The goal of this assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course. However, for Module 3 you are only required to choose the lesson plan you will use to teach and assess (this does not need to be submitted at this time), SUBMIT a draft of the formative assessment, and then complete (and SUBMIT) the Tool for Analyzing Curriculum for your lesson selection. Think of this resource as an assessment checklist for your lesson plan. This work should be based on the corresponding standards, objectives and learning targets that are a part of the lesson plan.
Overview of the formative assessment:
You will be creating a formative assessment using an existing lesson plan (must be achievable in one-two periods). You will be examining NY State Standards and then developing learning objectives (for the teacher) and learning targets (for the student) if not already a part of the plan. You will be expected to implement this assessment with at least two grade-level students, analyze their work and make recommendations for assessment refinements by the end of this course.
Part 1: Lesson Selection
If this is a lesson that you have created, you will need to ensure that the assessment and rubric is included. If not, you will need to create them. If using the existing assessments which come with the existing curriculum, differentiate the assessment where needed to meet the needs of your students. You will read Decomposition for a Download Decomposition for analyzing, selecting, and adapting curriculum materials Download analyzing, selecting, and adapting curriculum materials, then analyze the curriculum using the Tool for Analyzing and Adapting Curriculum Materials Download Tool for Analyzing and Adapting Curriculum Materialsand then do the following:
Identify the academic focus of the materials;
Analyze the materials for demand, coherence, and cultural relevance;
Consider student thinking in relation to the core content and activities;
Adapt the materials and create a more complete plan to use in the classroom.
Submit your first draft of the formative assessment you are intending to implement along with the Tool for Analyzing and Adapting Curriculum Materials. If using existing curricula, you can make annotations on the existing curriculum of any adaptation you are considering making. If you do not have access to a school curriculum, use open source curriculum. Here are some ideas where you can find curriculum/units/lessons:
https://www.nysed.gov/curriculum-instruction/engagenyLinks to an external site.
https://www.learningforjustice.org/Links to an external site.
https://eleducation.org/curriculum/language-arts/modules-and-lessons/Links to an external site.
https://eleducation.org/curriculumLinks to an external site.
https://www.openupresources.org/Links to an external site.
https://ny.pbslearningmedia.org/Links to an external site.
Note: In preparation for implementation of the formative assessment, if you have access to a classroom you may use these students. If you do NOT have access to a classroom, you may use same grade level students in your family, neighbors, friends. In terms of the lesson plan, although this course does not specifically teach lesson planning, it teaches assessment, which are the student outcomes of the teaching and learning process. Therefore, it is suggested that you use a previously developed lesson plan that you may have, or you may choose a sample plan from Engage NY Links to an external site.Links to an external site.Links to an external site. resources or Achieve the Core Links to an external siteLinks to an external site., which you can modify/differentiate to accommodate the learners with whom you will be working with.
Do not use resources from Teachers Pay Teachers as these resources are not typically rigorous and have not been tested for validity and reliability (to understand these terms see Module 10).
Your lesson plan should be based on the ages and/or areas you teach.
Identify at least two learning standards to be addressed. (Must have at least one content and at least one literacy standard from the content area)
Identify at least four (4) 3-part learning objectives Download 3-part learning objectives(Knowledge, Reasoning, and/or skills, product) Targets, as explained in Chapter 3) to be assessed.
Note: Objectives are aligned with state and/or local standards. They are stated in terms of specific and measurable knowledge, skills, or behaviors using action verbs. Instructional objectives use higher-level verbs from Bloom’s Revised Taxonomy and/or Webb’s Depth of Knowledge (DOK).
Restate the learning objectives as kid-friendly measurable learning targets in developmentally appropriate terms for the age group you are working with.
Note: Both teacher-centered learning objectives and student-centered learning targets are listed, AND Targets are (SMART) specific, measurable, and attainable. AND Learning targets are written in student-friendly language and shared (visible and discussed) with students.
Exemplar #1
Formative Assessment
Identify (and refine) at least two learning standards to be addressed.
1) (Standard 1) PK.AL.1
Actively engages in play as a means of exploration and learning.
2) (Standard 2) PK.AL.5.
Demonstrates persistence.
Identify at least 4 learning targets (Knowledge or Reasoning Targets, as explained in Chapter 3)
to be assessed.
A) Students can initiate and identify ways to interact with peers in centers through play.
(Standard 1, Knowledge Target)
B) Students can use “trial and error” during play to build upon any problems or tasks that
arise. (Standard 1, Reasoning Target)
C) Students can focus and complete tasks in learning centers during play. (Standard 2,
Knowledge Target)
D) Students can ask peers or teachers for assistance on what to do next when they cannot
figure out the next step. (Standard 2, Knowledge Target)
Restate the targets in developmentally appropriate terms for the age group you are working with.
My students are the ages of 3 and 4 years old in Pre-Kindergarten.
A) I can play with friends in centers.
B) I can think of different ways to play.
C) I can complete what I start.
D) I can ask for help to finish my task.
Formative Assessment
In the lesson unit for self, the teacher provides materials in that center for birthday parties. The teacher will show the students a picture book about birthdays. The teacher will explain that we all have our own birthday and that in that center they can create their own birthday party. As the students provide input about birthdays, the teacher will observe how they interact with each other in the center. This allows the teacher to assess how the students play with each other through observation and the different scenarios the students can create when playing with birthday supplies. While the teacher observes the students at play, the teacher will introduce the 6-piece birthday cake set. After handing the students the cake puzzle set, the teacher will explain how the cake is a circle, but the students can cut it apart to create triangle slices. The teacher will observe the students hand out each one of the six slices of cake for the birthday party, the teacher will observe that they can complete the task of putting the cake back together again during clean up time in that center. If the students cannot fit all the triangle pieces back together to form a circle, the teacher will be nearby to provide additional support if they struggle. The teacher will prompt the student to ask for help if needed as they work. This assessment supports different modalities and aids in measuring the progress of student learning. One modality used to assess the students is auditory. The students will listen to the teacher explain about birthdays using their auditory skills. They will discuss with each other what they want to create in the dramatic play center for their birthday party. Another modality used in this assessment is visual. This assessment, the teacher uses a picture book to demonstrate to the students how to have their own birthday party and this helps them understand ideas they can create on their own. During observations the teachers can view how the students play with each other and what ideas they took from the book or developed on. Kinesthetic is the last modality used for this assessment. The students were given a birthday cake to be taken apart and given out in slices, and then put back together again. The teacher is observing how the students interact with each other during play, communicate, finish a task they start and ask for help when
needed from another student or teacher.
Exemplar #2
Standards:
ELAL.4. [2R2] Identifies a main topic or central idea and retells key details in a text; summarizes portions of a text
ELAL.8. [2R6] Identify examples of how illustrations, text features, and details support the point of view or purpose of the text
Targets:
Knowledge- The student will identify three key details in the story. (LT1)
Reasoning- The student will summarize the main topic of a text using three key details. (LT2)
Knowledge -The student will identify the point of view of the text using key details. (LT3)
Knowledge- The student will identify pictures and text features from the text to determine the purpose of the text. (LT4)
Child Friendly Targets:
I will identify three key details in the story.
I will summarize the main topic of a text using three key details.
I can identify the point of view of the text using key details.
I can use the pictures and text features from the text to determine the purpose of the text.
Assessment
Students will act out scenes from the book, Wemberly Worried by Kevin Henkes, in front of the class as the teacher reads the story out loud. Students will collectively decide who will play the different characters and the narrator. This is a kinesthetic way to learn where the students use physical activities during the lesson.
Each time there is a key detail said during the read aloud that pertains to the point of view, the students will list it down on a post-it. They will be doing this throughout the whole story, independently. After the book is read, each student will place their post-it on a big poster paper. This type of learning is reading, writing, and visualization. All the students can observe the different terms that associate with the point of view of the book.
While the students are acting out the scenes, the teacher will hold up the book for the students to observe the pictures and text features to help determine the main idea. As students notice key details, the teacher will ask open ended questions on why the key detail is important towards the main idea. The teacher will write the details on an anchor chart. This is a visual way to learn for students to see the details in an organized manner.
At the end of the read aloud, the teacher will show the class all the details they came up with. Students will discuss three key details that best represent a summary of the book. The teacher will walk around the room and listen to discussions and redirect if necessary.
