FORMATIVE ASSESSMENT

PART 1: Overview Questions

Instructional Context Overview
Please tell us a little bit about the educational environment you were working in to
complete this micro-credential.

Type of school/program and the grade/subject configuration

(single grade, YMCA afterschool program, etc.)

I observed a single classroom.

Grade Age Level Number of Students

Kindergarten 5-6 year olds 17

Course

Elementary Field Experience

How long have you been working with this class in an educator role prior to the
featured lesson(s) examined in the micro-credential submission?

I have been working with this class for three days a week for about four months.

Briefly and specifically describe relevant:

State or district mandates that impact the featured lesson

There are Common Core Standards, along with some of the students having an Individualized
Education Plan.

Type of community
 I am observing a classroom in a public school in a suburban area.

Access to current technology

In the classroom I observed, there was access to computers and iPads, and the classroom also
has a SmartBoard.

Your relationship with the cooperating teacher

I have been observing this teacher for my Elementary Field Experience class for two years
and have a great relationship with the teacher.

Any other information you believe would be important for scorers to know to
understand your micro-credential submission

None

PART 2: Artifacts
Lesson Plan
Submit the lesson plan that you created for the lesson featured in the video. The lesson plan
must include, at a minimum, fully developed responses for the following items:
● A clear goal and objective
● Alignment to relevant learning standards
● Essential questions
● A clear progression of strategically selected activities in the lesson that will maximize
engagement of all learners
● A plan to assess learners’ understanding of the content of the lesson
● A plan to collect relevant data from the lesson so that the rising educator can make
informed decisions on next steps

Lesson Plan

Planning Universally Designed Instruction

(Pre-Planning Guide)
Teacher(s): Sarah Curtius
 Grades: Kindergarten
Period: 2
Subject: English Language Arts
Setting: Classroom
# of Students: 17
Topic: Story Structure
Standard Course of Study Goals/Objectives:
● CC.1.2.K.E - Identify parts of a book (title, author) and parts of a text (beginning, end, details)
● CC.1.2.K.A - With prompting and support, identify the main idea and retell key details of text

Lesson Objectives:
Some: Able to relate these concepts to all books
Most: Able to identify the different concepts of the structure of a story pertaining to the book read
All: Able to make a bracelet with the different colored beads corresponding to a certain

Brainstorm Activities
Multiple Means of Representation: Share to class if wanted
Multiple Means of Engagement: Turn and talk to neighbor
Multiple Means of Expression: Different ways to make bracelet

Grouping Students:
One small group
Lesson Plan –

Developed by: Sarah Curtius School: Concord Elementary School

Date: April 9th, 2018 Grade level: Kindergarten
Subject: English Language Arts

Outcomes Materials
● Students will make a bracelet based on the
different concepts of story structure ● Worksheets
● Students will retell the story to a partner and ● Pipe Cleaners
to the class if they want to ● Beads
● Students will listen to a book being read ● Poster
● Pencils
● Markers
● Crayons
 Technology
Check all that apply

o Teacher laptop
o SMART Board
o Webcam
o LCD projector
o Digital camera
o SMART Senteos
o Document
(class set)
camera
o Computers
o Digital
o iPad or tablet
microscope
o iPod or mp3
o Video camera
player(s)
o Scanner
o Colour printer
o Calculators
o FM system

Prior Learning Connections

● Reading and writing
● Story structure
● Retelling
● Sharing

Differentiation/Accommodations

None

Special Concerns

None

Assessment

Formative Assessments
● Ask students many questions about the book while reading

Summative Assessment
● Have students retell and record the concepts of story structure, including characters, setting,
 beginning, middle and end

Procedure

Before the lesson ● Make poster of beginning, middle and end

● Collect materials
● Print out worksheets

During the lesson ● Ask students what the different parts of a story UDL Guidelines
mean
● Create bracelet with students See
● Read book to students http://www.udlc
● Have students fill out worksheet about book enter.org/about
udl/udlguideline
s

After the lesson ● Collect worksheets

Video of Teaching
Submit an unedited video, no shorter than 4 minutes and no longer than 6 minutes in length, of
you implementing formative assessment strategies while working with a small group (no fewer
than 2 and more than 6 students). The video must clearly show you implementing formative
assessment strategies as an educator, and the spoken words in the small group must be clearly
audible. An unlisted Youtube video is recommended.

Video

https://youtu.be/rRZHyQfB6fk
This group of students is one of the groups that needs more help when reading and writing.
As you can see throughout the video, some students get pulled to a reading specialist for
testing.
Here is a picture of the poster I reference multiple times throughout the lesson:
PART 3: Reflection
My Reflection Essay
After teaching the lesson, compose a reflective essay exploring your experience leading the
lesson or learning experience that addresses the following questions:
● What did you learn from implementing the formative assessment strategies in the
lesson? How did you gain those insights? Specificity is important.
● How did your implementation of the formative assessment strategies fit with your
expectations when you were planning the lesson? Were there any surprises?
● Based on what you learned from the formative assessment strategies you used in the
lesson, what are your next steps to support the learners’ growth?
● If you could go back and redo this lesson, what, if anything, would you do differently and
why?

Essay
 By implementing formative assessment strategies into the lesson, I learned that it can be

extremely effective to use these strategies to help the students learn and they are a good gauge

into how well the students are understanding the lesson. It can be harder with a group that

needs extra help, as they can easily become unfocused and therefore not understand the lesson

at all. I gained these insights because I could tell that one of the students, who was not doing

as well at paying attention, was having a harder time answering some of the formative

assessment questions I was asking to the group. On the other hand, one of the students that

was doing very well at focusing and understanding what I was teaching did a lot better at

correctly answering the questions. The implementation of these strategies went the same way

as I expected them to go. Because I was teaching one of the lower level groups, I didn’t expect

the students to have as much difficulty with answering the questions and retelling the story. I

also didn’t expect the students to take as long to go through the worksheet as they did.

To support the learner’s growth, there should be other summative assessments on

retelling stories to help the students fully understand the aspects of retelling a story and how to

retell a story on their own. If I could go back and redo the lesson, I would probably pick a

book that was shorter and not as detailed, so that the students would have an easier time

retelling the different parts. I was not sure what group I would be teaching until I got to the

classroom, so had I known I would be working with this group, I may have changed the book

before the lesson. Overall, I think my lesson ran pretty smoothly and most of the students

understood the different aspects of story retelling and enjoyed making bracelets to go along

with the lesson.