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
- 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 Responses to Guide Instruction
- Grade 5: Analyzing Student Work
- Grade 8: Analyzing Student Work
- 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 response set. Are there trends in the student work for each 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 responses? For example, in the low-response set for science understanding, students mentioned only the color of the liquid.
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 noting trends in student skill to monitor and adjust instruction.
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 following chart to see how the teacher revised the ESRs in the scoring guide. The revisions are in bold italics.
Grade 1 Revised Scoring Guide for Formative Feedback
With Expected Student Responses (ESRs)
|
Component |
High |
Medium |
Low |
|
Science Understanding |
Liquids can be described by shared properties (flow and take the shape of the container). Individual liquids have different properties (e.g., transparent, translucent, viscous, etc.) |
Liquids can be described by more than one property. |
Liquids are described. |
|
Text Type Criteria |
Introduces topic; provides details from experiment and reading; provides a conclusion about topic |
Introduces topic, use 1-2 details about the topic; weak conclusion or no conclusion |
Series of information, no introduction, no conclusion |
|
Use of Academic Language (L1.6) |
Takes shape of a container. |
Mixes common language with academic language (e.g., slow for viscous) |
Uses mostly common language |
|
Communicating Information |
Selects at least one property that all liquids share |
Describes individual properties |
Random properties |
Step 6: Rescore student work
Now that you have modified the ESRs, and you have seen how the teacher modified the ESRs, rescore the sample student work. Place a sticky note on each piece of student work describing which set the 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.
