Grade Level Analytic Rubrics Aligned to Common Core and PARCC Assessment Models

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Dr. Dea has created Common Core and PARCC aligned writing rubrics.

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New Writing Rubrics Coming Soon…along with student friendly reflection checklists!

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double dosage of viagra Complete the form below to download Checklist Rubrics for Grade levels 1-11.

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Defect/Bug/Issue Report
Restate the problem title and/or include more descriptive summary information.
Include any setup or preparation work and the steps we can take to reproduce the problem.
Describe your results and how they differed from what you expected.
Provide information on steps taken to isolate the problem. Under what conditions or circumstances does the problem occur or not occur.
If there is a workaround for the problem, please describe it in detail.
Document any additional information that might be useful in resolving the problem.
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7 Responses to “Grade Level Analytic Rubrics Aligned to Common Core and PARCC Assessment Models”

  1. Deb Brady July 22, 2014 at 7:58 am #

    sildenafil 50 mg india Can you explain why you have 3 as the highest category through grade 5?
    Debby Brady

  2. Deb July 22, 2014 at 1:51 pm #

    I have been concerned that the NCLB focus on bringing everyone to proficiency put a ceiling on expectations and left high expecctations behind. Do you think that these national expectations are sufficiently high? Do these 3’s say the same thing? I know that you work with so many teachers across the U.S. and would really like your read on this. I know how carefully you’ve studied PARCC and literacy.

    • Dr. Dea Conrad-Curry July 24, 2014 at 10:59 am #

  3. Fran July 31, 2014 at 6:37 pm #

    Love, love, love this idea.

    I really, really like the grouping of the standards by the headers!
    1. Would there be any form of a “Unit Organizer”?
    2. Tell me more about why you have text resources first. Would those not also be a part of the resources?
    3. I’m also wondering about the order of Assessment and Results Desired when I think about UbD planning.
    4. The new piece added by Wiggins and McTighe that I really like is “Transfer Goals”. Have you seen that? It’s that bigger piece about what students should be able to do independently.

    • Dr. Dea Conrad-Curry August 1, 2014 at 12:21 pm #

      Thanks for posting, Fran. I’m not sure what you mean by the first question…
      But you have given me pause on the second. I see the teaching texts as separate from and part of the resources list. I’ll have to go back and take a look at how I labeled that section. Question 3: Wiggins says the design I he outlines Understanding by Design is not hard and fast. In the text itself, he states you can really start in many different places. BTW, did you see his post today: How do you plan?

      So, given the food for thought you’ve offered, I’m going to take another look and see what I can do. Really appreciate your time and thoughtful attention to the work I am doing.

    • Dr. Dea Conrad-Curry August 1, 2014 at 4:43 pm #

      Hello Again!
      Now I get it. I was referring to the planner as lesson planners as well as unit planners. That is “me” thing. I no longer see one day and done lessons as viable in the classroom. I also do not think four and six weeks units are very effective. Teachers and students need more change-up than that. And…I don’t believe teachers can effectively plan for periods of study that exceed two to three weeks. Therefore, I have gone to talking about multi-day lessons. But…I do see this as problematic. As a result, I have renamed the docs as unit planners but I will soon need to blog on the theories I am advancing in this comment. Thanks for keeping me on my toes.
      Kind regards,

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