So... is anyone else absolutely sick of working from home? (Like... so sick that you miss wearing actual clothes even).
We are officially at one week of no school, but we cannot begin instruction until next week, Wednesday.
And as you likely know, we won't have much more clarity on the test until next Friday.
And as you also know, we have no idea if/when/how we'll return to "normal."
If you are like me, this all means that you are just spinning your wheels until you know what direction you should be going in. Before the announcement to close and the consequent updates from College Board, I was planning to create and dish out a multitude of online units to help you all out. Now - since I have no idea which question will be selected for the test - I'm not sure what needs more focus and what can be de-emphasized. The best I can do is to wait until the April 3 update and then go HAM.
However, I don't like sitting around. At all.
To pass the time this week, I am planning on extending some of my reading assessments and figuring out new ways to tackle the reading standards.
(Yes. I know there is no multiple choice on the test. I'm just creating things I know will be helpful in the future regardless).
That said, earlier this year I posted a combination assignment on my Teachers Pay Teachers site which showed how to scaffold from a simple "SPACES" analysis to the more rigorous SPACECAT. Sitting around (and twiddling my thumbs today), I created one further step in that scaffold, called an Extended SPACES analysis. It is a more rigorous form of the reading assessment that pushes kids to answer more of the essential questions posted in the CED. It also aligns with the first webinar lessons College Board posted, which will focus on understanding audience and speaker relationship.
Online learning will give us the rare opportunity to differentiate for our kids, and this is a tool that I hope will be helpful for you. If nothing else, I hope its something you can use sometime!