missfowlerclass.weebly.commissfowlerclass.weebly.com/.../4/5/0/...4_fowler_.docx · web viewtws 4...

TWS 4 Assessment Plan (Lesson 1)

TWS Standard: The teacher uses multiple assessment modes and approaches

aligned with learning goals to assess student learning before, during, and after

instruction.

Task:

The objective during this lesson was for the students to understand what a rhyming

word is, and for them to be able to identify rhyming words even if they do not have

the same spelling.

Before assessment: This paper and pencil assessment is appropriate for

measuring my students learning, because they are use to doing paper and pencil

assessments and this starts them off in their comfort zone. So that as the lesson

moves on the other assessments can be out of their comfort zone, but the students

want feel intimidated by them. Also this assessment was paper and pencil because

this concept of rhyming words was very new to these students, so I wanted them to

feel comfortable during their first assessment with this new topic.

During assessment: This matching performance based assessment allows the

students to work with a partner, and it allows them to move around so that they do

not have to try to sit still and focus on a paper. This assessment also allowed the

students who were struggling with the concept of a rhyming word, be matched up

with students who understood the lesson so that they could help each other out

during the assessment.

Post assessment: A paper and pencil test was given to the students for their final

assessment, because the students need that since of comfort when taking a test on

Fowler 1

material that is fairly new to them. This also gave me a good idea of the students

who truly understood the lesson, and showed me where the other students where at

that were struggling. Since it was done on an individual level and done on a paper it

helped me to compare easily how the students grew from the beginning assessment

to the end assessment.

Prompt:

The goal of this lesson was for students to be able to pick out rhyming words in a

poem and in a list of words.

Before assessment: This paper and pencil assessment of drawing a line from one

word to its rhyming partner on the opposite side of the paper was an informal

assessment to help me see how much the students already knew about rhyming

words. This assessment helped me assess each students learning, because I was able

to look back at this assessment to see how each student grew throughout the lesson.

During assessment: This matching performance based assessment was an informal

assessment. For this informal assessment I gave each small group of students a set

of matching cards and each group had to match up each rhyming word in the set of

cards. Then they took a picture of it and turned it into Seesaw to be looked at by the

teacher. It was given in order for me to see how the students were progressing with

the new information that was being taught. It also allowed me to see as a teacher

what information needed to be gone over again, and what information the students

already understood.

Post assessment: This paper and pencil test was a formal assessment that went

down in the grade book. This assessment had rows of words in which the students

Fowler 2

had to pick out the rhyming words in each row, and cross out all the other words

that did not belong. This assessment allowed me to see how well the students

understood the lesson, and how well they can pick out rhyming words among other

words in a list. By the students completing this assessment it allowed me to see how

much they progressed throughout the lesson, and it allowed me to see what they did

not understand so I can change it for the next time I teach that lesson.

A. Provide an overview of the assessment plan

Lesson Objective Assessments Accommodations

By the end of the

lesson on rhyming

words all students

will be able to

identify rhyming

words with 95%

accuracy.

Before- Each student

will complete a

worksheet matching

five pairs of rhyming

words. The worksheet

will be graded on a 0-

5 scale. The students

will receive one point

for everyone they

match correctly.

During- To see how

the students are

progressing in the

lesson they will pair

up and complete a

Accommodations will be made for one

student who is slow on his work. His

partner who sits right beside him will

assist him, and together they are allowed

to work on the pre-assessment. That way

both of them can start thinking about

rhyming words.

For ESOL students the teacher will come

around and show them how to look for

words that end in the same letters (later

in the lesson we will talk about rhyming

words that match with different letters).

Along with the teacher coming around

their neighbor will be allowed to help

them as soon as their neighbor gets their

Fowler 3

matching game. They

will match five

rhyming words and

then take a picture of

all five of them

together on Seesaw

to send to the

teacher

electronically. They


5 scale, with every

match that is correct

counting as one

point.

After- For the final

assessment each

student will

complete the work

sheet called “Take

out the trash.” They


20 point scale with

every row of

paper done.

For the few students who are always early

finisher they will write two more sets of

rhyming words at the bottom of their

paper.

Accommodations will be made again for

the student who is slower at understand

things and slower at getting his work

done. The accommodation will be made

where the teacher repeats the important

parts of the lesson and allowing different

students to respond back to the teacher

with the answers that she keeps

repeating. Also when the groups are split

up this boy will be grouped in the odd

number group of three so that the other

two students can really help him

understand what is going on and help

him stay focused on his work.

ESOL students will be paired up with a

quicker learning student so that the

quicker learners will be able to take

some time and help the ESOL students

Fowler 4

rhyming words

counting as a half a

point.

understand what is going on.

Advanced students will use Seesaw to

draw two rhyming words and write what

each word is then submit it to the

teacher along with the matching game

picture.

B. Describe the pre- and post-assessments that are aligned with your lesson

objective

Student Number Before- During- After-1 1 4 162 2 3 113 3 4 125 0 3 136 5 5 207 3 4 128 1 4 199 5 5 20

10 5 5 2011 5 4 2012 2 5 1913 5 5 2014 3 5 1615 0 4 1216 0 4 2017 2 5 2018 0 3 1319 5 5 2020 5 4 1521 3 3 1422 5 5 2023 5 5 20

Fowler 5

Average: 2.8 4.0 16.2Legend:

Both the before and during assessments were out of 5 total points, and the post

assessment was out of 20 total points.

Yellow= Low preforming student

Blue= Average Preforming student

Green= Highest performing student

C. Discuss your plan for determining student progress during the lesson

During my lesson I tracked three students in particular, and all three of those

students are highlighted in the chart above. These students were focused on

because one is the lowest performing student, one is the average performing

student, and the other is the highest performing student. I knew if I focused on these

three that all my other students would fall somewhere in between each of these

students. Just because I focused on these students does not mean I ignored the rest

of my class, but I made sure that I walked around all three of those students desk to

make sure they were fully understanding what was going on in the lesson and on

the assessments. I also paid close attention to my four ESOL students to make sure

they understood the lesson, and how to say the words on their assessments so that

they could match them correctly. Along with walking around to each desk and

stopping to help when I thought necessary, I also used each of the assessments to

see how well the students understood the lesson. For the before assessment I pulled

the lower, middle, and high achieving students papers out of the stack and went

over them in class to get an idea of what the students already knew about rhyming

Fowler 6

words. For the during assessment the students turned it into Seesaw so I was able to

pull it up on the Smart board and scroll through each groups pictures pretty quickly

to see everyone’s progress in the class. Lastly, for the final assessment I graded each

student’s paper, so that his or her grade could be put into the grade book, and for me

to see how well each student progressed throughout the whole lesson.

D. Post- assessment results

See chart from part B.

Student Work

Before assessment

During Assessment

Fowler 7




instruction.

Task:

The objective for this lesson was for the students to understand subtraction, and

how they can use different materials in order to help them subtract easier.

Before assessment: For this assessment the students will be completing a paper

and pencil assessment, and they will be allowed to use their fingers, their number

line, or draw pictures on their paper to help them figure out the answer to each

problem. This assessment was done like this because all of the students were use to

using these three materials when they were learning how to add. So they already

know how to use these materials, and do not have to think about what each material

is for, but instead they can focus on the problems in front of them. This way I can get

a better understanding of how well the students already know how to subtract.

During assessment: For this assessment the students will be using M&Ms as

counters to figure out five subtraction questions that are written out on a piece of

paper. The students will write out their answer on the piece of paper that has the

problems at the top, and a place for the M&Ms to go at the bottom. By using this

paper they are getting use to seeing subtractions sentences, and get use to writing

the answers in the appropriate spot.

Post assessment: For this final assessment it will be a paper and pencil assessment,

because that is what was asked of me from my teacher. She wants the students to

Fowler 8

get use to using both pictures and number lines that is located below the word

problems, and so the final assessment was just that. By doing the final assessment

this way I was able to see if the students truly understood how to use different

materials to solve a subtraction equation. Since this assessment is graded on how

well they use the materials to answer the questions it gives me a good

understanding if the students comprehended the lesson or not. It also allowed me to

see how well they grew when I compared this assessment to the other two

assessments.

Prompt:

The goal of this lesson was for students to understand how to subtract using

different types of materials.

Before assessment: This paper and pencil informal assessment allowed students

the freedom to choose how they wanted to solve all five subtractions problems. This

allowed me to see how well my students were able to subtract. As I was walking

around I was able to see how each student choose to solve the five problems, and

this allowed me to see where I needed to focus on in the lesson. One of my

observations I made was that not a single student was using their number line to

figure out the problems, and this allowed me to see that I needed to work with them

more on using number lines.

During assessment: For this informal assessment the students focused on using

M&Ms as counters to help them solve their subtraction problems. The students were

given M&Ms to eat before they got started so that they would not be as tempted to

eat the ones that were placed in their cup to be used. They also had just the right

Fowler 9

amount of M&Ms in their cup and if they eat any they would not be able to answer

their questions, because they had to show it out with M&Ms before they could write

the answer. This way the student were actually using the M&Ms as counters instead

of just having them on their desk and eating them. By the students laying out the

M&Ms to solve the problems it helped me see, as I walked around, if the students

understood how to use counters. I also was able to look at the students’ answers to

see if they understood how to subtract better then when the lesson started.

Post assessment: For this formal assessment the students used pictures, and

number lines that were already drawn on their paper to answer each subtraction

problem. For the students to answer a question right they had to use the pictures or

the number line, as well as write the correct answer in the appropriate place in the

number sentence. This allowed me to see if the students fully understood how to use

different materials, and it allowed me to see each student’s progress from the

assessments before hand.



Upon completion of

this lesson student

will be able to draw

(pictures and/or a

number line) and

correctly answer 10

subtraction

Before-Each student

will complete a five-

question worksheet

on subtracting

numbers 1-10. The

students will receive

a point for every


student who is slow at understanding

lessons and is slow on each assignment

that is given to him. His partner who

sits right beside him will be allowed to

assist him on the worksheet. This is the

normal routine of the class, and this will

Fowler 10

equations with 90%

accuracy.

correct answer they

have. They can

receive up to five

total points.

During-The students

will individually

complete a five-

question worksheet.

They will complete

the worksheet by

using M&Ms as their

counters. Each

student will receive a

point for every

question they get

right. They can

receive up to five

points.

After-The final

assessment will be a

worksheet in which

the students use

pictures and number

be allowed for this lesson as well.

For math ESOL students do not get any

accommodations in the classroom, so

that routine will be followed, and the

ESOL students will have no

accommodations.

For the early finishers, they will be

allowed to flip their paper over and

write out their own subtraction

equations, and solve them while they

wait on the rest of the class to finish.

An accommodation will again be made

for the student who is slower at

understanding the lessons and working

on his assignments. Since the routine

for this student is to get help from his

partner when his partner is done with

his work, this will happen in this lesson

as well. When his partner is done with

his work the partner is allowed to help

this other student on the problem he is

own and the ones there after. The

partner will not be doing the work for

Fowler 11

lines to figure out

each subtraction

equation. The

students will receive

a half a point for

showing the correct

drawing of the

subtraction equation,

and another half a

point for the correct

answer to the

equation. The total

points that can be

earned on this

assessment are 10.

the boy, but will assist him in all ways

possible.

Again the ESOL students do not

normally get accommodations in math

in this classes routine, so in this lesson

the only accommodation that they will

receive is having the teacher read the

directions to them slowly, and explain

to them what they are suppose to be

doing on their assignment.

For the slower workers, they will have

to turn their papers in at the end of the

seven minutes, and complete their

assignment during their free center

during reading workshop. This is the

normal routine of the class, and this is

what the students are use to, so I will

not change their normal routine for

finishing up their assignments.

Early finishers will be allowed to go

back through their paper and draw

pictures to go along with each equation

on the paper.

Fowler 12

For the student that is slower at

understand the lesson, and completing

his work he will be on his own for the

final assessment. This routine of him

being on his own for the final

assessment show the teacher what he is

truly learning, and what he still needs

help on. So I will follow the routine and

have him do it on his own.

For ESOL students the only

accommodation that they receive

during math is having the directions

read and explained to them in more

depth. That is what I will also be doing

in this lesson. They are very good at

math, but have a hard time reading the

directions. So the directions will be read

to them one on one to help them

understand the final assessment better.

For students who do not complete their

work in the given amount of time, they

will have to finish their work during

their free center during reading

Fowler 13

workshop. This is the normal routine of

the class and that is what I will follow in

my lesson.

Early finishers will have three complex

subtraction problems written on the

white board. When they are done with

their assignment they will be allowed to

turn their papers over and work on

those problems, until the time is up for

the lesson.

B. Describe the pre- and post- assessments that are aligned with your lesson

objective

Student Number Before- During- After-1 2 5 62 Speech Speech Speech3 Speech Speech Speech4 5 5 95 5 5 86 4 5 67 5 5 68 3 1 99 5 5 10

10 3 5 911 Absent Absent Absent12 1 2 513 2 5 914 5 5 1015 1 2 816 1 5 717 5 5 1018 3 5 8

Fowler 14

19 5 5 1020 Speech Speech Speech21 3 5 722 4 5 723 5 5 9

Average: 3.5 4.5 8.0

Legend:

Both the before and during assessments were out of 5 total points, and the post

assessment was out of 10 total points.





During the lesson I had planned on tracking three students, (high, medium, and low)

however, the low achieving student was pulled out for speech so I tracked a student

that was pretty close to him in academics. These three students were the three I

focused on because I knew I could get a good estimate of how the class was doing if I

saw how these three students were preforming. Just because I focused on these

three students a little more then I did the rest of the class, does not mean that I did

not look at the rest of the class to see how they were doing. I would walk around the

classroom, and stop when help was needed, and observe students progress

throughout the lesson. That is how I got the observation during the pre-assessment.

As I was walking around I noticed that none of the students were using their

number line on their desk to help them subtract, so I knew I would have to teach the

Fowler 15

students how to use the number line in order for them to complete the post

assessment correctly. Also after the before assessment I pulled out the three

students papers that I was tracking, and went over the answers with the whole

class. While I was going over the answers and looking at these papers, I could see

that the students needed more practice with subtraction, and needed to be retaught

the proper way to subtract using different materials. For the during assessment I

also walked around to make sure every student was using their M&Ms as counters,

and not just playing with them. As I was walking around I noticed that the student

were starting to understand subtraction better when they had to use the counters,

unlike during the before assessment when they had a choice. During their final

assessment everything was put together, and I was able to check their progress for

this lesson while I graded their final assessment papers.

D. Post-assessment results

See chart

from part

B.

Student

WorkBefore assessment

Fowler 16

Post assessment

During assessment

Fowler 17




instruction.

Task: The objective for this lesson is for student to understand what a life cycle is,

and the steps a pumpkin goes through to complete its full life cycle.

Before assessment: This group activity of performance based assessment included

matching the pictures of a pumpkin life cycle to the words that describe that picture.

This helped the students see what each part of the cycle is called and helped them

see how to spell each word appropriately, which will help them with the post

assessment. This part of the assessment is appropriate to measure student learning

because the students will have to know what each picture is and how to spell each

word in order to complete the final assessment. I also will be able to tell how much

each group knows about the life cycle, because all the words were in order of the life

cycle, so if they knew the order of the life cycle it was easier for them.

During assessment: This performance-based assessment had the same groups of

students as in the pre-assessment. During this assessment each group had to put

together the life cycle of a pumpkin on poster paper located in various places

around the room. This allowed me to see if the students fully understood each stage

in the life cycle of a pumpkin, because they only had the pictures to go by for this

assessment. By having the students work in groups it helped the students who were

falling behind, because the other group members were their to help those students

Fowler 18

understand why they were placing each stage in that certain order. This allowed me

to see if the whole class fully understood the steps in the life cycle.

Post assessment: This paper and pencil/crayon assessment allowed the students to

make their own book on the life cycle of a pumpkin. When the students found out

that they were making their own personal book, they got really excited and were

ready to work hard on their book. By them being excited about this assessment

everyone was able to focus and complete the task to the best of their ability. This

showed me that the students were fully understood what was going on in the lesson,

and had they had learned many things about the pumpkin life cycle compared to the

before assessment.

Prompt:

The goal of this lesson was for students to understand the life cycle of many plants

by looking at the life cycle of a pumpkin.

Before assessment: This performance-based assessment consisted of students

matching pictures of a life cycle to the words that go to those pictures. This

assessment was an informal assessment to see how much the students already

knew about life cycles. As the student were working on this assessment I would go

around and observe each group working to see how much the students already

knew about the life cycle of a pumpkin. I also went over a couple different groups

pre-assessment with the whole class so that everyone could see the correct answers

before the class moved to the next activity. This assessment helped me see how

much the students already knew about the life cycle, and what areas of the life cycle

that I need to focus on during the lesson.

Fowler 19

During assessment: This performance-based informal assessment allowed

students to get up and move around the room in their groups to put together

pictures on a poster, to create the life cycle of a pumpkin. This activity was done so

that I could see how much the students were learning about the life cycle, and to see

which parts in the life cycle they were still struggling with. For many of the groups

their was one part in the life cycle where they keep switching two pictures, so when

everyone was done with their assessment I made sure to emphasize those two

phases in the life cycle. I also shared with that if the phases were switched the

pumpkin could not grow, because in each phases different things happen in order

for the pumpkin to become an adult. I was able to catch their mistakes here so that I

could reteach some parts of the lesson, so that those students would not make the

same mistakes on their final assessment.

Post assessment: This paper and pencil/crayon formal assessment was given so

that the students could draw their own life cycle, and write a short story about their

life cycle of a pumpkin. This allowed me to fully see how much the students learned

throughout the lesson, and allowed me to see what might need to be changed for

when I reteach this lesson.



By the end of the

lesson on the life

cycle of a

pumpkin, students

will be able to

Before: In groups of

two, students will

match pictures of the

life cycle of a pumpkin

to the corresponding

For the pre- assessment the students

will be working in groups of 3 and both

the slower learners and the ESOL

students will be paired up with the

quicker learners, and an average

Fowler 20

make a book with

the facts that they

have learned

about the

pumpkin life cycle

with 90%

accuracy.

word that is already

placed on the chart

paper. For each correct

match each individual

in the group will

receive one point. They

can collect up to 6

points for the whole

assessment. (Scale 0-6)

During: Groups of 2 will

use sequence cards to

portray the life cycle of

a pumpkin. The

sequence cards will be

cut out and glued on a

paper. Individuals can

receive up to 6 points

for correct placement.

(Scale 0-6)

After: The student will

individually complete a

book about the life

cycle of a pumpkin, by

coloring and writing

out a stage of the cycle

on each of the pages.

The students will get a

point for every stage

that is placed in the

booklet in the correct

order. They can receive

learner. That way the students who

understand the material faster are there

to help the ones that are struggling with

the material. Also this will allow

everyone to finish closer to the same

time so that no one will have work to

make up, and no one will be sitting

around waiting on the next activity.

For the during assessment the students

will be working in groups of 2 and both

the slower learners and the ESOL

students will be paired up with the

quicker learners. That way the students

who understand the material faster are

there to help the ones that are struggling

with the material. Also this will allow

everyone to finish closer to the same

time so that no one will have work to

make up, and no one will be sitting

around waiting on the next activity. This

accommodation is implemented in the

class’ routine already when they work in

groups, so as I teach my lesson I will

continue to follow this routine of

accommodations.


student who is extremely slow at

learning, and for the ESOL students that

are still struggling to read. They will be

pulled to the kidney table, and they will

have the instructions form each page

Fowler 21

up to 6 points. (Scale 0-

6)

read to them. The teacher will go page

by page and read the instructions to

them, while the rest of the class is doing

it on their own.

Students who are early finishers will be

allowed to go back through their book

and color the different pages of the

book, and draw pictures to match each

part of the life cycle.

Students who do not complete their life

cycle book will complete it during their

assigned free center during reading

workshop. This is the normal routine of

the class, and thus I will follow the

routine for my lesson as well.


objective

Student Number Before- During- After1 6 4 62 2 3 53 6 6 64 6 6 65 5 4 66 2 3 47 No longer in class No longer in class No longer in class8 5 4 69 3 4 5

10 6 6 611 4 4 512 2 3 413 4 4 614 4 4 515 6 6 6

Fowler 22

16 5 4 517 5 4 618 3 4 519 4 6 620 3 4 621 3 4 522 6 6 623 6 6 624 2 3 4


All three assessments were out of 6 points.





During my lesson I tracked three students in particular, and all three of those

students are highlighted in the chart above. These students were focused on in

particular because they were the lowest, average, and highest preforming students

in my class. I knew if I focused on these three students all the other students in my

class would fall somewhere in between them. I also knew I could get a pretty good

reading of how well the class was doing if I knew how well these three students

were preforming on each assessment. Just because I focused on these three

students does not mean that I did not focus on all the other students in my class. I

walked around throughout the whole lesson to make sure everyone was

understanding what was going on in the lesson, and to make sure no one had

questions, or was stumbling over some of the material being taught. Since the pre

Fowler 23

assessment and post assessment had students reading/writing I also made sure I

was helping the ESOL students understand what was being talked about so that

they would not fall behind in those parts of the lesson. After both the before and

during assessment I would also go through and allow the class to each groups

poster. That way I knew how well the students were understanding the material,

and the students were also getting extra review when checking other groups work.

Lastly, for the final assessment I graded each students book to see how well the

students progressed from the before and during assessment, and to see what I

might need to change for the next time I teach this lesson.



Student Work

Before assessment

Fowler 24

During assessment

Post assessment

Fowler 25


TWS Standard:

The teacher uses multiple assessment modes and approaches aligned with learning

goals to assess student learning before, during, and after instruction.

Task:

During this English lesson the objective is for students to understand how bullying

can hurt others, through reading and writing about bullies and the effect they have

on others.

Before assessment: This paper and pencil assessment is appropriate for measuring

students understanding of what a bully is, and how to write a complete sentence

when describing a bully. This is appropriate because the whole lesson is focused on

writing complete sentences, so each assessment has the students practicing their

writing skills by using paper and pencil assessments.

During assessment: This assessment is also a paper and pencil assessment, but

instead of just writing the students have to draw a picture of themself and then

explain in a complete sentences ways they can be kind to others. This assessment

allows students to be creative, because they first get to draw themself, and then they

add the sentences after the drawing is complete. This way the students are not just

focusing on writing, but instead they are focusing on both creativity and writing

skills. This assessment is appropriate for the students learning, because it is

allowing them to see that writing can be fun and creativity can be put into writing to

help the reader understand what is being talked about.

Fowler 26

Post assessment: For this assessment a book was read to the class about a bully,

and then the students had to write about how the badger in the book was a bully.

This helped the students improve their skills of pulling the important information

out of the book and being able to summarize that information. This assessment was

appropriate because it focused on many aspects of English, and for the students to

understand the book fully, and to summarize the bully parts correctly the students

had to have a complete understanding of what a bully was.

Prompt:

The goal of this lesson was for students to understand what a bully was, and for

them to work on improving their writing skills.

Before assessment: This paper and pencil informal assessment allowed the

students to think on their own about what a bully is. Each student had to work

individually writing out a sentence or two describing what a bully is, that way I was

able to see what each student thought of a bully. By having the students preform this

assessment I was able to see the progress of the students learning about both a

bully, and how to write a proper sentence.

During assessment: This paper and pencil drawing and writing of how someone

can be nice to others allowed me to see both the creative side of the students, and

there thoughts of how they could be nice to others. This assessment was an informal

assessment because I took their results and looked over them so that I would know

what to work on with the students before their final assessment.

Post assessment: This final assessment was also a paper and pencil assessment,

since the focus of the lesson was on writing complete sentences. This assessment

Fowler 27

was a formal assessment that went into the grade books for an English grade. Before

this assessment I read a book to the class about a bully, and once the book was done

and the class had talked about the story, the students returned to their desk to

summarize how the badger was a bully. This assessment allowed me to see how

well the students understood the lesson on both writing sentences and bullying.

This also allowed me to see what needed to be worked on for next time I teach this

lesson, and it allowed me to see how well the students were advancing in their

knowledge about writing and bullying.


Lesson objective Assessments Accommodations

By the end of the

lesson on bullying

students should be

able to write four

complete sentences

explaining what a

bully is and how a

bully can be

changed with 90%

accuracy.

Before: Each student

will write one

sentence describing

what a bully is. They

will be graded with a

rubric on a scale of 0-

2 with up to 6 points.

During: Each student

will draw a picture of

him/her, and write

three ways they can

be nice to each other.

They will be graded

For this part of my lesson my teacher did not

want me to have any accommodations, because

she wants to see where the students are at with

their sentence writing skills.

The early finishers will write another sentence

to describe a bully, and they will be allowed to

submit multiple sentences. They will continue

to write different sentences about bullies until

the whole class is done with the assignment, or

until the five minutes is up.

Slower finishers will have five minutes to write

out one complete sentence. When the five

minutes is up they will have to turn in whatever

Fowler 28

with a rubric on a

scale of 0-2 with up to

6 points.

After: The students

will write two

sentences of how the

badger was a bully,

and two sentences of

how he stopped being

a bully. This will be

graded with a rubric

on a scale of 0-2 with

up to 12 points.

they are at, so that the teacher can see where

they are in their level of writing.

For this part of the lesson the teacher will be up

front facilitating the lesson and the speed of the

lesson of “Crumpled Charlie”, so that the ESOL

and slower learners can keep up with what I am

saying.

One accommodation will be made for the

student who is very slow. That student will be

told different directions about the during-

assessment. He will be told to first write down

his four kind words, and to then draw the

picture of himself. He is given these directions

so that by the time everyone else is done with

their picture and words he will at least have his

words on his paper, and can later go back and

add his picture.

For the quicker learners they will be allowed to

color their whole page when they are done

writing their kind words. They will be told that

they need to stay inside the lines and not to

scribble, because more then half of the class still

likes to scribble when they color.

Fowler 29

For ESOL learners all five of them will be pulled

aside, before they begin to write their sentences

and the teacher will help explain the key parts

of the story to them in simpler language. The

ESOL learners know a good bit of English but

need things broken down for them after it is

read, and that is what will happen for this

lesson like many of the other lessons in the

class.

For early finishers they will be asked to turn

their paper over and write two more sentences

about how the badger was a bully, and what

made him change from being a bully to being a

friend.

For slower finishers they will have to finish their

sentences during their free station of reading

workshop. This is the normal routine of the

classroom to finish assignments at the free

station before the students can color or do

brain teasers.


objective

Fowler 30

Student Number Before- During- After-1 6 6 122 1 1 23 3 4 94 3 4 85 3 4 96 6 6 127 No longer in class No longer in class No longer in class8 Speech Speech Speech9 2 4 8

10 Absent Absent Absent11 5 6 1212 2 4 813 3 6 1014 2 4 915 Absent Absent Absent16 2 2 417 4 4 818 2 4 619 Absent Absent Absent20 3 3 821 3 4 622 6 6 1223 6 6 1224 1 4 8


Both the before and during assessment was out of 6 points, and the after assessment

was worth 12 points.





During this lesson I focused my attention on three students in particular, because

those three students were my low, average, and high achieving students. These

Fowler 31

three students were focused on because I knew I could get a good idea of how the

rest of the class understood the lesson based off of how well they were doing. Just

because I zoned in on these three students does not mean that I did not observe the

rest of the class to see how everyone was doing throughout the whole lesson. During

each assessment I would walk around the classroom helping students as needed,

and making sure that my ESOL students were understanding fully what was going

on throughout the lesson. Along with walking around and checking on everyone I

would use each assessment to see how well my students were progressing

throughout the lesson. After the before and during assessment I would ask several

students to share their complete sentences with the class, and I would project their

picture up on the smart board with the document camera. This way I could check on

different students to make sure everyone was progressing, while still keying in on

my three students to make sure no one is falling below my lowest student, and to

make sure my highest student was still growing throughout each lesson.



Student

Work

Before assessment

Fowler 32




instruction.

Task:

The objective for this lesson was for students to learn about the importance of

having a career, and to get students to start thinking about what career they would

like to do when they get older.

Before assessment: During this performance-based assessment student will be

walking around the classroom in groups, matching pictures of different careers to

that careers assigned poster. This assessment is appropriate for student learning,

because they are matching different pictures of a career to the poster that is labeled

with that career name. This allows me to see how much information these students

already know about these different careers, and it shows me which careers I need to

zone in on and teach them more about.

During assessment: This technology-based assessment allows students to work

with their Ipads in order to make a piccollage of their dream career. This type of

assessment is appropriate for these students, because they have not been taught yet

how to do research on different careers. This is allowing them to do a little bit of

research, but instead of reading about different careers they are finding pictures of

those careers to help them expand their knowledge about their dream career. By

having students turn in their collage into Seesaw, I will be able to pull them all up on

the Smart Board for everyone to see. This will give me an idea of what careers the

Fowler 33

students already know about, and what careers still need to be taught. I found that

many of the students focused on the same careers, like teaching, nursing, or police,

and that told me that other careers need to be talked about in more detail, because

those careers were some of the ones talked about in during the pre-assessment.

Post assessment: This paper and pencil assessment allowed the students to focus

in on their career they picked for the piccollage, and it allowed them to write about

what they choose and why they choose that career. However, they were allowed to

change their mind on their dream career since we talked about more careers after

the collages were turned in. With this freedom several students decided to change

what career they wanted to talk about. After this lesson I could tell that the students

had a better understand of different careers, because many students picked a

different career to write about then the career they choose for the collage. This

allowed me to see the students’ progression throughout the lesson.

Prompt:

The goal of this lesson was for students to understand about many different careers,

so that they can start thinking early in life which career they would like to be a part

of when they grow up. That way they can see how important getting an education is,

because many careers now require some kind of degree.

Before assessment: This informal assessment allowed the students to move

around the classroom in groups to match pictures to the correct career poster. This

assessment allowed the students to be active, so that as the lesson went on they

could sit still and pay attention. This lesson also allowed me to glance at each poster

and see which careers students were having trouble with. When I saw a career they

Fowler 34

were struggling to match pictures too, I knew that I needed to go over that career in

detail throughout the lesson.

During assessment: This technology-based informal assessment let the students

use their creativity while learning more about their dream career. This assessment

was used for the student to show me how much they knew about their dream

career. To do this they made a piccollage of their dream career, and submitted it into

Seesaw for the whole class to see on Smart Board. While the class and I were going

through this assessment I noticed many students had picked only the careers we

talked about in the pre-assessment which told me that they did not know about

many of the other careers that are out in the world around them. This showed me

that I needed to talk about several other careers so that each student could broaden

their knowledge about careers.

Post assessment: This formal pencil and paper assessment helped the students

take what they learned throughout the lesson, and decided what career they

thought they would like the best. This made them think complexly about what they

liked to do, and how that would fit into the different careers that were just taught.

By having students write why they wanted this career choice as their dream career

allowed me to see if the students fully understood the lesson. It also allowed me to

see the students’ progress as they worked their way through the different

assessments.



Fowler 35

By the end of the

lesson on careers

student will be able

to write complete

sentences about the

career of their

dreams, with 95%

accuracy.

Before: The students

will walk around the

room with their

partner and match

pictures of a career to

the posters that name

the career on which

the pictures match.

Each student will be

graded on a scale of

1-5, and each correct

picture match will

count as one point.

During: The students

will make a picture

college on their Ipads,

describing the career

of their dreams. This

will be graded with a

rubric on a scale of 0-

2 with up to 6

possible points.

After: The students

For the ESOL students: I will walk around to

each poster and read what the career is. I will

read it twice to make sure everyone heard

what it was, and so that the ESOL students

have time to think about each word. I will also

pair the ESOL students with a higher achieving

student so that the higher achieving student

can help explain to the ESOL student a career if

the ESOL student doesn’t know what it is.

For my slower learners: I will make sure they

are paired up with a higher achieving student

in the class. This way the higher achieving

students can help the slower learners out, and

so that everyone can finish around the same

time.

For the ESOL students: I will make sure I go by

and help them one on one with piccollage. I

will explain to them the directions again if

needed, and help them search for pictures if

they cannot find any for their career. I will also

ask them what their dream career is and write

it down for them on a piece of paper so that

they know how to spell it for when they are

Fowler 36

will write a couple

sentences explaining

the career of their

dream. This will be

graded with a rubric

on a scale of 0-2 with

up to 12 possible

points.

looking up pictures.

For the students who are early finishers: I will

have them continue to search for pictures, and

write words about their career until the whole

class is done with the activity.

For the slower finishers: If I see that the

majority of the class is done, I will have them

save their piccollage. They will have to finish

their collage during their free time of readers’

workshop.

For the slower finishers: The ones that do not

complete their assignment in the allotted time

frame, will have to work on it during their free

time of reading workshop until they complete

the activity. This activity is important for all

students to finish because it will be used to see

where each student is when it comes to writing

complete sentences, and using correct ending

mark. So each student will have to finish this

activity during reading workshop of the day

that the activity was given.

For the early finishers: The early finishers will

be asked to go back through their sentences

Fowler 37

with a colored pen, and correct any mistakes

that they see in their sentences. They will also

be allowed to use the dictionaries to look up

how to spell the words that they did not know

how to spell. They will write the correct

spelling of each misspelled word above the

original word. This will help them see there

mistakes while writing, and will allow them to

fix their own mistakes.

B. Describe the pre- and post assessments that are aligned with your lesson

objective

Student Number Before- During- After-1 4 6 122 2 6 53 2 4 94 5 6 125 4 4 116 4 5 107 No longer in class No longer in class No longer in class8 2 3 89 Absent Absent Absent

10 5 6 1111 5 4 912 2 3 813 4 6 1014 5 6 915 2 4 1016 3 2 617 4 5 1218 2 5 919 4 6 1020 2 4 10

Fowler 38

21 2 6 1222 5 6 1223 5 6 1224 3 4 8


The before assessment was out of 5, during assessment was out of 6, and post

assessment was out of 12.




C. Discuss you plan for determining student progress during the lesson

During this lesson I tracked my high, average, and low preforming students, so that

I could get an idea of how everyone in the class was preforming. I picked these

three students to focus on because I knew that all the other students fell

somewhere in between them. This way I could track the whole class easier

throughout the lesson. Even though I focused on these three students it does not

mean that I did not pay attention to the rest of the class. Throughout the whole

lesson I was walking around and making sure that very student understood what

was being talked about, and making sure every student was following directions

closely. Along with focusing on these three students, and observing the class I also

used both the before and during assessment to gage how my lesson was going. I

would alter parts of my lesson if I saw the need to alter them. Just like I had to do

after the during-assessment. Once the students submitted their piccollage on

Seesaw I noticed that many of the students had the exact same career, and that the

Fowler 39

majority of the careers came from the pre-assessment. So after the collages were

done I introduced more careers to give the students a broader view of careers, and

the students caught on because many students’ careers changed for their post

assessment. Their final assessment allowed me to see how the students grew

throughout the lesson, and it allowed me to see what all they truly learned

throughout this lesson on careers.



Student Work

Before assessment

Fowler 40

Post assessment

Fowler 41

Fowler 42

missfowlerclass.weebly.commissfowlerclass.weebly.com/.../4/5/0/...4_fowler_.docx · web viewtws 4...

Documents