Differentiated Assessment

Differentiated Assessment

Laura Ferrari

EDU673: Instructional Strategies for Differentiated Teaching & Learning

Instructor: Renee Gugel

May 20, 2018

Common Core Standard being Identified:

Students will:

W.1.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.2.2- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Unit Measurable Goals:

· At the conclusion of this lesson, students will explain the life cycle of the pumpkin, and demonstrate their knowledge by placing life cycle cards in the proper sequence with 100% accuracy.

· The students will identify the characteristics of fruits in the cucurbit family by sorting the fruits according to similarities and differences with 100% accuracy.

Unit Goal: Students will be able state what they can do by the end of this unit.

I Can…”:

I can identify the parts of plant.

I can demonstrate and explain each part of the plant through motion and a monologue.

I can identify the characteristics of the fruits in the cucurbit family.

Formative Assessment 1:

Learning Objective for lesson 1: At the conclusion of this lesson, students will explain the life cycle of the pumpkin, and demonstrate their knowledge by placing life cycle cards in the proper sequence with 100% accuracy.

Directions for assessment:

Students will color the 6 stages of the life cycle of a pumpkin. Cut out the pieces and organize the pumpkin life cycle cards into the proper sequence and paste them on a strip of paper or a round paper plate.

ELL and ESE students can turn and talk to their shoulder partners for help and questions about the directions. They can put the life cycle in order to the best of their ability.

Teacher will observe the students placing the parts of the plants cards in the proper sequence.

Teacher will check for understanding through questioning.

As the teacher walks around, a checklist will be used, and observation notes will be written.

Checklist will include 5 quick things to look for as a teacher:

1. Student the 6 stages of the life cycle out independently or with help.

2. Student organized the 6 stages correctly

3. If not, how many stages were in the correct placement. #/6

4. Did student answer the questions asked correctly about the life cycle of the pumpkin when I ask him/her?

a. Yes or no

5. What are the names of the parts of the pumpkin? Any concerns with student’s responses.

a. Answered correctly or incorrect

ELL or ESE students may go back into story that was read for assistance if they need help with placing the stages in the correct order. A model of the correct stages of the pumpkin will be shown at the end of the lesson so that the students can self-correct their work. The model will be on chart paper large enough so that the students can see it.

Answer Key for the sequence of the Life Cycle of a Pumpkin:

Formative Assessment 2:

Learning objective for lesson 2: At the conclusion of this lesson, the students will replicate each phase of a plants development with body movements and a written monologue with 100% of accuracy.

The students will use the computers and other resources such as Google to research the parts of a plant. Students can use either Google, Explorer to conduct their research. It is not limited to any of these suggestions. Since the students are in first grade these are the basic search engines that they should be familiar with. If they student doesn’t have basic computer researching skills the student will be paired with another student who does. No child will feel like they cannot do something due to the lack of exposure. The use of a flipchart on The Parts of a Plant for an Active panel or Smartboard. The flipchart was created with 1st grade students in mind. It is user friendly and easy to understand.

Directions for assignment and assessment:

1. Within the group of students each student will get a part of the plant to research. There are 4 parts and there will be 4 students in each group.

2. Using the internet, student’s science book they will research the part of the pant they were given.

3. The students will reflect on the lesson by writing a monologue from a part of the plant’s perspective. They will write simple sentences about what the part of the plant does in first person using “I”.

4. Within the monologue the students should demonstrate their knowledge of the importance of their part. Students will write at least 3 sentences no more than 5.

5. They need to explore cause and effect by thinking about what would happen if the plant didn’t have their specific part.

Differentiated for ESE and ELL students: they will write one simple sentence about the job their part of the plant does.

Rubric will be used to assess students work.

Teacher will check for understanding through questioning.

Teacher will observe the students accurately portraying the parts of the plants.

As the teacher walks around, a checklist will be used and observation notes will be written.

Formative assessment 3:

Learning objective: At the conclusion of this lesson, students identify the characteristics of fruits in the cucurbit family, which includes pumpkins, melons, and other well-known fruits by sorting the fruits according to similarities and differences with 100% accuracy.

Majority of students: After sorting, students will draw their groupings on drawing paper using a thinking map and label each group or way of sorting.

ELL/Special Needs Students: Students will be given a thinking map/graphic organizer to use (they may choose between a couple). Depending on the Ell’s language and writing ability, student can write the words in the correct spots in their thinking map (word bank will be given). Another differentiated piece to the assessment, student will be given pictures of a variety of fruits in the cucurbit family. The student will sort the fruits by characteristics that were taught.

Students can turn and talk to their shoulder partners for help and questions. Teacher will observe the students accurately sorting and placing the drawing or names in the appropriate area on their thinking maps. Teacher will check for understanding through questioning. As the teacher walks around, a checklist will be used, and observation notes will be written.

An example of a thinking map with a word bank.

Sample pictures of fruits in the cucurbit family that the student can cut and paste on a thinking map.

Summative Assessment

The summative asessment will cover the three areas that were taught in the unit plan. Students will read the short description of the aprt of the plant and fill in the blank with the correct part of the flower. ELL/Special Needs will receive a word bank on their paper. There will be a picture of a flower, students will have to label the fower correctly.

Second, students will have pictures of the life cycle of a pumpkin and be required to write the correct stage on the line next to it. The words will be given to them from in a word bank. ELL/Special Needs will be given the same foramt but they will have 2 of the stages already given to them. They will have to finish the life cycle using the remaining words.

Lastly, the students will describe charactersitcis of the fruits in the cucurbit family. Pictures will be provided for all students. Students will have to write the characteristics in the proper category for the pieces of fruit that are given. ELL/Special Needs- they will be given the pictures along with a word bank of the characteristics.

The first summative assessment enclosed is for atypical students in the class and the second assessment format will be given to students who are ELL and Special Needs. The students will be given the opportunity to preview the centers to review the characteristics of fruits in the cucurbit family.

After the unit has been taught the students will take the summative assessment independently. This will give me as a teacher an understanding of whether or not my students have understood the unit. The students are held accountable for their learning and I can observe to see which students are struggling with the assessment. The only thing I will be doing during this assessment if giving any accommodation necessary to my ELL or Special Needs students. The UDL that I would be utilizing within my unit and assessments is to provide multiple and flexible means of expression to diverse students with alternatives for demonstrating what they have learned (2006).

Name: __________________________ Date: ______________

Science: Life Cycle of Plants

Fill in the blank with a word from the box below.

1. The _______________ make the food for the plant.

2. The part of the plant that acts like a straw to carry water from the leaves to the roots is the _______________.

3. The _______________ makes the seeds and fruit.

4. All plants start as a _______________.

5. The _______________ absorb water from the soil and help hold the plants in the soil.

Fill in the blank with the word from the box below.

6.

a. _____________________________________________

b. _____________________________________________

c. _____________________________________________

7. List 3 ways these fruits are similar.

a. _____________________________________________

b. _____________________________________________

c. _____________________________________________

Name: __________________________ Date: ______________

Science: Life Cycle of Plants

1. Fill in the blank with a word from the box below.

2. Fill in the blank with the word from the box below.

3. Write one way these fruits similar: __________________________________________________

4. Write one way these fruits are different: _____________________________________________

References