Teachers of tomorrow performance based assessment tnt 700.3p

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TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

TNT 700.3P PLANNING INSTRUCTION PART 1 RUBRIC FOR SCORING

CRITERIA EXPERT 10 pts. PROFICIENT 8 pts. DEVELOPING 6 pts. NOVICE 4 pts.

Texas Essential Knowledge and Skills (TEKS)

The verbiage of the TEKS
is copied exactly from the

Texas Administrative Code.

Verbiage comes directly

from (b) Knowledge and

Skills and includes the

Grade level, the number of

the standard and the letter

of the student expectation.

The verbiage of the TEKS is

copied exactly from the Texas

Administrative Code. Verbiage

comes directly from (b)

Knowledge and Skills and

includes the Grade level, the

number of the standard and the

letter of the student expectation.

The verbiage of the TEKS is

mostly copied exactly from the

Texas Administrative Code.

Verbiage comes directly from (b)

Knowledge and Skills and

includes the Grade level, the

standard and the student

expectation.

The standard identified is

inappropriate for one lesson,

and/or the verbiage of the TEKS is

copied somewhat from the Texas

Administrative Code. Verbiage

includes portions of the standard

that are NOT part of the student

expectation; may come from the

Introduction or Goals, may include

the student expectations but is

not specific to the (b) knowledge

and skills with the number and

letter of student expectation. May

be missing the grade

level/number/letter identification.

Standard written includes more

TEKS than can be taught in one

lesson, is not part of the (b)

knowledge and skills, and/or is

missing the grade

level/number/letter for the

student expectation.

Assessment/Performance Measure

The rigor of the

assessment/performance

measure is explicitly

aligned to the rigor of the

TEKS student expectation

and is developmentally

appropriate for the grade

level and content area.

The assessment as

described will accurately

measure the student’s

proficiency in meeting the

student expectation.

The rigor of the

assessment/performance

measure is explicitly aligned to

the rigor of the TEKS student

expectation and is

developmentally appropriate for

the grade level and content area.

The assessment as described will

accurately measure the student’s

proficiency in meeting the

student expectation.

The rigor of the

assessment/performance

measure is aligned to the rigor of

the TEKS student expectation

and is appropriate for the grade

level and content area. The

assessment as described will

measure the student’s

proficiency in meeting the

student expectation

The rigor of the

assessment/performance

measure is somewhat aligned to

the rigor of the TEKS student

expectation and is somewhat

appropriate for the grade level

and content area. The assessment

as described will not adequately

measure the student’s proficiency

in meeting the student

expectation.

The rigor of the

assessment/performance measure

is not aligned to the rigor of the

TEKS student expectation and/or is

inappropriate for the grade level

and content area. The assessment

as described will not measure the

student’s proficiency in meeting

the student expectation.

Learning Objective EXPERT 10 pts PROFICIENT 8 pts. DEVELOPING 6 pts. NOVICE 4 pts.
The learning objective
explicitly uses
the appropriate language of

the TEKS and includes the

performance measure for

successfully meeting the

student expectation.

The learning objective explicitly
uses the appropriate language of
the TEKS and includes the
performance measure for
successfully meeting the student
expectation.

The learning objective uses most

of the appropriate language of

the TEKS and includes the

performance measure for

successfully meeting the student

expectation.

The learning objective uses some
of the language of the TEKS but
does not include the performance
measure for successfully meeting
the student expectation, or the
performance measure will not
adequately measure student
success.

The learning objective does not use

the language of the TEKS and/or

does not include the performance

measure, or the performance

measure will not adequately

measure student success.

Objective Statement

The objective statement is

written in student-friendly

terms and describes what

the teacher will say to

students. This statement

includes the knowledge and

skills from the TEKS that

students will learn, and the

performance measure by

which students are

evaluated.

The objective statement is

written in student-friendly terms

and describes what the teacher

will say to students. This

statement includes the

knowledge and skills from the

TEKS that students will learn,

and the performance measure

by which students are

evaluated.

The objective statement is

written in mostly student-

friendly terms and describes

what the teacher will say to

students. This statement

includes the knowledge and skills

from the TEKS that students will

learn, and the performance

measure by which students are

evaluated.

The objective statement is

written in somewhat student-

friendly terms and describes what

the teacher will say to students.

The statement is missing either

the knowledge and skills to be

learned by students or the

performance measure by which

students are evaluated.

The objective statement is not

written in student-friendly terms

and does not describe what the

teacher will say to students. The

statement is missing either the

knowledge and skills to be learned

by students or the performance

measure by which students are

evaluated.

Purpose of Learning

The purpose of learning is

stated in student friendly

terms and accurately

describes what the teacher

will say to students. The

purpose of learning

explicitly explains why the

content is important to the

student’s academic life

and personal life.

The purpose of learning is stated

in student friendly terms and

accurately describes what the

teacher will say to students. The

purpose of learning explicitly

explains why the content is

important to the student’s

academic life and personal life.

The purpose of learning is stated

in student friendly terms and

describes what the teacher will

say to students. The purpose of

learning explains why the

content is important to the

student’s academic life or

personal life.

The purpose of learning is stated

in student friendly terms but is

vague in its description of what

the teacher will say to students.

The purpose of learning

somewhat explains why the

content is important to the

student’s academic life or

personal life. The description

does not adequately answer “why

do we have to know this”

question that students often ask.

The purpose of learning is missing,

or not stated in student friendly

terms. The statement as written

does not accurately describe why

the content is important to the

student’s academic life and

personal life.

Connection to Prior
Learning,

Background, Interests,
Cross‐Content

10 pts. 8 pts. 6 pts. 4 pts.

The connection to prior
learning,
background knowledge,

and/or student interests

explicitly describes the

knowledge and skills

students must have to

successfully meet the

learning objective. The

connection supports the

student in accessing prior

knowledge and/or

connections across

content areas.

The connection to prior learning,

background knowledge, and/or

student interests explicitly

describes the knowledge and

skills students must have to

successfully meet the learning

objective. The connection fully

supports the student in accessing

prior knowledge and/or

connections across content

areas.

The connection to prior

learning, background knowledge,

and/or student interests

describes the knowledge and

skills students must have to

successfully meet the learning

objective. The connection

adequately supports the

student in accessing prior

knowledge and/or connections

across content areas.

The connection to prior learning,

background knowledge, and/or

student interests somewhat

describes the knowledge and

skills students must have to

successfully meet the learning

objective. The connection is not

explicitly made for students to

access prior knowledge and/or

with other content areas.

The connection to prior learning,

background knowledge, and/or

student interests does not include

the knowledge and skills students

must have to successfully meet the

learning objective and/or the

connection does not help students

access prior knowledge or other

content areas.

TEACHERS OF TOMORROW LESSON PLAN FORMAT

NAME:

SUBJECT/GRADE:

CERTIFICATION AREA:

SUBMISSION #

TNT 700.3P – PLANNING LESSONS, PART 1

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:


Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B.

PERFORMANCE MEASURE/ASSESSMENT

After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?

LEARNING OBJECTIVE(S):

Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure.

OBJECTIVE STATEMENT (must include performance measure)

This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)

PURPOSE OF LEARNING

Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives.

EXPLICIT CONNECTION TO PRIOR LEARNING

This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.

SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

NAME: Your name here CONTENT AREA: English Language Arts

GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2

REQUIREMENT RESPONSE

TEXAS ESSENTIAL KNOWLEDGE AND
SKILLS:
Using the TEKS for your grade level and
content area, copy the TEKS word for
word. This must include the grade level,
number and letter of competency. For
example, (Grade 6) 5.B.

(Grade 6) (5) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension
of increasingly complex texts. The student is expected to:

(B) generate questions about text before, during, and
after reading to deepen understanding and gain
information

PERFORMANCE
MEASURE/ASSESSMENT
After the lesson, how will you know if they
have learned the content to the level of
rigor required? How will you measure
their performance?

Students will complete a T-chart with 10 questions generated
before, during, and after reading Lesson 2 in The Call of the Wild.
Students must include lesson/page numbers and/or passages that
sparked the questions. Students must also reflect on why the
questions were chosen. Students will be scored with a rubric that
includes this criteria.

LEARNING OBJECTIVE(S):
Copy the TEKS word for word beginning
with “the student is expected to. . .” and
the text of the student expectation. Then
end your learning objective by stating the
performance measure.

The student is expected to generate questions about The Call of
the Wild, Lesson 2, before, during, and after reading to deepen
understanding and gain information, by completing a 10 question
T-chart that includes questions, passages, and reflection.

OBJECTIVE STATEMENT (must
include performance measure)
This is what the teacher says to students
about what students will learn today, and
how they will show they have learned the
content (that is the performance
measure)

Students, today we’ll be learning about how asking questions
before, during, and after reading can help us deepen our
understanding of the story. We’re reading Lesson 2 of Call of the
Wild, and you’ll complete a T-Chart of 10 questions that you
generate during reading this passage. You’ll also reflect on why
you had those questions. You’ll turn this T-chart and reflection into
me at the end of the class and I’ll score it using this rubric.

PURPOSE OF LEARNING
Why do students need to learn this today?
This should be written in what you will
say to students and should both why it is
important to the content area
(knowledge and skills statement) and
why it is relevant in their lives.

This is important for you to know how to do. Learning to think
about what you are reading helps you understand the story better.
This is also important when you are reading other texts, like those
in your science textbook, or even the newspaper.

EXPLICIT CONNECTION TO PRIOR
LEARNING
This is what you say to students about
what they have already learned and how
it prepares them for what they are about
to learn; review what they have learned
to prepare them for the upcoming lesson.

Students, we’ve worked with T-charts before, and yesterday, we
read Lesson 1 and I modeled how to think-aloud about questions I
had while reading. Today, you’ll be completing that first on your
own, and then in groups so you can have a full discussion of what
the reading is telling you.

This project is aligned to the Texas Approved Educator Standards 1.A.(ii); 1.A.(iii); 2.B.(i); 5.a.(i) and evaluates your knowledge and skills from the following courses:

· UNDERSTANDING RIGOR

· THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS

· ELEMENTS OF EFFECTIVE LESSON PLANNING

· Performance Based Assessment – Planning Instruction Part 1

· PLANNING INSTRUCTION – PART 1

· To begin the lesson planning process, candidates must write learning objectives using the TEKS in their content area and describe an assessment that is aligned with both the learning objective and the state standard. Additionally, candidates must demonstrate how to describe the learning objective and performance measure to students (the objective statement) and tell students why it is important for them to know the material. Candidates must also identify the prior learning or background knowledge that students must know in order to successfully meet the learning objective for the lesson. You will receive 2 grades in this project; one for each submission. You must score at least 48 out of 60 points on each submission to successfully pass this assignment. 

·

This project evaluates your knowledge and skills in the following areas:

· Using the state standard to write learning objectives

· Aligning the rigor of the state standard to the rigor of the learning objective

· Describing a performance measure that is aligned to the state standard and is included in the learning objective

· Writing an objective statement and related performance measures in student-friendly terms

· Describing the purpose of learning the new content; why it helps the student in the content area and in their life

· Writing a statement that the teacher uses to connect the lesson to necessary prior knowledge and/or background knowledge, and supports the student making connections within and across content areas

This project is aligned to the Texas Educator Standards.  Successful completion is required as a demonstration of your knowledge and skills in meeting the above standards, and is a preservice requirement. You must score 80% or higher on each submission to successfully complete the project. You can download the scoring rubric here.

For TNT 700.3PBP, you will complete two lesson plan introductions, completing only those areas described above. Each lesson plan introduction will be submitted on a different submission page. There are two submission pages, one for each document.

Below are links to the TEKS, a sample project, the template for which you will need 2 documents, and a copy of the scoring criteria — the rubric. Select each link to get the information you need.

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