The Ginger Bread Man

The article Formative and Summative Assessment in the classroom has several of strategies to guide teachers to assess the students learning more effectively. Although their strategies method associated with the instructional phase of a lesson, there are also important to teach students so they could become independent. For instance, the author mentions, “Self and peer assessment” not only does it encourage students to be

The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.

Book Summary – Big Rain Coming is a lyrical story, told by Katrina Germein, set in an isolated Aboriginal community. It is a story about waiting for rain to come to their community and the tension that builds in the community as the rain clouds spread and darken. Whilst waiting for the rain, they wonder, when will the rain come? Author/Illustrator Bibliography – The author, Katrina Germein, was raised in Adelaide, South Australia. In the remote Aboriginal community of Minyerri, Northern Territory, she began teaching in 1997.

Formative assessment, or assessment for learning as it is often called, is the assessment that

Shepard, L. A. (2006, Creating coherent formative and summative assessment practices. Orbit, 36, 41-44. Retrieved from http://search.proquest.com/docview/213738810?accountid=8194

There will be formative assessments on student’s participation, progress, and effort during the lesson. For instance, in the individual handout sheet, student’s ideas and thoughts on each question will be assessed, and the differences of the responses between the Bellringer and the exit slip will also be evaluated as well. The Bellringer can be examined as a pretest that teachers can use for determining what students already know (Woolfolk, 2015, p. 571). The summative assessments will be held mainly on students’ English language development in order to examine the level of accomplishment students gained (p. 571). For native speaking students, teachers will examine the quality of student’s response on the homework assignment sheet and the usage of tone, diction, and literary devices in building arguments on the critical response. Also, student’s reflection on fellow students’ contribution regarding the argument construction and the racism will be examined as well.

The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.

Formative Assessment- The formative assessment is the annotated passage reading assigned on the first day. If students read and took notes, answering the five w’s of who, what, where, why, when they will receive the full ten points. The other formative assessment will be the participation and note sheet handed in at the end of day four regarding Aaron Huey’s photos. If students took notes, wrote their opinion and joined in class discussion at least once they will receive the full ten points.

Needed to record the pages read and how the child progressed, any problems etc . I also needed to ask the child how they found our group reading session and colour code individual difficulty, Red, Amber, Green, Green been easy!

The primary types of assessment are formative and summative assessments. Formative assessments take the form of

This field experience was completed in Palm Spring Elementary School, with the cooperating teacher Barbara Saad, who has a great training experience. To accomplish the artifact's objective, I was focused on observing and recognizing the demonstration of all indicators in Instructional Delivery and Facilitation and Assessment. In a first moment, an interview with the teacher was conducted in order to determine the procedures and use of formative and summative assessments to diagnose students’ learning needs, and to inform instruction. Then, while the teacher was actively working with students, I identified procedures and use of formative and summative assessments.

The Story Telling Assessment was one of my favorite assessments to conduct. It was enjoyable to read, laugh about the story, and discuss the book with Student M. As stated previously, Student M does not enjoy reading by herself. However, she enjoys having someone read books to her. This was obvious as she listened to me read. I enjoyed listening to Student M laugh about some of the elements in the plot and point out illustrations she enjoyed looking at. Student M provided a lot of input about what was occurring in the story and appeared to enjoy the book.

Students will receive a 1-4 grade on the formative assessment as well as a check or minus for participation in the whole group discussion.

The first aspect I have learned from creating this lesson is that as a teacher when making up lesson plans; we need to consider how this will help our students to expand their knowledge. Lessons need to be centered around engaging students to enjoy a particular topic that will help generate ideas and support interaction for a class discussion. According to the article The Sixth Pillar Reading Instruction, there are six pillars of reading instruction. Before this article, only five pillars were discussed but soon teachers were starting to realize they lacked another important aspect. This includes phonemic awareness, phonics, fluency, vocabulary, comprehension and the new aspect knowledge development (Cervetti, G. N., & Hiebert, E. H. (2015). When we think about literacy, besides the five main bases we also need to consider that students' knowledge is a significant factor. Knowledge is key when it comes to learning. Knowledge supports every aspect of reading, from reading accuracy and fluency to literal and inferential comprehension (Cervetti, G. N., & Hiebert, E. H. (2015). This means that background knowledge of a text helps a student understand more of the topic. For example, if a teacher reads to her class about Thanksgiving, many of the students know what this holiday is about, and this gets them more involved since they are reading a book that they can relate too. A big part of reading is making a connection to the text. As teachers pick topics, they should look at

Writing: During the first week of school Mrs. Marks conducted teacher-student conferences as students worked on their writing assignment, during their writing workshops. She does this as a form of assessment, and to keep students on task. We also conducted a word study at the end of the week, in order to assess students’ use of blends, and their ability to identify long and short vowel sound. Mrs. Marks also plans to assess and score her students’ writing using the rubrics, which accompanies the ReadyGEN curriculum used school-wide. In addition to rubrics, she also plans to utilize checklists she has created in to keep track of students’ progress throughout the year.