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Classroom Action Plan (CAP) #3 – Spring 2011
Comprehension Pretest; Academic Word Walls: BEFORE, DURING, AFTER Reading
Name_____________________________School________________________________
Subject Area/Grade Level ___________________ Date Assigned: March 19, 2011
Due:
At our next class meeting on April 2, 2011
Part I: ASSESSMENT
Design and administer the following content literacy assessment:
Comprehension Pre-Test. Construct and administer a five-item pre-test of your
students’ knowledge about a unit of study you selected using Bloom’s Question
Stems (see attached). At least four of your questions should use “higher-order
thinking” questions (i.e., applying, analyzing, generating, integrating, evaluating).
Bring a summary of your students’ results to our next session (about five copies).
Part II: TEACHING CONTENT VOCABULARY USING ACADEMIC WORD WALLS
Using vocabulary strategies you select from the 25 ideas shared in class, and/or other
strategies from our class, design and implement three (3) different vocabulary
strategies to be used BEFORE, DURING, and AFTER a reading assignment in your
subject area.
 You must implement your strategies using Academic Word Walls as described in
class.
 You must have at least one vocabulary learning activity that occurs BEFORE
students read your assignments, one vocabulary learning activity DURING the
time students read your assignments, and one vocabulary learning activity
AFTER students read your assignments.
Product
Prepare a poster session displaying your work in Parts I and II above for a “Gallery
Walk” on November 13 to share with our community of scholars.
CAP #3: Reading in the Content Areas/Academic Literacy, Spring 2011. R. Cooter, Bellarmine University
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CAP #3, Reading in the Content Areas (Bellarmine University)
BLOOM’S QUESTION STEMS
LITERAL (LOW LEVEL)
KNOWLEDGE – Identification and recall of information
Who, what, when, where, how?
Describe…
COMPREHENSION – Organization and selection of facts and ideas.
Retell _______ in your own words.
What is the main idea of _______?
INFERENTIAL LEVEL (HIGHER ORDER THINKING)
APPLICATION – use of facts, rules, principles
How is _______ an example of _______?
How is _______ related to _______?
Why is _______ significant?
ANALYSIS – Separation of a whole into component parts
What are the parts or features of _______?
Classify _______ according to _______.
Outline/diagram/web _______.
How does _______ compare/contrast with _______?
What evidence can you list for _______?
SYNTHESIS – Combinations of ideas to form a new whole
What would you predict/infer from _______?
How would you create/design a new _______?
What might happen if you combined _______ with _______?
What solutions would you suggest for _______?
EVALUATIVE LEVEL (HIGHER ORDER THINKING)
EVALUATION – Development of opinions, judgments, or decisions
Do you agree _______?
What do you think about _______?
What is the most important _______?
How would you prioritize _______?
How would you decide about _______?
What criteria would you use to assess _______?
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Student Summary Form – Bloom Question Stems
Directions: The purpose of this form is to help teachers summarize the data form students who took a five-item, teacherconstructed pre-test to assess prior knowledge of an upcoming unit of study. Following are the steps to complete.
1. First, write in each item number of the Pre-Test you have constructed (using Bloom’s Question Stems) under the
corresponding “Bloom Level” in the heading below. For instance, if the first question of your pre-test is an
“Analyzing” level question, you would write “1” in the blank provided under “Analyzing” below.
2. For any Bloom Levels/Question Stems not used in your pre-test, you may want to mark these out by drawing a
vertical line with a marker since these levels were not assessed.
3. In the left-hand column, write in the name of each student who took the pre-test.
4. As you read each student’s response, score it as follows— S = Seems to have good general knowledge of
information in this question; N = Does not seem to very much general knowledge of information in this question
5. Finally, tally us the number of “S” and “N” responses for each item to gain a general idea of the class as a whole in
terms of prior knowledge. Do you see special needs? Are there some areas in the unit that require very little
attention?
Example
Students
Bloom
Level
Knowledge
/Comprehension
Pre-Test
Question
1. S. Wilson
2. M. McKendrie
Summary
Application
Analysis
Synthesis
Evaluation
Pre-Test
Question
Pre-Test
Question
Pre-Test
Question
Pre-Test
Question
#__4____
N
#___5___
N
#__1___
#___2___
S
S
#____3_
S
N
N
S
S
N
S=1
N=1
S=1
N=1
S=2
N=0
S=1
N=1
S=0
N=2
Bloom Question Stems Summary Sheet (R. Cooter, Bellarmine University, Spring 2011)
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Students
Bloom
Level
Knowledge
/Comprehension
Pre-Test
Question
#__1___
Application
Analysis
Synthesis
Evaluation
Pre-Test
Question
Pre-Test
Question
Pre-Test
Question
Pre-Test
Question
#____3_
#__4____
#___5___
#___2___
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
SUMMARY
Bloom Question Stems Summary Sheet (R. Cooter, Bellarmine University, Spring 2011)
Classroom Action Plan #3 Peer Evaluation
Evaluator’s Name:
___________________________________________________
Poster Presenter’s Name: ___________________________________________________
Directions: For each item below rate the poster presentation from 1 (Poor/No Evidence) to 5 (Excellent).
Characteristic
Rating (Circle one)
Poor/
No Evidence
1
2
3
4
Excellent
5
PART I: ASSESSMENT
1.
2.
At least four of your questions should use “higherorder thinking” questions.
1
2
3
4
5
Included a summary of student results.
1
2
3
4
5
PART II: ACADEMIC WORD WALL (Vocabulary Before, During & After Reading)
VOCABULARY STRATEGY SELECTION
3.
4.
5.
The BEFORE strategy was selected from those
shared in class materials/presentations.
1
2
3
4
5
The DURING strategy was selected from those
shared in class materials/presentations.
1
2
3
4
5
The AFTER strategy was selected from those
shared in class materials/presentations.
1
2
3
4
5
2
3
4
5
3
4
5
ACADEMIC WORD WALL USE
Rate the degree to which the presenter included evidence of the following:
6.
Teacher introduced the AWW activity and explains its purpose.
1
7.
Teacher models/demonstrates the strategy in a
step-by-step manner.
1
Teacher explains his/her expectations for students
for each AWW activity.
1
2
3
4
5
Teacher invites student input and questions in order to
check their understanding at each phase of the activity.
1
2
3
4
5
1
2
3
4
5
8.
9.
10. Teacher reads aloud texts containing new
academic words.
TOTAL POINTS
COMMENTS/SUGGESTIONS:
Academic Literacy/Reading in the Content Areas, R. Cooter (Spring 2011), Bellarmine University
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