Standards Based Grading: Evaluation

You have completed the Standards Based Grading tutorial. Write a brief summary of Standards Based Grading and name 2 differences in Standards Based Grading and conventional grading.

Standards Based Grading: What are you thinking?

Take a few minutes to reflect and answer these questions. Read, reflect, and comment on what others are thinking.


Is Standards Based Grading more aligned with grade level expectations?

Quarterly expectations?

Promotion decisions?

Does the Standards Based Model seem more consistent?

Do you note any potential problems with this model?

Team D

Remember to defend your comments in your post by referring to specific parts or words in the poem. As you see your teammates post reply to one other teammate's blog post.

Broccoli for Breakfast: Kenn Nesbitt

Broccoli for Breakfast
Broccoli for breakfast.
Broccoli for lunch.
Broccoli that's tender.
Broccoli with crunch.

Broccoli for dinner.
Broccoli for snacks.
Broccoli in boxes
and baskets and sacks.

Broccoli for weeks and
for months and for years.
It's up to my eyeballs.
It's up to my ears!

I used to like broccoli
but now, I'm afraid,
its beauty, at best,
is beginning to fade.

It's lacking in luster.
It's lost all its charm.
But that's how it goes
on a broccoli farm.

Team C

Remember to defend your comments in your post by referring to specific parts or words in the poem. As you see your teammates post reply to one other teammate's blog post.

The Night Is a Big Black Cat: By G. Orr Clark


The Night is a big black cat,
The Moon is her topaz eye,
The stars are the mice she hunts at night
In the field of the sultry sky.

Team B

Remember to defend your comments in your post by referring to specific parts or words in the poem. As you see your teammates post reply to one other teammate's blog post.


Mother to Son: Langston Hughes

Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So, boy, don't you turn back.
Don't you set down on the steps.
'Cause you finds it's kinder hard.
Don't you fall now—
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.

Team A

Remember to defend your comments in your post by referring to specific parts or words in the poem. As you see your teammates post reply to one other teammate's blog post.

The Road not Taken: Robert Frost

Two roads diverged in a yellow wood
and sorry I could not travel both
And be one traveler, long I stood
and looked down one as far as I could
to where it bent in the undergrowth;

Then took the other, as just as fair,
and having perhaps the better claim
because it was grassy and wanted wear;
though as for that, the passing there
had worn them really about the same,

And both that morning equally lay
in leaves no feet had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I --
I took the one less traveled by,
and that has made all the difference

Tone: Assignment 1 Instructions

5th graders welcome to our class poetry blog. The first poetic element we focused on is tone. To get our blog started find your name below under a team name. Once you find your team name, find the post labeled with that name and read the poem attached. As you read your team's poem remember what we learned about tone in class. Some examples of tone are formal, informal, serious, humorous, amused, angry, playful, neutral, satirical, gloomy, and sad.

If you need a review take a look at this short video on YouTube.

Have fun!

Team A:
Sam
Patrick
Cori
Melanie
Julie

Team B:
John
Veronica
Wasif
Max
Elizabeth

Team C:
Scotty
Jamie
Hannah
George
Sarah

Team D:
Janet
Jordan
Rodney
Christian
Michael


NCSCOS 5th Grade

Competency Goal 1: The learner will apply enabling strategies and skills to read and write.

1.03 Increase reading and writing vocabulary through:

* debate
* discussions

Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

2.03 Read a variety of texts, such as:

* poetry (narrative, lyric, and cinquains).

2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:

* tone.