Assessments are critical when it comes to creating lesson plans that are aligned with the Common Core State Standards. We want to make sure that our students are achieving the lesson outcomes and working on the skills represented. Teachers should both formally and informally assess their students as they teach.
The first sample student outcome states that "Students demonstrate understanding of a text or texts by working together to identify and ask significant questions to clarify various points of view." I'd informally assess my students during this lesson as they participate in literature circle discussions by quietly observing each group
A lot can be observed while watching students interact with each other. You can hear their insights and gauge whether they are really critically thinking. You can also take note of which students are genuinely participating and working with their peers. By listening to the students responses, you can also see if they comprehended the text. After observing the children, I'd formally assess their collaborative work with a rubric.
Because each class contains students on varying reading levels, I'd make sure to group students with others on their reading levels and assign them texts with appropriate complexity so that the CCSS can be addressed.
The second sample students outcome says, " Frame, analyze and synthesize information from a range of texts in order to solve problems and answer questions." I'd formally assess the students by using a rubric. The rubric would analyze the literacy, critical thinking skills, collaborative skills, and information literacy skills they show as they collaboratively produce a PowerPoint presentation showing the evidence they've drawn from a text explaining an event. Again, I'd group students with others on their reading level.
The third sample student outcome says, "Develop, implement and communicate new ideas to others through original writing." To assess this outcome, I'd have students write the beginning of a story and critique another students piece. The students would assess their peers' work and then discuss what they liked about each other's work and what they felt could be revised. I'd collect a written report of the critiquing process from each student as well as observe my students during this activity.
The first sample student outcome states that "Students demonstrate understanding of a text or texts by working together to identify and ask significant questions to clarify various points of view." I'd informally assess my students during this lesson as they participate in literature circle discussions by quietly observing each group
A lot can be observed while watching students interact with each other. You can hear their insights and gauge whether they are really critically thinking. You can also take note of which students are genuinely participating and working with their peers. By listening to the students responses, you can also see if they comprehended the text. After observing the children, I'd formally assess their collaborative work with a rubric.
Because each class contains students on varying reading levels, I'd make sure to group students with others on their reading levels and assign them texts with appropriate complexity so that the CCSS can be addressed.
The second sample students outcome says, " Frame, analyze and synthesize information from a range of texts in order to solve problems and answer questions." I'd formally assess the students by using a rubric. The rubric would analyze the literacy, critical thinking skills, collaborative skills, and information literacy skills they show as they collaboratively produce a PowerPoint presentation showing the evidence they've drawn from a text explaining an event. Again, I'd group students with others on their reading level.
The third sample student outcome says, "Develop, implement and communicate new ideas to others through original writing." To assess this outcome, I'd have students write the beginning of a story and critique another students piece. The students would assess their peers' work and then discuss what they liked about each other's work and what they felt could be revised. I'd collect a written report of the critiquing process from each student as well as observe my students during this activity.
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