1. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

2. Anticipating Student Responses

3. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Emerging Level Maturing Level Consolidated Level Slide 1 A Range of Student Responses

4. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Teacher Asks: “What comes to mind when you think of coordinate graphing?” Teacher Wonders: “What are the different levels of understanding among my students?” “What are some common difficulties, misconceptions, or problems students have with this concept?” Slide 2 Anticipating Student Responses

5. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Strategy: 1.Walk coordinates to label each location on large graph 2.Describe the process verbally using appropriate vocabulary Range of Student Responses: Emerging: Plot points in spaces rather than intersections, have procedural graphing misconceptions (x or y axis), vocabulary use minimal Maturing: Count intervals on lines rather than x or y axis, know the rule for coordinates but can’t apply it, vocabulary use is mostly appropriate Consolidated: Accurately identify and plot x and y coordinates, use vocabulary appropriately to explain process of identification and plotting Slide 3 Range of Student Responses

6. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Why Do Things Sink and Float? Range of Student Responses: Emerging Level: Can explain in terms of mass or volume only Maturing Level: Can explain the mass/volume relationship, and what this has to do with sinking and floating Consolidated Level: Can clearly explain the mass/volume relationship and how objects sink or float based on what they are made of and the liquid in which they are floating (relative density) Slide 4 Anticipating Student Responses

7. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 5 Range of Student Responses Emerging Level “Things sink because they have a lot of mass.” “Things float because they have more volume.” Maturing Level “If something is huge, it does not mean it will sink; if something is small, it does not mean it will float. It matters what the density of the object is – one is lighter material and one is heavier and denser material.” “Things sink and float because they have mass and volume.” “Water has a density of 1 – other liquids have different densities. An object sinks or floats based on the kind of liquid it is in.” Consolidated Level “Things sink or float because of their M/V ratio and the density of the liquid they are in.”

8. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Strategy: After reading the text about rocks and minerals, write the questions that you think are answered by the text on Post-It notes. Put your Post-It notes on the whiteboard white board as you exit the class. Slide 6 Anticipating Student Responses Assessing Reading Comprehension of Informational Text

9. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Emerging Level Poorly formed question structure Writes only factual questions that can be answered directly from the text Limited scientific language and vocabulary usage Maturing Level Clearly written question Write questions that require some inferences Good use of scientific language and vocabulary (e.g., igneous, sedimentary, conglomerate, metamorphic) Consolidated Level Well-structured, clearly written question based on accurate text inference Writes a question that shows inferential thinking and information synthesis Frequent and appropriate use of scientific language and vocabulary (e.g., igneous, sedimentary, conglomerate, metamorphic) Slide 7 Possible Student Responses

10. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Your Turn Return to the planned-for interactions you identified in Step 2 of Handout 4.2.1. Select at least one strategy/interaction from either the start, middle or end of your lesson. For each interaction, determine a range of possible student responses that reflect the three levels: 1)Emerging 2)Maturing 3)Consolidated Slide 8 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

11. Try It Out Select a strategy (from Step 2) or a discussion question (from Step 3). Use the strategy or discussion question with your class. Compare actual student responses with those you anticipated. Were the responses close to what you anticipated or quite different? Share your experience with your TLC before you move on to Lesson 4. Slide 9 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel