Lesson Plan:

Everyday Idioms, A Piece of Cake

Name: Lauren Saito

Grade: 5th grade

Date:
September 30, 2014
Duration: (How many minutes, days?)
1 day 60 minutes
Materials needed:
Laptop (PowerPoint)
Smart Board
Dry Erase Boards
Dry Erase Pens
Tissue
Handout
Language Arts Composition Book
Folder Paper

Content Area:
Reading Literature (Craft and Structure)

Guiding Questions:
What is an idiom?
What is the purpose of an idiom?
Can you recognize and explain the meaning of common idioms? In texts?
Can you determine the difference between literal and figurative meanings of idioms?
Are you able to use idioms in your own writing and everyday language?
Enduring understanding:
Through guidance from the teacher, students can learn the purpose and definition of common
idioms.
What component/s will be the lesson focus?
Figurative Language (idioms)

Strategy or skill emphasis

Definition/Recognition what is an idiom?
Usage when do I use idioms?

Purpose of lesson
The purpose of this lesson is to develop a clear understanding of figurative language (idioms),
so that students can further comprehend texts. Students explore figurative language with a
focus on idioms through teacher modeling and student-centered activities that are presented in
the classroom so that students future develop their understanding of idioms.
Language modalities to be used in this lesson:
Reading, writing, listening, speaking

Critical Thinking Skills

ACEI 3.3-Critical thinking, problem solving and performance
skills.

Understanding
Students will explain the meaning of
their given idiom.
Students will recognize a common
idiom when reading texts.
Applying
Students will demonstrate their
understanding of idioms through an
activity.
Analyzing
Students will compare and contrast
between literal and figurative
meanings of idioms.

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

Side partners
Partner sharing

Saito 3

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will be
used for these learners)

English Language Learners

(no ELL in my class)
and
Striving Learners

Content

(Both of these learners have the

same language ability therefore
they can be grouped together)

Learning Environment

Accelerated Learners

Content

If students are having a difficult

time understanding the figurative
meaning of an idiom, I have more
illustrations to represent each
idiom.
Students will be given more time
during group work and independent
work.
Students will be given more
challenging idioms.
Students will help other students
during collaborative group work to
better explain meaning of each
idiom.

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

Idioms
5.RL.4 Reading Literature: Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
I can determine the literal expression of an idiom.
I can determine the figurative meaning of an idiom.
I can determine the meaning of an idiom in texts.

2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria)

Idioms:
Students will recognize and explain the meaning of their given idiom to the class (compare and
contrast between literal and figurative meanings of idioms). They will demonstrate their
understanding of idioms through an activity. For my formative assessment, I will monitor the
accuracy of the content information being written in their Language Arts notebook. Teacher will
ask higher-level questions throughout the lesson as another form of formative assessment. A
summative assessment will be in the form of a rubric and handout to assess students
understandings.
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

1. Introduction: 10 minutes
2. Display illustrations of various examples of idioms.
a. When Pigs Fly! (Ask students to discuss meaning amongst their table groups what
they think the illustration means? 20 seconds)
b. Randomly select students to explain their definition to the class. Address the correct
meaning.
c. When Pigs Fly means there is no chance of something ever happening again. Do
pigs really fly? No.
d. Raining Cats and Dogs! (Ask students to discuss meaning amongst their table groups
what they think the illustration means? 20 seconds)
e. Raining Cats and Dogs means its raining heavily. Does it really rain cats and dogs?
No.
f. Randomly select students to explain their definition to the class. Address the correct
meaning.
g. Time to Hit the Books! (Ask students to discuss meaning amongst their table groups
what they think the illustration means? 20 seconds)
h. Time to Hit the Books means to study hard. Do people really make time to hit the
books? No.
i. Randomly select students to explain their definition to the class. Address the correct
meaning.
j. Ask students if they have any questions.
3. Building background: 5 minutes
4. Instruct students to have their Language Arts composition book out (or folder paper) with a
pencil.
a. Smile at me when you have your Language Arts composition book and pencil out.
5. Explain purpose of Language Arts composition book.
a. The purpose of your Language Arts composition book is to take notes on the
important parts of this lesson. You are not to write EVERYTHING down that you see
on the PowerPoint or what youve heard. Some important parts would be definitions

and examples.
6. Describe what idioms are using the PowerPoint.
a. An idiom is a word of phrase that is not taken literally (literally is defined as
something that is actually true, or exactly what you are saying word for word). Like,
Time to Hit the Books has nothing to do with actually hitting a book. It means that
its time for that person to start studying.
b. Idioms have both a literal expression and figurative meaning. We will go over what
these two terms mean in a second.
c. Ask the class, Going back to the PowerPoint slides, why do you think people use
idioms when they can just say the actual meaning? Talk amongst your table group in
20 seconds.
d. Students discuss questions amongst their table groups (20 seconds).
e. Randomly select students to voice their thoughts and opinions.
f. Explain the reason of using idioms to the class, People use idioms because it makes
speech and writing creative and interesting! Adding salt and pepper to your meal is
boring, wouldnt you want different spices in your meal so that you have more flavor
so that your food tastes GOOD? Idioms add variety and flavor to your speech and
writing! If I were to speak monotone (with no emotion) the whole time, wouldnt
you be bored? Idioms make language (speech and writing) impressive and attractive
to others.
g. Ask students if they have any questions.
7. Focus/Mini lesson (I do): 10 minutes
8. Explain I can statements to the class.
a. During our activity, you will focus on three components.
b. I can determine the literal expression of an idiom.
c. I can determine the figurative meaning of an idiom.
d. I can determine the meaning of an idiom in texts.
e. Ask, What is a goal?
i. Answer: something you want to achieve.
9. Explain to students the idiom activity.
a. Each table will be assigned a certain idiom. Lets pretend I chose When Pigs Fly and
Im in Table 2.
b. Table 2s task or job is to draw a representation of the literal expression of the
idiom on the left and a representation of the figurative meaning of the expression
on the right on their T-chart.
c. Literal expression is what the words actually mean. Its exactly what you see
written on the paper. You are not to interpret what the idiom means, but to
illustrate the phrase or sentence seen on your paper.
d. Figurative meaning is the commonly understood meaning of the phrase. (What
does this idiom mean?)
10. Explain the instructions of the activity in detail.
a. This is a T-chart to better organize our thoughts through similarities or differences.
b. On the LEFT side of the T-chart, you will draw a representation of the literal

expression of the idiom. So Table 2 has When Pigs Fly, what do you think we will
draw on the LEFT column?
Literal Expression

Figurative Meaning

c. Share amongst table group. You will discuss amongst your table group and quickly
draw in you Language Arts composition book what you would put on the left side of
the T-chart.
d. Choose 1-2 tables to share out loud.
e. The LEFT column represents the literal expression of the idiom When Pigs Fly.
Therefore, you will draw pigs flying in the sky. You illustrate EXACTLY what you read
off your paper.
f. Show PowerPoint slide of picture of pigs flying in the sky.
g. On the RIGHT side of the T-chart, you will draw a representation of the figurative
meaning of the idiom. When Pigs Fly, youre going to talk to your table group and
talk about what the meaning of the phrase is. As a class, we said When Pigs Fly
means there is no chance of something ever happening.
h. This is the creative part of the activity! You draw the meaning of the idiom. What
are some illustrates I can draw that will represent the figurative meaning of When
Pigs Fly? I find it much easier to say a sentence with the idiom in it.
i. Model: So when you tell your Mom or Dad that you will clean your room when
pigs fly, you mean you will NEVER clean it!
j. Randomly select students to answer previous question and share their ideas.
k. Show figurative meaning example on the T-chart on PowerPoint.
l. Explain the guided practice portion prior to collaborative group work.
11. Guided practice (We do): 10 minutes
12. Explain how to do the next one as a class so they know what to do.
a. Gather student attention: Voices off in 3, 2, 1
b. What about Raining Cats and Dogs?
c. Make another T-Chart on your notebook and label the left side literal and right side
as figurative. Smile at me when you are done.
d. Patiently wait for everyone to complete task.
e. Draw the literal expression of Raining Cats and Dogs on the LEFT column. Go.
f. Patiently wait for everyone to complete task.

g. Resume when everyone smiles at me.

h. Review what should be on their white dry erase board.
i. You should have drawn a picture of cats and dogs falling from the sky with rain. You
drew the literal expression of the idiom on the LEFT column.
j. Should we draw heavy raindrops falling from the sky? No! We draw exactly what
the idiom says which is Raining Cats and Dogs.
k. Show drawing of cats and dogs falling from the sky with rain on PowerPoint.
l. What is the figurative meaning of Raining Cats and Dogs? If you are not sure, talk
amongst your table group. This goes on the RIGHT column of your T-chart.
m. Patiently wait for everyone to complete task.
n. Resume when everyone smiles at me.
o. Review what should be on their white dry erase board.
p. What is the figurative meaning of Raining Cats and Dogs?
q. Randomly select students to answer previous question and share their ideas.
r. Raining Cats and Dogs means its raining heavily! Therefore, you should have a lot
of rain drops in your picture showing that its raining heavily.
13. Work Time (collaborative group work and independent work): 20 minutes
a. Work time will consist of 20 minutes
14. Collaborative Group work (You do it together): 10 minutes
a. Gather students attention.
b. Inform students that it is their turn to work with their table group to illustrate the
literal expression and figurative meaning on their dry erase boards.
c. Your table group will be assigned an idiom and will have to illustrate the literal
expression and figurative meaning on your one dry erase board. If you have trouble
or difficulty on anything, I advise you to communicate with your table group by
being self-directed learners and complex thinkers to understand your given idiom
better. Then, if it is still difficult, raise your hand and I will help you. I will be walking
around and grading you Are you self directed learners? Are you complex thinkers?
d. You have 8 minutes to complete this task and then we will share to the class what
you have on your boards. Each table will have one white dry erase board. Once you
know youre assigned an idiom, therefore, communicate amongst your group what
the literal expression and figurative meaning is. Then, you will have to select one
person to display the idioms literal expression and figurative meaning on a T-chart
on your white dry erase board. No arguing, select the person you feel is most
efficient meaning, they can draw fast and neatly in our short amount of time. The
rest of you along with the person writing on the white draw erase board should all
have a T-chart written in your Language Arts composition book as notes.
e. You have 8 minutes to complete this activity. Select one person to grab a dry erase
white board and napkin. Then once you written the literal expression and figurative
meaning, select two people in your table to present the idiom to the class. One
person for literal expression and one for figurative meaning. Others who did not
write on the white dry erase board or speaking in front of the class will still

contribute to the group with their ideas. When you are done with your drawing, put
your pens down and smile at me so I know you are done. You have 8 minutes to
complete this.
f. Walk around and monitor students as a formative assessment.
g. Answer any questions.
h. Share each tables idiom.
15. Independent work (You do it alone) 10 minutes
a. Gather students attention: Voices off in 3, 2, 1...
b. Ask if students have any questions before they do their handout.
c. Pass out the handout and go over handout on overhead.
d. Walk around; answer any questions students may have.
e. Once you complete your handout, please turn it into this pink tray. Wait patiently
while we wait for everyone else to finish.
16. Formative Assessment Task
a. Collect student Language Arts Composition Book or folder paper. Check to see if
students were able to take accurate notes.
b. Observed students while participating with white dry erase boards.
17. Summative Assessment Task (for teacher candidate to complete at the end of the day)
a. Collect student handout and correct it to determine their understanding of todays
lesson on idioms.
18. Closure (How many minutes?): 5 minutes
a. Gather students attention.
b. Share thoughts from each table group.
c. Refer back to I can statements on PowerPoint.
d. Ask students if they achieved these statements and further elaborate by table.
i. I can determine the literal expression of an idiom.
ii. I can determine the figurative meaning of an idiom.
iii. I can determine the meaning of an idiom in texts.
iv. Any challenges?

Teacher Assessment Tool

IDIOMS

1
(well below)

2
(developing
proficiency)
I can determine
the literal
expression of
an idiom.

3
(meets
expectation)
I can determine
literal
expressions of 2
idioms.

4
(exceeds
expectation)
I can determine
literal
expressions of 2
idioms and make
up my own
literal
expression on
my handout.

I can
determine
the literal
expression of
an idiom.

I cannot
determine the
literal
expression of
an idiom.

I can
determine
the figurative
meaning of
an idiom.

I cannot
determine the
figurative
meaning of an
idiom.

I can determine
the figurative
meaning of an
idiom.

I can determine
the figurative
meaning of 2
idioms.

I can determine
figurative
meaning of 2
idioms and make
up my own
figurative
meaning on my
handout.

I can
determine
the meaning
of an idiom in
texts.

I cannot
determine the
meaning of an
idiom in texts.

I can determine
1 of the
meanings of the
given idiom.

I can determine
2 of the
meanings of the
given idiom.

I can determine
all meanings of
the given idioms
with correct
idiom
underlined on
my handout.

I can achieve
the goal of
working with
my
classmates to
complete an
assignment.

I cannot
achieve the
goal and I
cannot work
with my
classmates.

I can achieve
the goal of
working with
my classmates
to complete an
assignment
with many
arguments and
disagreements.

I can achieve the

goal of working
with my
classmates to
complete an
assignment and
be a leader for
my group.

I can
contribute
my ideas to
complete this
assignment.

I cannot
contribute my
ideas to
complete this
assignment.

I can contribute
my ideas to
complete this
assignment
with ongoing
assistance from
teacher and
peers.

I can achieve the

goal of working
with my
classmates to
complete an
assignment with
some arguments
and
disagreements
but I worked
through them.
I can contribute
my ideas to
complete this
assignment with
assistance from
peers.

IDIOMS
IDIOMS
SELF-DIRECTED
LEARNER
COMPLEX THINKERS

General Learner Outcome

General Learner Outcome

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

Benchmark

I can contribute
my ideas to
complete this
assignment and
demonstrate.

Padua ITE 312/317

Student Assessment Data Table

Students First
Name

5.RL.4
Literal
Expression

5.RL.4
Figurative
Meaning

5.RL.4
Meaning
through text

GLO: SelfDirected
Learner

GLO:
Complex
Thinker

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.

Padua ITE 312/317

Name: _________________________
Date: _____________________
Student Number: ______

Idioms: Piece of Cake!

1. Write the definition of an idiom.

2. Circle the literal expression

a. Im on top of the world!
b. Feeling wonderful.
3. Circle the figurative meaning.
a. Lose your head.
b. No control of your emotions or actions.
4. Circle the literal expression.
a. Calm down.
b. Cool your jets.
5. Circle figurative meaning.
a. Spread the word.
b. Telling people about something.
6. Read the following texts. Underline the idiom stated in each sentence. Write
the meaning of the idiom on the line.
a. Ive been running around like a headless chicken all day trying to get
ready for the birthday party! Yikes, its 8:30 and Ive still got lots to do!
b. Meaning:
___________________________________________________________
___________________________________________________________
___________________________________________________________

Padua ITE 312/317

c. An ability to think on your feet is important for a comedian.

d. Meaning: _________________________________________________
___________________________________________________________
___________________________________________________________
7. Think of an idiom. Illustrate and write the literal expression and figurative
meaning of your idiom. See example.

Literal Expression

Figurative Meaning

Example:

Its raining cats and dogs.

It is raining heavily!

Padua ITE 312/317

Differentiation: Accelerated Learners

Name: _________________________
Date: _____________________
Student Number: ______

Idioms: Piece of Cake!

8. Write the definition of an idiom.

9. Circle the literal expression

a. Im on top of the world!
b. Feeling wonderful.
10. Circle the figurative meaning.
a. Lose your head.
b. No control of your emotions or actions.
11. Circle the literal expression.
a. Calm down.
b. Cool your jets.
12. Circle figurative meaning.
a. Spread the word.
b. Telling people about something.

Padua ITE 312/317

13. Read the following texts. Underline the idiom stated in each sentence. Write
the meaning of the idiom on the line.
a. "I do well in math and most sciences, but chemistry is still kind of a grey
area."
b. Meaning:
___________________________________________________________
___________________________________________________________
___________________________________________________________
c. The police investigated the case, but drew a blank.
d. Meaning: _________________________________________________
___________________________________________________________
___________________________________________________________
14. Read the following sentence below. Underline the idiom. Draw its literal
expression and figurative meaning.
Sentence: I had a change of heart at the last minute and gave the homeless
man some money.

Literal Expression

Figurative Meaning

Padua ITE 312/317

Student Assessment Data Table

Students
First Name

5.RL.4
Literal
Expression
4
2
4
3
3
4
4
4
3
3
3
2
3
3
3
3
3
1
4
4
2
3
4
3

5.RL.4
Figurative
Meaning
3
3
3
2
4
4
4
3
2
4
4
2
4
2
4
2
4
1
3
3
3
4
1
4

5.RL.4
Meaning
through text
3
4
3
3
2
3
4
2
3
3
3
4
4
3
3
4
3
4
2
3
4
3
4
3

GLO: SelfDirected
Learner
3
3
4
4
2
4
2
3
3
2
2
4
3
3
2
4
2
2
4
3
3
4
3
4

GLO:
Complex
Thinker
3
4
4
4
3
4
2
4
3
3
3
3
3
3
3
3
3
2
3
3
4
3
3
3

Padua ITE 312/317

Student Sample A
Rating: Well Below

Padua ITE 312/317

Teacher Assessment Tool

IDIOMS

1
(well below)

2
(developing
proficiency)
I can determine
the literal
expression of
an idiom.

3
(meets
expectation)
I can determine
literal
expressions of 2
idioms.

4
(exceeds
expectation)
I can determine
literal
expressions of 2
idioms and make
up my own
literal
expression on
my handout.

I can
determine
the literal
expression of
an idiom.

I cannot
determine the
literal
expression of
an idiom.

I can
determine
the figurative
meaning of
an idiom.

I cannot
determine the
figurative
meaning of an
idiom.

I can determine
the figurative
meaning of an
idiom.

I can determine
the figurative
meaning of 2
idioms.

I can determine
figurative
meaning of 2
idioms and make
up my own
figurative
meaning on my
handout.

I can
determine
the meaning
of an idiom in
texts.

I cannot
determine the
meaning of an
idiom in texts.

I can determine
1 of the
meanings of the
given idiom.

I can determine
2 of the
meanings of the
given idiom.

I can determine
all meanings of
the given idioms
with correct
idiom
underlined on
my handout.

I can achieve
the goal of
working with
my
classmates to
complete an
assignment.

I cannot
achieve the
goal and I
cannot work
with my
classmates.

I can achieve
the goal of
working with
my classmates
to complete an
assignment
with many
arguments and
disagreements.

I can achieve the

goal of working
with my
classmates to
complete an
assignment and
be a leader for
my group.

I can
contribute
my ideas to
complete this
assignment.

I cannot
contribute my
ideas to
complete this
assignment.

I can contribute
my ideas to
complete this
assignment
with ongoing
assistance from
teacher and
peers.

I can achieve the

goal of working
with my
classmates to
complete an
assignment with
some arguments
and
disagreements
but I worked
through them.
I can contribute
my ideas to
complete this
assignment with
assistance from
peers.

IDIOMS
IDIOMS
SELF-DIRECTED
LEARNER
COMPLEX THINKERS

General Learner Outcome

General Learner Outcome

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

Benchmark

I can contribute
my ideas to
complete this
assignment and
demonstrate.

Padua ITE 312/317

Commentary
Student A is currently is SPED student
being tested for Special Education (SPED), which explains his score of a well below (WB). Student tries
his best in the class and my mentor teacher differentiates instruction according to his learning abilities.
An example would be providing manipulatives on his desk during math. Student is able to dictate each
sound that makes up a word but has difficulty choosing the appropriate digraphs that complete the
word. Student had one on one help completing this handout. Handwriting has improved since the
beginning of the year, with appropriate spacing between each letter. He was unable to ask and answer
questions with the teacher to meet the standard. Surprisingly, he was able to categorize different
objects on the second handout. My mentor teacher drew pictures above the vocabulary words because
student is unable to read independently.
The ongoing goals for this student are:
Ongoing goals for this student would be to further practice with individual sounds before introducing
digraphs. He does not know how to independently read directions unless with the help of an adult.
Student is currently being tested for SPED and hopefully is given services for second grade. Student is
able to identify pictures to the word but unable to write the word using correct letters and sounds.

Padua ITE 312/317

Student Sample B
Rating: Developing Proficiency

Padua ITE 312/317

Teacher Assessment Tool

IDIOMS

1
(well below)

2
(developing
proficiency)
I can determine
the literal
expression of
an idiom.

3
(meets
expectation)
I can determine
literal
expressions of 2
idioms.

4
(exceeds
expectation)
I can determine
literal
expressions of 2
idioms and make
up my own
literal
expression on
my handout.

I can
determine
the literal
expression of
an idiom.

I cannot
determine the
literal
expression of
an idiom.

I can
determine
the figurative
meaning of
an idiom.

I cannot
determine the
figurative
meaning of an
idiom.

I can determine
the figurative
meaning of an
idiom.

I can determine
the figurative
meaning of 2
idioms.

I can determine
figurative
meaning of 2
idioms and make
up my own
figurative
meaning on my
handout.

I can
determine
the meaning
of an idiom in
texts.

I cannot
determine the
meaning of an
idiom in texts.

I can determine
1 of the
meanings of the
given idiom.

I can determine
2 of the
meanings of the
given idiom.

I can determine
all meanings of
the given idioms
with correct
idiom
underlined on
my handout.

I can achieve
the goal of
working with
my
classmates to
complete an
assignment.

I cannot
achieve the
goal and I
cannot work
with my
classmates.

I can achieve
the goal of
working with
my classmates
to complete an
assignment
with many
arguments and
disagreements.

I can achieve the

goal of working
with my
classmates to
complete an
assignment and
be a leader for
my group.

I can
contribute
my ideas to
complete this
assignment.

I cannot
contribute my
ideas to
complete this
assignment.

I can contribute
my ideas to
complete this
assignment
with ongoing
assistance from
teacher and
peers.

I can achieve the

goal of working
with my
classmates to
complete an
assignment with
some arguments
and
disagreements
but I worked
through them.
I can contribute
my ideas to
complete this
assignment with
assistance from
peers.

IDIOMS
IDIOMS
SELF-DIRECTED
LEARNER
COMPLEX THINKERS

General Learner Outcome

General Learner Outcome

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

Benchmark

I can contribute
my ideas to
complete this
assignment and
demonstrate.

Padua ITE 312/317

Commentary
Student A is currently is SPED student
being tested for Special Education (SPED), which explains his score of a well below (WB). Student tries
his best in the class and my mentor teacher differentiates instruction according to his learning abilities.
An example would be providing manipulatives on his desk during math. Student is able to dictate each
sound that makes up a word but has difficulty choosing the appropriate digraphs that complete the
word. Student had one on one help completing this handout. Handwriting has improved since the
beginning of the year, with appropriate spacing between each letter. He was unable to ask and answer
questions with the teacher to meet the standard. Surprisingly, he was able to categorize different
objects on the second handout. My mentor teacher drew pictures above the vocabulary words because
student is unable to read independently.
The ongoing goals for this student are:
Ongoing goals for this student would be to further practice with individual sounds before introducing
digraphs. He does not know how to independently read directions unless with the help of an adult.
Student is currently being tested for SPED and hopefully is given services for second grade. Student is
able to identify pictures to the word but unable to write the word using correct letters and sounds.

Padua ITE 312/317

Student Sample C
Rating: Developing Proficiency

Padua ITE 312/317

Teacher Assessment Tool

IDIOMS

1
(well below)

2
(developing
proficiency)
I can determine
the literal
expression of
an idiom.

3
(meets
expectation)
I can determine
literal
expressions of 2
idioms.

4
(exceeds
expectation)
I can determine
literal
expressions of 2
idioms and make
up my own
literal
expression on
my handout.

I can
determine
the literal
expression of
an idiom.

I cannot
determine the
literal
expression of
an idiom.

I can
determine
the figurative
meaning of
an idiom.

I cannot
determine the
figurative
meaning of an
idiom.

I can determine
the figurative
meaning of an
idiom.

I can determine
the figurative
meaning of 2
idioms.

I can determine
figurative
meaning of 2
idioms and make
up my own
figurative
meaning on my
handout.

I can
determine
the meaning
of an idiom in
texts.

I cannot
determine the
meaning of an
idiom in texts.

I can determine
1 of the
meanings of the
given idiom.

I can determine
2 of the
meanings of the
given idiom.

I can determine
all meanings of
the given idioms
with correct
idiom
underlined on
my handout.

I can achieve
the goal of
working with
my
classmates to
complete an
assignment.

I cannot
achieve the
goal and I
cannot work
with my
classmates.

I can achieve
the goal of
working with
my classmates
to complete an
assignment
with many
arguments and
disagreements.

I can achieve the

goal of working
with my
classmates to
complete an
assignment and
be a leader for
my group.

I can
contribute
my ideas to
complete this
assignment.

I cannot
contribute my
ideas to
complete this
assignment.

I can contribute
my ideas to
complete this
assignment
with ongoing
assistance from
teacher and
peers.

I can achieve the

goal of working
with my
classmates to
complete an
assignment with
some arguments
and
disagreements
but I worked
through them.
I can contribute
my ideas to
complete this
assignment with
assistance from
peers.

IDIOMS
IDIOMS
SELF-DIRECTED
LEARNER
COMPLEX THINKERS

General Learner Outcome

General Learner Outcome

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

Benchmark

I can contribute
my ideas to
complete this
assignment and
demonstrate.

Padua ITE 312/317

Commentary
Student A is currently is SPED student
being tested for Special Education (SPED), which explains his score of a well below (WB). Student tries
his best in the class and my mentor teacher differentiates instruction according to his learning abilities.
An example would be providing manipulatives on his desk during math. Student is able to dictate each
sound that makes up a word but has difficulty choosing the appropriate digraphs that complete the
word. Student had one on one help completing this handout. Handwriting has improved since the
beginning of the year, with appropriate spacing between each letter. He was unable to ask and answer
questions with the teacher to meet the standard. Surprisingly, he was able to categorize different
objects on the second handout. My mentor teacher drew pictures above the vocabulary words because
student is unable to read independently.
The ongoing goals for this student are:
Ongoing goals for this student would be to further practice with individual sounds before introducing
digraphs. He does not know how to independently read directions unless with the help of an adult.
Student is currently being tested for SPED and hopefully is given services for second grade. Student is
able to identify pictures to the word but unable to write the word using correct letters and sounds.

Padua ITE 312/317

Student Sample D
Rating: Developing Proficiency

Padua ITE 312/317

Teacher Assessment Tool

IDIOMS

1
(well below)

2
(developing
proficiency)
I can determine
the literal
expression of
an idiom.

3
(meets
expectation)
I can determine
literal
expressions of 2
idioms.

4
(exceeds
expectation)
I can determine
literal
expressions of 2
idioms and make
up my own
literal
expression on
my handout.

I can
determine
the literal
expression of
an idiom.

I cannot
determine the
literal
expression of
an idiom.

I can
determine
the figurative
meaning of
an idiom.

I cannot
determine the
figurative
meaning of an
idiom.

I can determine
the figurative
meaning of an
idiom.

I can determine
the figurative
meaning of 2
idioms.

I can determine
figurative
meaning of 2
idioms and make
up my own
figurative
meaning on my
handout.

I can
determine
the meaning
of an idiom in
texts.

I cannot
determine the
meaning of an
idiom in texts.

I can determine
1 of the
meanings of the
given idiom.

I can determine
2 of the
meanings of the
given idiom.

I can determine
all meanings of
the given idioms
with correct
idiom
underlined on
my handout.

I can achieve
the goal of
working with
my
classmates to
complete an
assignment.

I cannot
achieve the
goal and I
cannot work
with my
classmates.

I can achieve
the goal of
working with
my classmates
to complete an
assignment
with many
arguments and
disagreements.

I can achieve the

goal of working
with my
classmates to
complete an
assignment and
be a leader for
my group.

I can
contribute
my ideas to
complete this
assignment.

I cannot
contribute my
ideas to
complete this
assignment.

I can contribute
my ideas to
complete this
assignment
with ongoing
assistance from
teacher and
peers.

I can achieve the

goal of working
with my
classmates to
complete an
assignment with
some arguments
and
disagreements
but I worked
through them.
I can contribute
my ideas to
complete this
assignment with
assistance from
peers.

IDIOMS
IDIOMS
SELF-DIRECTED
LEARNER
COMPLEX THINKERS

General Learner Outcome

General Learner Outcome

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

5.RL.4 Reading
Literature:

Benchmark

I can contribute
my ideas to
complete this
assignment and
demonstrate.

Padua ITE 312/317

Commentary
Student A is currently is SPED student
being tested for Special Education (SPED), which explains his score of a well below (WB). Student tries
his best in the class and my mentor teacher differentiates instruction according to his learning abilities.
An example would be providing manipulatives on his desk during math. Student is able to dictate each
sound that makes up a word but has difficulty choosing the appropriate digraphs that complete the
word. Student had one on one help completing this handout. Handwriting has improved since the
beginning of the year, with appropriate spacing between each letter. He was unable to ask and answer
questions with the teacher to meet the standard. Surprisingly, he was able to categorize different
objects on the second handout. My mentor teacher drew pictures above the vocabulary words because
student is unable to read independently.
The ongoing goals for this student are:
Ongoing goals for this student would be to further practice with individual sounds before introducing
digraphs. He does not know how to independently read directions unless with the help of an adult.
Student is currently being tested for SPED and hopefully is given services for second grade. Student is
able to identify pictures to the word but unable to write the word using correct letters and sounds.

Padua ITE 312/317

Padua ITE 312/317