Based On Readings, Please Put The Work On The Template Attac

Based On Readings Please Put The Work On the Template Attached When

Based on readings, please put the work on the template attached! When planning for a lesson, it is important for teachers to include how they plan to monitor student understanding as they move through the lesson. Being able to quickly determine if students are ready to continue with learning or need more support is a critical teaching skill that depends on constant monitoring and formative assessment throughout the lesson/unit. Most teachers have multiple formative assessment activities they can adapt to any lesson content to check for understanding. For this assignment, select a grade level K-3 and a state standard. Use the “Assessment Types" template to list three learning objectives aligned to the state standard you selected. Keep in mind, learning objectives are designed to identify what the teacher intends to measure during learning. These must be aligned with the standard. When creating objectives, an educator must consider who the audience is, what action verb will be measured, and what tools will be used to meet the learning. Once you have finalized the objectives and they align to the standard, create two formative assessment strategies, and one summative assessment strategy for each learning objective aligned to the state standard. At least one of the formative assessment strategies should include the use of technology and provide immediate guided feedback for the student on his or her learning. In a word reflection, justify and evaluate how the assessment strategies developed will check for understanding and measure learning success during instruction to support instructional planning and practices in the growth and development of young children. APA format is not required, but solid academic writing is expected. Readings-

Paper For Above instruction

Effective lesson planning for young children necessitates intentional assessment strategies that continuously inform instruction and support student growth. Selecting a grade level between K-3 and aligning with a specific state standard allows educators to tailor objectives and assessments appropriately. This paper demonstrates the development of three learning objectives aligned with a chosen state standard, along with corresponding formative and summative assessment strategies. Additionally, it provides a justification for how these strategies facilitate understanding and measure learning success.

Selection of Grade Level and Standard

For this assignment, I have selected third grade as the target level, aligning with the Common Core State Standards (CCSS). Specifically, I focused on the standard CCSS.ELA-LITERACY.RI.3.1, which emphasizes students’ ability to "ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers." This standard underscores critical comprehension skills necessary for reading development in young learners.

Learning Objectives

Using the “Assessment Types” template, I developed three clear, measurable learning objectives aligned with CCSS.ELA-LITERACY.RI.3.1:

1. Students will be able to identify main ideas and supporting details in a grade-appropriate informational text.
2. Students will formulate relevant questions about the text to demonstrate comprehension.
3. Students will accurately answer comprehension questions by referring explicitly to the text during discussions.

These objectives specify observable actions, are tailored to the audience (third-grade students), and utilize tools such as texts, questioning strategies, and discussion formats to assess understanding.

Assessment Strategies

Objective 1: Identify main ideas and supporting details

1. Formative Assessment 1: Use a digital digital sticky note activity via tools like Jamboard where students highlight main ideas and supporting details in a shared document. Immediate feedback is provided through teacher observations and comments within the platform.
2. Formative Assessment 2: Conduct a quick pair-share activity where students verbally summarize parts of the text and identify main ideas. The teacher circulates, listening, and providing immediate, targeted feedback.
3. Summative Assessment: Assign students to complete a graphic organizer that maps main ideas and supporting details from a new text independently, assessed by the teacher for comprehension accuracy.

Objective 2: Formulate questions about the text

1. Formative Assessment 1 (with Technology): Implement an online discussion forum using a platform like Padlet where students post questions about the text. The teacher provides instant feedback with prompts or suggestions to deepen questioning skills.
2. Formative Assessment 2: Use think-pair-share with questioning—a student-generated question is answered by a peer, with teacher facilitation to ensure questions are relevant and insightful.
3. Summative Assessment: Have students write and submit an individual question about the text that demonstrates comprehension, evaluated through rubric criteria.

Objective 3: Answer comprehension questions referring explicitly to the text

1. Formative Assessment 1 (with Technology): Utilize quiz apps like Kahoot! or Quizizz to administer quick comprehension quizzes, providing immediate feedback and correct answer explanations.
2. Formative Assessment 2: Conduct oral questioning during guided reading sessions where students respond to comprehension questions, with instant feedback from the teacher.
3. Summative Assessment: Administer a written comprehension test requiring students to cite specific parts of the text in responses, graded for accuracy and textual reference.

Reflection and Justification

These assessment strategies are intentionally designed to promote ongoing understanding and to inform instructional decisions in real time. The use of technology-enabled formative assessments—such as digital sticky notes, online discussion boards, and interactive quizzes—provides immediate feedback, crucial for young learners to recognize their progress and identify areas needing support. Immediate feedback fosters a growth mindset and encourages self-regulated learning by making students aware of their comprehension levels during lessons.

In-person formative activities like pair-shares and oral questioning facilitate active engagement and allow the teacher to observe students' thinking processes directly, enabling timely interventions. The variety of assessment tools ensures multiple means of demonstrating understanding, catering to diverse learners' needs.

The summative assessments serve as comprehensive evaluations of students' grasp of the standard after instruction, ensuring that learning objectives have been met. These are aligned with cognitive understanding of the text, requiring students to synthesize their skills and cite textual evidence, thus assessing higher-order thinking skills.

Overall, these strategies promote a balanced approach of formative and summative assessments, with a significant emphasis on technology integration, to support the growth and development of young learners. They ensure that teachers can monitor understanding constantly, adapt instruction accordingly, and ultimately measure student success effectively within the context of primary grade literacy development.

References

• Apple, M. W. (2014). Education and Power. Routledge.
• Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
• Darling-Hammond, L., & Adamson, F. (2014). Beyond the Bubble Test: How Technology Can Support Deeper Learning. Educational Leadership, 71(4), 18-24.
• Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. In The key to classroom management (pp. 61-70). Marzano Research.
• Popham, W. J. (2011). Classroom Assessment: What Teachers Need to Know. Pearson Education.
• Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
• McTighe, J., & Wiggins, G. (2012). Essential Questions: Opening Doors to Student Understanding. ASCD.
• Johnston, C., & Costelloe, L. (2019). Using Technology to Enhance Formative Assessment in Primary Education. Journal of Educational Technology & Society, 22(4), 215-226.
• Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.