ED 304: DEVELOPMENT, COGNITION, AND UNDERSTANDING

ASSESSMENT: KNOWLEDGE CONSTRUCTION.

1. Subject: Reading

2. Age-Level: 6-10

3. Generative Topic: Rate

4. Purpose: To read a passage with consistent rate with gaining the intent of the passage.

5. Pre-Assessment: Listen to a student’s reading and errors that are made in their reading.

6. Understanding Goals: Students will understand the text. If they go too slowly they will work on individual words, and if they go to
fast they will not have time to process the text.

5. Performance Goals: Students will be able to find a rate they can read a text at and be able to understand what the text is
saying to them.

Part III: Concept Attainment

Consider your Generative Topic and the principles or concepts from your Learning Map that will help your students meet the
Understanding and Performance Goals identified. Now consider elements conducive to cognition and understanding as you
complete the following:
1) Select one concept from your learning map in your subject area.
2) Complete a Concept Attainment task for this concept.

CONCEPT ATTAINMENT
Concept: Students will express the words in the passage at an appropriate speed to gain meaning of the
text.
Concept Order: Pre-read
Read Silently
Read aloud

Defining Features: 1. Read a passage accurately.

2. Read at a normal rate of speech.

Correlational Features: Attributes that go with rate is accuracy and prosody, all these play a very important part to the
understanding of the passage.

Category of Instances:

Positive Instances Negative Instances

Basic Words Complex Words
1. They went to the market to pick up items for dinner. 1. They went to the / market / to pick up items for dinner.
2. The frog jumped and landed in the pond. 2. The frog / jumped / and landed in the pond.

3. I wish I didn’t have to do my math homework, it’s too 3. I wish I / didn’t / have to do my math homework, it’s too
difficult. /difficult /.

4. It’s such a nice day out we can’t waste it, we are going to
go swimming.

5. Look at the top of the refrigerator the key is there.

6.I am out of paper, I cannot print for you.

Misconception Error

Example of an Overgeneralization: Every word is important in the passage and need to read every word on the
page.
Example of an Undergeneralization: I must read as fast as I can.