Unit 5 part 2

ASSESSMENTS

Assessments

Student Name

Belhaven University-Jackson, Mississippi

September 30, 2017

ASSESSMENTS

EDU 612 Curriculum Organization and Planning

Formative and Summative Assessment Template

Grade Level: First Grade

Subject: Reading

Unit of Study: Sounds All Around/Phonemic Awareness and Phonics

Standard of Emphasis for Assessment

Formative Assessment Evaluation Strategies

Summative Assessment Evaluation Strategies

RF.1.2a Distinguish long from short vowel sounds in spoken single- syllable words.

Thumbs up/ Thumbs down: TTW will notify students of the criteria. She might say “If the word you hear has a long vowel, give me thumbs up.” (Observation) Small group game: The students have access to two buckets. One is a short vowel bucket. The other one is a long vowel bucket. The student draws a picture card from the deck and says the word. He/she places the picture card in the appropriate bucket.

TLW complete a cut and paste activity. TLW say the name of each picture card. TLW determine if the vowel sound is long or short. TLW glue the picture under the appropriate heading: Long Vowels/Short Vowels

RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Waiting in line? What shall we do? . . . TTW think of a word. She will pronounce each sound associated with the word. TLW blend the sounds together to form the word. (Checklist) Students will pair up. One student will have a picture card. The other student will do the blending. The student with the card will provide the sounds /h/ /a/ /m/. Mr. Blender will listen closely and say, “HAM!” The picture card will be revealed to show the correct answer. (Teacher observation)

Individual assessment completed one-on-one with students: TLW orally produce single syllable words by blending the phonemes. TTW provide the sounds /m/ /a/ /t/. TLW say “mat.” Each child will complete ten assessment items.

RF.1.2c Isolate and pronounce initial and final sounds in spoken single syllable words.

Students will use “Sammy the Snake” to assist them in isolating sounds. Sammy’s body is long and divided into sections-beginning/middle/end. TTW say “What is the final sound in the word shop?” TLW place a chip on

Individual assessment: TTW will ask the student to isolate the initial and final sounds in a variety of words. She will say, “What is

ASSESSMENTS

Sammy’s tail to signify the ending sound. TLW provide the sound after it is isolated. Long strips of electrical tape will be place on the floor. Students will take turns positioning themselves at the beginning of the line and at the end of the line to show the position of the sound. TLW provide the sound that is associated with the position.

the final sound in the word “smack?” A good mixture of questions requiring the student to isolate both initial and final sounds will be included. The assessment will consist of 10 items. Students will be graded on their performance.

RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds(phonemes).

TTW will provide the word. The students will draw one dot per sound on a markerboard. TTW provide the word. TLW count each sound and hold up one finger for each sound he/she hears.

TLW be given five counters. TTW say a word. Students will segment the word into its individual sounds. For every sound, TLW pull down a counter as visual representation of the sound. 5-10 test items

Strategies must be clearly related to standard (content/skills) identified in the first column.

Need to have at least two (2) formative and one (1) summative assessment strategy for each standard of emphasis in your selected unit of study.