Planning Assessments

Objective:  I can annotate a narrative mentor text by highlighting the word choices, sentence structure, and organization of a narrative.

Three formative assessments  to help me know that students are meeting the objective are entrance ticket, exit ticket, and think-pair-share.

Entrance Ticket

Description: This can be any “query” that prompts students’ interest/engagement in relation to the focus of the upcoming lesson. It can serve to bring background knowledge to the forefront, make connections with the previous day’s lesson, and/or generally get students to focus their thinking on the specific consideration of that day’s learning

Rationale:  Entrance tickets will be used as a formative assessment for this lesson.  Students have learned about each of the elements in previous lessons- word choices, sentence structure, and the organization of a narrative.  This lesson requires students to synthesize their knowledge and annotate a text for all three components.  Since this lesson requires students to identify several elements of a narrative, information on what students know and are able to do student  will  come at the start of the lesson through an entrance ticket.  This data from the entrance ticket will  be used to inform small group instruction.  In other words, I will work with small groups of students depending on the information that I receive from the entrance ticket.  For example, if some students can only correctly identify narrative structure and sentence structure, then I will work those students on word choices.  

Exit Ticket

Description:  Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before students leave (for recess, lunch, the end of the day,  their next class, or are transitioning to another subject area), they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of instruction.

Rationale: Tiered Exit tickets will be used as a formative assessment for this lesson.  Again, the lesson requires students to be able to annotate a text for several elements of a narrative.  Students who can identify all components will be given the exit ticket which requires them to annotate the text for all three elements.  The other students will be given exit tickets to annotate for one or two elements, depending on how the students perform during the lesson.  

Think-Pair-Share

Description: The Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer

Rationale:  I will be posing questions to the students during small groups and asking them to think individually about the topic and respond by sharing their ideas with their partners.  I chose think-pair-share as a formative assessment during the small group part of the instruction because I’m working with a small number of students, it is easier for me to listen to each student’s response as they share their ideas with their classmates.  As I listen to the students’ responses I can check for understanding.  This will allow me to make adjustments to the lesson in real time if students demonstrate misunderstandings.