1 / 12

CBA In the Classroom

CBA In the Classroom. Steps to Success Meghan Anderson Prairie View Elementary, Mead. My CBA background. Started working with the CBA in the very first pilot year Worked with 5 different CBAs at fifth and 6th grades

iden
Download Presentation

CBA In the Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CBA In the Classroom Steps to Success Meghan Anderson Prairie View Elementary, Mead

  2. My CBA background • Started working with the CBA in the very first pilot year • Worked with 5 different CBAs at fifth and 6th grades • Worked with district to select required CBAs and develop support materials and trainings for district teachers

  3. How does the CBA fit? • CBA should assess what your students have studied and be “easy” for them to support their ideas • CBA can assess writing and social studies content at the same time!

  4. Where do I start? • Collaborate with grade level team/library/support staff to plan • Decide on content for CBA http://www.mead354.org/uploaded/District_Office/LS/Assessment/CBA_docs/Whose_Rules_teacher_notes.doc • Plan time frame and copy student materials (prompt, rubric, graphic organizer) • Bookmark appropriate links, gather resources

  5. What worked for me: • Regardless of CBA, choose a topic that fits with what you are teaching - we don’t have time to add more • Guide students through their graphic organizer - differentiate for multiple abilities • Partner with your resource room staff and librarian to support for research and writing

  6. Step 1: Pre-teach • Intro CBA http://www.k12.wa.us/assessment/WASL/SocialStudies/default.aspx • Give students the background necessary for them to be successful • Whose Rules: teach “democratic ideals” http://www.mead354.org/uploaded/District_Office/LS/Assessment/CBA_docs/Democratic_Ideals.doc

  7. Step 2: Research • Graphic Organizer http://www.mead354.org/uploaded/District_Office/LS/Assessment/CBA_docs/whoserulesGO.doc • File Folders Research Strategy - teach! • At the Elementary level, it is OK to work through the graphic organizers in pairs, small groups, or even large groups as long as the final product is the student’s work!

  8. File Folder Strategy • Make file folders with 8 pockets for each student and laminate. • On 8th pocket, place bibliography requirements on a sticker • Students write topics for research on sticky notes and place on each pocket • Take notes on cards from sources and place in appropriate pocket. Also write bibliography info on a card and place in that pocket.

  9. Step 3: Support • Students work to complete research and graphic organizer • Students begin writing process: review writing expectations and scoring rubrics for both the CBA and writing • Conference to check on progress and help students complete task

  10. Step 4: Publish • Students write or type a final copy • Students complete a bibliography

  11. Step 5: Score • Score papers on BOTH rubrics (CBA and writing) • Use anchor papers from state and build your own collection for your topic • Conference with students to go over score • Save CBAs or report scores depending on district guidelines.

  12. Questions? • Manderson@mead.k12.wa.us • Thenry@mead.k12.wa.us

More Related