Hello. My name is Kim Johnson. I am the Librarian for Kennett Middle School. During 2016-2017, I had the opportunity to be in the Missouri Teacher Academy. Please review the following items and feel free to give me feedback. If you have any questions, feel free to email me. Thank you.
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Step 1: Identify the priority standard or standards for the unit or the quarter.
E.L.A. Writing Standard 7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Step 2: Unwrap the priority standard or standards into clear learning targets.
In the next photos, you will see my rough draft of unwrapping the standard.
In the next photos, you will see the final learning cycle organizer that I created for Writing Standard 7.8.
Step 3: Identify learning targets to assess.
Step 4: Identify each type of learning target: knowledge, reasoning, skill or product.
Step 5: Identify the best item types for the particular types of learning targets.
Step 6: Develop an assessment aligned to the priority standard or standards.
My Pre-Assessment was a Google Form that consisted of 12 multiple choice questions focusing on 3 learning targets.
This is a copy of the Student Handout that students filled out after completing the online PRE-assessment and receiving their immediate results from the Google Form.
Pre-Assessment Results
This is a copy of the "REVISED" Student Handout that students filled out after completing the online POST-assessment and receiving their immediate results from the Google Form.
Post-Assessment Results
Comparison of Pre-Assessment and Post-Assessment Results
A few lessons are shown below that were taught with Paraphrasing.
Lesson: Paraphrasing (Taking Notes from Sources)
Taking notes from sources is a critical first step in avoiding plagiarism.
Above and Below: Paraphrasing by active learning in small groups with paraphrasing task cards. Students are reviewing passages so they can paraphrase (and take notes) for their research without plagiarizing and without changing the meaning.
We used "semantic" paraphrasing where they were allowed to use an online thesaurus to replace words in the passage. We learned that even how a synonym is used can change the meaning of the sentence.
We also used "syntactic" paraphrasing where we changed the structure of the original sentences by either inverting the order of sentence parts, break down into shorter sentences or combine simple sentences to form a compound or complex sentence.
We used "semantic" paraphrasing where they were allowed to use an online thesaurus to replace words in the passage. We learned that even how a synonym is used can change the meaning of the sentence.
We also used "syntactic" paraphrasing where we changed the structure of the original sentences by either inverting the order of sentence parts, break down into shorter sentences or combine simple sentences to form a compound or complex sentence.
SAMPLE STUDENT WORK |
SAMPLE STUDENT WORK
Guided Practice of Paraphrasing
On another day in the library, we had guided practice of paraphrasing by highlighting key words and phrases. We also crossed off answer choices that we eliminated with the red highlighter. Students were introduced to using the "online tools" in which they will have access to during testing (highlighter and cross-off tools). We reviewed paraphrasing by using the DOC above.