Evidence Set Two: Learning Goals Learning Goals TLWBAT identify the life cycle of a plant and how it changes, the steps in planting, and the parts of a plant. TLWBAT identify the characteristics of plants. TLWBAT identify what plants need to grow and survive. TLWBAT compare numbers by identifying which number is greater, less, or equal to another number. TLWBAT measure the length of objects using nonstandard units of measurement. TLWBAT ask and answer questions about details in a text. Specific Topics Covered The steps in planting. Life cycle of a plant. Types of vegetables and where they grow. Parts of a plant. Jobs of parts of plant. Identify what plants need to survive and grow. Comparing numbers using greater than, less than, and equals to. Measurement with nonstandard units. Answer questions from a text. Content Area Science Science Science Math Math Reading CCSS or GLE LS-E-B1 LS-E-B1 LS-E-A1 1.NBT.B.3 1.MD.A.2 RL.1.1 Type and Level of Learning Type: Direct Instruction Student Led Conversation Hands-on Independent Assessment Level of Learning: Synthesis (predictions) Comprehension (summarizing) Application Type: Inquiry Student Led Conversation Direct Instruction Hands-on Independent Assessment Level of Learning: Knowledge Synthesis (predictions) Comprehension Type: Student Led Discussion Direct Instruction Independent Assessment Level of Learning: Knowledge Comprehension Application Type: Direct Instruction Guided Practice Independent Assessment Level of Learning: Knowledge Comprehension Application Analysis Type: Inquiry Direct Instruction Guided Practice Independent Assessment Level of Learning: Knowledge Application Analysis Type: Direct Instruction Guided Practice Independent Assessment Level of Learning: Knowledge Application Analysis Why appropriate This learning goal is appropriate on several levels. Aligned with the Louisiana GLEs for science in first This learning goal is appropriate on several levels. Students had a very high interest in plants. The students prior This learning goal is appropriate on several levels. Aligned with the Louisiana GLEs for science in first This learning goal is appropriate on several levels. Aligned with Common Core State Standards. The skill was This learning goal is appropriate on several levels. Aligned with Common Core State Standards. This learning goal is appropriate on several levels. Aligned with Common Core State Standards.
Evidence Set Three: Assessment Plan Learning Goals Assessments Format of Assessment Adaptations Learning Goal 1: TLWBAT identify the life cycle of a plant, how it changes, and the steps in planting. Pre-Assessment: Formative Assessment: Post-Assessment: Label steps in life cycle Fill in diagram Student led conversation, oral question and answer, independent worksheet on retelling of a story with life cycle, life cycle diagram, and 3D plant with labels, planting of pinto bean plants, journal of observations of plants. Label steps in life cycle Fill in diagram Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the opportunity to complete another independent assignment to see if they have grown and have mastered the skill. Learning Goal 2: TLWBAT identify the characteristics of plants including the parts of a plant and the jobs of the plant parts. Pre-Assessment: Formative Assessment: Post-Assessment: Fill in the blank True or False Students led conversation, oral question and answer, guided flipchart, independent worksheet on tops and bottoms, morning message question, diagram on worksheet. Fill in the blank True or False Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the opportunity to complete another independent assignment to see if they have grown and have mastered the skill. Learning Goal 3: TLWBAT identify what plants need to grow and survive. Pre-Assessment: Formative Assessment: Fill in the blank True or false Student led conversation, oral question and answer, independent craft. Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the
Post-Assessment: Fill in the blank. opportunity to complete another independent assignment to see if they have grown and have mastered the skill. Learning Goal 4: TLWBAT compare numbers by identifying which number is greater, less, or equal to another number. Pre-Assessment: Formative Assessment: Post-Assessment: Circle the correct answer. Oral question and answer, interactive flipchart, independent worksheets, and roll the dice activity sheet. Circle the correct answer. Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the opportunity to complete another independent assignment to see if they have grown and have mastered the skill. Learning Goal 5: TLWBAT measure the length of objects using nonstandard units of measurement. Pre-Assessment: Formative Assessment: Post-Assessment: Performance task Responses from inquiry, student led discussion, oral question and answer, individual measuring and answers, interactive flipchart, and independent worksheet(s). Performance task Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the opportunity to complete another independent assignment to see if they have grown and have mastered the skill. Learning Goal 6: TLWBAT ask and answer questions about details in a text. Pre-Assessment: Formative Assessment: Post-Assessment: Constructed response Oral question and answer, interactive flipchart. Constructed response Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the opportunity to complete another independent assignment to see if they have grown and have mastered the skill.
the total number of questions is eighteen. The student will receive a score of the number of questions that got correct out of eighteen, the total number of questions. However this score will not determine if they have passed or mastered the skills on this test. This is just an indicator of overall how the student did on this assessment. The actual scores on how the student did on each component or skill tested will be determined based on the number of questions related to each standard and how many they received correct. For part two of the assessment, the performance task, students will also receive a check if they completed the task correctly and an x if they did not. As indicated on the assessment, the student must receive a check in all three measurement tasks (how they are measuring in relation to how one measures with nonstandard units) in order to satisfy mastery of the measurement skill. For the assessment I have matched each skill to a certain number of questions. The questions for each skill might encompass more than one questioning format – multiple choice, fill in the blank, and constructed response. I have documented which questions go with each common core standard or GLE. It is based on this number of correct items within each standard to determine if the student has mastered the skill being tested. The student must receive 75% or higher on the questions in relation to each skill and standard in order to have mastered it. This coincides with the grading requirements of my school, Mimosa Park Elementary. Performance Task Plans for Formative Assessment Formative assessments will be used throughout my thematic unit to help retrieve feedback on the performance of students in relation to the standards and skills I am teaching and testing. These formal assessments will help me to decide if individual students need more time, practice, or re-teaching in order to understand a goal I am assessing. The types of formative assessments that I will rely on include: observations, discussions, and independent practice worksheets related to the skill. For my observations and discussions I will
LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 5 S Student # 7 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1.NBT.B.3 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 1 N LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 3 N LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S Student # 8 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1.NBT.B.3 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S
1.NBT.B.3 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 5 S Student # 11 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1.NBT.B.3 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 5 N LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 5 S
Student # 12 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1.NBT.B.3 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 3 N LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S Student # 13 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1.NBT.B.3 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 5 N
Daily Schedule Log January 17, 2014 – Pre-Assessment: Part One and Two February Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 Math: Interactive Flipchart – Greater Than (Learning Goal 4) Guess Who (Learning Goal 4) Science: Plant Seeds (Learning Goal 1) 11 12 Reading: Tops and Bottoms (Learning Goal 6 ) Science: Tops and Bottoms - Where Plants Grow (Learning Goal 2 ) 13 Science: Needs of a Plant (Learning Goal 3) 14 Science: Parts of a Plant (Learning Goal 1) 15 16 17 Science: Jobs of Plant Parts (Learning Goal) 18 19 Science: Observations of Plants – Measurements (Learning Goals 1 and 5) 20 21 22 23 24 Science: Life Cycle Match (Learning Goal 1) Retelling of How a Seed Grows (Learning Goal 25 Science: Life Cycle Match (Learning Goal 1) 26 27 Post – Assessment: Part One 28
March / April Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Math: Inquiry with Measurement (Learning Goal 5) 1 Math: Interactive Flipchart with Measurement (Learning Goal 5) 2 3 Math: Measurement and Addition with Flowers (Learning Goal 5) 4 Post- Assessment: Part Two
LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 5 S 6 S Student # 2 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 1 S 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 7 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 3 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N 1 N LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 7 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 4 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 1 S 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S 1 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 7 S 7 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 7 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 1 N 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 3 N 5 N LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 9 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N 0 N LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 5 N 6 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 10 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S ABSENT RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 5 S
Student # 13 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 5 N 5 N LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 14 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N 1 N LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 3 N 7 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 16 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 1 S 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 1 N 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 0 N 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N 7 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 17 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 1 S 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N 7 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S
Student # 21 1.MD.A.2 I can measure objects using nonstandard units. 5 Math performance task 1 0 N 1 S 1.MD.C.4 I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =. 4 Math 12 & 13 2 2 S 2 S RL.1.1 Ask and answer questions about details in a text. 6 Reading 17 & 18 2 1 N 2 S LS-E-A1 Identify what animals and plants need to grow and develop. 3 Science 10 1 1 S 1 S LS-E-A2 Describe the characteristics of living and nonliving things. 2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 6 S LS-E-B1 Record and share observations of changes in developing plants. 1 Science 1, 2, 3, 4, 5, & 6 6 6 S 5 S This table depicts information about every student in the class, every learning goal aligned to the Common Core State Standards or Louisiana GLEs, and the achievement of mastery of each learning goal on the pre assessment and post assessment. According to the specific data comparing how students achieved on the pre-assessment versus the post-assessment, almost all of the