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Formative assessments drive instruction and student achievement. As…
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Seismometer 2 frame wire -weight -rotating drum vibrations
Inside the Earth Since ancient times, humans have wondered
base- where volcanic ash and melted rock come from. i…
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Earth diagram The outermost layer of Earth is called the crust.
Inner core This is the layer we live on. Compared to the size Outer
core of Earth’s other layers, the crust is very thin. Und…
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solid rock around it, and this makes it float. The heat inside the
Where there are cracks or weak spots in the crust, Hatchery
keeps our the magma keeps rising. If there is a crack in …
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Six feet high is almost as big as a Gronckle! He shouted for his
wife into a volcanic cone. It was nearly 500 feet (150 to come
quickly. When meters) high! Two months later, it was t…
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Formative assessments drive instruction and student achievement. As we have learned, there are many ways to informally assess students’ progress and to know when we need to make changes to our instruction.
You will be provided with a text on about a third-grade reading level that you will use to develop formative assessments to monitor students’ understanding of the stated goals. Explain how you would address students’ needs based on possible responses.
You will use the provided text to develop formative assessments to monitor students in comprehension, vocabulary, and/or phonics skills.
1. Read the text selection provided. As you read, think about skill(s) and teaching points that are
exemplified in this text.
2. Select two areas of reading to address with this text. (Pick two: comprehension and either
vocabulary or phonics)
3. Complete two of the charts – one must be comprehension
? Clearly identify the standard and skill (You may not use main idea/detail)
? Develop two possible questions/tasks for each area. (Total of 4 tasks)
? State expectations for responses – What would be a complete response vs an incomplete
response (you may bullet details to be included). This is similar to a rubric.
4. Reflection to explain your instructional decisions:
? Why did you select the standards/skills you would assess from this text? Explain this
instructional decision.
? How did the text support the standard/skills you would assess? Use details from the text in
your explanation.
? How would the text be presented to students? Would you read it aloud to them? Would
they work on it in a small reading group? Would this be a cold read? Explain why you
made this instructional decision.
? What would next-step teaching points be for those who provided incomplete responses?
For those who showed complete understanding? Be sure to address all four questions/tasks.
You may use AI to help identify next instructional steps. This must be cited.
? Be specific and thorough in the explanation of your instructional decision. Use details and
examples from the student text.
? Make specific connections to course resources.
EXAMPLE:
Comprehension Standard/Skill: State main idea/details
Question/Task Complete response includes… Incorrect response
1. Organizer –
Complete the main idea
organizer including
supporting details.
(Show organizer here)
Main idea: Earth contains the
perfect conditions for plant and
animal life.
Supporting details:
Sun for heat and light
Main idea is correct, but
details not sufficient or
incorrect
Main idea is not correct
Water cycle
Atmosphere to breathe and
protect from sun and meteors
Gravity
2. Which statement best
supports the main idea.
Why?
a. There are many animals on
Earth.
b. Astronauts explore space to
see if humans can survive on
other planets.
c. If Earth was closer to the sun,
it would be too hot to live.
d. The outer surface of the Earth
is called the mantle.
Letter C is correct, so any
other response is wrong.
Explanation should show
connection to main idea —
the importance of the
appropriate temp to
support life.
Formative Assessment: (Select comprehension and either vocabulary or
phonics)
Text: Volcano Escape, Chapt. 2
Comprehension Standard/Skill:
Question/Task Complete response Incomplete response
1.
2.
Vocabulary Standard/Skill:
Question/Task Complete response Incomplete response
1.
2.
.
Phonics Standard/Skill:
Question/Task Complete response Incomplete response
1.
2.
.
