Assignment 1 and 2
Assessment Tools Assignment 1
Jennifer Corbett
Language Literacy& Phonics: Education 203 Section 100
Professor: James Hilton
Assessment Tools Assignment
June 13, 2020
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Assessment Tools Assignment 2
1) CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
2) CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
This week we are going to be reading Tales of Fourth Grade Nothing by Judy Blume. I
want the students to know the importance of this book because who has not had issues
with one of their siblings and who thinks that they get all the attention. When you have a
younger sibling, they can make your life harder. During this in our young lives we try to
find who we are.
First assessment for the Informal we will be playing Paper Toss. This will help the
students make up a question from the book where they we want their other classmates to
answer. It will help the students to answer a question on their own, without having some
one else to help them. They will have to think about the answer. Each student will write
down a question and then crumble it up and it will be toss in the garbage can. Then I will
go around the room and have each student pick one from the basket. First, they will read
it out aloud and then answer the question to the best of their knowledge. With having
students in the class who have learning disabilities, etc. I will then reword the question to
their ability so they will be able to answer the question.
And the second will be journal time. They will be given questions that they have to
answer from each chapter. These questions will be on the elements of the story Which
they will be allowed to use their notes. Like who are the main characters, what is the
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Assessment Tools Assignment 3
setting, what is the plot, what is the conflict/climax of the story. This will help me
determine if they have any issues with spelling and making complete sentences, and see
what areas that they might need help in. Some areas that I am looking for them to answer
are how did the character stand out from the others, and in what ways was he different.
What is the message that the author is trying to get across to you? They can even draw
pictures to help them answer the questions. Any child that has an IEP there needs will be
meet, whatever that it may be. Will also help me determine what they know and what
they don’t know. They can even include and thing that they had trouble with and did not
understand about the book that we read. This will give them time to help me to be able to
help them learn the material better for them. They may be afraid to say it out loud. I want
to know that they learn from the lesson and not what every other student learns.
First formal assessment will be Kahoot. I will use the questions that the students
made up in class. They will not be hard questions at all. I want to test what they know
about the book, without having someone else answer the question for them. Each of the
students will play this and be asked questions from the book. They will be graded on how
many questions that they got right. For any answer that they got wrong, they must write
down the question and the answer. They will be given back half of the points that they got
wrong. Any student who gets about 75% will be given a free homework pass, and if they
have learning disability the percentage will be 50%.
Second formal assessment will be half of the class will draw Peter and the other half
will draw Fudge. I want them to draw their own version of the character, of what they
think he is. They will have to write down what good and bad qualities they think that they
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Assessment Tools Assignment 4
have. Then after each student is done, they will represent it in fun of the class for an oral
report. I want them to dress like their character.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the
text.
The fable that we are going to be reading is The Boy who cried Wolf. It helps teach the
children that they should not tell a white tale lie because when they really need some one help,
no one will be them to help them, because they will think that they are lying.
Informal #1
We will play the Race game. Students will be broken up into 10 groups of three. Each
station will have a different clue and they will have to answer it correctly to move on to
the next station and when they have the correct answer, they will write it down. The
students will be given a worksheet using the vocabulary words from the boy who cried
wolf. It will help the children exercise and get up and move so they are not stuck in their
seats all day. This will help me understand the students who know the lesson as well as
the students when they give the answers. They will go around the room looking for clues
that will help them answers their question. They will be given the definitions and the
students will have to guess what that word is, or vice versa and will have to give me what
the meaning is.
Informal #2
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Assessment Tools Assignment 5
We will play Line It Up. I will take index cards and write down certain scenes from the
play and write down important plot points. I will put the scenes and the plot points on the
students back and the students will have to help each other out. The students will all have
to work together and ask each other questions so they all line up in the correct order that
they suppose to. It will help teach them to work as a team and answer Who, What,
Where, When and Why questions all on their own.
Formal #1
Game Show/Family Feud. Students will be broken up into 4 teams. They will be asked
the same question and who ever given points based on their answers, we will be looking
for the top answer.. I will ask other questions from the play, to see what the students
know and what they do not know. It will help with the students comprehends. Each
student who be given a chance to answer and I will record their response that they give
me down, on my answer sheet. At the end they will be grade for effort, and how many
wrong or write answers that they got correct. For every wrong answer they have to write
the correct answer in their notebook. Where they will be allowed to use it on the Test.For
any student who doesn’t work good under pressure will play Kaboot and be asked the
same questions and have time to answer the questions where it will be in a quieter
location so they can finish the assignment that they have to get done.
Formal #2
Test. The test will consist of fill in the blank, where they will be given answer block, and
will have to choose the correct answer from the block. They also will be given multiple
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Assessment Tools Assignment 6
choice questions. The students will be allowed to use their notebooks and all of the
questions will come from the previous lesson that we have done in the last three
activities. They will be given time to answer the question. I am looking for how they can
think on their own, they will be given 40 minutes to finish the test. For any student that
has an IEP we will allowed what the electives are and if any other student is struggling
with understanding the questions and finishing on time, they will be given extra time and
any help that they may need. I will walk around the room and see if they need any help or
how well they are doing.
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (e.g., in books from a series).
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Assessment Tools Assignment 7
The vocabulary that I can get from this are author, character, character trait, compare,
contrast, plot, setting and theme. We will be comparing Three Bullocks and Lion to The
Old Man and His sons.
Informal #1 Paper Toss
Each of the students will write down one questions from each of the readings and write it
on a piece of paper. They will crumble it up and toss it into the trash can. I will go around
the classroom and have each student pick one out and they will answer the question. This
will help me understand if the students know why the author might write books or etc.
that have the same theme. DO they understand what the an author is, character, what the
traits of the character are and how they are same or different in each of the stories, can the
compare and contrast the two stories or are they struggling to find what it is,, what a plot
is, what the setting, and what a theme is.
Informal # 2
The students who compare the two stories using skits. Half of the class will do the first
story and the other half will do the other story. This will teach them to try and figure how
the stories are the same and how they are different, by having them act it out.
Formal # 1 Venn Diagram
The students will fill out a Venn Diagram comparing the two stories. It will help me
determine if they can figure out how the stories are like and how they are different. I want
to know if they understand the meaning of the vocabulary that was use from the stories.
How are the character the same and how are they different in the story, and can they
determine what the theme is of both stories? It will get my students to brainstorming
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Assessment Tools Assignment 8
about things are similar, and how they are different. Help them to think on their own
without asking for help.
Formal #2 Jeopardy
We will play jeopardy. The class will be broken up into three teams. They will be asked
questions about vocabulary, what the theme is, plot setting, author, title etc. Will they be
able to answer Who, What, Why, When and Where questions about the two stories that
we read in Class. Can they determine what the message the author is trying to get the
reader to determine what the story is about. Does the student determine what the conflict
is between the character and can the character determine a solution of the story?
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