A. Return Mid-Unit 3 Assessment - W.6.10 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 12. Students will also need their Mid-Unit 3 Assessment with feedback.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar to or the same as previous lessons.

A. End-of-Unit 3 Assessment: Part I (10 minutes)

• Invite students to retrieve the following materials. Refer to the examples for teacher reference of each as needed while students work:

  • Performance Task Recording Planner

  • Audio Museum: Performance Task directions

  • Analyze Model Performance Task Recording note-catcher

  • Model Performance Task Recording Planner

• Display and distribute the Mid-Unit 3 Assessment: Rehearse and Refine Performance Task Recording.

• Invite students to follow along, reading silently in their heads, while the directions for each part of the assessment are read aloud. Make sure students understand the assessment directions; paraphrase some instructions, if needed. ▲

MEETING STUDENTS' NEEDS 

Before the assessment of Work Times A-C, underline key vocabulary in the assessment directions and prompt and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for students who need heavier support.

Display a "map" of the assessment(s) to reference while explaining directions to the end of unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the map as needed. Example:

Record your performance task (your preface, selected text, and reflection).

Listen to your recording. Evaluate your volume, your pronunciation, and your language use. Describe a star and a step.

Record your performance task again. Try to improve your volume, your pronunciation, and your language use.

Listen to your second recording. Evaluate it again. Locate another star and step.

Listen to a classmate's recording. Reflect on the recording and answer questions about its content.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart and review perseverance and what this looks and sounds like. Remind students that as they will be recording, listening, and writing independently, they may need to practice perseverance.

• Invite students to begin Part I of the assessment, which asks them to record their performance task contribution. They then listen to the recording and reflect on and self-assess their recording.

• While students are working on this part of the assessment, circulate to monitor their progress. Remind students when time for this part is almost elapsed.

B. End of Unit 3 Assessment: Part II (10 minutes)

• Reconvene the students and instruct them to continue to Part II of the assessment. This part asks them to use their observations to improve their performance as they create a second recording of their performance task. They then listen to that second recording and again reflect on and self-assess.

MEETING STUDENTS' NEEDS 

Before the assessment of Work Times A-C, underline key vocabulary in the assessment directions and prompt and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for students who need heavier support.

Display a "map" of the assessment(s) to reference while explaining directions to the end of unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the map as needed. Example:

Record your performance task (your preface, selected text, and reflection).

Listen to your recording. Evaluate your volume, your pronunciation, and your language use. Describe a star and a step.

Record your performance task again. Try to improve your volume, your pronunciation, and your language use.

Listen to your second recording. Evaluate it again. Locate another star and step.

Listen to a classmate's recording. Reflect on the recording and answer questions about its content.

• While students are working on this part of the assessment, circulate to monitor their progress. Remind students when time for this part is almost elapsed.

C. End of Unit 3 Assessment: Part III (15 minutes)

• Reconvene the students and instruct them to continue to Part III of the assessment. This part asks students to listen to their partner's second recording and then reflect on and assess their recording.

MEETING STUDENTS' NEEDS 

Before the assessment of Work Times A-C, underline key vocabulary in the assessment directions and prompt and read aloud together as a class to ensure that students understand each task included in the assessment. Invite students who need lighter support to restate or clarify information for students who need heavier support.

Display a "map" of the assessment(s) to reference while explaining directions to the end of unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the map as needed. Example:

Record your performance task (your preface, selected text, and reflection).

Listen to your recording. Evaluate your volume, your pronunciation, and your language use. Describe a star and a step.

Record your performance task again. Try to improve your volume, your pronunciation, and your language use.

Listen to your second recording. Evaluate it again. Locate another star and step.

Listen to a classmate's recording. Reflect on the recording and answer questions about its content.

• Have students exchange recordings and their Performance Task Recording Planners with their partner and complete this part.

• While students are working on this part of the assessment, circulate to monitor their progress. Remind students when time for this part is almost elapsed.

• Explain that students will use the feedback from their peers to finalize their performance task recording for inclusion in the audio museum in the next lesson. Remind students that their recording needs to be ready to be shared in Lesson 13. Provide students who are unable to work on the recording at home alternative opportunities to work on the recording during school hours.

• Refer to End of Unit 3 Assessment: Rehearse and Refine Performance Task Recording (example for teacher reference) and the Grade 6 Speaking and Listening Recording Sheet to assess completed recordings after students have finished all parts of the assessment, including their self-reflection, re-recording, and peer review.

A. Assessment Debrief (5 minutes)

• Give students specific, positive feedback on their completion of the End of Unit 3 Assessment: Rehearse and Refine Performance Task Recording.

• Ask students to share what parts of the assessment were challenging for them and why and how they persevered. Ask students to share their successes on the assessment.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.