Assessment

Digger Deeper: Understanding Comprehension using Thank You, Mr. Falker

Student learning will be assessed by doing an Observational Assessment Checklist of all three

activities to observe which students understand the comprehension strategies and which students

need further assistance. Informally assess student comprehension of the text, character changes

and traits, their understanding of thematic elements during class discussions and through the

Character Change Continuum/Life Lesson Chart. You can also assess student comprehension

through there response journals if they did one throughout the lesson.

Teacher assessment can be made during or after the unit. Each day, after the lesson/activity has

been taught, the teacher can see if the lesson was successful at teaching comprehension. What

changes needed to be made to make it better or what could have been differently. Questions like

these can help the teacher assess if the student objective was met and to assess their own

instruction.

Let’s Read It Again: Comprehension Strategies for English Language Learners

The students will be assessed informally by their participation during class discussion to see how

well they grasp the main ideas of the story and how well they understand the vocabulary. During

the Concept Web Worksheet activity the teacher will take notes to see how well the students are

able to correctly identify the pictures. The students will be assessed by checking the activities

that are being presented in the activity such as the students dictionary, acrostic poem and

stapleless book. The students will be assessed informally as they read with other students during

Activity 4 & 5. The teacher will check for improvements in fluency by listening for how

smoothly students read, what words they have difficulty with, what words they have mastered in

pronouncing, and how confident they sound when they read.

Family Ties: Making Connections to Improve Reading Comprehension

The students will be assess informally by either responding orally or in writing to check for

understanding questions. “What was the most meaningful connections you made during this

lesson? What are the three types of connections? Which type of connection was the easiest to

make? Which type was the most challenging? How do you think making connections will help

you as a reader? Would you make these kinds of connections in the future?” The students

understanding of the Making Connections strategy will be assess by the writing sample the

students created. It will be graded using a rubric that includes: at least one text-to-self, text-to-

text, or text-to-world connection, four supporting details, 8-10 sentences in length, have few, if

any, grammatical errors and neat and legible. The students will be assessed of their

understanding of the three type of connections by having them share an example of each type of

connection with a partner. Students will also be assessed by writing a verbal definition or

creating a graphic representation of each of the three types of connections to demonstrate their

understanding of the differences.