I1I2)± Rehearses statements to write by talking, drawing, listing/labeling ideas and words (P4I3, P4I7, P4I9, I4B5, I4B9)± Fluidly puts words together to form sentences (P4I2, P4I4, P4I10, I4B7)± Assessment Evidence Performance/Transfer Tasks Other Evidence Entries in Science Notebook: Can students successfully design, in a group, a procedure Soil Drawings Sheet to separate the soil” on Day Four based on the Focus Question “garden separation of the soil they made in class on Day Two? Prediction Claims and evidence Which students were able to stay on topic during small Conclusion group discussions? Observations While Writing: Which students listened to speaker and took turns Note students’ of blending speaking in small group & large group discussions? sounds/symbols to form words Note students’ skill of planning to write What degree was each student able to explain, inquire, & through talking, drawing, listing/labeling compare information during small & large group ideas and words discussions? Rubric Student Self-Assessment and Reflection Feedback Guide Proficiency for Pebbles Sand and Silt Reflection in science notebook Writing Rubric for Planning & - teacher designed or use Being A Writer resource
I1I2)± Rehearses statements to write by talking, drawing, listing/labeling ideas and words (P4I3, P4I7, P4I9, I4B5, I4B9)± Fluidly puts words together to form sentences (P4I2, P4I4, P4I10, I4B7)± Assessment Evidence Performance/Transfer Tasks Can students successfully design, in a group, a procedure to separate the “garden soil” on Day Four based on the separation of the soil they made in class on Day Two? Which students were able to stay on topic during small group discussions? Which students listened to speaker and took turns speaking in small group & large group discussions? What degree was each student able to explain, inquire, & compare information during small & large group discussions? Other Evidence Entries in Science Notebook: Soil Drawings Sheet Focus Question Prediction Claims and evidence Conclusion Observations While Writing: Note students’ of blending sounds/symbols to form words Note students’ skill of planning to write through talking, drawing, listing/labeling ideas and words Rubric Feedback Guide Proficiency for Pebbles Sand and Silt Writing Rubric for Planning & - teacher designed or use Being A Writer resource Student Self-Assessment and Reflection Reflection in science notebook
ScienceSoilUnitDesignTemplatesPSS.docx