Formative Assessment
Formative Assessment Plan: This will cover 1 chapter of The Lightening Thief per day for 5 days, starting with chapter 1 and ending with chapter 5.
Content: ELA, Reading Literature. Will be taught in a 6th Grade classroom at Kennelly School, Hartford, CT. The formative assessments follow the school wide ELA curriculum.
Formative Assessment Technique: Entry Ticket
Each night for homework students will be assigned reading from the chapter book, Percy Jackson: The Lightning Thief, to check understanding and participation in the assigned reading students will be asked to fill out an Entry Ticket at the beginning of Class. The Entry Ticket should take the students about 5 minutes to complete, those who completed the reading should be able to finish fairly quickly because the questions will be based upon big ideas within the chapter. It will serve as a good transition into “class-mode” after coming from the hustle and bustle of the lockers/hallway.
This entry ticket will be given at the start of ELA class during the first half of the day. If a minimum of 80% of the class is able to demonstrate 100% competence in these skills in 10 minutes or less I will move on. If less than 80% demonstrate competency I will review the skills in Reading class during the second half of the day. If I move on I will take the remaining students who do not demonstrate the skills and work with them in a teacher lead small group during the Daily 5 in Reading. I will model how to close read and demonstrate that particular skill and my thinking behind it in order to facilitate their learning. We will then practice as a group.
Content: ELA, Reading Literature. Will be taught in a 6th Grade classroom at Kennelly School, Hartford, CT. The formative assessments follow the school wide ELA curriculum.
Formative Assessment Technique: Entry Ticket
Each night for homework students will be assigned reading from the chapter book, Percy Jackson: The Lightning Thief, to check understanding and participation in the assigned reading students will be asked to fill out an Entry Ticket at the beginning of Class. The Entry Ticket should take the students about 5 minutes to complete, those who completed the reading should be able to finish fairly quickly because the questions will be based upon big ideas within the chapter. It will serve as a good transition into “class-mode” after coming from the hustle and bustle of the lockers/hallway.
This entry ticket will be given at the start of ELA class during the first half of the day. If a minimum of 80% of the class is able to demonstrate 100% competence in these skills in 10 minutes or less I will move on. If less than 80% demonstrate competency I will review the skills in Reading class during the second half of the day. If I move on I will take the remaining students who do not demonstrate the skills and work with them in a teacher lead small group during the Daily 5 in Reading. I will model how to close read and demonstrate that particular skill and my thinking behind it in order to facilitate their learning. We will then practice as a group.
ELA Reading Literature CCSS:
CCSS.ELA-LITERACY.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-LITERACY.RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text. |
Learning Objectives: Written in kid friendly language.
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Day 2
CCSS.RL.6.1: Text Evidence and Inference Answer: I think Percy is in danger. Percy said Grover looked at him “like he was already picking the kind of flowers I’d like best on my coffin”. Day 3 CCSS.RL.6.2: Summarizing the Chapter Answer: Percy and his mom go to their beach house. They are woken up in the middle of the night by Grover who is very worried. Percy’s mom finds out he hasn’t been telling her everything about his school year, which seems very bad because she was angry. Percy leaves with Grover, who has furry legs and cloven feet! Day 4 CCSS.RL.6.1: Inferencing, 6.6 character POV Answer: Percy’s mother died, he was very sad but he stayed strong. He knew he had to take care of Grover so he went to the farmhouse his mother told him to find. Day 5 CCSS.RL.6.1 using text evidence Answer: 1) b 2) False 3) “He stands up out of his wheelchair” and/or “He has the body of a white stallion” are both acceptable. |
Bloom’s Taxonomy - I would like to include “Creating” in my future formative assessments.
Blooms: Remembering - students must recall/retrieve the information they learned about the chapter during their assigned homework reading when answering all questions. Blooms: Applying - students must apply the concepts of inferencing, summarizing, using textual evidence, and answering questions in their own words when answering open ended questions. Blooms: Analyzing - students are asked to analyze the text by making inferences. Blooms: Evaluating - students are asked to judge the text to highlight the most valuable main idea when summarizing the chapter they read for homework. |
Potential Problems - A potential problem I see with assigning reading homework is the chance of a student not doing their reading. I also foresee the use of websites such as “Spark Notes” to quickly know the information for the entry tickets while still avoiding to do the reading. I combat this issue with questions that are specific and hard to find in summaries online. Those students who simply do not do the assigned reading for homework will be required to do so during recess and then complete the entry ticket. This is my cooperative teacher policy for all missing homework.
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Formative Feedback used to Improve Quality of Items
Make the learning objectives more concise and write them in kid friendly language. For instance, you can write “I can use context clues to define and determine the significance of words I don’t know.” instead of “I can use context clues to find the meaning and significance of words I don’t know”. Make sure to include the answers to the Item questions. In addition, when writing open ended items avoid leading students to a specific answer and allow more student creativity/freedom with their answers.
- Stephanie Rizzi
Elementary Education IB/M Graduate Student
NEAG School of Education, University of Connecticut