Table of Contents
Content Home
Welcome
Module Overview- Pre-Assessment
- Unit 1: Investigating the California Common Core State Standards: Literacy in Science
- Unit 2: Making it Real: Classroom Examples
- A Science Lesson You’ve Taught
- Incorporating the Standards in Your Teaching
- Grade-Level Science Lessons
- Grade 1 Overview
- Learning Sequence
- Overview of Seven-day Learning Sequence
- Implementing the Standards
- CA CCSS Speaking and Listening in Science
- Productive Dialogue and Academic Language and Understanding
- Building Academic Language
- Writing in Science
- Deepening Student Understanding Through Writing
- Reading in Science
- Reading for Information
- Grade 1 Summary
- Grade 5 Overview
- Learning Sequence
- Overview of a Two-Day Learning Sequence
- CA CCSS Speaking and Listening in Science
- Productive Dialogue, Academic Language, and Understanding
- Building Academic Language
- Writing in Science
- Deepening Student Understanding Through Writing
- Reading in Science
- A Reading Text Strategy: Sticky Note Reading
- Grade 5 Summary
- Grade 8 Overview
- Learning Sequence
- Overview of the Six-Day Learning Sequence
- Implementing the Standards
- CA CCSS Speaking and Listening in Science
- Productive Dialogue Builds Students’ Academic Language and Understanding
- Building Academic Language
- Reading Complex Text in Science
- Reading for Information
- Writing in Science
- Writing Deepens Student Understanding
- Grade 8 Summary
- High School Overivew
- Learning Sequence
- Overview Video of the Five-Day Learning Sequence
- Implementing the Standards
- CA CCSS Speaking and Listening in Science
- Productive Dialogue Builds Students’ Academic Language and Understanding
- Building Academic Language
- Writing in Science
- Writing Deepens Student Understanding
- Reading in Science
- Reading the Chemistry Textbook to Prepare Cornell Notes
- High School Summary
- Unit 3: Looking at Student Work
- Quality Classroom Assessment for Science
- The Assessment/Instruction Cycle
- Grade 1: Analyzing Student Work
- Grade 5: Analyzing Student Work
- Grade 8: Analyzing Student Work
- CAESL Assessment Framework: Quality Tools and Quality Use
- CAESL Assessment Framework: Quality Tools and Quality Use (continued)
- CAESL Assessment Framework: Quality Tools and Quality Use (continued)
- Analyzing Student Writing Responses to Guide Instruction
- High School: Analyzing Student Work
- Unit 4: Science Notebooks--A Tool for Student Thinking and Writing
- Unit 5: Science--A Setting for English Language Development
- Supporting English Learners
- The CA ELD Standards
- The CA ELD Standards and the CA CCSS in Practice: Grade 8
- Setting Learning Goals for English Learners in Science
- Sentence Frames and Graphic Organizers
- Pathways for English Learners’ Expression of Ideas and Academic Language
- English Learners’ Progression on the CA ELD Level Continuum
- Summary of Unit 5: What do you now know?
- “Next Steps” for Planning Science Teaching that supports English Learners
- Unit 6: Planning for Student Success
- Conceptual Flow and How People Learn
- Step 1: Pre-think Key Concepts Students should know about a Crucial Content Idea
- Step 2: Share Individual Pre-Thinking in a Team Setting
- Step 3: Compare Concepts from the Collaborative Pre-Think and Instructional Materials
- Step 4: Align Concepts from the Collaborative Pre-Think and Instructional Materials to Content Standards
- Step 5: Review the Progression of Concepts and determine the Order of Instruction that provides Strong Links for Student Learning
- Determining the Learning Sequence
- Developing a 5E Lesson Plan
- Module Summary
Post-Assessment- Certificate of Completion
Resources- Module Evaluation
CAESL Assessment Framework: Quality Tools and Quality Use (continued)
Step 5: Revise Expected Student Responses (ESRs)
Review the trends you wrote on sticky notes for each writing response set. Are there trends in the student work for each writing response set that would help you to identify modifications you might need to make to the current descriptors/characteristics for the high-, medium- or low-level writing responses? For example, in the medium-level writing response set for science understanding, there was little mention of precipitate formation.
If so, you will want to modify the scoring guide to include these descriptors of the student work. By modifying the scoring guide, you are taking note of trends in student skill levels so that you may monitor and adjust instruction to address student learning.
What would you add to the teacher’s scoring guide based on your review of the student work? Add your ideas in the descriptors/characteristics categories of the scoring guide you previously printed.
Read the chart to see how the teacher revised the ESRs in the following scoring guide. The revisions are in bold italics.
Grade 8 Revised Scoring Guide for Formative Feedback
|
Component |
High |
Medium |
Low |
|
Science Understanding |
Makes clear that physical change results in the same mater while a chemic change results indifferent matter because atoms and molecules are re-arranged. List evidence for chemical changes (color, temperature, formation of precipitate, gas productions |
States that in a physical change matter stays the same; in a chemical change the matter changes Lists some evidence of chemical change Precipitation least mentioned |
Provides examples of physical and chemical change without explaining the change May or may not list evidence of chemical change Contains extraneous information about types of chemical reactions |
|
Text Type |
3-5 paragraph essay that includes:
|
3-5 paragraph essay that includes:
|
Less than 3-5 paragraph essay with limited or no introduction of chemical and physical change
First paragraph describes chemical but not physical change |
|
Use of Academic Language (L8.6) |
Uses the following academic appropriately: |
Mixes use of academic and common vocabulary such as: |
Uses very little or no appropriate academic vocabulary Includes endothermic and exothermic without explanation |
|
Communicating Information |
Links evidence to examples of chemical change and explains the production of new/different matter links evidence to examples of physical change in state, form or and explains why it is the same matter |
Lists evidence but doesn’t link it to a clear comparison between chemical and physical change. |
Comparison is not stated; very little or no evidence linked to comparison. Not focused on chemical and physical change; includes many things studied |
Step 6: Rescore student work
Now that you have modified ESRs, and you have seen how the teacher modified the ESRs, rescore the student work. Place a sticky note on each piece of student work describing which set the student’s writing response falls into: high-, medium-, low-level response.
Literacy in Science. Brought to you by the California Department of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
