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Formative and Summative Assessments

Reading: Every day the students complete a writing activity focused around the program Inner Explore. The writing activity is
about five minutes long. The students are only required to write one sentence. The two students I have observed can complete this task
but the need reminded what to write about. In first-grade, they don’t focus on writing so the students do not have a lot of practice in
the subject of fictional narratives. The five-minute writing activities are not graded. Students read their writing to the teacher and they
receive a sticker. They also have never written a fictional narrative so there is zero assessment data. Social Studies: This subject is not
taught a lot in the classroom. The students have not learned about maps before. There is a map of the United States as the carpet in the
room. In Social Studies, since they have not learned about maps before, there is zero assessment data. A pre-assessment will be
conducted to see if the students have any prior knowledge about maps from Kindergarten. The pre-assessment is at the end of the
document.
Language Arts/ Social First Lesson
Studies Objectives:
1. When given a sheet of paper, TSW list a minimum of five farm animals to include in their fictional narrative
W.1.3 Write narratives in by using their knowledge from the game.
which they recount two or 2. When given an exit slip, TSW state two things they know about maps by using their prior knowledge
more appropriately sequenced Alignment:
events, include some details 1. TTW have a checklist with every students’ name. She will count the animals they have listed. They will
regarding what happened, use receive points for each animal. She will also have notes on if they used a list properly with numbers. The
temporal words to signal animals will be used in their narrative answering the prompt “A Day at the Farm.” This is the first day of
event order, and provide some brainstorming. The students are also still writing.
sense of closure. a. The teacher will have a Kahoot quiz as a technology assessment. It will have farm animals and they
have to match the name. The game will help students identify animals they want to put on their list.
Geography: Spatial 2. TTW have a checklist with every students’ name. She will read what each student wrote on their exit slip.
Thinking and Skills They will receive a star if their statements are correct about maps. The students are using their prior
Maps can be used to locate knowledge about maps to answer the question. The second day, the teacher will address their responses.
and identify places Adaptions:
1. For my two students that I observed, they will receive extra help from the teacher. I believe they can create a
list of five farm animals after doing the activities planned.
2. In Social Studies, the students will not be graded on if the information is correct about maps but whether or not
they have listed two things.
Student Names When given a sheet of paper, TSW list a On the Kahoot, how many problems did When given an exit slip, TSW state two
minimum of five farm animals to include the students get correct out of six? Which things they know about maps by using their
in their fictional narrative by using their problems did they struggle with? prior knowledge
knowledge from the read-aloud
Eddie

Kai’lyn

Ja’Sean

Adrian

Keviin

Jazlyn

Josiah

Kevin

LaDarryon

Cord’e
Paige

Marcus

Joseph

Language Arts/ Social Studies Second Day


Objectives:
W.1.3 Write narratives in which 1. When given a partner, TSW verbally describe their map by providing two details they will include in their
they recount two or more fictional narrative.
appropriately sequenced events, 2. When given a sheet of paper and a checklist of required elements, TSW draw a map of their farm by using
include some details regarding the read-aloud and different examples of pictures.
what happened, use temporal Alignment
words to signal event order, and 1. TTW have a checklist with every students’ name. She will observe the students and listen to their
provide some sense of closure. conversations when they describe their map to other students. She will also take notes on details they talked
about. The students will include different locations in their map in the narrative. The map can help them
Geography: Spatial Thinking visualize what a day at the farm looks like.
and Skills 2. The students will be graded on if they have all the required elements on the checklist (see it at the end). The
Maps can be used to locate and teacher will explain what is required for the students to have on their map. The student will receive the rubric
identify places and check off each box once it is completed on their map. The students are learning how to create their own
map.
Adaptations
1. The two students I have observed will have partners. They will list one detail about their map. The teacher
will also prompt the student if they are struggling to describe their map.
2. The student is required to have all the elements. They will be given extra time throughout the week to
complete this assignment. If they don’t get finished the teacher will grade what they do have done.
Checklist
Directions: Please mark with an “X” once the item is on your map.
1. Barn

2. One Type of Garden (Flower, Vegetable, or Fruit Garden)

3. House

4. Cornfield

5. Three Types of Animals from your List

6. Three Locations of Where the Animal Lives


(stables, henhouse, pig pen, or field)
Language Arts/ Social Studies Third Day
Objectives
W.1.3 Write narratives in which 1. When given the prompt, “A Day at the Farm,” TSW draft at least three sentences by using sequencing words
they recount two or more like first, second, third.
appropriately sequenced events, 2. When given their completed map, TSW mend one location in their narrative by describing their action at the
include some details regarding location.
what happened, use temporal Alignment:
words to signal event order, and 1. TTW have a checklist with every students’ name. TTW note which students used the academic language
provide some sense of closure. listed in the objectives. If the students used the academic language they will receive a star next to their name.
The teacher will also count the number of sentences. The students will also receive a checklist of items they
Geography: Spatial Thinking must include in their writing. This is the first day of drafting their narrative.
and Skills 2. TTW have a checklist with every students’ name. If the students meant this objective, they will receive a star
Maps can be used to locate and next to their name. The teacher will also note what location they have chosen. The students are using their
identify places map they have created on day two to locate different locations to write about in their narrative.
Adaption:
1. The two students are encouraged to write three sentences but this might be too hard for them. They will not
get penalized if they only wrote two instead of three. The teacher will also model the writing and help both
students throughout the process.
2. The students will be shown by the teacher how to include a location in their writing. For the final paper, they
have to mend two locations in their writing. I will not penalize either student if they only include one
location.
Checklist
Directions: Please mark with an “X” once the item is in your writing.
1. I wrote at least 4 sentences.

2. My first sentence is “A day at the farm was…”

3. I have 2 locations (stables, henhouse, pig pen, or field).

4. I used first, second, and third at the beginning of my sentences

5. I used 3 farm animals from my list (pig, cow, sheep horse)


Student Names When given the prompt, “A Day at the Farm,” TSW draft at least When given their completed map, TSW mend one location in
three sentences by using sequencing words like first, second, third. their narrative by describing their action at the location.
Eddie

Kai’lyn

Ja’Sean

Adrian

Keviin

Jazlyn

Josiah

Kevin

LaDarryon

Cord’e

Paige
Marcus

Joseph

Language Arts/ Social Studies Fourth Day


Objectives
W.1.3 Write narratives in which 1. When given the prompt, “A Day at the Farm,” TSW finalize their written draft by fixing two mistakes told by
they recount two or more a peer or a teacher.
appropriately sequenced events, 2. When given their completed map, TSW mend two locations in their narrative by describing their action at the
include some details regarding location.
what happened, use temporal Alignment:
words to signal event order, and 1. Their final draft will be graded based on the checklist as above. The teacher will use the rating scale to grade
provide some sense of closure. their final draft. The students will have conferences with the teacher about they need to fix. This is the
summative assessment for the unit. The students will receive their complete project back after being graded.
Geography: Spatial Thinking This is the day they will complete a fictional narrative using sequencing words.
and Skills 2. TTW have a checklist with every students’ name. If the students meant this objective, they will receive a star
Maps can be used to locate and next to their name. The teacher will also note what location they have chosen. The students are using their
identify places map they have created on day two to locate different locations to write about in their narrative.
Adaption:
1. The two students are encouraged to write three sentences but this might be too hard for them. They will not
get penalized if they only wrote two instead of three. The teacher will also model the writing and help both
students throughout the process. The teacher will have conferenced with both students to help them fix their
mistakes.
3. The students will be shown by the teacher how to include a location in their writing. For the final paper, they
have to mend two locations in their writing. I will not penalize either student if they only include one
location.
Rating Scale
Student Name: _______________________________________
1. The student wrote at least 4 sentences. The student has four The student has two The student has one
or three sentences. sentences. sentence.

2. My first sentence is “A day at the farm The student used this The student used an The student does not have
sentence. opening sentence. an opening sentence.
was…”
3. I have 2 locations (stables, henhouse, The student used two The student used two The student used one
locations. locations. location.
pig pen, or field).

4. I used first, second, and third at the The student used all The student used two The student used one
three words words. word.
beginning of my sentences

5. I used 3 farm animals from my list The student used The student used two The student used one
three animals. animals. animal.
(pig, cow, sheep horse)
=3 =2 =1
Total: _______ / 15
Pre-assessment: This is a map of…
Directions: Use the word key to complete the sentence above. Name:____________

1. 2.
3.

4. 5.
Word Key
Only use the word one time
1. Country
2. Town
3. House
4. State
5. Bedroom