Formative Assessments - Pottsgrove School District · 2013-08-23 · Formative Assessments 1 Text...
Transcript of Formative Assessments - Pottsgrove School District · 2013-08-23 · Formative Assessments 1 Text...
Formative Assessments
1 Text Features RI 4.7
Can students fill in this chart to tell how the different text features guide their understanding of the text and what the
author wrote?
2
Using Context Clues to
Determine the Meaning
RI 4.4
Use graphic organizer to show the meaning of unknown words and what clues from the text allowed the reader to
know the meaning.
3 Telling What Happened and
Why RI 4.3
Use graphic organizer to tell what happened in a historical or scien=fic text and why.
4
Explaining the steps in a
technical text in my own
words RI 4.3
Read a technical, procedural text and explain what happened in own words
5
What Information Did I Read from Both
Texts? RI 4.6
During and aBer reading a firsthand and secondhand account of the same event, what informa=on did I read that gave me
informa=on about the event?
6
How are the two accounts
you read similar? RI 4.9
Tell about how the firsthand and secondhand accounts read about the same event are similar.
7
Unit 5 Exit Slip RI 4.7 Summarizing Forma=ve Assessment Name: ____________________________
My Observation of the Text Features I’m making observa0ons from
a text that was: q read to me
q I read to myself
Informa=on from the text
Informa=on from the chart
Informa=on from the photograph
Unit 5 Exit Slip RI.4.4 Wri=ng a Summary Forma=ve Assessment Name: ____________________________
Meanings of Unknown Words Using Context Clues
I’m finding words from a text q read to me
q I read to myself
Word or Phrase The Meaning of the word or
phrase
How I inferred the meaning
Unit 5 Exit Slip RI.4.3 Wri=ng a Summary Forma=ve Assessment Name: ____________________________
What Happened and Why Did It Happen?
I’m explaining events from a text
q read to me q I read to myself
I read….. Or
What happened?
This Happened Because…..
Or Why?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
You just read a bunch of directions that told you how to do something. Now, in your own words, tell me how to do it.
Unit 5 RI 4.3 Forma=ve Assessment
You just read a firsthand and secondhand account of the same event. What
information did you learn from each source?
Unit 5 RI 4.6 Forma=ve Assessment
Firsthand Account
Secondhand Account
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How are the two accounts you read similar?
Unit 5 RI 4.6 Forma=ve Assessment
exit slips
1 Text Structure (RI 4.5)
Have students write about why the author chose to organize the informa=on in this passage as compare/contrast.
2 Text Features II (RI 4.5)
How do text features provide clues to the overall structure of a text?
3
Determining the Main Idea and Details that
Support (RI 4.2)
Use the graphic organize to find the main idea of a paragraph and list suppor=ng details that tell about the main idea.
4 How do the
details support the main idea?
(RI 4.2)
Use this chart to have students show how the details they have chosen support the main idea of the passage or
paragraph.
5 Was what I read
a first or secondhand account? (RI 4.6)
Determine whether the text is a first or second hand account and tell which details helped you know.
6 Finding Common Points Between
Two Texts (RI 4.6)
Students will determine some common points about two texts about the same topic.
7 Determining Details that Support the
Author’s Point (RI 4.8)
Note the details from the text that support the point the author is making.
Unit 5 Exit Slip
Why did the author organize the text as compare/contrast?
____________________________________________________________________________________________________________________________________________
Name: ___________________
Name: ___________________ Unit 5 Exit Slip
Why did the author organize the text as compare/contrast?
____________________________________________________________________________________________________________________________________________
Name: __________________________________________ EXIT SLIP How do text features provide clues to the overall structure of a text?
Name: __________________________________________ EXIT SLIP How do text features provide clues to the overall structure of a text?
Name: __________________________________________ EXIT SLIP How do text features provide clues to the overall structure of a text?
Name: __________________________________________ EXIT SLIP How do text features provide clues to the overall structure of a text?
Unit 5 Exit Slip
Name: ___________________
Name: ___________________ Unit 5 Exit Slip
Main Idea:
Details:
Main Idea:
Details:
Unit 5 Exit Slip
Name: ___________________
Name: ___________________ Unit 5 Exit Slip
Main Idea: How do these details support the main idea?
Details:
Main Idea: How do these detail support the main idea?
Details:
Unit 5 Exit Slip
What this a first or secondhand
account?
What told me if it was a first or
secondhand account?
Name: ___________________
Name: ___________________ Unit 5 Exit Slip
What this a first or secondhand
account?
What told me if it was a first or
secondhand account?
Unit 5 Exit Slip
Text 1 Common Points Text 2
Name: ___________________
Name: ___________________ Unit 5 Exit Slip
Text 1 Common Points Text 2
Unit 5 Exit Slip
The Author’s Point
Details that support the author’s point
Name: ___________________
Name: ___________________ Unit 5 Exit Slip
Author’s Point Details that support the author’s point
instructional tools
1
Performance Task: Wildfires by Seymour
Simon (RI 4.4)
Students determine the meaning of domain-‐specific words or phrases, such as flammable, consumed, ablaze, and charred, and important general academic words and phrases that
appear in Seymour Simon’s Wildfires.
2 Frayer Model (RI 4.4)
This graphic organizer allows students to place the new vocabulary term in the center and lists essen=al
characteris=cs, nonessen=al characteris=cs, examples and non-‐examples (Frayer, Frederick, Kausmeier (1969). A sample sugges=on is provided.
3 Synonym Word Chains (RI 4.4)
Create a map with a target word in the center. Students discuss personal associa=ons and record these synonyms
around the target center (Reading First, 2004).hgp://www.glencoe.com/sec/teachingtoday/downloads/pdf/keyword_cluster.pdf
Performance Task: Wildfires by Seymour Simon
Word Definition
Nonfic=on text includes words that we say are “domain specific”. This means that they are words that relate directly to a topic. For example, if you are reading about
space, the word “Satellite” would be domain specific. Read Seymour Simon’s Wildfires. Make a list of words you think are domain
specific and create defini=ons for each.
Performance Task: Wildfires by Seymour Simon
Word Definition
flammable
ablaze
consumed
charred
cycles
renew
Nonfic=on text includes words that we say are “domain specific”. This means that they are words that relate directly to a topic. For example, if you are reading about
space, the word “Satellite” would be domain specific. Read Seymour Simon’s Wildfires. Then, look at the list of domain specific words
from the text, and add a defini=on on the box provided.
Name:
Defini=ons: Characteris=cs:
Examples Non-‐Examples
Word
Key Word Cluster We’ve just read a lot about the Titanic. In each box, write a key word associated with the Titanic.
The Titanic
Key Word Cluster We’ve just read a lot about Space. In each box, write a key word associated with Space.
Space