Assessment Tool Kit
Shanae Porter, Caitlin Carter, and Amber Kriley
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CLD Student Biography
We chose this as a way to get to know our students. It provides the teacher with a way to see where each student comes from and their background. It also tells the teacher the student's traditions and customs, language background, and their favorite subject. Students can also write whether they enjoy working in groups or not.
Informing Instruction (Preassessment)
We are using this as a preassessment to see what the students already know. Students will fill in the K column of the chart individually of what they already know about idioms. In the W column they will share out their questions and then discuss as a whole group the possible answers. The L column will be filled in at the end of the week after they have had the other lessons over the topic.
Interaction, Application, and Accommodations
We will be using this to assess the students knowledge on the different idioms. The students will go through the books and compile a list of the idioms and write them on the front flap. On the inside the students will write what Amelia Bedelia was suppose to do and what she actually did. On the backside of the flap the students will draw a picture to accompany the idioms.
Evaluation: Beyond a Letter/Number Grade
The students will draw out of a hat an idiom and they will have 15 minutes to prepare to act it out. They will then tell the teacher whether they are acting it out based on what Amelia Bedilia would do or the figurative way. The rest of the class will individually describe what the student did and tell if it was literal or not.