively engage students in

using the strategy.

(8.5 Points)

The strategy provides very

little details of how it will

be used to explicitly

instruct students in how to

improve their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

READING

COMPREHENSION

STRATEGY # 4

The strategy provides a detailed

description of exactly how it will

be used to explicitly instruct

students in how to improve their

reading comprehension. It

includes methods to actively

engage students in using the

strategy. (10 Points)

The strategy provides a brief

description of how it will be

used to explicitly instruct

students in how to improve

their reading comprehension.

It includes methods to

actively engage students in

using the strategy.

(8.5 Points)

The strategy provides very

little details of how it will

be used to explicitly

instruct students in how to

improve their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

APA-compliant

formatting

Consistently follows APA

format. There is a properly

formatted and accurate reference

page (NO errors) (5 pts)

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (1-2 MINOR

errors). (4.25 pts)

Limited (3-5) APA errors in

APA format including title

page, running heads,

citations, quotations, or

references. (3.5 pts)

More than 5 APA errors

in format including title

page, running heads,

citations, quotations, or

references. (2.75 pts)

Mechanics

The presentation demonstrates

exceptional use of standard

English conventions (mechanics,

usage, grammar, and syntax).

NO ERRORS. (5 pts)

The presentation

demonstrates consistent use

of standard English

conventions (mechanics,

usage, grammar, and syntax).

(1-2 MINOR errors). (4.25

pts)

The presentation

demonstrates inconsistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (3-5 errors). (3.5

pts)

The presentation does

NOT demonstrate use

of standard English

conventions

(mechanics, usage,

grammar, and syntax).

(More than 5 errors).

(2.75 pts)

21

UNIT 5 Writing Assignment Rubric (EDU 622)

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

READING

COMPREHENSION

STRATEGY # 1

The strategy provides a

detailed description of

exactly how it will be used to

explicitly instruct students in

how to improve their reading

comprehension. It includes

methods to actively engage

students in using the

strategy. (10 Points)

The strategy provides a

brief description of how it

will be used to explicitly

instruct students in how to

improve their reading

comprehension. It

includes methods to

actively engage students

in using the strategy. (8.5

Points)

The strategy provides very

little details of how it will

be used to explicitly

instruct students in how to

improve their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

READING

COMPREHENSION

STRATEGY # 2

The strategy provides a

detailed description of

exactly how it will be used to

explicitly instruct students in

how to improve their reading

comprehension. It includes

methods to actively engage

students in using the

strategy. (10 Points)

The strategy provides a

brief description of how it

will be used to explicitly

instruct students in how to

improve their reading

comprehension. It

includes methods to

actively engage students

in using the strategy. (8.5

Points)

The strategy provides very

little details of how it will

be used to explicitly

instruct students in how to

improve their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

READING

COMPREHENSION

STRATEGY # 3

The strategy provides a

detailed description of

exactly how it will be used to

explicitly instruct students in

how to improve their reading

comprehension. It includes

methods to actively engage

students in using the

strategy. (10 Points)

The strategy provides a

brief description of how it

will be used to explicitly

instruct students in how to

improve their reading

comprehension. It

includes methods to

actively engage students

in using the strategy.

(8.5 Points)

The strategy provides very

little details of how it will

be used to explicitly

instruct students in how to

improve their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

READING

COMPREHENSION

STRATEGY # 4

The strategy provides a

detailed description of

exactly how it will be used to

explicitly instruct students in

how to improve their reading

comprehension. It includes

methods to actively engage

students in using the

strategy. (10 Points)

The strategy provides a

brief description of how it

will be used to explicitly

instruct students in how to

improve their reading

comprehension. It

includes methods to

actively engage students

in using the strategy.

(8.5 Points)

The strategy provides very

little details of how it will

be used to explicitly

instruct students in how to

improve their reading

comprehension. It includes

little to no methods to

actively engage students in

using the strategy. (7

Points)

The strategy provides

little to no details,

explanations, or

methods on how it will

be used to improve their

reading comprehension.

It includes no methods

to actively engage

students in using the

strategy. (5.5 Points)

APA-compliant

formatting

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (NO errors)

(5 pts)

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (1-2

MINOR errors). (4.25 pts)

Limited (3-5) APA errors in

APA format including title

page, running heads,

citations, quotations, or

references. (3.5 pts)

More than 5 APA errors

in format including title

page, running heads,

citations, quotations, or

references. (2.75 pts)

Mechanics

The presentation

demonstrates exceptional use

of standard English

conventions (mechanics,

usage, grammar, and syntax).

NO ERRORS. (5 pts)

The presentation

demonstrates consistent

use of standard English

conventions (mechanics,

usage, grammar, and

syntax). (1-2 MINOR

errors). (4.25 pts)

The presentation

demonstrates inconsistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (3-5 errors). (3.5

pts)

The presentation does

NOT demonstrate use

of standard English

conventions

(mechanics, usage,

grammar, and syntax).

(More than 5 errors).

(2.75 pts)

22

Math Assessment Instructions

Your math assessment will address standard 5.MD.5 of the 2016 Mississippi College- and

Career-Readiness Standards for Mathematics, which states:
Relate volume to the operations of multiplication and addition and solve real world and

mathematical problems involving volume.

a. Find the volume of a right rectangular prism with whole-number side lengths by

packing it with unit cubes, and show that the volume is the same as would be found

by multiplying the edge lengths, equivalently by multiplying the height by the area

of the base. Represent threefold whole-number products as volumes, e.g., to

represent the associative property of multiplication.

b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find

volumes of right rectangular prisms with whole-number edge lengths in the context

of solving real-world and mathematical problems.

c. Recognize volume as additive. Find volumes of solid figures composed of two non-

overlapping right rectangular prisms by adding the volumes of the non-overlapping

parts, applying this technique to solve real-world problems.

Multiple-Choice Items (12 questions)

• Purpose: Assess CCRS math standards and incorporate both math standards and

math practices in real-world applications.

• Math multiple-choice questions assess procedural and conceptual standards.

• All questions require the integration of multiple skills and concepts.

• Answer choices – all distractors will be based on plausible missteps.

• Questions will vary in format with a minimum of 4 different formats being used.

See Unit 2B lecture for examples of different possible formats.

Constructed Response Items (8 questions)

• Students show their work in completing two or more tasks or one more extensive

problem.

• Students demonstrate their understanding of:

▪ Math procedures

▪ Conceptual understanding

▪ Application.

• All questions original to the student (no cut and paste)

• Questions will vary in format with a minimum of 3 different formats being used.

See Unit 2B lecture for examples of different possible formats.

Performance Items (5 questions)

• Each question item is constructed in multiple parts.

• For one problem, students must use their results from one part to complete the

next part for at least one of these questions. Remaining questions may have each

part of the problem independent of the results of the other parts.

• All parts of each question must be related to the same conceptual content but can

require multiple problem-solving skills.

• Include instructions for how the performance items are to be scored (point values

for each part of each question with total points indicated for each complete item).

23

Math Assessment Grading Rubric

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

Multiple-Choice

Questions –

number of

questions

More than 12 multiple

choice questions; more

than 4 different formats

appropriately used (6 pts)

12 multiple choice

questions;4 different

formats appropriately used

(5.1 pts)

10 – 11 multiple choice

questions; 3 appropriately

used formats or 4

minimally appropriate

formats (4.2 pts)

fewer than 10 multiple

choice questions;

insufficient or

inappropriately used

formats (3.3 pts)

Multiple-Choice

Questions –

content of

questions

As a whole, the questions

deeply assess the content of

the objective at the targeted

instructional level; includes

integration of multiple

skills and concepts (16 pts)

All questions adequately

assess the content of the

objective at the targeted

instructional level; includes

integration of multiple

skills and concepts

(13.6 pts)

Between half and most

questions adequately assess

the content of the objective

at the targeted instructional

level; includes integration

of multiple skills or

concepts (11.2 pts)

Fewer than half of the

questions adequately assess

the content of the objective

at the targeted instructional

level; includes a few skills

or concepts (8.8 pts)

Multiple-Choice

Questions –

quality of

distractors

All distractors represent

logical errors students can

be expected to make;

distractors are ordered

logically. (12 pts)

All distractors represent

logical errors students can

be expected to make

(10.2 pts)

Most distractors represent

common student errors but

several are unrelated to

common cognitive errors.

(8.4 pts)

Distractors bear little to no

connection with common

student errors. (6.6 pts)

Multiple-Choice

Questions –

Originality

All 12+ questions are

completely original to the

author (8 pts)

All 12 questions are

completely original to the

author (6.8 pts)

Most questions are original

to the author but some are

copied from an outside

source. (5.6 pts)

Few questions are original

to the author and many are

copied from an outside

source. (4.4 pts)

Multiple-Choice

Questions –

concept focus

InTASC 6

CAEP R1.3 Content

Question focus is a mix of

procedure and concept

standards with an emphasis

on concept. (12 pts)

Question focus is an equal

mix of procedural and

conceptual standards

(10.2 pts)

Question focus is a mix of

procedure and concept with

an emphasis on procedure

(8.4 pts)

Questions focus

predominantly on

procedural standards

(6.6 pts)

Constructed

Response

Questions –

number of

questions

More than 8 constructed

response questions; more

than 3 different formats

appropriately used (6 pts)

8 constructed response

questions;3 different

formats appropriately used

(5.1 pts)

6 -7 constructed response

questions; 2 appropriately

used formats or 3

minimally appropriate

formats (4.2 pts)

fewer than 6 constructed

response questions;

insufficient or

inappropriately used

formats (3.3 pts)

Constructed

Response

Questions –

content of

questions

As a whole, the questions

deeply assess the content of

the objective at the targeted

instructional level (16 pts)

All questions adequately

assess the content of the

objective at the targeted

instructional level

(13.6 pts)

Between half and most

questions adequately assess

the content of the objective

at the targeted instructional

level (11.2 pts)

Fewer than half of the

questions adequately assess

the content of the objective

at the targeted instructional

level (8.8 pts)

Constructed

Response

Questions –

Originality

All 8+ questions are

completely original to the

author (8 pts)

All 8 questions are

completely original to the

author (6.8 pts)

Most questions are original

to the author but some are

copied from an outside

source. (5.6 pts)

Few questions are original

to the author and many are

copied from an outside

source. (4.4 pts)

Constructed

Response

Questions –

concept focus

InTASC 6

CAEP R1.3 Content

Question focus is a mix of

procedure and concept

standards with an emphasis

on concept. (12 pts)

Question focus is an equal

mix of procedural and

conceptual standards

(10.2 pts)

Question focus is a mix of

procedure and concept with

an emphasis on procedure

(8.4 pts)

Questions focus

predominantly on

procedural standards

(6.6 pts)

24

Math Assessment Grading Rubric (cont.)

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

Performance

Task – number

of problems

More than 5 performance

task problems (6 pts)

5 performance task

problems (5.1 pts)

3 – 4 performance task

problems (4.2 pts)

fewer than 3 performance

task problems (3.3 pts)

Performance

Task –

construction

Each question consists of

multiple parts; each part

conceptually related (8 pts)

Each question consists of

multiple parts; each part

conceptually related

(6.8 pts)

Each question consists of

multiple parts but each part

not conceptually related

(5.6 pts)

Some questions consist of

multiple parts but each part

not conceptually related

(4.4 pts)

Performance

Task –

originality

All 8+ questions are

completely original to the

author (8 pts)

All 8 questions are

completely original to the

author (6.8 pts)

Most questions are original

to the author but some are

copied from an outside

source. (5.6 pts)

Few questions are original

to the author and many are

copied from an outside

source. (4.4 pts)

Performance

Task –Content

of Questions

As a whole, the questions

deeply assess the content of

the objective at the targeted

instructional level (16 pts)

All questions adequately

assess the content of the

objective at the targeted

instructional level

(13.6 pts)

Between half and most

questions adequately assess

the content of the objective

at the targeted instructional

level (11.2 pts)

Fewer than half of the

questions adequately assess

the content of the objective

at the targeted instructional

level (8.8 pts)

Performance

Task – Concept

Focus
InTASC 6

CAEP R1.3 Content

Question focus is a mix of

procedure and concept

standards with an emphasis

on concept. (12 pts)

Question focus is an equal

mix of procedural and

conceptual standards

(10.2 pts)

Question focus is a mix of

procedure and concept with

an emphasis on procedure

(8.4 pts)

Questions focus

predominantly on

procedural standards

(6.8 pts)

APA-compliant

formatting

Consistently follows APA

format. There is a

properly formatted and

accurate reference page

(NO errors) (5 pts)

Consistently follows APA

format. There is a

properly formatted and

accurate reference page

(1-2 MINOR errors).

(4.25 pts)

Limited (3-5) APA errors in

APA format including title

page, running heads,

citations, quotations or

references. (3.5 pts)

More than 5 APA errors in

format including title page,

running heads, citations,

quotations or references.

(2.75 pts)

Mechanics

The presentation

demonstrates exceptional

use of standard English

conventions (mechanics,

usage, grammar and

syntax). NO ERRORS.

(5 pts)

The presentation

demonstrates consistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (1-2 MINOR

errors). (4.25 pts)

The presentation

demonstrates inconsistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (3-5 errors).

(3.5 pts)

The presentation does NOT

demonstrate use of

standard English

conventions (mechanics,

usage, grammar and

syntax). (More than 5

errors). (2.75 pts)

25

Analysis of Reading Comprehension Instructions

Read “How the Chipmunk Got Its Stripes” (copied in Canvas) and the student retelling of the

story.

Using your knowledge of reading comprehension (e.g., literal comprehension, inferential

comprehension, engagement of schema, self-monitoring), write a response in which you:

o Identify and discuss one of the student’s strengths relating to reading comprehension;

o Identify and discuss one of the student’s weaknesses relating to reading comprehension

You are to prepare a written response of approximately 350 – 500 words. Your response must

demonstrate an understanding of the knowledge of the field. You are expected to demonstrate

the depth of your understanding by applying your knowledge rather than by merely reciting

factual information.

Your response will be evaluated based on the following criteria.

o Purpose: the extent to which your response achieves the purpose of the assignment.

o Subject Knowledge: the appropriateness and accuracy in the application of the subject

knowledge

o Support: quality and relevance of supporting evidence

o Rationale: soundness of argument and degree of understanding of the subject

Descriptions of each criteria.

Purpose

o Your response focuses on reading comprehension and explains both strengths and

weaknesses.

o You cite specific evidence from both the passage and the retelling of the passage.

Subject Knowledge

o The application of subject knowledge is accurate and substantial, including the use of

terminology.

o The distinction between inferential and literal comprehension is clearly stated.

o Areas where the student needs intervention are clearly identified and addressed.

Support

o You provide examples from the text and/or retelling that are both relevant and important

to the discussion.

o Support is sound and the examples are of high quality.

o The examples and the discussion of the examples are clearly related and in context.

Rationale

o Your response is ably reasoned and relates each part of the discussion to the whole

picture of the student’s comprehension.

o The choice of strength/weakness to discuss, the explanations given and the examples all

show a comprehensive understanding of reading comprehension.

o The conclusions brings the threads of the discussion together.

26

How the Chipmunk Got Its Stripes

A Legend of the Iroquois

Long ago, the Earth was covered in darkness. None of the creatures living there

knew what daylight looked like.

One day, all of the animals of the forest gathered together in a clearing. They

wondered if it would be better to remain in darkness, or if it would be better to also

have light. Deer, Chipmunk, Raccoon, Wolf, Bear, and many other creatures

climbed to the top of the highest mountain. The mountain stood so tall that there

were no trees on its top, and it was covered only with rocks. Millions of stars

blinked in the dark sky overhead. The biggest and most powerful animal in the

forest was the bear, and he was the first to reach the mountaintop. Bear stood on

the highest peak, looked out over the forest below, and argued for remaining in

darkness. He said that the creatures of the forest would be able to sleep better in

darkness because there would be no light to keep them awake. Most of the other

animals were afraid, and they agreed with Bear. Raccoon said that he did not mind

the darkness because he was so smart that he could find plenty of food, even in the

dark. Wolf was easy to please, too. She didn’t mind the darkness because she could

howl in darkness or in light.

But one animal did stand up to Bear. Chipmunk, the smallest of the animals,

argued that it would be better to have both light and dark. Chipmunk was very

clever. As Bear continued to argue for darkness, she made many good arguments

for light.

Slowly, the night passed. Bear grew tired of talking, but Chipmunk chattered on

and on, as if she had all of the energy in the world. As the other animals dropped

off to sleep, one by one, Chipmunk kept arguing. Finally, the first sunrise ever seen

by the animals appeared over the top of the mountain. They woke up and were

amazed by what they saw.

Chipmunk began to dance from rock to rock. Bear became angry because he didn’t

get his way. He roared loudly and ran after Chipmunk. He chased Chipmunk all

the way down the mountain. Bear was fast, and he reached out his giant paw to

grab Chipmunk. Chipmunk got away, but not before Bear managed to scratch her

back with his long claws. And that is why, to this day, you can see stripes on

Chipmunk’s back!

27

How the Chipmunk Got Its Stripes

A Legend of the Iroquois

A 4th-grade student’s retelling of the legend and answering the prompt “What

is the message of this story?”

The start of the earth was dark and all the animals could talk to each other. Lots of

animals climbed a mountain. They saw stars but the ground was dark. The

raccoon liked the dark. The bear was big and a bully. The chipmunk was the

smallest animal but he wasn’t afraid of the bear. He talked and talked and talked.

Everyone got tired and fell asleep but chipmunk started to dance. The bear chased

the chipmunk and grabbed it with its paw. Chipmunk got away. Now chipmunks

have stripes on their backs.

The main message of the story: If someone is mad at you, make sure you can run

fast.

NOTES TO STUDENTS

When analyzing this retelling, focus on:

• Overall impressions of the accuracy and completeness of the retelling.

• What is one strength and one weakness in this student’s retelling?

• What does this strength/weakness tell you as a teacher what the instructional

needs are for this student?

• Identify key reading and comprehension skills that are and are not utilized

by this student. (KEY FOCUS OF PAPER)

• Identifying key passages from both the text and the retelling to support your

position.

28

Analysis of Reading Comprehension – Grading Rubric

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

Purpose

InTASC 4
CAEP R.1.2

Your response focuses on

significant reading and

comprehension skills.

A significant strength and

weakness are identified

and supported thoroughly

with specific evidence

from both the passage

and the retelling of the

passage (32 pts)

Your response focuses on

reading and

comprehension skills.

A strength and weakness are

identified and supported

with specific evidence

from both the passage

and the retelling of the

passage (27.2 pts)

Your response focuses on

reading OR

comprehension skills.

A strength and weakness are

identified and supported

with specific evidence

from the passage OR the

retelling of the passage

(22.4 pts)

Your response is vaguely

focused on reading

comprehension.

A strength and weakness are

identified but supported

with little or no specific

evidence (17.6 pts)

Subject

Knowledge

InTASC 4
CAEP R.1.2

The application of subject

knowledge is accurate

and substantial, including

the use of terminology.

The distinction between

inferential and literal

comprehension is clearly

stated.

Areas where the student

needs intervention are

clearly identified and

addressed (32 pts)

The application of subject

knowledge is accurate,

including the use of

terminology.

The distinction between

inferential and literal

comprehension is

apparent.

Areas where the student

needs intervention are

identified and addressed.

(27.2 pts)

The application of subject

knowledge is mostly

accurate, including the

use of terminology.

Some distinction between

inferential and literal

comprehension is made.

Areas where the student

needs intervention are

identified. (22.4 pts)

The application of subject

knowledge is minimal or

inaccurate, and

terminology is lacking.

Little to no distinction

between inferential and

literal comprehension is

made.

Areas where the student

needs intervention are

ignored. (17.6 pts)

Support

InTASC 4

CAEP R.1.2

Examples from the text and

retelling are both relevant

and important to the

discussion.

Support is sound and the

examples are of high

quality.

The examples and the

discussion of the examples

are clearly related and in

context. (32 pts)

Examples from the text

and/or retelling are both

relevant and important to

the discussion.

Support is sound and the

examples are of high

quality.

The examples and the

discussion of the examples

are clearly related.

(27.2 pts)

Examples from the text or

retelling are relevant to the

discussion.

Support and examples are

present.

There is discussion of the

examples. (22.4 pts)

Examples from the text or

retelling are minimal or

missing.

Little to no support or

examples are present.

There is little to no

discussion of the

examples. (17.6 pts)

Rationale

InTASC 4

CAEP R1.2 Learner

and Learning

The response is ably

reasoned and relates each

part of the discussion to

the whole picture of the

student’s comprehension.

The choice of selection of

the strength/ weakness, the

explanations given and the

examples all show a

comprehensive

understanding of reading

comprehension.

The conclusion brings the

threads of the discussion

together. (32 pts)

The response relates each

part of the discussion to

the whole picture of the

student’s comprehension.

The choice of selection of

the strength/ weakness, the

explanations given and the

examples all show a good

understanding of reading

comprehension.

The conclusion neatly

summarizes the

discussion. (27.2 pts)

The response focuses on the

student’s comprehension.

The choice of selection of

the strength/ weakness, the

explanations given and the

examples all show a basic

understanding of reading

comprehension.

The conclusion restates the

main points. (22.4 pts)

The response minimally

focuses on the student’s

comprehension.

The choice of selection of

the strength/ weakness, the

explanations given and the

examples all show little to

no understanding of

reading comprehension.

The conclusion is minimal

or lacking. (17.6 pts)

APA-

compliant

formatting

Consistently follows APA

format. There is a

properly formatted and

accurate reference page

(NO errors) (10 pts)

Consistently follows APA

format. There is a

properly formatted and

accurate reference page

(1-2 MINOR errors).

(8.5 pts)

Limited (3-5) APA errors

in APA format including

title page, running heads,

citations, quotations or

references. (7 pts)

More than 5 APA errors in

format including title page,

running heads, citations,

quotations or references.(5.5

pts)

Mechanics

The presentation demonstrates

exceptional use of standard

English conventions

(mechanics, usage,

grammar and syntax). NO

ERRORS. (12 pts)

The presentation demonstrates

consistent use of standard

English conventions

(mechanics, usage,

grammar and syntax). (1-2

MINOR errors). (10.2 pts)

The presentation demonstrates

inconsistent use of standard

English conventions

(mechanics, usage,

grammar and syntax). (3-5

errors). (8.4 pts)

The presentation does NOT

demonstrate use of standard

English conventions

(mechanics, usage, grammar

and syntax). (More than 5

errors). (6.6 pts)

29

Text-Based Questions across Sources Instructions

Prepare Text-Based Questions across Sources using the following guidelines:

• Read page 102 from the Mississippi ELA Curriculum Guide (available at

http://www.mde.k12.ms.us/ESE/ELA) and copied into Canvas.

o Go to https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/ and study the

information about Ruby Bridges.

o Go to http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm and

study the three sections on Ruby Bridges.

o Pay particular attention to the images as well as the text.

o Write 4 text-dependent questions pertaining to the life of Ruby Bridges. Each question

must directly measure student comprehension and mastery of a specific History/Social

Studies literacy standard (pages 102-106 in MS ELA Standards document). Each

question will be scored according to this checklist (up to 5 points per indicator, 20 points

per question):

▪ The standard measured is copied and bolded prior to the question stem. YES = 5,

CLOSE = 3, NO = 0

▪ The question assesses understanding of the designated standard. YES = 5, NO = 0

▪ The question requires analysis of the text. YES = 5, NO = 0

▪ The question requires text evidence in the response. YES = 5, NO = 0

▪ A sample student response is provided. YES = 5, NO = 0

The question format must mirror the format of the questions in the Mississippi

MAP practice testlets (testlets can be found by clicking on “MAP ELA Testlets”

at http://www.mde.k12.ms.us/ESE/ELA)

Sample formatting of a text-based question (Do not include the box around the sample when

you write your paper):

RH.6‐8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
I type my text-based question here. This question requires students to analyze one or more of
the provided sources for this assignment and requires students to specifically refer to the text
when answering the question.

I answer my own question, giving a response that would be scored Advanced.

http://www.mde.k12.ms.us/ESE/ELAf

https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/

http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm

http://www.mde.k12.ms.us/ESE/ELA

30

CLOZE TEST

Winter at Valley Forge

Retrieved on 4/15/2016 from http://mrnussbaum.com/pdfs/valleyforge

During the 1700s and 1800s, major fighting during wars generally ceased for the

winters and armies took up winter encampments. As winter descended upon

Pennsylvania in 1777, _____ George Washington chose Valley Forge,

Pennsylvania, _____ eighteen miles west of Philadelphia as _____ of the winter

encampment of the _____Army. The area was far enough _____from the British in

Philadelphia to _____ surprise attacks and its location between _____ hills and the

Schuylkill River made _____ easily defensible.

The Continental Army, however, _____ in bad shape. Of the 12,000 _____, many

lacked the supplies or clothing _____ survive the winter and many others _____

starving at this point. At Valley _____, defense lines were built along with _____

1,000 huts to provide some relief _____ the brutal elements. Moisture from rain

_____ melting snow made it impossible for _____ soldiers to stay dry and allowed

_____ the spread of disease. The only _____ food that the soldiers received was

_____ mixture of flour and water known _____ “firecake.” Occasionally, soldiers

received meat and _____. Furthermore, many soldiers had inadequate supplies

_____ clothing and were forced to endure _____ winter in tatters and without

blankets. _____ lacked shoes. Wounded soldiers often died _____ exposure to the

elements. Unsanitary and _____ conditions led to the proliferation of _____ and

sicknesses such as typhoid and _____. Over 2,000 people died from such _____.

On February 23, 1778, former German General Baron _____ Steuben arrived at

Valley Forge to train _____ Patriots how to march in formation, _____ guns

quickly, use bayonets and become _____. Though von Steuben spoke little

English, _____ developed a training manual in French _____ would be translated

on the grounds _____ English. Unlike many American generals, von _____

worked directly with the soldiers, endearing _____ to the thousands suffering at

Valley _____. Von Steuben’s presence did much to _____ the morale of the army

during _____ bitter winter and also helped them _____ into a more tactical,

effective military _____, capable of fighting the British.

On June 19, 1778, the Continental Army left Valley Forge in pursuit of the British

who were moving north to New York.

http://mrnussbaum.com/pdfs/valleyforge

31

Winter at Valley Forge – CLOZE Answer Key

1. General

2. Some

3. Site

4. Continental

5. Away

6. Discourage

7. High

8. It

9. Was

10. Soldiers

11. To

12. Were

13. Forge

14. Over

15. From

16. And

17. Many

18. For

19. Reliable

20. A

21. As

22. Bread

23. Of

24. The

25. Many

26. From

27. Crowded

28. Diseases

29. Pneumonia

30. Sicknesses

31. Von

32. The

33. Fire

34. Soldiers

35. He

36. That

37. Into

38. Steuben

39. Him

40. Forge

41. Improve

42. The

43. Develop

44. Machine

Number of words you correctly identified:

Your accuracy score: (number correct) ÷ 44 x 100 =

Your reading level:

◼ Score of 60% or higher – student is reading at an independent level

◼ Score between 40% and 59% – student is reading at an instructional level

◼ Score below 40% – student is reading at a frustration level

32

Reading for MUD

Directions: Watch the video three times. With each viewing, record your

responses and thinking in the boxes provided.

M
Main Ideas

U
Understanding

(What does the author

want me to remember

about this?)

D
Significant Details

33

MUD – Rubric (50 points)

Criterion Advanced – 4 Proficient – 3 Basic – 2 Minimal – 1

MUD Template

Template completely

filled out

Multiple entries in each

box

Entries show depth of

thought and significant

insight into content

(10 pts)

Template completely

filled out

Multiple entries in

each box

Entries show depth of

thought and insight

into content (8.5 pts)

Template completely

filled out

One or more entries

in each box

Entries show surface

understanding of

content (7 pts)

Template incomplete

Or

Content very minimal

and lacking in depth

of comprehension

(5.5 pts)

Reflection on

the Activity

Reflection on the

process is complete and

insightful

Reflection includes

personal insights

gained while

completing the process

(10 pts)

Reflection on the

process is complete

and insightful

(8.5 pts)

Reflection on the

process is present

but minimal (7 pts)

Little to no reflection

(5.5 pts)

Improving

comprehension

Discussion on how this

process can help

students improve

comprehension skills is

targeted towards

specific comprehension

strategies and ways to

implement the strategy

into class instruction

(10 pts)

Discussion on how

this process can help

students improve

comprehension skills

is targeted towards

specific

comprehension

strategies (8.5 pts)

Discussion is

presented but not

directed towards

specific

comprehension

strategies or skills.

(7 pts)

Little to no

substantive

discussion is present.

(5.5 pts)

Strategies for

improvement
InTASC 8

CAEP R1.3

Suggestions for

improvement of

process focused on

increasing student

achievement and

effectiveness of

instruction;

Suggestions are precise

and identify specific

instructional strategies

or techniques (10 pts)

Suggestions for

improvement of

process focused on

increasing student

achievement and

effectiveness of

instruction (8.5 pts)

Suggestions for

improvement of

process focused on

increasing student

achievement OR

effectiveness of

instruction (7 pts)

Little to no

substantive

suggestions for

improvement of the

activity are

presented (5.5 pts)

APA

formatting

x 1

Consistently follows

APA format. There is a

properly formatted and

accurate reference page

(NO errors)

(5 pts.)

Consistently follows

APA format. There

is a properly

formatted and

accurate reference

page (1-2 MINOR

errors). (4.25)

Limited (3-5) APA

errors in APA

format including

title page, running

heads, citations,

quotations or

references.

(3.5 pts.)

More than 5 APA

errors in format

including title page,

running heads,

citations, quotations

or references.

(2.75 pts)

Mechanics

x 1

The presentation

demonstrates

exceptional use of

standard English

conventions (mechanics,

usage, grammar and

syntax). NO ERRORS.

(5 pts.)

The presentation

demonstrates

consistent use of

standard English

conventions

(mechanics, usage,

(1-2 MINOR errors).

(4.25)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and

syntax). (3-5 errors).

(3.5 pts.)

The presentation does

NOT demonstrate use

of standard English

conventions

(mechanics, usage,

grammar and syntax).

(More than 5 errors).

(2.75 pts)

34

InTASC Standards

Standard 1 – Learner Development

The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and

across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences

Standard 2 – Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that

allow each learner to reach his/her full potential.

Standard 3 – Learning Environments

The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social

interaction, active engagement in learning, and self-motivation.

Standard 4 – Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning

experiences that make these aspects of the discipline accessible and meaningful for learners.

Standard 5 – Innovative Applications of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and

collaborative problem solving related to authentic local and global issues.

Standard 6 – Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and
to guide the teacher’s ongoing planning and instruction.

Standard 7 – Planning for Instruction

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that
supports every student in meeting rigorous learning goals. (The teacher is able to plan instruction based upon knowledge of subject matter,

students, the community, and curriculum goals.)

Standard 8 – Instructional Strategies

The teacher understands and uses a formal and informal instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to access and appropriately apply information.

Standard 9 – Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices
and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each

learner.

Standard 10 – Collaboration

The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student
growth and development, learning, and well-being.

Advanced Proficient Basic Minimal

The student’s performance is
exemplary and consistently

exceeds expectations.

Indications of a high level of
critical and reflective thinking,

with a depth of understanding a

core knowledge base, as well as
demonstrates academic and

professional skills.

The student’s performance
consistently meets expectations.

The student effectively

demonstrations the requirements
with expected professional

performance indicating an

understanding of a core
knowledge base with the

application of critical thinking,

academic, and professional

skills.

The student’s performance
sometimes meets expectations

but is not doing so consistently.

Student demonstrates little depth
of knowledge base

understanding and little evidence

of critical and/or reflective
thinking.

The student’s performance
demonstrates mediocre work,

very little effort or

demonstration of responses to
requirements. The student

demonstrates little to no

understanding of a core
knowledge base with little to no

critical/reflective thinking,

academic or professional skills.

35

APPENDIX C

BELHAVEN UNIVERSITY SCHOOL OF EDUCATION

GENERAL WRITING GUIDELINES for Candidates

Writing errors noted in student writing with some frequency are addressed below. Heed these

reminders about what is acceptable when composing an academic paper, as Professors at

Belhaven University will be grading while mindful that candidates have been reminded that good

writing is an expectation.

ALWAYS – write your paper then revise and edit it before submission.

REFERENCES –See APA rules for all references. Notice that book titles are to be italicized

and written in sentence form. Capitalize the first letter of the title and proper nouns. Also,

capitalize the first letter of a word after a colon. Here is the rule for single author books and two

examples:

Author, A. A. (Year of publication). Title of work: Capital letter for first word in the subtitle.

Publisher.

Roberts, G. E. (2015). Christian scripture and human resource management: Building a path to

servant leadership through faith. Palgrave Macmillan.

Smith, R. E. (2013). Human resources administration: A school-based perspective (4th ed.).

Routledge.

The most common errors have occurred with spacing, periods, and capitalization, but remain

mindful of italicizing book titles and including the publisher information.

NOTE: Every writing assignment and project in the coursework in the M.Ed. and Ed. S.

Education programs should have references and citations, as the candidate is expected to

do research to locate relevant and current information

You can find APA information in your course on Canvas by clicking on the question mark in

the green section to the left on your course page. Click on the Help and Resources location.

When that opens, you will find a place to click for APA information, which will provide written

and video direction.

It is your responsibility to learn APA format. Pay close attention to the formatting of the paper

(inclusive of the cover page, body, and reference page). The APA manual provides examples for

most any question you might have.

36

Learn how to make appropriate CITATIONS within the text you are writing. For instance, the

simplest in-text citations are indicated below:

Smith (2013) indicated that administrators face multiple decisions regarding …

Administrators face multiple decisions regarding human resource utilization that

enhance the functioning of the school as well as student performance (Roberts 2013).

*Note: if information in a whole paragraph is from one source, citing that source at the beginning

OR end of the paragraph is sufficient. Add a new citation when the information source changes.

Pronouns – When you proof your work, pay close attention to pronoun use. Most errors tend to

occur when using a singular subject (antecedent) and plural pronoun, e.g., “A leader

should understand their own limitations.” – Wrong pronoun.

Avoid Pronouns – As a general rule, avoid pronouns. When you proofread and come across a

pronoun in your writing, consider other ways to construct the sentence without a

pronoun. Of course, you cannot eliminate them altogether without creating awkward

sentences. Just make the effort to avoid pronouns when possible.

Use of ‘I’ – avoid the use of ‘I’ altogether in an academic paper as you are basing comments

made on research read – not on your opinion.

Avoid the use of “It” at the beginning a sentence as a more specific word provides clarity.

Subject-Verb Agreement – Make certain your subject and verb are in agreement.

Direct Quotes – Verbatim passages of three or more words must be in quotation marks and the

in-text citation must include the page number. Providing a page number alone is not

enough. Quotes of 40 or more words should be placed in block text without quotation

marks (see APA rules for further information on long quotes). The use of page numbers

along with quotation marks and/or block text, is the mechanism a writer uses to show

ownership. If you do not indicate the words belong to another (i.e., do not use quotation

marks/block text), you are saying to the reader that the words belong to you. If you fail to

show ownership of words you obtained from another source, that is plagiarism.

NOTE: In a short academic paper as is the usual assignment in your coursework,

direct quotations should be RARELY used. Instead, read the material, close the book or

journal, and write the information in your own words, citing the source of your

information but with no needed quotation marks.

Paraphrasing – Paraphrasing does not contain the same words or structure as the original

author. Paraphrasing requires you to read, analyze, and synthesize information and

reproduce the author’s meaning using your own words and structure. Occasionally,

something is so uniquely worded or structured, that a quote is the best way to convey the

thought. In that case, provide a quote using quotation marks and include the page number

37

in the citation. However, do not use page numbers when paraphrasing.

Colloquialisms – These are informal words/phrases that convey a meaning other than their

literal meaning. Colloquialisms are often used in spoken language but should NOT be

used in academic writing. Example: The teacher’s resignation came from “out of the

blue.” The resignation did not literally come from “the blue.” Instead, the writer is

attempting to communicate that the resignation was unexpected. This is a better sentence:

“The teacher’s resignation was unexpected.” The point is to say exactly what you mean.

Quoting an error – Sometimes, you will supply a quote that contained an original error, like

when you quote a classmate who misspelled a word. When this occurs, you do not want

to perpetuate the mistake, but you also want to provide an authentic quote. Remember,

words in quotation marks came from another source. You can address the problem by

putting the correction in brackets. This indicates you changed something in the original

quote.

Original – “Effective leaders insure their teachers are involved in creating the school’s

mission statement.”

Corrected – “Effective leaders [ensure] their teachers are involved in creating the

school’s mission statement.”

Extended Vocabulary – KUDOS to those of you using an expanded vocabulary. Just be sure

you use terms correctly. Just because a word is a synonym for another does not mean it is a

correct word choice for your sentence. Be sure each word you select truly reflects what you

intend to say.

38

APPENDIX D

CAEP: Candidate Knowledge, Skills, and Professional Dispositions

Standard 1: Content and Pedagogical Knowledge

The provider ensures that candidates develop an understanding of the critical concepts and

principles of their discipline and facilitates candidates’ reflection of their personal biases to

increase their understanding and practice of equity, diversity, and inclusion. The provider is

intentional in the development of their curriculum and clinical experiences for candidates to

demonstrate their ability to effectively work with diverse P-12 students and their families.

R1.1 The Learner and Learning

The provider ensures candidates are able to apply their knowledge of the learner and

learning at the appropriate progression levels. Evidence provided should demonstrate that

candidates are able to apply critical concepts and principles of learner development

(InTASC Standard 1), learning differences (InTASC Standard 2), and creating safe

and supportive learning environments (InTASC Standard 3) in order to work effectively

with diverse P-12 students and their families.

R1.2 Content The provider ensures candidates are able to apply their knowledge of

content at the appropriate progression levels. Evidence provided demonstrates candidates

know central concepts of their content area (InTASC Standard 4) and are able to apply

the content in developing equitable and inclusive learning experiences (InTASC

Standard 5) for diverse P-12 students.

R1.3 Instructional Practice The provider ensures that candidates are able to apply their

knowledge of InTASC standards relating to instructional practice at the appropriate

progression levels. Evidence demonstrates how candidates are able to assess (InTASC

Standard 6), plan for instruction (InTASC Standard 7), and utilize a variety of

instructional strategies (InTASC Standard 8) to provide equitable and inclusive learning

experiences for diverse P-12 students. Providers ensure candidates model and apply

national or state approved technology standards to engage and improve learning for all

students.

R1.4 Professional Responsibility The provider ensures candidates are able to apply their

knowledge of professional responsibility at the appropriate progression levels. Evidence

provided should demonstrate candidates engage in professional learning, act ethically

(InTASC Standard 9), take responsibility for student learning, and collaborate with

others (InTASC Standard 10) to work effectively with diverse P-12 students and their

families.

How the Chipmunk Got Its Stripes

A Legend of the Iroquois

Long ago, the Earth was covered in darkness. None of the creatures living there knew what daylight looked like.

One day, all of the animals of the forest gathered together in a clearing. They wondered if it would be better to remain in darkness, or if it would be better to also have light. Deer, Chipmunk, Raccoon, Wolf, Bear, and many other creatures climbed to the top of the highest mountain. The mountain stood so tall that there were no trees on its top, and it was covered only with rocks. Millions of stars blinked in the dark sky overhead. The biggest and most powerful animal in the forest was the bear, and he was the first to reach the mountaintop. Bear stood on the highest peak, looked out over the forest below, and argued for remaining in darkness. He said that the creatures of the forest would be able to sleep better in darkness because there would be no light to keep them awake. Most of the other animals were afraid, and they agreed with Bear. Raccoon said that he did not mind the darkness because he was so smart that he could find plenty of food, even in the dark. Wolf was easy to please, too. She didn’t mind the darkness because she could howl in darkness or in light.

But one animal did stand up to Bear. Chipmunk, the smallest of the animals, argued that it would be better to have both light and dark. Chipmunk was very clever. As Bear continued to argue for darkness, she made many good arguments for light.

Slowly, the night passed. Bear grew tired of talking, but Chipmunk chattered on and on, as if she had all of the energy in the world. As the other animals dropped off to sleep, one by one, Chipmunk kept arguing. Finally, the first sunrise ever seen by the animals appeared over the top of the mountain. They woke up and were amazed by what they saw.

Chipmunk began to dance from rock to rock. Bear became angry because he didn’t get his way. He roared loudly and ran after Chipmunk. He chased Chipmunk all the way down the mountain. Bear was fast, and he reached out his giant paw to grab Chipmunk. Chipmunk got away, but not before Bear managed to scratch her back with his long claws. And that is why, to this day, you can see stripes on Chipmunk’s back!

How the Chipmunk Got Its Stripes

A Legend of the Iroquois

A 4th grade student’s retelling of the legend and answering the prompt “What is the message of this story?”

The start of the earth was dark and all the animals could talk to each other. Lots of animals climbed a mountain. They saw stars but the ground was dark. The raccoon liked the dark. The bear was big and a bully. The chipmunk was the smallest animal but he wasn’t afraid of the bear. He talked and talked and talked. Everyone got tired and fell asleep but chipmunk started to dance. The bear chased the chipmunk and grabbed it with its paw. Chipmunk got away. Now chipmunks have stripes on their backs.

The main message of the story: If someone is mad at you, make sure you can run fast.

NOTES TO STUDENTS

When analyzing this retelling, focus on:

· Overall impressions of the accuracy and completeness of the retelling.

· What is one strength and one weakness in this student’s retelling?

· What does this strength/weakness tell you as a teacher what the instructional needs are for this student?

· Identify key reading and comprehension skills that are and are not utilized by this student. (KEY FOCUS OF PAPER)

· Identifying key passages from both the text and the retelling to support your position.

Analysis of Reading Comprehension

Analysis of Reading Comprehension

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomePurpose

32 pts

Advanced

Your response focuses on significant reading and comprehension skills. A significant strength and weakness are identified and supported thoroughly with specific evidence from both the passage and the retelling of the passage

27.2 pts

Proficient

Your response focuses on reading and comprehension skills. A strength and weakness are identified and supported with specific evidence from both the passage and the retelling of the passage

22.4 pts

Basic

Your response focuses on reading OR comprehension skills. A strength and weakness are identified and supported with specific evidence from the passage OR the retelling of the passage

17.6 pts

Basic

Your response is vaguely focused on reading comprehension. A strength and weakness are identified but supported with little or no specific evidence

0 pts

No Marks

32 pts

This criterion is linked to a Learning OutcomeInTASC #4 – Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.

threshold: 3.0 pts

4 pts

Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.

3 pts

Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.

2 pts

Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking

1 pts

Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.

—

This criterion is linked to a Learning OutcomeSubject Knowledge

32 pts

Advanced

The application of subject knowledge is accurate and substantial, including the use of terminology. The distinction between inferential and literal comprehension is clearly stated. Areas where the student needs intervention are clearly identified and addressed

27.2 pts

Proficient

The application of subject knowledge is accurate, including the use of terminology. The distinction between inferential and literal comprehension is apparent. Areas where the student needs intervention are identified and addressed.

22.4 pts

Basic

The application of subject knowledge is mostly accurate, including the use of terminology. Some distinction between inferential and literal comprehension is made. Areas where the student needs intervention are identified.

17.6 pts

Basic

The application of subject knowledge is minimal or inaccurate, and terminology is lacking. Little to no distinction between inferential and literal comprehension is made. Areas where the student needs intervention are ignored.

0 pts

No Marks

32 pts

This criterion is linked to a Learning OutcomeInTASC #4B – Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
threshold: 3.0 pts

4 pts

Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.

3 pts

Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.

2 pts

Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.

1 pts

Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills

—

This criterion is linked to a Learning OutcomeCAEP R1.2 Content

threshold: 3.0 pts

4 pts

Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.

3 pts

Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.

2 pts

Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking

1 pts

Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills

—

This criterion is linked to a Learning OutcomeSupport

32 pts

Advanced

Examples from the text and retelling are both relevant and important to the discussion. Support is sound and the examples are of high quality. The examples and the discussion of the examples are clearly related and in context.

27.2 pts

Proficient

Examples from the text and/or retelling are both relevant and important to the discussion. Support is sound and the examples are of high quality. The examples and the discussion of the examples are clearly related.

22.4 pts

Basic

Examples from the text or retelling are relevant to the discussion. Support and examples are present. There is discussion of the examples.

17.6 pts

Basic

Examples from the text or retelling are minimal or missing. Little to no support or examples are present. There is little to no discussion of the examples.

0 pts

No Marks

32 pts

This criterion is linked to a Learning OutcomeInTASC #4C – Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
threshold: 3.0 pts

4 pts

Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.

3 pts

Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.

2 pts

Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.

1 pts

Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.

—

This criterion is linked to a Learning OutcomeCAEP R1.2B Content

threshold: 3.0 pts

4 pts

Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.

3 pts

Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.

2 pts

Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.

1 pts

Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.

—

This criterion is linked to a Learning OutcomeRationale

32 pts

Advanced

The response is ably reasoned and relates each part of the discussion to the whole picture of the student’s comprehension. The choice of selection of the strength/ weakness, the explanations given and the examples all show a comprehensive understanding of reading comprehension. The conclusion brings the threads of the discussion together.

27.2 pts

Proficient

The response relates each part of the discussion to the whole picture of the student’s comprehension. The choice of selection of the strength/ weakness, the explanations given and the examples all show a good understanding of reading comprehension. The conclusion neatly summarizes the discussion.

22.4 pts

Basic

The response focuses on the student’s comprehension. The choice of selection of the strength/ weakness, the explanations given and the examples all show a basic understanding of reading comprehension. The conclusion restates the main points.

17.6 pts

Basic

The response minimally focuses on the student’s comprehension. The choice of selection of the strength/ weakness, the explanations given and the examples all show little to no understanding of reading comprehension. The conclusion is minimal or lacking.

0 pts

No Marks

32 pts

This criterion is linked to a Learning OutcomeInTASC #4D – Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
threshold: 3.0 pts

4 pts

Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.

3 pts

Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.

2 pts

Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.

1 pts

Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.

—

This criterion is linked to a Learning OutcomeCAEP R1.2C Content

threshold: 3.0 pts

4 pts

Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.

3 pts

Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.

2 pts

Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.

1 pts

Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.

—

This criterion is linked to a Learning OutcomeAPA-compliant formatting

10 pts

Advanced

Consistently follows APA format. There is a properly formatted and accurate reference page (NO errors)

8.5 pts

Proficient

Consistently follows APA format. There is a properly formatted and accurate reference page (1-2 MINOR errors).

7 pts

Basic

Limited (3-5) APA errors in APA format including title page, running heads, citations, quotations or references.

5.5 pts

Basic

More than 5 APA errors in format including title page, running heads, citations, quotations or references.(

0 pts

No Marks

10 pts

This criterion is linked to a Learning OutcomeMechanics

12 pts

Advanced

The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS.

10.2 pts

Proficient

The presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). (1-2 MINOR errors).

8.4 pts

Basic

The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors).

6.6 pts

Basic

The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors).

0 pts

No Marks

12 pts

Total Points: 150

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