Missouri Pre-Service Teacher Assessment

Cindy Fogelbach

Missouri State University

Nixa/4th grade

Fall 2014

Task 2

Name: Cindy Fogelbach Lesson Subject: Reading – Informational Text Week of: September 15th – 19th 2014 Grade Level: 4th

Objective/CAS

Application

Motivational Activity

Engagement

Instruction

Exploration, Explanation, Elaboration

Assessment

Evaluation

Closure

ELA.R1.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELA.R1.4.5. Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. (LG1)

ELA.R1.4.7. Interpret information presented visually, orally, or quantitatively and explain how the information, contributes to an understanding of the text in which it appears. (LG2)

ELA. R1.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (LG3)

T

ELA.R1.4.5.

ELA.R1.4.1

Take Pre-Assessment

Discuss what nonfiction is.

Give examples of

nonfiction.

Define nonfiction.

Discussed different features seen in

nonfiction books. Start a list of things

students notice are different about fiction

books.

Show students how to use a Venn

diagram/list.

While reading students

will write things they

notice are different

about nonfiction and

fiction text.

Students will read

with a partner

Missouri Studies

Weekly newspaper.

(Read, Summarize,

Read, Summarize…)

W

ELA.R1.4.5.

ELA.R1.4.1

ELA.R1.4.7

ELA. R1.4.2

ELA.R1.4.1

Review what non-fiction

text is. Why is it

important?

Anchor Chart Non-

Fiction Text Features.

Student use list from

Tuesday to help.

Have pre-printed

pictures. Label and

discuss what each

feature does.

While reading students

will work on Non-

Fiction Response paper.

Students will read

with a partner

Missouri Studies

Weekly newspaper.

(Read, Summarize,

Read, Summarize…)

Th

ELA.R1.4.5.

ELA.R1.4.1

ELA.R1.4.7

ELA. R1.4.2

ELA.R1.4.1

Review what non-fiction

text is. Why is it

important? Look at some

non-fiction text structures.

Create Non-Fiction

Text Structure

anchor chart.

Discuss the

importance of

understanding text

structure.

While reading students

will work on 3-2-1

sheet.

Students will read

with a partner

Missouri Our Home

– Lesson 3 pg.29

(Read, Summarize,

Read, Summarize…)

F

ELA.R1.4.5.

ELA.R1.4.1

ELA.R1.4.7

ELA. R1.4.2

ELA.R1.4.1

Review about Non-fiction. Review Non-fiction. Look over different text

structures. Take Post-Assessment

While reading students

will work on 3-2-1

sheet.

Students will read

with a partner

Missouri Our Home

– Lesson 3 pg.29

(Read, Summarize,

Read, Summarize…)

BASELINE DATA – Standards Based Grading

SCORING GUIDE for Standards Indicators Met (M): 3 Partially Met (PM): 2 Not Met (NM): 1 Not Assessed: na

MoPTA Data Collection Table for Content

Student Initials

Pre LG1

Scoring Category

Pre LG2

Scoring Category

Pre LG3

Scoring

Category

Pre-Test Total Score

1. RB 3 Met 3 Met 1 Not Met 2

2. JC 3 Met 3 Met 2

Partially Met

2

3. LD 3 Met 2

Partially Met

1 Not Met 2

4. DE 1 Not Met 3 Met 1 Not Met 1

5. KE 1 Not Met 2

Partially Met

1 Not Met 1

6. TF 1 Not Met 1 Not Met 1 Not Met 1

7. TG 3 Met 3 Met 1 Not Met 2

8. KG 1

Not Met

2 Partially

Met 3 Met 2

9. AG 3 Met 3 Met 1 Not Met 2

10.

JK 3 Met 3 Met 1 Not Met 2

11.

CK 3 Met 3 Met 1 Not Met 2

12.

TM 3 Met 1 Not Met 1 Not Met 2

13.

HM 1 Not Met 2

Partially Met

1 Not Met 1

14.

EM 1 Not Met 1 Not Met 2

Partially Met

1

16 LN 3 Met 2

Partially Met

1 Not Met 2

17.

CP 3 Met 3 Met 1 Not Met 2

18.

MR 1 Not Met 2

Partially Met

1 Not Met 1

19.

CS 1 Not Met 1 Not Met 2

Partially Met

1

20.

KS 3 Met 3 Met 1 Not Met 2

21.

JT 1

Not Met

1 Not Met 1 Not Met 1

22.

DW 3 Met 3 Met 1 Not Met 2

23.

NW 1 Not Met 1 Not Met 1 Not Met 1

SCORING GUIDE for Process and Enrichment Marks Consistently (C): 3 Moderately (M): 2 Rarely (R): 1 Not Assessed: NA

MoPTA Baseline Data for Process and Enrichment Marks

Student Initials

Effort Scoring

Category Participation

Scoring Category

Time Management

Scoring Category

Follows Directions

Scoring Category

1. RB 2 M 3 C 2 M 2 M

2. JC 3 C 3 C 3 C 3 C

3. LD 2 M 3 C 2 M 3 C

4. DE 2 M 1 R 2 M 2 M

5. KE 2 M 1 R 1 R 1 R

6. TF 2 M 2 M 1 R 1 R

7. TG 1 R 2 M 2 M 1 R

8. KG 3 C 3 C 3 C 3 C

9. AG 3 C 3 C 3 C 3 C

10. JK 2 M 2 M 3 C 3 C

11. CK 2 M 2 M 2 M 2 M

12. TM 2 M 3 C 1 R 1 R

13. HM 2 M 2 M 2 M 1 R

14. EM 3 C 2 M 3 C 3 C

16 LN 2 M 2 M 2 M 2 M

17. CP 3 C 3 C 3 C 2 M

18. MR 3 C 2 M 2 M 3 C

19. CS 1 R 2 M 2 M 2 M

20. KS 3 C 2 M 3 C 3 C

21. JT 3 C 2 M 3 C 3 C

22. DW 3 C 3 C 2 M 2 M

23. NW 2 M 1 R 2 M 2 M

Name: _________________________ Number: __________ Date: ____________

Informational Text Assessment

R1.4.5 (3points)

Match the description of the non-fiction text structure to the picture that helps

represent the structure.

R1.4.7 (2points)

Use Picture A to help answer the

following questions.

What is this name of this text

feature?

A. Index B. Heading

C. Map D. Diagram

Explain what information the text feature is providing.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Description: for example, characteristics,

such as, specifically.

Cause/Effect: Reasons why, effects of, leads

to, therefore.

Sequence: first, next, then, finally, last.

Picture A

R1.4.2 (5points)

Choose 1 article to read and answer the following questions.

Title of the Article you choose: ________________________________________________

What is the main idea of the article you choose and give 2 details from the text

that helps support your answer? ______________________________________________

______________________________________________________________________________

______________________________________________________________________________

1.____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. ___________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Write a summary of the article: _______________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Informational Text Assessment Scoring Guide

R1.4.5 3 points 2 points 1 - 0 points

Matching: Describes the overall structure of events, ideas, concepts or information in a text or part of a text.

The student correctly matches all 3 non-fiction text features.

The student correctly matches 2 out of the 3 non-fiction text features.

The student correctly matches 1 out of the 3 or incorrectly matches all 3 non-fiction text features.

R1.4.7 2 points 1 point

Label & Interpret: Interpret information presented visually, orally, or quantitatively and explain how the information, contributes to an understanding of the text in which it appears.

Student correctly identifies picture A and gives a correct explanation of what picture A is showing

Student correctly identifies picture A, does not tell what the diagram is showing OR Student does not correctly identify picture A, correctly explains what picture A is showing.

The student does not correctly identify picture A and incorrectly explains what picture A is showing.

R1.4.2 5 points 4 - 3 points 2 - 0 points

Main Idea & Summarize: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

The student choices an article and writes the title, correctly states the main ideas and gives 2 details to support it. Correctly summarizes the article in their own words.

The student choices an article and write/does not write the title, correctly/incorrectly states the main ideas and gives 1-2 details to support it. Correctly/incorrectly summarizes the article in their own words.

The student choices an article and writes/does not write the title, correctly/incorrectly states the main ideas and gives 0-2 details to support it. Correctly/incorrectly summarizes the article in their own words.

1 90% 3

2 80% 2

3 70%

4 60%

1 5 50%

6 40%

7 - 10 30 - 0%

0

0.5

1

1.5

2

2.5

3

LG1 LG2 LG3

Gra

din

g Sc

ale

Focus Student One

Pre-Test Post-Test

0

0.5

1

1.5

2

2.5

3

LG1 LG2 LG3

Gra

din

g Sc

ale

Focus Student Two

Pre-Test Post-Test

0

5

10

15

20

Pre LG 1 Pre LG2 Pre LG3

Nu

mb

er o

f St

ud

ents

Whole Class Content Results

Met Partially Met Not Met Not Assessed

BASELINE DATA – Standards Based Grading

SCORING GUIDE for Standards Indicators Met (M): 3 Partially Met (PM): 2 Not Met (NM): 1 Not Assessed: NA

MoPTA Data Collection Table for Content

Student Initials

Pre LG1

Scoring Category

Pre LG2

Scoring Category

Pre LG3

Scoring

Category

Pre-Test Total Score

Post LG1

Scoring Category

Post LG2

Scoring Category

Post LG3

Scoring

Category

Post Test Total Score

1. RB 3 Met 3 Met 1 Not Met 2 3 Met 3

Met 2

Partially Met

2

2. JC 3 Met 3 Met 2

Partially Met

2 3 Met 3 Met

3 Met 3

3. LD 3 Met 2

Partially Met

1 Not Met 2 3 Met 3 Met

2 Partially

Met 2

4. DE 1 Not Met 3 Met 1 Not Met 1 1 Not Met 3

Met 2

Partially Met

2

5. KE 1 Not Met 2

Partially Met

1 Not Met 1 3 Met 3 Met

3 Met 3

6. TF 1 Not Met 1 Not Met 1 Not Met 1 1 Not Met 2

Partially Met

2 Partially

Met 1

7. TG 3 Met 3 Met 1 Not Met 2 3 Met 3

Met 2

Partially Met

2

8. KG 1

Not Met

2 Partially

Met 3 Met 2 3 Met 3

Met 3 Met 3

9. AG 3 Met 3 Met 1 Not Met 2 3 Met 3

Met 3 Met 3

10. JK 3 Met 3 Met 1 Not Met 2 3

Met 3

Met 3 Met 3

11. CK 3 Met 3 Met 1 Not Met 2 3

Met 2

Partially Met

3 Met 2

12. TM 3 Met 1 Not Met 1 Not Met 2 3

Met 2

Partially Met

2 Partially

Met 2

13. HM 1 Not Met 2

Partially Met

1 Not Met 1 3 Met

3 Met 3 Met 3

14. EM 1 Not Met 1 Not Met 2

Partially Met

1 3 Met

2 Partially

Met 3 Met 2

16 LN 3 Met 2

Partially Met

1 Not Met 2 3 Met

3 Met

3 Met 3

17. CP 3 Met 3 Met 1 Not Met 2 3

Met 3

Met 2

Partially Met

2

18. MR 1 Not Met 2

Partially Met

1 Not Met 1 1 Not Met 1 Not Met 3 Met 1

19. CS 1 Not Met 1 Not Met 2

Partially Met

1 3 Met 1 Not Met 2 Partially

Met 2

20. KS 3 Met 3 Met 1 Not Met 2 3 Met 3

Met 3 Met 3

21. JT 1

Not Met

1 Not Met 1 Not Met 1 3 Met 3 Met

3 Met 3

22. DW 3 Met 3 Met 1 Not Met 2 1 Not Met 3

Met 2

Partially Met

2

23. NW 1 Not Met 1 Not Met 1 Not Met 1 1 Not Met 2

Partially Met

3 Met 2

Focus student 1

Focus student 2

MISSOURI PRE-SERVICE TEACHER ASSESSMENT

TASK TWO (22,500 characters max – no more than 7 pages) Textbox 2.0: Contextual Information Guiding Prompts a) Describe your classroom. Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. The lesson for task three was taught to a fourth grade class. The school is located in a middle to low class suburban area. The Math lesson was over place value and rounding, a skill the students learned in third grade. The class has 23 students, 16 boys and 8 girls. The class has two students who are pulled out for math help during the day. We also have two students who receive tutoring in the morning from the classroom teacher and myself for math. There are eight students in the class who struggle and find math difficult. These students have a hard time staying engaged during math lessons and are often off task. There are also 2 students who are pulled out during the day for reading assistance. There are also 3 students who attend tutoring in the morning, from the classroom teacher and myself, for reading and spelling. There are about 5 students who are reading below a fourth grade level, while the rest of the class is reading on or above a fourth grade level. b) Describe any physical, social, behavioral, and developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, and health considerations that may also impact teaching and learning. The class as a whole is a talkative group. When they have something they want to share they have difficulty finding the self-control to raise their hands to share. This causes the class to become a little rowdy and it is hard for them to settle down to continue learning. The majority of the class is reading on a fourth grade level, there are a few students are at a second or third grade level. This may cause some difficulty learning if text is involved and it is not written for fourth grade level or below. There is a student who does an allergy to red dye, this may not have a large impact on the students ability to learn but is something that needs to be kept in mind if it is a hands on activity with food, or any other materials that may contain red dye. c) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. The school is located in a rural, suburban area. The families that attend the school range from upper middle class to low socioeconomic status. Some factors that may impact the student learning would be, things going on at home, such as money problems, not much to eat at home, lots of people living in a small house, and stresses that the student brings to school that are happening at home. Some students may also move a lot due to money therefore the student may feel uneasy due to moving and never really settling down. The community is smaller, and willing to help out one another. There may be some things happening within the community such as a friend or family they know losses their house or is having a difficult time. There is also some students whose home life is not the greatest and that could affect their learning but even their friends if they are aware of the situation.

STEP 1: Planning the Assessment Textbox 2.1.1: Selecting a Single Assessment (Refer to the two page selected baseline, two page assessment, and one page rubric/scoring guide in these prompts.) Guiding Prompts a) How does this assessment align with standards, learning goals, objectives, the lesson you are teaching, and student needs? The assessment has three sections, matching, multiple choice with an explanation, and an essay. Each section is based off a standard, therefore each section assess to see if the student has an understanding of that standard. The sections are also based off of the learning goals by having the students apply the information they have learned. For example the student is to correctly identify the structure of informational text by matching name of the structure to the picture that represents the structure. Each section also aligns to the objectives by having the student apply what they have learned through the lesson to their reading. The assessment has a reading section, second page, where they are to choose one article, given to them by the teacher, after reading they are to answer the questions on the second page using the article to refer back to, to help support their answers on the assessment. This is having them demonstrate what they have learned throughout the week in a reading passage that is nonfiction besides a text book. Throughout the lesson we talked about each section on the assessment, text structure, features of nonfiction text, how to us a nonfiction text feature and using details in their reading to help support what they think the article is talking about. The assessment is aligned to student needs by allowing students to choose from 2 or 3 articles that have been selected by the teacher. This lets the students choose what they want to read about, to find something interesting for them. This makes reading the article more enjoyable and even get them excited to read. The assessment also a variety of question types so that the students become use to see multiple types of questions. b) What data did you use to establish a baseline for student growth related to this lesson’s learning goal(s)? To establish a baseline for the students I gave them the Pre-assessment before teaching or letting the students know what we were going to learn about. I did tell the class they are going to be learning about informational text but I needed to see how much they know before we can begin our lesson. After the students took the Pre-assessment I used the rubric to grade the Pre-assessment. The assessment was created based off of the standards. The learning goals for this lesson were created based off of the standards that the students have to know First quarter in fourth grade. I also had students create their own KWL chart and write down things they knew about nonfiction or informational text. These KWL charts helped me see what they already knew so that we would just review and touch base on. I knew that the students had seen and talked about informational text in other grades, however I wanted to see how much they had remembered since then.

c) Describe the rubric/scoring guide you have you selected/designed. How will you communicate its use to your students? The rubric for the assessment was created to help look at the assessment and know what the student received on the each section of the assessment that correlates to each standard. When looking at the left column of the rubric is the standard, there are three sections on the assessment, and there are three standards for the lesson. The three columns have point values that correspond to a number for Standard Based Grading. This helps the grader look at the assessment and quickly identify if the student met, partially met or did not met the standard. At the bottom of the rubric there is a key to help take the point values that would be awarded to the student’s assessment and turns it into a correlating Standard Based Grade. Since some of the questions have multiple parts, the rubric is helpful when looking at the students answers to make sure they have all the parts and how many missing pieces is what grade; a one, two or a three. d) What evidence of student learning will you collect from this assessment? How will you collect the data? Provide a rationale for your data-collection method. The evidence collected is from the pre and post assessment. The assessment is broken down into standards. This way I can look at each standard for the student to see if he or she has an understanding of the standard. After the students take the assessment I looked at the data to see which students made a 1 or a two on each part of the assessment. After collecting that data I put it into the table and charts, attached. This helped me see what students needed a little more instruction on what areas and what students had a grasp of the standard. I also used this data to help direct my instruction. After grading the post assessment I entered the data into the same table to see how much growth the students made. I also collected sticky-notes after each lesson to see how well the students were applying the information they were learning to their reading with nonfiction text. Textbox 2.1.2: Teaching Strategies and Student Activities Guiding Prompts a) What student activities and groupings will you use during this assessment? Provide a rationale for your choices. For the students to take both the pre and post assessment they will work independently at their desk. They will be given about 15 to 20 minutes to complete the assessment. I choose to do both assessments independently so that I was seeing what the student knew on their own before starting the lesson and then what they learned after the lesson had taken place. I have noticed that with this class there are a few students who like to hitch hick, or rely on their partner to do the work. To make sure that all the students were learning during the lesson I want to hold them accountable for their learning and have them take both pre and post assessments on their own. b) What materials, resources, and technology will you use during this assessment? Provide a rationale for your choices.

Before taking the pre and post assessment I will use the Document Camera to read the directions and explain what the students should do on each section. This will help limit the questions while taking the assessment but also let the students become familiar with the layout and what is being asked of them before taking the assessment. This is also to relieve some anxiety from the students while taking the assessment since we will have gone over it together and they know the expectations and what to do for each section. Textbox 2.1.3: The Focus Students Guiding Prompts a) Choose and describe two Focus Students who reflect different learning needs and for whom you will modify this assessment. Focus student one comes in for tutoring each morning in math. He is quiet and when he does not understand the assignment or what is being taught he shuts down and gives up. He is a good reader and is reading at a fourth grade level. He also has trouble paying attention and following directions. Focus student two is a well-rounded student. She is reading at a fourth grade level and performs well in all subject areas. She loves to read and draw and is an outgoing student. b) Based on their specific learning needs, how will you modify the assessment for each of the two students? For both focus student one and two they are able to choose between three different articles for the third section. The three articles are on different topics and are on different reading levels. For the focus students I will let them choose the article they wish to read. If I feel the article focus student one chooses is too hard I will ask him how well he feels he is understanding the article and then let him know the levels of each article. For focus student two she can pick any article. STEP 2: Administering the Assessment and Analyzing the Data Textbox 2.2.1: Analysis of the Assessment Data and Student Learning for the Whole Class (Refer to the two page graphic representation of the data in these prompts.) Guiding Prompts a) Based on the baseline data and the resulting data shown in your graphic representation, analyze the assessment data to determine the amount of student learning. What evidence did you gather about the students’ progress toward the learning goal(s)? Looking at the baseline data and the post data, the graphs of both focus student one and two there was growth with all the students. If you look at the Whole Class Content Results Chart you can see that there was growth for the whole class for all three learning goals. Both focus student one and two showed growth on all three learning goals. Focus student two stayed the same for learning goal three, however she received a on both her pre assessment and her post assessment. By looking at the graphs and the data tables you can see that the students are showing growth towards the learning goals for the lesson.

b) How did you share both sets of the data with the whole class to help students understand their progress toward the learning goal(s)? Provide specific examples from the data to support your description. After giving the students the pre assessment I graded them and imputed that data into the table. I then showed the class were they all started, what their pre assessment scores were. After the class took the post assessment I added in the post assessment scores and then showed the students the data again. This way they had a chance to see the growth they had made after the lesson. I also showed the students the whole class content results graph. This helped them visualize how much growth they had. If you look at learning goal three on the whole class content results graph you can see how many students did not met the learning goal on the pre assessment. Then you can look at the post assessment learning goal 3 and see that all the students either partially met or met the learning goal. Textbox 2.2.2: Modifications to the Assessment Guiding Prompts a) What modifications would you make to the student activities and groupings used during the assessment? Provide a rationale. For the assessment I would modify the three sections. The first page of the assessment was short and easy for the students to follow, the second page took students a little longer to finish. On the pre assessment some students did not have time to finish or got restless while trying to finish. After the students finish the pre assessment I would have the students get out a different colored pen and then get with a partner and compare answers. This would allow for students to get some feedback on their pre assessment, this would also get students up and talking about what they think the answers are and why with other peers and hear their answers and reasons for choosing those answers. I would keep the students working independently so that the pre and post assessment show what the individual students know and not what their partner knows or has learned. b) What modifications would you make to the materials, resources, and technology? Provide a rationale. For the assessment I would modify the three sections. The first page of the assessment was short and easy for the students to follow, the second page took students a little longer to finish. On the pre assessment some students did not have time to finish or got restless while trying to finish. On the assessment I would change the graphic on the second section, many students got confused on what they were supposed to label. Some students put that it was a title, or a map. I would change the graphic to a diagram that we used while talking in class about the different text features, this way the students were familiar with what feature it is. I could use more technology when grading the assessment with the students. I would use the SMART board to work the assessment with the students as they grade. This way they have instant feedback on the work they have just done and know how much they need to improve or how much they have grown.

c) What modifications would you make to the data collection method? If no modifications are needed, what is an alternative data-collection method that you could use? I would not change the data collection method. However while collecting data on the multiple choice and the matching data can be collected on what the students put if they got the answer wrong. This way we can analyze what the students are getting confused on and why that might be happening. This kind of data can help guide instruction to help break students misconceptions about the concept. Textbox 2.2.3: Analysis of the Assessment Data and Student Learning for the Two Focus Students (Refer to the one page student work sample from each Focus Student in these prompts.) Guiding Prompts a) What did you learn overall about the progress of each of the two Focus Students toward achieving the learning goal(s)? Cite evidence from the work samples and the baseline and graphic assessment data from each Focus Student to support your analysis. Each focus student showed growth for each three learning goals. If you look at focus student one’s work sample he did not answer the first section and he had little explanation on section two. When looking at focus student ones graph you can see that his post assessment was completely answered and had a great explanation for section two. The base line data shows that focus student one had two 1s and one 2. If you look at the graph of both pre and post data you can see that focus student one had growth on all three learning goals. Looking at focus student two’s work sample she had a perfect response on section three. If you look at her baseline data and the graphic for focus student two you can see she had growth with learning goal one and learning goal 2 and stayed the same on learning goal three. After looking at both focus students they have growth with all three learning goals which is shown on the graphs and the data tables. b) Based on the assessment data, both baseline and graphic, what impact did your modification of this assessment have on the learning of each of the Focus Students? Cite evidence to support your analysis. The modifications on the assessment for both focus student one and focus student two helped their learning by improving their scores and providing an article that they could read and understand. Looking at focus student one’s scores on the graph and the chart you can see he go 1s and twos on the pre assessment. On the post assessment when I had him read an article that was on his level that he could apply his knowledge to his score went up and he was able to apply his knowledge. For focus student two the data does not show any growth since she got a 3 on section three of her pre assessment. For her post assessment she did a higher level article for section three, therefore, the data and graphs show that she still has a three however she was able to apply her knowledge of the standard to a hard level article. c) Describe how you shared the assessment data, both baseline and graphic, with both Focus Students to help them understand their progress toward the learning goal(s). Cite evidence to support your analysis.

After recording both focus student one and two’s data from the pre and post assessment, I showed both students of them their growth from the data. For focus student one I showed him his pre assessment scores on the graphic, then we talked about how he thought he did on the post assessment. After having a conversation about how he thought he did okay, I showed him his post data scores on the graphic. He was very impressed about his growth. The graphic helped show his growth and how much he had accomplished throughout the lesson. For focus student two I showed her the pre assessment scores. She was a little concerned with them since she receive and a 1, 2 and a 3. We also talked about how she thought she did on the post assessment. She told me she thought and hoped she did better, since she is not one to get many 1. I told her that was okay since it was a pre assessment and should show growth on the post assessment. I showed her the post assessment scores, the graphic of focus student two. She showed growth in two section and remained the same in the third section since she received a three on her pre assessment. STEP 3: Reflecting Textbox 2.3.1: Reflecting on the Assessment for the Whole Class Guiding Prompts a) Choose one successful aspect of the assessment plan. Provide a rationale for your choice. Having the students take the assessment before the lesson to see how much they know was successful. I was able to see how much the students already knew and was able to adjust my lesson around what they already know. They also used the assessment to pick up on what was being taught during the lesson. This helped keep the flow of the lesson and have student excited and ready to share what they learned from taking the pre assessment. b) How does your data analysis inform or guide your instruction for the whole class? After collecting the data for the pre assessment I used the scores to help adjust my lesson to make sure that we just reviewed and touched base on the things that the students already knew. After the students took the post assessment and I entered the data into the tables and graphs I looked to see how much the students had grown from the pre assessment to the post assessment. Taking the data from the tables and graphs I used this when planning other lessons for reading. I also used the pre assessment data, from the table to help make sure that the students who did not met the standard had a full understanding before the lesson was over. As a class the students showed growth on all three standards. There were a few students who did not show growth, however they did not regress. The scores for these students may have stayed the same on the average for both the pre and post assessment. However when looking at the data on the data table you can see that the students did have some growth on a standard or two. c) In what ways would an assessment, different from the type used, allow students to further demonstrate their achievement of the learning goal(s)? A different type of assessment that could be used for this lesson would be for students to apply their knowledge to something they are reading. Having the students look through a

chapter of their Social Studies book or Science book they would have to find different text features of the chapter and what that feature helps them know about the information. This would allow students apply their knowledge that we talked about in class to what they will use in school and in real life. This would also help the students understand how these features can help read and understand information given and make learning fun and interesting. Having students apply what they know also helps them gain a better understanding of why learning about nonfiction text is important. Textbox 2.3.2: Reflecting on the Assessment for the Two Focus Students Guiding Prompts a) Choose one aspect of the modification of the assessment that was successful for each of the Focus Students. Provide a rationale for your evaluation. On the assessment I modified what article the focus student would use to do the third section of the assessment. This was successful for each focus student. Focus student one read an article that was written at a level that he was able to read and comprehend by himself. This helped his score on this section go up because he was able to apply the knowledge he had gained during the lesson and apply it to his reading of the article. Focus student one is reading below a fourth grade level. This makes taking a test that involves reading difficult for him because he struggles with reading and comprehension of what is being read. To really see if he has an understanding of what was taught and how to apply it, he has to be able to understand what he has read so that he has an opportunity to show what he has learned. Focus student two read an article that was written at a higher level. This helped challenge her to apply what she already knew and what she learned from the lessons to her work. I wanted to see how well she would do to apply her knowledge to a more challenge article so that when looking back on her pre assessment and post assessment there is growth since she applied her knowledge to a more challenging article. b) What modifications for future use would you make in your choice of student activities and groupings and/or materials, resources, and technology for each Focus Student? Provide a rationale for your evaluation. For future use I would make little modification with the student activities and grouping because I want to know for the both the pre and post assessment what each student knows on their own not what their partner knows. I would modify my materials, by using a Social Studies or Science book instead of the articles. This way the students are reading and using informational text that is familiar to them and that they will need to know how to use throughout their school carrier. I would also like to incorporate more technology into the assessment by having articles or nonfiction text on the computer so the students can read on the computer and also have the text read to them by the computer. Having the text read to focus student one will help him not stress on the reading and be able to listen and apply the knowledge that he has learned to the article and answer the questions. Focus student two needs to be challenged, working from a text book can help her learn how to apply what she knows to text she will be using throughout her school carrier.

c) How does this data analysis inform or guide the next steps of your teaching for each Focus Student? The data collected from the pre assessment helped me see where both focus students were struggling. This then helped me figure out what to differentiate on the post assessment for both focus students one and two. The data from the pre and post assessment helped me see if the modifications helped the students and if there needed to be more modifications for the students in future lessons and assessments. This data can also be used for whole class modifications for future assessments and classes. The data also helped me show focus student one how much he grew after the lesson. This gave him a confidence boost which will care over into his future learning.