5 and 6 Grade Curriculum and Important Information

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Dec 10, 2013 (4 years and 6 months ago)


Mary: Answering the Call
is our school’s theme for this year. Our students will be learning and
practicing ways that we can “answer God’s call,” just as Mary did, as we strive to be disciples of
Jesus each day through our thoughts, words,

and deeds. Our mission is to grow in our Catholic
faith together in our Saint Brigid of Kildare community.


and 6

Grade Curriculum and Important Information

Who are my child’s teachers?

Mrs. Janet Bosche (6

Grade Religion, 5

and 6

Grade Mat

In now my 11th year at here, it is a pleasure to teach 5

and 6

grade at Saint Brigid of Kildare.
I attended Gwynedd
Mercy College in Pennsylvania, and received my associate degree in
nursing and a Bachelor of Science in Education. My husb
and Ray and I are parishioners here
and serve as Eucharistic Ministers. We have four children. Ray and his wife Stephanie live in
Philadelphia, PA . Kate and her husband Arnie live in Cincinnati. Annie is a nurse in Cleveland.
Our youngest daughter is
a junior majoring in education at Miami University.

My mission as a Saint Brigid of Kildare math teacher is to facilitate the learning of the students.
I strive to foster a conceptual understanding of mathematics. My goal is to challenge the
students t
o explore and investigate math problems, coming up with their own strategies and
justifications for their reasoning. I also emphasize the use of manipulatives and technology in
the classroom. These tools range from dice, cards, base ten blocks, algebra
tiles, guided notes,
the Smartboard, Powerpoint presentations, Internet sites and apps. Key words that
characterize my class are “process”, “discussion”, “cooperation”, and “collaboration”. Each day
we explore an essential question and commit to learni
ng through “I can” statements.

Mrs. Jill Cecutti (5

and 6

Grade Language Arts)

I am a native of the Columbus area and am a proud graduate of Capital University. To continue
my professional development, I attend educational conferences and in
es frequently
throughout the year and have taken additional graduate coursework in the area of language
arts and curriculum. I currently serve on the “Choose to Read Ohio” Advisory Board, a
statewide initiative dedicated to developing reading lists, prom
oting reading, and spotlighting
Ohio authors and their works in schools and libraries across Ohio. I make educational
presentations periodically for Choose to Read Ohio and language arts curriculums, including the
ELA Common Core. I am also a moderator
and coach for the Battle of the Books and Power of
the Pencil A.L.S.O. programs.

My teaching career has spanned over 24 years as a Title I teacher, a classroom teacher in
grades 4

8, and as a literacy teacher in grades 3
6. In my leisure time, I enjoy sp
ending time
with my family and friends, traveling to sunny beaches or mountains, reading books, and taking
walks with my “rescued from the pound” dog, Lilu.

In my new position of sixth grade homeroom teacher and language arts teacher for fifth and
grades, I will provide direct instruction in all reading and writing areas based on the
English Language Arts Common Core standards as well as integrate reading and writing with
content areas. My most important role is to work directly with our students
to support them as
they learn to reach their full potential. My passion in education, besides working with children
each day, is children’s literature and promoting lifelong reading. I am blessed to be working
with you and your children along with a suppo
rtive staff in our wonderful school. Please feel
free to contact me with any questions or concerns you may have throughout the year.

Mrs. Sue Kessler (5

Grade Religion, 5

and 6

Grade Science/Health)

I am originally from Stark County, Ohio and
moved to Dublin nine years ago. I am a graduate of
Walsh University in North Canton, Ohio. I hold a Bachelor of Science degree in Comprehensive
Science. I later returned to Walsh to obtain my middle school teaching license in language arts
and science. I a
lso hold the Ohio reading endorsement for grades K

My husband and I have three daughters ages 17 through 21. We are very busy following their
many activities. When time permits we enjoy spending time with our families in Canton.

Since I was a stay
home mom prior to earning my teaching license, this is my tenth year of
teaching. I teach fifth grade religion as well as fifth and sixth grade science and health. I am
thrilled and feel truly blessed to share my day with your children, and I welcome an
y questions
that you may have.

Miss Karen Partridge (5

and 6

Grade Social Studies and Integrated ELA/Social Studies)

I grew up in Dublin, Ohio where, I am proud to say, I was a 2002 graduate of Saint Brigid of
Kildare. I enjoyed my time as a studen
t then and now I am so excited to be back. In 2006, I
graduated from Bishop Watterson High School. Go Eagles! I went on to get my Bachelors
Degree from Miami University in Middle Childhood Education, social studies, and language arts.

I have three
sisters with whom I am extremely close. I am an identical triplet and have another
sister who is one year older than we are. In my free time, you can find me eating at El Vaquero,
running, or cheering on the Buckeyes, Blue Jackets, and Steelers!

I am t
eaching 5

and 6

grade social studies. This will be my third year of teaching at Saint
Brigid School. I am so blessed to be working with such a great group of students. Every day I am
excited to come to school and get to know each of your children bette
r. I am looking forward to
a great year!

How do I communicate with my child’s teachers?

Communication, communication, communication… we
can’t stress it enough…

Communication is an essential component in your child’s education. If you need to
speak to u
s or schedule a conference during the year, call us at school (718
5825). Please leave
a message with the school secretary. We also welcome notes from home and will answer them
as needed. If you wish to email us, we will do our best to answer you at our

convenience. Our email addresses are:





Wednesday Folders

Any school communication will be sent home on Wednesdays only. Please read all the
information, sign the back of the folder, and return it with your child on Thursday.

Friday Folders

Every Friday your child will bring home work that he/she completed. Please take some time to
look at these work products with your child. This is an ideal

opportunity to review your child’s
progress and to notice both areas of strength and weakness. Please sign and return the folder
with the papers inside

on the next school day. All papers with be returned to you at the end of
each quarter. We keep the pa
pers for reference of growth over time.

What is homework? How does my child find out about homework?

Assignments and “Homework”

We believe that every assignment has value and importance. Some homework is additional
practice of skills learned in class.
Other homework is a continuation of work started in class.
Homework might be finding a quiet place to think and organize ideas for the next day’s
learning. Yet other homework might be watching a video or reading a text to gain background
information to pr
epare for the next day’s class. Students with writing to compose often do
their best work in a comfortable, familiar setting, so a quiet place at home may offer this
environment. Help your child set up a quiet location in your home with basic supplies (p
pencils) for reading and working on school assignments.

The amount of homework and time needed to complete it will depend on the student’s use of
time in class, strength or weakness with the task, and focus and effort while completing the
homework. Usually, a student should not exceed an hour or so of homework on most days.
Although we do our best to stagger test days and project due dates, occasionally there will be
an overlap between subject areas, thus more homework than normal.


an effort to help your child stay organized and “on track”, we use the
student planner

Assignments are reviewed at the end of each day. Assignments can also be reviewed online at
Edmodo (see below), but each student is expected to keep the written

planner up to date, as

In the case of an incomplete, late or missing assignment, a yellow
“Academic Penalty”

will be completed by a teacher to alert you to the situation. This slip will indicate the
assignment and the teacher of the class in
which it was assigned. When a slip is given, the
teacher will conference with your child to help devise a plan to prevent future incomplete, lost,
or “missing” assignments. An academic detention will be served upon


per quarter
. Ac
ademic detentions are different than behavioral detentions and will
be served on Tuesdays from 3:00
3:30 in one of the fifth or sixth grade classrooms.
Organization and responsibility are crucial life skills that will continue to benefit the students in
e future. Our goal is to help your child be a responsible student and achieve much success
this school year.


All 5th and 6th grade teachers will be using Edmodo as their class homework site. Edmodo is a
free and secure learning network for teacher
s, students, and schools. It provides a safe way for
students and teachers to access homework and receive class information. Edmodo is accessible
online and through any mobile device with Internet capabilities

including free apps for
iPhone, iPad, iPod t
ouch and Android devices. Students can access their account from any
mobile device or computer. Students have been trained on the correct use of this program. In
fifth and sixth grades there will NOT be the option to contact the teacher through Edmodo wit
questions regarding the posting.

What time does my child eat lunch?

Nutritious Snacks and Lunch

Fifth and sixth graders have the very last lunch period at 12:30 each day. Thus, a

may be brought to eat mid
morning. We encourage yo
u to help your child make healthy
choices that would be easy to eat in our classrooms. Due to food allergies,
we cannot have
peanut or nut products, including peanut butter products, in the classrooms
. Thank you for
your help with this. Staying hydrated

is also important for growing bodies and thinking minds.
Water bottles with secure lids, filled with only regular unflavored water, are permitted as long
as they are not a distraction.

What is the curriculum in my child’s academic classes?


Grade R

Fifth grade religion will focus on Jesus, his life and teachings, his many miracles and
accomplishments, and his presence in Sacred Scripture. We will also discuss, at great length,
the seven sacraments. We will look closely at their meanings, sign
s, and symbols.

Prayer is another topic that will be covered this year. We will examine the types of prayer and
take time to participate in daily prayer opportunities. We attend Mass every Thursday at 9:00
and we welcome you to join us as your schedule pe
rmits. We sit near the baptismal font and
you may sit with our class or you may take your child from us at that location to sit with you
elsewhere in church. In class, we will take time to look closely at the Mass and study each part
so we gain more unders
tanding of the Liturgy.


Grade Religion

This year we will follow and complete the diocesan religion standards. The students will
discover, recognize and use God’s revelation in Sacred Scripture as a resource in their life. The
Old Testament will be ex
plored. The students will discover,recognize and use God’s revelation
in the Sacred Tradition of the Roman Catholic Church. Students will discover, recognize and
participate in the life of the Church through prayer, liturgy and sacraments. Students will

discover and recognize the development of the Christian person and experience their baptismal
call to dignity, relationship, moral decision making and service.

Questions or concerns? Please email me:

Text book :

We Believe : We Are God’s People

Formative Assessments used: homework,class work, exit cards, journals, and classroom

Summative Assessments used: Projects, tests and quizzes


Grade Social Studies

This year, the fifth grade social studies curriculum will focus on learning about the geography of the
Western Hemisphere. Students will learn about map skills, various types of maps, latitude and
longitude, as well as the influence geography has on en
vironments throughout the Western
Hemisphere. Students will use the new information and skills to create their own thematic map of a
country they will create. The fifth grade will also learn about the early inhabitants of the Americas and
the impact of Eu
ropean exploration and colonization. The students will be studying the countries in the
Western Hemisphere and their contemporary regional characteristics, the movement of people,
products and ideas and their cultural diversity. Students will also work t
o develop their understanding
of the relationship between markets and available resources.

This year in social studies, the students will rely solely on their Chromebooks as their textbook has
changed to an online edition. Students will have access to
the on
line text as well as many resources to
help support their understanding of the content taught and discussed in class. I encourage
parents to emphasize to their child the importance of taking proper care of the Chromebook and
derstand that this is a privilege provided to enhance learning.


Grade Social Studies

This year, the sixth grade social studies curriculum will focus on learning about the geography
of the Eastern Hemisphere. Students will learn about map skills, v
arious types of maps, latitude
and longitude, and the influence geography has on environments throughout the Eastern
Hemisphere. Students will use the new information and skills to create their own thematic map
of a country they will create as well as exp
lore the absolute locations of the Ohio State football
away games. The sixth grade will also learn about the geographic features, cultural
development and economic change of continents in the Eastern Hemisphere such as Africa,
Asia, Australia and Europe.

Students will explore the contemporary regional characteristics, the
movement of people, products and ideas, and the cultural diversity of these areas. Students
will develop their understanding of the role of consumers and the interaction of markets,
ources and competition.

This year, students will rely solely on their Chromebooks as their textbook has changed to an
online edition. Students will have access to the text as well as many resources to help support
their understanding of the material tau
ght and discussed in class.

I encourage parents to emphasize to their child the importance of taking proper care of
his/her Chromebook and understand that this is a privilege to enhance learning.


and 6

Grade Social Studies Literacy

Once a week,
each 5

and 6

grade class will attend a social studies literacy class. This class is
intended to work on literacy skills that are integrated with the English Language Arts Common
Core and content area classes. Throughout the first quarter, students wil
l work on learning and
reinforcing study skills that will help them throughout the year such as note taking, how to
highlight important information as well as skills and strategies needed to read non
fiction. The
students will also study the research pro
cess that will used when they are writing their own
research papers. Although these foundational skills will be taught and used in language arts and
all content area classes, this particular class will allow students additional time to practice the

that lead to effective study and research. Social studies literacy will focus on teaching your
child skills that will help him/her succeed in education and beyond his/her time at Saint Brigid.


and 6

Grade Science and Health

After a review of scienc
e process skills and science vocabulary, we will move our way through
the science curriculum that includes life science, physical science, and earth and space science.
A textbook will be distributed when needed to provide background knowledge and enhance o
learning. Most learning will be achieved through an active (hands on) approach in a cooperative
learning setting.

Health will be divided into various units covering social, physical, and mental/emotional health.
We will also learn about goal setting and

making processes. Health textbooks are
available to use when needed while in class.


and 6

Grade Language Arts

The diocesan language arts curriculum is based on the
English Language Arts Common Core

standards. These standards
include the skills, strategies, and components of reading
literary and informational texts as well as writing in three distinct areas: informational,
narrative, and argumentative writing. Mrs. Cecutti will work closely with the content area
teachers to p
rovide an integrated approach to the skills needed in reading and writing across
the curriculums.

Reading instruction will occur in the context of informational text, novels, poetry, plays,
Internet sources, research materials, magazines, newspapers, a
nd other authentic sources of
text. Reading instruction will be a combination of guided, interactive, individualized,
independent, and collaborative formats. Lessons will focus on close reading of both
informational and literary texts at increasing level
s of complexity. Explicit teaching of reading
skills and strategies for use with non
fiction and fiction texts will allow students to integrate
their skills into content area reading. Individualized reading and selection of appropriate
reading materials
is the cornerstone of our reading program, but we will also participate in
shared short text and full length novel and non
fiction book experiences of many types.

A type of shared reading we will incorporate into reading class this year is literature
“Literature circles” are a type of flexible grouping that changes by book choice, reading level,
and/or the standards being learned. The “circles” are focused on actively using reading
strategies, continuing vocabulary development, writing and
discussing reader responses, using
higher level questioning skills, and participating in small group collaborative discussions and

Whole class literature selections will be integrated with other subject areas. For instance,
when studying “
decision making” in 6

grade health class, we will read the novel
On My Honor,
a Newbery winning novel that deals with a friendship and some difficult choices a boy must
make. In 5

grade, we will use historical fiction novels such as
Number the Stars,
Newbery winner with a WWII setting and a theme of friendship, to learn about historical events
and the people during those time periods. These novels allow us to integrate literary texts with
informational texts from content area classes, thus hel
ping students see the connection
between the learning that is taking place in multiple classes.

Learning from and enjoying quality children’s literature, both fiction and nonfiction, through
daily independent reading and instructional reading is vital to
a student’s reading growth. Our
goal is for each of our students to become a lifelong reader to enhance his/her future
education, career, and personal life. There are many “purposes” for reading: enjoying the
story and characters, sharing common feelings

and experiences, gaining knowledge, using
authors’ styles as examples for our own writing, developing vocabulary, strengthening reading
strategies, increasing and using questioning techniques, stretching our thinking, and increasing
reading endurance. Em
phasis will be placed on reading a “variety” of authors and genres;
however there is NOT an assigned monthly genre. Instead, we use our “genre checklist,”found
in the yellow reading folder, to read books of each genre. Non
fiction reading will be
d each month, as well. We will assist our students with their reading choices and
pacing as needed.

Vocabulary study will be integrated with reading instruction but will also include learning words
that are general academic and domain specific words. Pr
efixes, suffixes, Greek and Latin affixes
and roots, denotation/connotation, and figurative language will be studied. In addition to the
general vocabulary study, each student will have an individualized vocabulary list based on
his/her reading selections
. Students will be provided with a list of words from their
independent reading book so that they can look for the word as they are reading and
determine the meaning and use of the word in context. The words will be assessed once the
student finishes read
ing the book. Reference books and online reference formats will be used
frequently by students to aid vocabulary development.

Writing in 5

and 6

grades focuses on writing for a variety of authentic purposes including
research/informational, argumenta
tive, and narrative formats. The goal of our writing program
is for our students to produce clear, coherent writing in which the development, organization,
and style are appropriate to the task, purpose, and audience. Students will use the writing

planning, drafting, revising, editing, publishing/rewriting)

to craft both short and long
pieces, and will learn the structure and real
life use of each type of writing. Writing skills, such
as varied sentence structure, paragraph development, revision a
nd editing skills, and grammar
usage will be explicitly taught for use in writing pieces and in written work in content areas such
as social studies, science, religion, and math. The targeted standards for each writing unit will
be taught, reviewed, pract
iced, and re
taught as necessary, and then assessed. Each student
progresses at a different pace as a writer since it is a very complex process; however, students
are expected to continue using and applying

skills in all writing assignments and in

classes throughout the year.

Composing “free choice” writing will also be encouraged and can be shared and displayed in
the classroom if the student wishes. We want to encourage writing outside of our assigned
pieces since the more students write,

the more comfortable they become with the craft of
writing. Students will free
write in a ‘writer’s notebook’ in which frequent practice and
experimenting with writing can take place. Writing prompts will be available if desired. Most
writing will be sta
rted in class. Multiple class days are usually provided for writing assignments
so that the writing process can be used effectively, and so we can conference with and assist
writers individually. However, we encourage students to write while at home, to
o, since a
comfortable, familiar setting can inspire creativity and aid organization of ideas.


Grade Math

This year we will follow and complete the diocesan math common core standards. In class each
day, the students will work collaboratively and in
dependently. The goal is not only to get the
answer correct, but to explain how to get an answer. Lessons are explored through games, the
Smart Board, group work and student problem solving. The students are responsible for
completion of class work, home
work, quizzes, tests, and projects.

Questions and concerns? Please email me:

Go Math


Formative Assessments used: board work, homework,class work, exit cards, and classroom

Summative Assessments used: projects, tests and quizzes


Grade Math

This year we will follow and complete the diocesan math common core standards.
In class each
day, the students will work collaboratively and independently. The goal is not only to get the
answer correct, but to explain how to get an answer. Lessons are explored through games, the
Smart Board, group work and student problem solving.
The students are responsible for
completion of class work, homework, quizzes, tests, and projects.

Questions or concerns? Please email me:

Text book :
Big Ideas Math
. web site:

Formative Assessments used: board work, homework,class work, exit cards, and classroom

Summative Assessments used: projects, tests and quizzes

5th and 6th Grade Technolo

Our focus for computer classes for 5

and 6

grade this year is to identify our learning goals
and objectives and connect them with the appropriate technology tool(s)

that will assist in
doing that. Our students need to be ready for the 21

century when using and understanding
technology is an inte
gral part of daily life. My objective is also to support our teachers in the
process of integrating technology into the classroom curricula. We are well equipped with
diverse technologies to support teaching and learning. Therefore, we can connect our
ndards for technology to actual curriculum
related projects or activities.

Some of the technology tools that will help facilitate learning these necessary skills are:

The Chromebook and lab computers for all Google skills of documents,
spreadsheets, imag
es, drawing, presentations, maps, mail, research, upload,
share, and Drive.

Digital cameras, interactive Smart Boards, iPads, microphones, headphones,
various software programs and apps.

The Internet based Keyboarding Online program which provides pract
ice for
both at school and at home. This is vital to their success with writing and online

Use of the Edmodo platform which
provides teachers and students a secure
place to connect and collaborate, share content and educational applications,
and a
ccess homework.

The EasyTech Online Safety program employs a positive

not fear

curriculum, based on current research. By revisiting and reinforcing concepts
through our spiraling curriculum, students develop and retain the skills they
need to saf
ely navigate online

With these tools our integrated program will support the strategies we need for
teaching. This will help us to:

Address diverse learning styles

Accommodate individual learning rates

Encourage cooperative learning

Provide our students

with the means to communicate globally

Improve academic achievement in all areas

Technology Foundation Standards for Students

Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of
technology systems.

dents are proficient in the use of technology.


Social, ethical, and human issues

Students understand the ethical, cultural, and societal issues related to

Students practice responsible use of technology systems, information, and

Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.


Technology productivity tools

Students use technology tools to enhance learning, increase productivity, and
ote creativity.

Students use productivity tools to collaborate in constructing technology
enhanced models, prepare publications, and produce other creative works.


Technology communications tools

Students use telecommunications to collaborate, publish, an
d interact with
peers, experts, and other audiences.

Students use a variety of media and formats to communicate information and
ideas effectively to multiple audiences.


Technology research tools

Students use technology to locate, evaluate, and collect information from a
variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological
innovations based o
n the appropriateness for specific tasks.


Technology problem
solving and decision
making tools

Students use technology resources for solving problems and making informed

Students employ technology in the development of strategies for solving
roblems in the real world.

How can I help my child at home?

A way that you can support our efforts is to help your child set up a quiet area of your home in
which to study and read. Also, we recognize that many families have very busy evening and
d schedules. Please help your child find an appropriate and productive time to work on
any school
related responsibilities on those busy days. Thank you!

What is standards
based grading?

Assessment Overview…

St. Brigid of Kildare School of the Dioces
e of Columbus uses a
standards based grading system

This means that as a student demonstrates learning at a mastery level, he/she has
met the
If a student has less than a mastery level of learning the standard, intervention and
reassessment wil
l take place in a variety of ways. Students may
meet the standard

at the time
the standard is initially taught and assessed, or at a different time during the year after explicit
teaching, practice, assessment, interventions, and reassessment has occurred
. Thus a student’s
grade for the standard in a particular subject area can be fluctuating and changing as the
student becomes more and more able to master, use, and apply the standards. An application
level of a standard is often considered
exceeding the

since a student demonstrates a
deeper understanding and ability to apply the standard in an extraordinary manner.


means the
measuring of student’s ability and achievement with specific
learning goals
content standards.
Each area of study, such as religion, mathematics,
language arts, social studies, science, art, music, physical education, and Spanish have a
Diocesan Course of Study with specific content standards required for each grade level. The
content standards are
where teachers begin when planning lessons and units of study. Rubrics,
checklists, and “I Can” statements are used to communicate with students regarding the level
of performance needed to demonstrate mastery, or the need for intervention or more practi
to improve to the mastery level. It is possible for mastery level to change as the year
progresses with standards that span the entire year, such as in language arts. For example, as
new punctuation rules are taught and learned, the mastery level for
that particular standard
would increase since a student would need to be able to correctly use additional rules in
punctuation as the year progressed When “exceeding the standard” is an option, it will be
demonstrated by mastery of the standard and beyon
d by demonstrating application of the
standard and an exceptional depth of understanding. There are some standards that cannot be
exceeded due to their nature, such as computation in mathematics or capitalizing proper
nouns. Doing “more” does not equal “

Teachers assess previous learning and where the students are in relation to the standards
before beginning most units of study; this is referred to as
. A pre
can be written, oral, or even observational according to

the standard being assessed.

As the unit of study begins, students will have various
formative assessments
, which will be
checkpoints to measure learning. The formative assessments are similar to a roadmap that lets
students and teachers know what direct
ion to go with further learning.

Near the conclusion of a unit of study, students will participate in a
summative assessment
which will determine the level of understanding of the content standards in the unit. The
summative assessment could be in the fo
rm of a written or oral test, a multi
faceted project, a
PowerPoint presentation, or other more complex or detailed representations of student

Students will often

on their learning during and at the end of a unit of study since
impact of learning is more evident when voiced by the learner and connections are made to
how the new learning could be used in the future.

standards based grading
we are most concerned with
“progress over time.”

Since most
standards are revisited, reta
ught, and practiced either immediately after initial instruction or
later in the quarter or year, possibly in a different manner, standards

based grading allows a
student to learn as he or she is developmentally ready and at a pace that is conducive to
stery learning.

For our sports fans
, learning and assessment can be compared to a sporting
event such as soccer…

The new coach wants to develop a team who can use soccer skills, play together, and win a
game. Coach first puts the players on the practice

field to see what they can do. He puts them
through a couple of drills and some short
sided games with each other. This would be his
, just as a teacher will pre
assess students at the beginning of most units of study.
After observing a
nd talking to the players, the coach knows that the players need more
instruction on passing. A passing lesson is given and then Coach has the players do passing
drills which would be the
additional instruction and practice

we provide students after the
nitial instruction of a standard. Some players need to practice more at home and even more
the next day at practice, so Coach provides further assistance, possibly in a different manner.
Other players have mastered the passing and now are working on longe
r passes or more
complex passing patterns. In the classroom, the same could happen with a content standard;
some are still working to master it while others are using it in a different way or more complex
manner. Next, Coach wants to put his team in a g
ame situation to see how they do, so he sets
up some scrimmages. In school, these would be
formative assessments

and may happen
multiple times in different ways to serve as checkpoints for the student and teacher to direct
further learning. Although the
scrimmages give the coach information about the players, it
wouldn’t be fair to judge them yet since they are still developing, just as teachers generally give
students multiple opportunities and ways to demonstrate their understanding of a standard.
r the scrimmages, the soccer team learns some new plays and also works to strengthen
their weak areas with Coach’s help. This would be
additional instruction and intervention

the classroom with individuals or groups of students. Finally, after many pra
ctices and
scrimmages, it’s time for the big game. This is when all the skills and strategies of the soccer
players come into play. The players go onto the field and use all of their skills to win. This
would be the
summative assessment

in the classroom
and would showcase the learning goals
and achievement of the student in relation to the specific content standards. The summative
assessment might be a paper
pencil test, an oral debate or presentation, a research project, an
invention or original piece
of writing or artwork, an audio
visual product, or many other forms
of showcasing student learning and mastery and application of content standards. The goal is to
demonstrate an understanding of the standard that is strong enough to be recalled and used i
future learning, just as Coach knows his players will continue to improve and use what they
have learned in the next big game.

Assessment article written by Jill Cecutti

St. Brigid of Kildare School

Curriculum Packet, September 2013

We are looking
forward to a successful year as a team…

students, parents, and teachers!