OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Reader/Writer Workshops Journal Writing Reading Response Entries Class discussion Rubric Assessments Teacher Observations/Conferences Peer Editing Do-Nows Portfolio Reflection Process/Self Evaluation Exit Cards Teacher Conferences Projects Pair & Share Activities Literature Circles Cooperative Learning Groups Graphic Organizers Literature Responses/Reader's Notebook Multiple Choice Tests Open-Ended Questions Timed Readings/Writing Tasks Note-Taking Running Records/Anecdotal Notes Quizzes Writer’s Workshop Self-Assessments/Reflections Performance-Based Checklists Literary Projects Higher Order Questioning Summative Assessments Novel/unit projects District benchmark or interim assessments End of unit assessments Portfolios State assessments Unit Tests/Project Modifications (ELLs, Special Education, Gifted and Talented) Suggested / possible modifications for ELL and Special Education: choral reading chants, songs use charts, posters, videos use a highlighter for key ideas, vocabulary write helpful hints in margins of copied materials provide copy of all notes preferential seating use manipulatives use graphic organizers reinforce vocabulary within the content assign a picture or movement to vocabulary words small group instruction use print, not cursive use books on tape Suggested / possible modifications for Gifted and Talented: ask open-ended questions encourage upper level int––ellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating) do not always be explicit, allow for discovery use centers and group students according to ability or interest propose interest-based extension activities
OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Journal Writing Class discussion Teacher Observations/Conferences Do-Nows Exit Cards Projects Literature Circles Graphic Organizers Multiple Choice Tests Timed Readings/Writing Tasks Running Records/Anecdotal Notes Writer’s Workshop Performance-Based Checklists Higher Order Questioning Reader/Writer Workshops Reading Response Entries Rubric Assessments Peer Editing Portfolio Reflection Process/Self Evaluation Teacher Conferences Pair & Share Activities Cooperative Learning Groups Literature Responses/Reader's Notebook Open-Ended Questions Note-Taking Quizzes Self-Assessments/Reflections Literary Projects Summative Assessments Novel/unit projects District benchmark or interim assessments End of unit assessments Portfolios State assessments Unit Tests/Project Modifications (ELLs, Special Education, Gifted and Talented) Suggested / possible modifications for ELL and Special Education: choral reading chants, songs use charts, posters, videos use a highlighter for key ideas, vocabulary write helpful hints in margins of copied materials provide copy of all notes preferential seating use manipulatives use graphic organizers reinforce vocabulary within the content assign a picture or movement to vocabulary words small group instruction use print, not cursive use books on tape Suggested / possible modifications for Gifted and Talented: ask open-ended questions encourage upper level int––ellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating) do not always be explicit, allow for discovery use centers and group students according to ability or interest propose interest-based extension activities
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