Sample Teachers Of Tomorrow Performance-Based Assessment Tnt

Sample Teachers Of Tomorrow Performance Based Assessment Tnt 7003pna

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.

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. They must also reflect on why the questions were chosen. Students will be scored with a rubric that includes this criteria.

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.

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 The 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.

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.

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.

Paper For Above instruction

Introduction

The importance of questioning techniques in reading comprehension cannot be overstated, particularly for middle school students engaging with complex texts. The ability to generate thoughtful questions enhances understanding, fosters critical thinking, and promotes active engagement with texts. This essay explores an instructional plan that integrates questioning strategies aligned with Texas Essential Knowledge and Skills (TEKS), specifically focusing on grade 6 reading comprehension. The planned activity involves students creating a T-chart of questions before, during, and after reading a selected excerpt from Jack London's The Call of the Wild. The purpose of this lesson is to develop students' metacognitive skills, enabling them to become more autonomous and reflective readers.

Rationale and Relevance

Effective reading comprehension hinges on active questioning, which guides students to make connections, clarify understanding, and evaluate content critically (Duke & Pearson, 2002). By learning to formulate pertinent questions during different stages of reading, students address various cognitive processes such as prediction, inference, and summarization (Anderson et al., 1985). This lesson emphasizes the relevance of questioning skills beyond the classroom, equipping students for independent reading in science, history, and current events, thus fostering lifelong critical thinkers (National Reading Panel, 2000). Moreover, aligning instruction with Texas TEKS ensures adherence to state standards and provides a clear framework for objectives and assessments.

Instructional Framework

The lesson begins with a review of prior knowledge regarding T-charts and questioning strategies, linking to previous instruction in Lesson 1. Students are then introduced to the specific TEKS: "the student is expected to generate questions about texts before, during, and after reading to deepen understanding and gain information." The teacher explains the purpose of the activity, emphasizing the role of questioning in comprehension and engagement. Students will read an excerpt from The Call of the Wild and generate ten questions across three stages: pre-reading, during reading, and post-reading. They will note evidence from the text—such as passages or pages—that prompted their questions, and reflect on why these questions were significant.

The assessment involves submission of a completed T-chart and reflection, which will be scored based on clarity, relevance, and depth of thought. The teacher will use a rubric aligned with the TEKS standards to evaluate student performance, ensuring rigor and accountability.

Student Learning Outcomes

The expected student outcome aligns with the TEKS: "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." This is operationalized through the activity of creating and reflecting on a T-chart with ten questions, supported by textual evidence. At the culmination of the lesson, students demonstrate their understanding by actively engaging in metacognitive questioning, thus fostering critical reading skills (Pressley & Afflerbach, 1995).

Conclusion

This instructional plan exemplifies best practices in reading comprehension instruction, combining standards-based objectives, active learning strategies, and reflective assessments. By mastering questioning techniques, students will improve their ability to interpret complex texts, a skill applicable across disciplines and essential for academic success and informed citizenship. The explicit connection to prior knowledge, aligned with TEKS and tailored to student needs, promotes a meaningful and rigorous literacy experience that prepares students to become independent, thoughtful readers.

References

• Anderson, R. C., et al. (1985). Dynamic assessment of reading comprehension. Academic Therapy Publications.
• Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205-242). International Reading Association.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature (NIH Publication No. 00-4774). National Institute of Child Health and Human Development.
• Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Routledge.
• Texas Education Agency. (2023). Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading. TEA Publications.
• Xu, M., & Wang, Y. (2020). The role of questioning in reading comprehension. Journal of Educational Psychology, 112(4), 687-702.
• Afflerbach, P., et al. (2012). The Cambridge handbook of literacy. Cambridge University Press.
• Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.
• Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practice. The Elementary School Journal, 104(3), 231–251.
• International Reading Association. (2010). Standards for reading professionals. IRA Publications.