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World Language Comp.2 - Spanish

by maestra.h

Dec 19, 2016

Hi all, I am working on Component 2. I'm confused about Component 2. I have 2 assessments that were taken 1 week apart, but they are part of an "instructional sequence" (retelling past events) that was 6 weeks long. It doesn't say anywhere in the directions that your assessments need to be 3 weeks apart, but that your "instructional sequence" needs to be 3 weeks to 3 months. I have my 1 assessment which is an exit ticket measuring ability to conjugate in both tenses and to choose between the 2. Then I did 1 week of tiered activities based on the results of the exit ticket. Is 1 week too short of a time in between the 2 assessments? Because on the questions for assessment 1 it says "What were the goals of the instructional sequence that preceded this assessment" and then in the next section is asks "what are the goals of the featured instructional sequence." for me those are the same because my exit ticket showed some students needed more practice...See More

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What Works Maestra, the NB assessors only know what candidates tell them. It seems to be bothering you that the assessments were only a week apart. I don't think that would be harmful to say, but it's also not necessary to say it. See how your writing plays out, then make that decision.

On 12/20/16, Rebecca wrote: > Hi Maestra. > > While I t...See MoreMaestra, the NB assessors only know what candidates tell them. It seems to be bothering you that the assessments were only a week apart. I don't think that would be harmful to say, but it's also not necessary to say it. See how your writing plays out, then make that decision.

On 12/20/16, Rebecca wrote: > Hi Maestra. > > While I think it's fine that there was only 1 week between > the assessments given how you used that time, I might > not mention that particular fact in your documentation - > just in case. As long as you can explain what you did and > show evidence of how student work improved as a > result, I think you're in good shape. > > And do come join the Facebook group for WL seekers of > NBCT! > > Rebecca > > > On 12/20/16, What Works wrote: >> maestra.h, I think you're ok with what you have. Here > is >> how I read the information you provided in your post: >> >> You taught an instructional sequence (unit of study( > that >> was 6 weeks long. Your instructions do not specify > how >> far apart the assessments must be, so having them 1 >> week apart, if that was appropriate for the unit, would > be >> ok. >> >> Assessment 1 showed that students hadn't yet > mastered >> the material, so you had an additional week of > instruction >> on that topic. Then at the end of that week's > instruction, >> you gave Assessment 2. >> >> It seems to me that the goals would remain the same >> because you were remediating, teaching, then > assessing >> the same goals. That is basically the steps on the >> Architecture of Accomplished Teaching (AAT)...the NB >> version of an accomplished lesson plan. I have an >> acronym for it: SSTARS and the letters stand for: >> >> S = Students >> S = Set Goals >> T = Teach >> A = Assess >> R = Reflect >> S = Start Over (Reteach or Set New Goals depending > on >> the results of the Assessment) >> >> The prompts in the Written Commentary of C2 are >> structured to see if you put those steps into practice. >> >> From what you've written, I think your sequence is > fine. >> >> However, I'd like to point you to a good FB page for > WL >> teachers. It's called National Board Certification for >> World Language Teachers. It's very active and you > might >> want to post this there to get some additional > feedback. >> If you're on FB, it's free but you need to join. >> >> Good Luck! >> >> >> >> On 12/19/16, maestra.h wrote: >>> Hi all, I am working on Component 2. I'm confused >> about >>> Component 2. I have 2 assessments that were taken > 1 >> week >>> apart, but they are part of an "instructional > sequence" >>> (retelling past events) that was 6 weeks long. It > doesn't >>> say anywhere in the directions that your > assessments >> need >>> to be 3 weeks apart, but that your "instructional >>> sequence" needs to be 3 weeks to 3 months. I have > my >> 1 >>> assessment which is an exit ticket measuring ability > to >>> conjugate in both tenses and to choose between the > 2. >>> Then I did 1 week of tiered activities based on the >>> results of the exit ticket. Is 1 week too short of a time >>> in between the 2 assessments? Because on the >> questions >>> for assessment 1 it says "What were the goals of the >>> instructional sequence that preceded this > assessment" >> and >>> then in the next section is asks "what are the goals > of >>> the featured instructional sequence." for me those > are >>> the same because my exit ticket showed some > students >>> needed more practice, so I had 3 groups doing > different >>> things with pret/imp. Then I assessed all of them > having >>> them write a postcard in pret/imp. The students I > chose >>> (one from the low group and one from the mid group) >> did >>> show significant improvement from exit ticket to the >>> postcard. Can I still use these assessments even >> though >>> they are only 1 week apart? and can I have the same >> goals >>> as the previous instructional sequence? My rationale >>> would be that pret/imp is an extremely hard topic >> needing >>> years to master (even I sometimes mess it up!) >> GRACIAS :)

Dec 21, 2016

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Mrs. Martin Your question is the one I have, too! I teach Spanish and am using a grammar quiz for Assessment 1, then the chapter test as Assessment 2. The whole chapter took 3-4 weeks to teach, but the time between assessments was a week and a half. Even if I don't mention how long between the 2 assessments, it DOES ask how long the "instructional sequenc...See More

Jan 27, 2017

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Profesora Martín I'm currently working on Component 2, as well, and have a question regarding the student artifacts (assessments) that I plan to submit. Is it ok to write/make corrections on the assessments (correct grammatical errors/spelling errors), and write feedback on them and submit copies of them with my markings on them or am I expected to submit "cle...See MoreI'm currently working on Component 2, as well, and have a question regarding the student artifacts (assessments) that I plan to submit. Is it ok to write/make corrections on the assessments (correct grammatical errors/spelling errors), and write feedback on them and submit copies of them with my markings on them or am I expected to submit "clean" copies (without any of my corrections/markings)?

Thank you! Profesora Martín (I guess Martín is a common last name in the world of languages!)

On 12/19/16, maestra.h wrote: > Hi all, I am working on Component 2. I'm confused about > Component 2. I have 2 assessments that were taken 1 week > apart, but they are part of an "instructional sequence" > (retelling past events) that was 6 weeks long. It doesn't > say anywhere in the directions that your assessments need > to be 3 weeks apart, but that your "instructional > sequence" needs to be 3 weeks to 3 months. I have my 1 > assessment which is an exit ticket measuring ability to > conjugate in both tenses and to choose between the 2. > Then I did 1 week of tiered activities based on the > results of the exit ticket. Is 1 week too short of a time > in between the 2 assessments? Because on the questions > for assessment 1 it says "What were the goals of the > instructional sequence that preceded this assessment" and > then in the next section is asks "what are the goals of > the featured instructional sequence." for me those are > the same because my exit ticket showed some students > needed more practice, so I had 3 groups doing different > things with pret/imp. Then I assessed all of them having > them write a postcard in pret/imp. The students I chose > (one from the low group and one from the mid group) did > show significant improvement from exit ticket to the > postcard. Can I still use these assessments even though > they are only 1 week apart? and can I have the same goals > as the previous instructional sequence? My rationale > would be that pret/imp is an extremely hard topic needing > years to master (even I sometimes mess it up!) GRACIAS :)

Jan 28, 2017

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Mme B I submitted marked up copies because I thought it showed more evidence (eg, NB got to see student work *and* my response to that work).

On 1/28/17, Profesora Martín wrote: > I'm currently working on Component 2, as well, and have a > question regarding the student artifacts (assessments) that > I plan to submit. Is it ok to write...See MoreI submitted marked up copies because I thought it showed more evidence (eg, NB got to see student work *and* my response to that work).

On 1/28/17, Profesora Martín wrote: > I'm currently working on Component 2, as well, and have a > question regarding the student artifacts (assessments) that > I plan to submit. Is it ok to write/make corrections on > the assessments (correct grammatical errors/spelling > errors), and write feedback on them and submit copies of > them with my markings on them or am I expected to submit > "clean" copies (without any of my corrections/markings)? > > Thank you! > Profesora Martín (I guess Martín is a common last name in > the world of languages!) > > On 12/19/16, maestra.h wrote: >> Hi all, I am working on Component 2. I'm confused about >> Component 2. I have 2 assessments that were taken 1 week >> apart, but they are part of an "instructional sequence" >> (retelling past events) that was 6 weeks long. It doesn't >> say anywhere in the directions that your assessments need >> to be 3 weeks apart, but that your "instructional >> sequence" needs to be 3 weeks to 3 months. I have my 1 >> assessment which is an exit ticket measuring ability to >> conjugate in both tenses and to choose between the 2. >> Then I did 1 week of tiered activities based on the >> results of the exit ticket. Is 1 week too short of a time >> in between the 2 assessments? Because on the questions >> for assessment 1 it says "What were the goals of the >> instructional sequence that preceded this assessment" and >> then in the next section is asks "what are the goals of >> the featured instructional sequence." for me those are >> the same because my exit ticket showed some students >> needed more practice, so I had 3 groups doing different >> things with pret/imp. Then I assessed all of them having >> them write a postcard in pret/imp. The students I chose >> (one from the low group and one from the mid group) did >> show significant improvement from exit ticket to the >> postcard. Can I still use these assessments even though >> they are only 1 week apart? and can I have the same goals >> as the previous instructional sequence? My rationale >> would be that pret/imp is an extremely hard topic needing >> years to master (even I sometimes mess it up!) GRACIAS :)

Jan 29, 2017

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Profesora Martín Awesome! Thank you so much for your response! On 1/29/17, Mme B wrote: > I submitted marked up copies because I thought it > showed more evidence (eg, NB got to see student work > *and* my response to that work). > > On 1/28/17, Profesora Martín wrote: >> I'm currently working on Component 2, as well, and > have a >> ...See MoreAwesome! Thank you so much for your response! On 1/29/17, Mme B wrote: > I submitted marked up copies because I thought it > showed more evidence (eg, NB got to see student work > *and* my response to that work). > > On 1/28/17, Profesora Martín wrote: >> I'm currently working on Component 2, as well, and > have a >> question regarding the student artifacts > (assessments) that >> I plan to submit. Is it ok to write/make corrections on >> the assessments (correct grammatical errors/spelling >> errors), and write feedback on them and submit > copies of >> them with my markings on them or am I expected to > submit >> "clean" copies (without any of my > corrections/markings)? >> >> Thank you! >> Profesora Martín (I guess Martín is a common last > name in >> the world of languages!) >> >> On 12/19/16, maestra.h wrote: >>> Hi all, I am working on Component 2. I'm confused > about >>> Component 2. I have 2 assessments that were taken > 1 week >>> apart, but they are part of an "instructional > sequence" >>> (retelling past events) that was 6 weeks long. It > doesn't >>> say anywhere in the directions that your > assessments need >>> to be 3 weeks apart, but that your "instructional >>> sequence" needs to be 3 weeks to 3 months. I have > my 1 >>> assessment which is an exit ticket measuring ability > to >>> conjugate in both tenses and to choose between the > 2. >>> Then I did 1 week of tiered activities based on the >>> results of the exit ticket. Is 1 week too short of a time >>> in between the 2 assessments? Because on the > questions >>> for assessment 1 it says "What were the goals of the >>> instructional sequence that preceded this > assessment" and >>> then in the next section is asks "what are the goals > of >>> the featured instructional sequence." for me those > are >>> the same because my exit ticket showed some > students >>> needed more practice, so I had 3 groups doing > different >>> things with pret/imp. Then I assessed all of them > having >>> them write a postcard in pret/imp. The students I > chose >>> (one from the low group and one from the mid group) > did >>> show significant improvement from exit ticket to the >>> postcard. Can I still use these assessments even > though >>> they are only 1 week apart? and can I have the same > goals >>> as the previous instructional sequence? My rationale >>> would be that pret/imp is an extremely hard topic > needing >>> years to master (even I sometimes mess it up!) > GRACIAS :)

Jan 31, 2017

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