This document provides an example of a tiered assignment on stereotypes using an article about Jeremy Lin. It includes three levels of questions and activities for students to complete based on Costa's Levels of Inquiry. Level 1 focuses on basic skills like defining, identifying and copying. Level 2 incorporates medium skills like analyzing, comparing and drawing. Level 3 involves higher-order thinking skills like evaluating, forming opinions and predictions. The assignment is designed to scaffold learning and accommodate different ability levels through choice of challenge. Completing all three levels results in full points, while fewer levels completed corresponds to fewer points earned.

1. Tiered assignment
Lsm Session
Lsm Session
9/10/2012

2. Agenda
Costa Level’s of Inquiry vs RBT
Using Costa’s Verbs to determine the
scaffolding of levels/points
Shared examples from my time at AMS
Create your own

3. Revised Bloom’s taxonomy

4. Costa’s Levels of Inquiry

5. Tiered Assessment on Stereoytpes (Jeremy Lin article) MYD expectations *suggested
expectations: work with a partner, follow myd rule, school dress code, no food or liquids, stay on task, talk only to partner, keep talking low, be quiet during points, stop working
and pack up when I tell you.
Level 1 (6 pts)
- Complete a 30 second expert chart on the article (1 pt)
- Create and answer 4 Level 1 questions about the article. (who, what, when, where) (1 pt)
- Define stereotype (1 pt)
- Copy a quote from the reading (1 pt)
- Do a bubble map on Jeremy Lin (1 pt)
- Based on the article, describe the Asian stereotype in no fewer than 2 sentences. (1 pt)
L.O.T. skills (define, identify, list, copy)
Level 2 (34 pts)
- Complete a concept poem dealing with the word "stereotype". ( 4 pts)
- Create and answer 3 Level 2 questions about the article (why or how) (2 pts) medium skills ( classify, compare, analyze, draw)
- Give 3 examples of other stereotypes. (2 pts)
- Find a graph or chart dealing with Asian American population. Use google image. Once you have found one, complete an Analyzing Tables, Graphs, and Charts activity. (4 pts)
- Why do you think stereotypes exist? Explain in no fewer than 3 sentences. ( 3 pts)
- How do you think people can overcome stereotypes? Explain in no fewer than 3 sentences. (3 sentences)
- Find a word in the reading that you are unfamiliar with. Circle it on the handout. Then complete a Building New Vocabulary Block. You will need to look it up online.( 4 pts)
- Pick a paragraph. Let me know which one you use. Then complete an Analyzing How Authors Use Paragraphs activity. *new ( 4 pts)
- Look at the last paragraph of the article. *not the part about the author. Then complete an Analyzing Conclusions activity.*new ( 4 pts)
- Using the entire article, complete an Analyzing Clues for Author’s Purpose activity. *new ( 4 pts)
Level 3 (66 pts) H.O.T. skills ( evaluate, opinions, predictions, using imagination to a high degree)
- Find an article online dealing with discrimination (to any ethnic group or race) and complete a Print Document Investigation. (10 pts)
- Pick any paragraph. Indicate which one you will use. Then complete an Investigating Metadiscourse activity. (10 pts)
- Go to www.discoveryeducation.com. Find a video segment on stereotypes. Watch it and then complete a Video Investigation. (10 pts)
- Use google image to look up stereotypes in political cartoons. Find one you feel comfortable with and complete a Political Cartoon Investigation. (10 pts)
- Complete a rheotorical précis using the AVID weekly article.*new (10 pts)
- Complete a reflective solution journal dealing with the topic of the week.*new ( 6 pts)
- Find an article online dealing with stereotypes. Copy the url on your paper then complete a before and after reflection activity. *new (10 pts)
100 pts =100
95-99 pts=95
90-94 pts =90
85-89 pts =85
I used this version as an
80-84 pts =80
75-79 pts =77 assessment of learning.
Less is INC

6. H.O.T. INTERACTIVE READING
Expectations: Take turns reading each paragraph or subtitle with a partner. .. Stay on task. Talk only to partner and about what is expected. (Only one sheet of paper) Have a positive a
LEVEL ONE
-What prior knowledge do you have about the topic from yesterday, keynote, read aloud, another lesson, movies, etc?
-What is one thing you hope to get out of today’s reading?
-What is one thing you think you will need to know?
-Prior to reading, scan the reading, pictures, maps, other to describe the setting in 2 sentences.
-Prior to reading, describe one of the maps or pictures in a short paragraph.
-Prior to reading, list important people and events based on key words, subtitles, etc.
-After reading each subtitle, stop as you did with pause and connect, write down one thing you learned from each subtitle. ( clarification: If there are 10 subtitles, then write 10 sentenc
-After reading the entire lesson, write three Level 1 questions about today’s reading.
LEVEL TWO
-What words kept repeating throughout the subtitles? Explain why they connected to the essential question or main learning.
-Create an analogy or personal connection for any subtitle after you have read it all. ( This is like ______ or this reminds me of a friend/family/enemy because ___)
-What are the causes and effects of any conflict in this lesson? Write your answer in a short paragraph.
-How does any of this connect to current conflict? (problems in this part of the world today)
-What words help you visualize what you have read the most today? Why? Now draw a picture based on the word (s) you indicated. Do not simply trace a picture from the book.
-Create a timeline dealing with 3 events that happened in the lesson. ear.
-After reading the entire lesson, write two open-ended questions that you might discuss during a Socratic Seminar.
LEVEL THREE ( once you get all of Level One and Level Two done, put your books away to do level 3)
-Write 3 comments about today’s lesson. (Use new poster)
-What are two different points of view on the same event(s) from the reading? ( i.e. The Americans viewed 9/11 with anger because ______. Al-Qaeda cheered because ________.)
-What were my emotions as I read the content? ( No “ I was bored” or “I was interested.” Instead “ I was saddened by ____________.)
this version is
-Summarize the lesson. (HERE IS HOW: answer the questions you created from levels one and two.
Grading: Level 3 complete = 100
scaffolded not a
Level 2 complete = 90
Level 1 complete = 80
I used this version as an choice menu
assessment for learning.

7. YOUR TURN!