Students will manipulate text in a graphic organizer to sort details and main

Students will manipulate text in a graphic organizer

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presented. Students will manipulate text in a graphic organizer to sort details and main idea statements. Non-fiction passages will be used because this is the current type of literature being studied. Students will use Reading Notebooks so that they can refer to the material at a later date. An exit ticket and final summary will be used to check for understanding and gather data for reteaching. 4. ASSESSMENT/EVALUATION A SSESSMENT O PTIONS Application Exam Standard: Objective: Objective Test Standard: Objective: Concept Mapping Standard: Objective: Observation Standard: RI 5.2 Objective: 1, 2, 3, 4, 5 Parent Evaluation Standard: Objective: Contract Standard: Objective: Peer Evaluation Standard: RI 5.2 Objective: 8 Checklist Standard: Objective: Self-Evaluation Standard: Objective: Performance Task Standard: RI 5.2 Objective: 6 Inventory Standard: Objective: Portfolio Standard: Objective: Quantitative Scale Standard: Objective: Rating Scales Standard: Objective: Rubric Standard: RI 5.2 Objective: 6,7,8 Scored Discussion Standard: Objective: Journal Standard: Problem-Solving Assessment Standard: 11
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Motivating and Engaging Lesson Plan Objective: Objective: Other (Please specify): Exit-Ticket Standard: RI 5.2 Objective: 2 Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives? What do your pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students? I choose to begin this lesson with a diagnostic assessment. Students will participate in a rotation activity where they will be given a bag of details and determine the main idea from the contents. Beings this activity is done prior to teaching it is a diagnostic assessment that will guide my instruction. I also choose to use formative types of assessments as well, because they allow me to quickly gauge the level of understanding by students. I created a rubric for a summative assessment that will allow me to determine if students have met the objectives 6-8. A rubric provides students with the exact requirements of the assignment. It also helps me in determining in what specific areas students are excelling or where students may need some more clarification. How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale. I will use the exit ticket, evaluated main idea bag, and individual summary to guide me for my next lesson. The grades on these assessments will determine if I move forward with comprehension instruction. The formative assessments that I planned for will allow me to adjust the lesson if needed based on student’s abilities to manipulate the concepts presented. Formative assessment should form the backbone of day to day assessing in the classroom (Laureate Education, 2010).
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