Checklists for Learning
+ Unit Objectives
To introduce the use of checklists for both
teachers and students
To learn how to embed the language of the
standards in all checklists
To use checklists as a Response to Intervention
to help struggling students
What is a Checklist?
+ What is a Checklist?
Graphic organizer to record students’ skills:
Social
Study
Test taking
Thinking
Writing
Speaking
Athletic
Behavior
+ What is a Checklist?
A “to-do” list for teachers and students
Valuable instructional tool
Formative assessment tool
Monitoring tool (progress)
Organizational tool (chunking)
Scaffolding for support
Components of a Checklist
+ What Are the Components
of a Checklist?
Title
Student’s name, class, period, date
Standard or standards
Brief description of task
Major categories of performance
Subpoints or subskills
Scoring columns
Student comments
Scale that translates to grade
Performance Indicators
Not Yet
0
Yes
1
Main Category: ____________________________________
•
•
•
Main Category: ____________________________________
•
•
•
Main Category: _____________________________________
•
•
•
Main Category: ______________________________________
•
•
•
Main Category: ______________________________________
•
•
•
Template for a Student Checklist
Scale: Total Points: ____________
Student Comment: Teacher Comment:
Student Signature: ____________________ Teacher Signature: ___________________________
Title of checklist: ___________________________________________________________
Student: _______________________________Class:_____________________________
Standard: ______________________________Assignment: _______________________
Teacher Task: Use these guidelines to create a checklist to lead your students through
a specific project or performance. Then use this checklist to self-assess your checklist.
Not Yet or
Do Over
0
Yes or
In Progress
1
Language of the standards (LOTS): Did you include…
• The vocabulary from your state standards?
• Important people and places?
• Key concepts from the standards?
“Chunking” the main ideas or categories: Did you…
• Categorize (chunk) parts of the standards that fit together?
• Limit each “chunk” to three to five subskills?
• Rearrange performance indicators under each category so they fit logically?
Sequential order: Did you…
• Arrange the checklist in the order students would complete work?
• Arrange the order so it is developmentally appropriate?
• Add steps that are necessary for understanding?
Scoring: Did you…
• Avoid providing scoring columns for the big abstract categories that appear
in the shaded rows?
• Assign one point for every “In Progress” or “Yes” rating?
• Designate a zero for a “Do Over” or “Not Yet” rating?
• Provide a scale to give specific feedback to students?
Teacher Guidelines for Creating Students Checklists
+
Grade 5 Writing Standard: Students will write
informative/explanatory essays.
Grade 5 Language Standard: Conventions of Standard English
Not
Yet
0
Yes
1
Examine a Topic: Can the students…
• Select a topic of interest (political issue, school issue, environment, bullying, violence on television, endangered species,
social networks and privacy, homework, school uniforms, etc.)
• Research topic using current resources (books, magazines, Internet sources, experts)
• Gather information (accurate and appropriate facts, statistics, and quotations).
Convey Ideas and Information: Can the students… • Introduce a topic clearly (background information)
• Provide a general observation (overview of topic)
• Provide a focus (purpose, topic sentence, thesis statement, point of view, controlling idea)
Group Related Information Logically to Aid Comprehension: Can
the students… • Include formatting (headings, margins, paragraphs)
• Include illustrations (drawings, clipart, maps, graphics)
• Include multimedia (PowerPoint, digital pictures, music)
Develop the Topic: Can the students… • Use facts (names, places, dates)
• Use definitions (define key terms)
• Use concrete details (related to touch, smell, sight, hearing, taste)
• Use quotations (exact words from experts in the field related to topic)
“Repacking” a Common Core State Standard Teacher Checklist
for Informative Writing
Grade 5 Writing Standard: Students will write
informative/explanatory essays.
Grade 5 Language Standard: Conventions of Standard English
Not
Yet
0
Yes
1
Link Ideas Within and Across Categories of Information: Can the
students… • Link using words (and, however, moreover, additionally)
• Link using phrases (on the other hand, most importantly)
• Link using clauses (In addition to the environmental problems facing the homeowners,…)
Use Precise Language: Can the students… • Use action verbs (attacked, ransacked, rambled, grabbed)
• Use vivid descriptions (i.e., bloodthirsty monster, hideous hair)
• Use domain-specific vocabulary related to the topic (mitosis, pyramid, parabola)
Provide a Concluding Statement: Can the students…
• Refer back to the hook in their introduction
• Provide a brief summary of key ideas
• Use a effective quotation or anecdote to summarize the purpose of the essay
• Use a call to action to motivate reader to take a stand
“Repacking” a Common Core State Standard Teacher Checklist
for Informative Writing (p. 2)
Task: Select a topic of interest and write a five-paragraph
informative essay using the guidelines included in this checklist.
Not
Yet
0
Yes
1
Examine a Topic: Did you…
• Select a topic that interests you? What is it:
__________________________________________________________
• Research your topic using current resources? List two sources:
1) ___________________________ 2) _________________________
• Gather accurate and appropriate facts? Give examples:
Fact: _____________________________________________________
Statistic: __________________________________________________
Quotation: _________________________________________________
__________________________________________________________
Convey Ideas and Information: Did you…
• Provide background information about the topic? What was it?
• State your purpose for writing (persuade, entertain, inform, narrate)? State your purpose:
________________________________________
• Provide a focus for your paper by writing a thesis statement?
Write it: __________________________________________________
_________________________________________________________
Group Related Information Logically: Did you…
• Include appropriate formatting (headings, margins, paragraphing)?
• Include appropriate illustrations (drawings, clipart, charts, maps, graphics)? Which ones:
______________________________________
_________________________________________________________
• Include appropriate multimedia (PowerPoint, digital pictures, music)? Which ones?
_______________________________________________
Student Checklist for CCSS Informative Writing Grade 5 Writing Standard: Students will write informative/explanatory essays.
Conventions of Standard English: Students will demonstrate command of the conventions
of standard English grammar and usage when writing or speaking.
Not Yet
0
Yes
1
Develop the Topic: Did you…
• Use accurate and appropriate facts? Give examples:
Names: ___________________________________________________
Places: ___________________________________________________
Dates: ___________________________________________________
Events: ___________________________________________________
• Define key terms (content-specific words like ecosystem)?
• Use Concrete Details (touch, smell, sight, hearing, taste)? Give examples:
Touch: (soft)_______________________________________________
Smell: (stench)_____________________________________________
Sight: (red) ________________________________________________
Hearing: (loud) _____________________________________________
Taste: (bitter) ______________________________________________
Use Quotations from Experts: Did you…
• Select an appropriate quotation to support your thesis?
• Cite the name of the author of the quotation?
• Cite the title or position of the author (Secretary of Defense, author, Head of the FDA, noted scientist)?
• Cite the source where you found quotation (publication, date, page)? ____________________________________________
• Capitalize and punctuate the quotation correctly?
Documentation: Did you…
• Paraphrase the ideas of others by putting them in your own words?
• Give credit to your paraphrased ideas by citing the source using the correct format in your paper?
• Did you avoid plagiarism by always citing the source of the information (facts, statistics, ideas, charts) you included?
Student Checklist for CCSS Informative Writing (p. 2)
Grade 5 Writing Standard: Students will write informative/explanatory essays.
Grade 5 Language Standard: Conventions of Standard English
Not Yet
0
Yes
1
Link Ideas Within and Across Categories of Information: Did You…
• Link ideas by using words (and, however, moreover, additionally)?
Give examples:
• Link ideas by using phrases (in contrast, on the other hand, most importantly)?
Give examples:
• Link ideas by using clauses (In addition to the environmental problems faced by the homeowners,)?
Give example:
Use Precise Language: Did you?…
• Use action verbs (rampaged, grabbed)? Give examples:
• Use vivid descriptions (bloodthirsty beast)? Give examples:
• Use domain-specific vocabulary relate to the topic (ecosystem)? Give examples:
Provide a Concluding Statement: Did you?…
• Refer back to the hook in the introduction?
• Provide a brief summary of key ideas?
• Use a effective quotation or anecdote to summarize the purpose of the essay?
• Use a call to action to motivate reader to take a stand?
Student Checklist for CCSS Informative Writing (p. 3)
Options for Introducing
Checklists
+ How would you chunk a
multiple-page checklist?
Present only one section at a time
Allow kids who’ve used a checklist before to
work at their own pace
Present first chunk and corresponding rubric
for students who want to proceed on their own
Give students roles (quality checker, task
manager)
+ Create a Checklist
Chunk main ideas and place them in order.
Begin each main idea with a verb, for example,
“Select a topic.”
Write guiding questions for each main idea.
+ Dual Role of Checklists
Instructional tool to get students organized
Assessment tool to find out if they’re doing
what they need to do
Creating Checklists
and Debrief
+ Create a Checklist
Chunk main ideas and place them in order.
Begin each main idea with a verb, for example,
“Select a topic.”
Write guiding questions for each main idea.
+ English Language Arts
Checklist
Write an introduction
Do I use one of the following strategies to
develop reader interest? (scenario,
dazzling description, startling fact)
Did I develop a clear thesis? What is my
thesis? _____________________________
+ English Language Arts
Checklist
Identify the similarities between the text and
the film
Identify the differences between the text and
the film
Summarize
Did I summarize my ideas without
restating my thesis?
+ Social Studies Checklist
Provide background information on the
country
What’s the name of the country?
Provide five characteristics of the country
What’s the current political situation
involving civil liberties?
+ Social Studies Checklist
Research human rights violations
Identify two human rights violations
Summarize the incidents (who, what, when,
where, why)
Identify amendments that protect American
citizens from similar human rights violations
+ Social Studies Checklist
Use appropriate resources
CIA World Fact Book
State Department website
Constitution in back of textbook
+ Benefits of Checklists Provide feedback to students in real time
Chunk the criteria into more manageable subskills
Sequence the steps into logical building blocks
Embed the vocabulary and concepts from the language
of the standards.
“Begin with the end in mind” so that the standard is
always the target
Build developmentally appropriate instruction
Reinforce the oral instructions of the teacher
Help parents monitor their children’s homework
Allow students to self-assess their own work and
complete do-overs
+ Benefits of Checklists
Encourage students to adjust their learning and
improve their final products
Provide more accurate and consistent grades and
prevent arguments such as “Why did I get a C?”
Help students become more independent learners
Help students become resources for other students by
offering peer support
Help improve teaching and learning
Provide interventions for struggling students
Reduce classroom management problems
+ Benefits of Checklists
Rubrics are our friends.
Checklists are our best friends.
Classroom Observation:
Grade 2 Intro
+ Classroom Observation:
Grade 2 Intro
How does the teacher introduce her students to
the performance task and accompanying
checklist?
How might you accomplish this in your own
class?
Classroom Observation:
Grade 2 Checklist Practice
+ Classroom Observation:
Grade 2 Checklist Practice
What scaffolding and modeling does the
teacher provide? How does this prepare
students to work independently?
In what way is the discussion of capitalization
and punctuation a formative assessment? How
will the students’ responses influence further
instruction?
Classroom Observation:
Grade 5 Checklists
+ Classroom Observation:
Grade 5 Checklists
How does the teacher prepare her students to
tackle the performance task?
How does the teacher use the performance
task, checklist, and rubric to assess students’
mastery of the standard?
Teacher Feedback
+
How do you use checklists?
Review: Repacking Standards
to Creating Checklists
+ Common Core State Standards Initiative:
English Language Arts Standard:
Informative Writing: Grade 5
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. Introduce a topic
clearly, provide a general observation and focus, and
group related information logically; include formatting
(e.g., headings), illustrations, and multimedia when useful
to aiding comprehension.
Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic.
The Common Core State Standards Initiatives http://www.corestandards.org/ June 2, 2010. Common Core
State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subject Writing Standards, K-5, p. 20 http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
+ Common Core State Standards Initiative:
English Language Arts Standard:
Informative Writing: Grade 5
Link ideas within and across categories of information
using words, phrases, and clauses (e.g., in contrast,
especially).
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Provide a concluding statement or section related to the
information or explanation presented.
The Common Core State Standards Initiatives http://www.corestandards.org/ June 2, 2010. Common Core
State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subject Writing Standards, K-5, p. 20 http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
+ Repack the Standards
Chunk the topics.
Put them in order.
Include the language of the standards.
Provide examples that clarify the task.
+ Checklist for Teachers
Provides a road map
+ Performance Task
Provide motivation
Ignite imagination
+ Checklists Are Our
Best Friends!
How should checklists be constructed?
How are checklists used for assessment and feedback?
How can checklists help struggling learners?
+ Checklists Are Our
Best Friends!
Enable students (and teacher) to work more efficiently
Ensure nothing’s left out
Give you a common language
Students can self-monitor, know what’s expected