Elizabeth Kolb ECED 429 Spring 2014 Assessment Plan: Lesson #1 Overview: My first lessons pre-assessment was to see

if the students knew the difference between a fiction and a nonfiction book by looking at the cover to decide. The students will get a Yes or No if they knew the pre-assessment. The during assessment was when we did the class feature/purpose chart together. Students had to find at least one feature and purpose to add to our chart. My post assessment was the students doing their own feature and purpose charts using a text of their own. Students had to find at least three features and purposes. They received a score of a three, two, one, or zero. Lesson Objective When given nonfiction texts, students will identify nonfiction text features and create feature/purpose charts with an 80% accuracy. Assessment of Objective Pre: Students will be asked if they know the difference between nonfiction and fiction texts. Students will be shown nonfiction texts and fictional texts and they will compare and contrast the two. The students will also be shown nonfiction websites and see if they saw those same features in nonfiction websites as the books. Use of Formative Assessment The pre assessment is for the students to know what a nonfiction book is and the purpose of being able to tell the difference from a fiction book. The students need to know that there are differences between fiction and nonfiction books. The websites also help the students find those same features where they can gather their information. The preassessment, I used an informal assessment of observation. Accommodations For my early finishers, I let them start the scavenger hunt where they had to tally nonfiction features they found in books. If they have finished the scavenger hunt, then I let them start on their foldable, which the students would keep as a reference for themselves.

During: As a class, I will read a nonfiction text and together we will be picking out features of the nonfiction text. The students will turn and talk to each other what the purposes of some of the features that were picked out.

For my late finishers, they had to be given more time to finish the chart as well as the scavenger hunt and the foldable. These students will The during also receive extra assessment was for instruction from me the students to during the two recognize features in a activities. nonfiction text. The table was for the All of my ESOL students to tell me students speak fluent features that they English but they are found in their books given extra time like and they are able to the last finisher as

They will also have nonfiction texts examples in front of them to see if they can find those same features in their examples. On the board will be a feature/purpose chart and as a class, we will pick out features from a nonfiction text and decide what the purposes are of the features.

recognize them from well as extra their own books. The instruction. students had to be able to tell me the purposes of these features in the nonfiction books. The examples of the books they looked through was so they can turn to a partner and talk about things they have found. For the during assessment, I used observation as the informal assessment.

Post: Students will be either in pairs or in groups and will be given nonfiction texts. They will make their own feature/purpose chart. At the end, we will come back together as a class and see if our class chart and the other charts had similar features or different features to add. Students will also ponder the question of why do the features of a nonfictional text help us when we are reading them?

The post assessment was for the students to make their own charts using the books they had as an example. At the end of lesson, the students should be able to tell me why features of a nonfiction text help us when we are reading them. The post assessment, I used their own feature/purpose charts. From the assessment, the students will be using this knowledge as they read nonfiction books during their reading workshop and reading clubs. The students will also use this information to find

main ideas and concepts as well as classifying the information as important or interesting.

Post-Assessment Results: Number of Students: Number of Students who scored a 3 Number of Students who scored a 2 Number of Students who scored a 1 Number of Students who scored a 0

24 8 9 6 1