Final Blog

Popham's Levels
I'm going to relate this concept specifically to writing.We are TCAP assessed in fifth grade, and when the time comes, I want my students to feel confident and excited to write their narratives. I use the six trait model to drive my instruction. I never put a letter grade on a writing assignment. We focus on one trait at a time, and when I review their final draft, I write comments specific to that trait.For example, when we studied word choice, I underlined examples of vivid words and praised them for using "quality" words. I would consider myself at level three, which emphasizes evidence gathering to make adjustments. I keep all of my students monthly writing samples in a folder, and we review them both individually and as a group. I have asked for permission from students to share his or her work with the rest of the class, and they are so proud to do so! For me, writing is such a personal experience, and placing a letter grade on it at this level does not feel right. However, I do know that those who have mastered a skill should be recognized, and I use the scale of S or E to evaluate. On page 132, the author discusses using a check or check plus system, so I feel that I'm on the right track.

Graphic organizer pg. 142
I agree with the concept that students need to be given an opportunity to correct their mistakes, especially in math. I offer half credit for each corrected answer on my weekly math test. I give the students the chance to do this in class because I feel it is so important to get their thinking on the right path, instead of making the same mistakes over and over. I like the form on page 142, but it is too involved for me. Currently, I have the students do their "fix up" on a separate sheet of paper, and attach it to the test. I intend to make an overhead of the seven reasons listed on page 142, and require students to write the reason next to their new answer.This step will make them think about their thinking!