Anchor Chart Assignment PDF

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Summary

Anchor chart creation for a third grade social studies class...

Description

EDUC 5080 Elementary Methods and Materials Name: Date: Mary Hannah Jones 11-30-2020 Subject/Grade Level

Anchor Chart Documentation/Rubric Insert Picture Here: Size it to 3 inches.

Tennessee Standard Number: S.S. 3.30

3rd Grade Social Studies Learning Outcome: The student will describe Daniel Boon as and his contributions as a frontiersmen and land settlement west of the Appalachians.

Anchor Chart Guidelines for Self-Evaluation Modified from: Moses E., & Lee, H. (2014) Imitate and innovate anchor charts. International Reading Association. doi:10.1598/e-ssentials.8065. Retrieved from: http://www.literacyworldwide.org/docs/default-source/member-benefits/e-ssentials/ila-e-ssentials-8065.pdf

5. Exemplary

Category Paper

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Single Focus

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Construction Font Media

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Visuals Placement

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4. Above Standard

3. Met Standards

2. Below Standard

1. Unacceptable

Descriptor

Rating

Adhesive or non-adhesive paper, lined or unlined paper, light and solid color paper. Durable enough for repeated use Size is large enough to display in classroom Title identifies the “noun” and “verb” of the standard and/or learning objective.

4

Could be used for interactive direct teaching with a small group or whole class May be co-constructed between students and teacher May be collaboratively reused, repurposed, and/or altered for ne learning. Large enough to be read from all points in the classroom Font was clear and readable, a clear contrast from the background Use of color increased understanding Color and color-coded academic commands and related terminology aid understanding. Pictures, symbols, non-linguistic representation, maps, physical models, drawing, photographs, graphs, charts, and/or realia all contribute meaning to the focus standard. Avoid too many visuals that detract from the meaning Chart is easily accessible for quick reference, revision, or interactive board utility.

4 5 3 5 4 NA

The strengths of my anchor chart: Visuals, colorful and clearly labeled sections of the chart. My use of pictures to show examples. It can be easily co-constructed with students, adding info as the lesson progresses. Improvements I would make to my anchor chart: Font/writing could be improved to be clearer. More visuals could be added. I would make a bigger chart so to allow more room to add info and spread sections out more.

EDUC 5080 Elementary Methods and Materials

Anchor Chart Documentation/Rubric

EDUC 5080 Elementary Methods and Materials

Anchor Chart Documentation/Rubric

Anchor Chart Grading Rubric The chart modeled readability, legibility, reliability, clarity, balance, consistency, relevant icons, logical patterns, comparison, color, and accessibility. The chart contained only the most relevant of essential information without unnecessary clutter. Chart was neat, organized with simple icons and graphics without distracting details or marks. Content was based on a learning objective within a unit of study. Vocabulary words and their meanings that highlight the topic are emphasized. Peer Presentation of chart demonstrated the teaching context.

Self-evaluation showed reflection for improvement of design or use. Reinforcements: Practices and/or products to continue.

Refinements: Practices or products that need improvement.

5: Exemplary All categories were modeled for optimal learning value.

3: Meets Standards 6 out of 10 categories were modeled for optimal learning value.

1.Unacceptable All categories detracted from optimal learning value.

The essential information provided a sharp focus with only relevant details Chart was well-designed meaning with relevant graphics. Content directly supported the learning objective as a part of the unit of study. . Relevant vocabulary used with connections visuals or icons for meaning. Peer presentation showed more than one connection to unit of study. Self-evaluation was complete with strengths and improvements analyzed.

The essential information provided focus with at least one relevant detail. Chart showed organization with use of graphics. Content mostly supported the learning objective as a part of the unit of study. Vocabulary was wellchosen and properly highlighted on the chart

The essential information did not contain a focus, and clutter was distracting. Chart showed no organization. Content did not relate to unit of study nor any learning objective. No unit or lesson vocabulary words were displayed.

Peer presentation showed connection to unit of study.

Peer presentation did not show a connection to the unit of study.

Self-evaluation was complete.

Self-evaluation was incomplete....