24 Jun For this assignment, you are to create an Assessment Packet. Elements that are needed in this packet: Identity with Common Core / or Ohio/ California Learning Standards fo
Please look at the attachment for Directions and also Please look at the example for guidance.
I need this assignment back by tomorrow .
Assignment 2 Key Assessment – Assessment Packet I have attached an example for directions
For this assignment, you are to create an Assessment Packet.
Elements that are needed in this packet:
Identity with Common Core / or Ohio/ or California Learning Standards for grades K-5
Example:
RF.K.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequently words by sight.
W.2.5 Production and Distribution of Writing: With guidance and support from adults and peers, focus on a topic, and strengthen writing as needed by revising and editing.
Creates 4 learning objectives based on Blooms Taxonomy and are level 3 or higher
Example:
Students will be able to identify sight words throughout the text.
Students will choose a sight word and write a sentence using the sight word.
Create a list of 10 assessment methods and indicate how each connects with Gardner’s multiple intelligence theory
Example:
Logical-Mathematical – Using letter puzzles to make sight words would be my project for logical-mathematical skilled students. Students with this intelligence learn better with patterns and puzzles because logic is needed to complete them. Therefore, the student using anagrams to make sight words will help them memorize the words and learn to spell sight words. This can also help with recognition.
Body-Kinesthetic – A sight word scavenger hunt around the school would be my project for this intelligence. Students who have body-kinesthetic intelligence have great gross and fine motor skills and love to move. This is why I would use movement activities and the scavenger hunt to find sight words would be perfect for students with body-kinesthetic intelligence.
Select 2 of the assessment methods you created and adapt them to ELL learners
Example:
Using anagrams (letter puzzles) to make sight words will help ELL learners with the letter sounds and how to combine sounds to make words.
Select 2 of the assessment methods you related and adapt them to students with special needs of your choice. Provide a list of adaptive devices that could be used to help those students.
Example:
Creating songs for sight words – My students who created the sight word song and rhymes I will record and have my special needs children listen to learn the song. The adaptive devices needed are headphones, a CD, a tape recorder.
Create 3 open-ended and closed-ended 3 questions that require Bloom's Taxonomy level 3 or higher.
Example:
Do you know your sight words?
Create 3 writing prompts aligned with Ohio Common Core / or Ohio/ or California Learning Standards for grades K-5 AND create a rubric for each prompt.
Example:
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Prompt: Write what you did over the weekend and how you felt, then circle the sight words you used. After, draw a picture of what you did.
Rubric: Wrote on the topic (5pts); Picture of prompt (5pts); Circled all sight words (5pts)
Select 2 observation methods from the textbook. Include any anecdotal records form and check sheets created.
Include textbook and academic sources as evidence.
2-page minimum, 12 size font, time new roman font, double spaced, APA format.
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Assignment 4: Key Assessment 1
Assignment 4: Key Assessment
May 8, 2022
Central State University
ECE-4435: Observe, Document, Assess Young Children
Caitlin Morrison
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Assignment 4: Key Assessment 2
My comparison chart is for kindergartner’s and includes two assessments, one towards
the beginning of the year and one towards the end of the year. It would include the below chart
that would be filled out at each assessment to compare the development and skills that the child
has learned. It would state the date, the students' names, then the category I would be assessing
them on, in this case my example would be for math concepts. I would have shape, color, and
number recognition using cards to see if kids can tell me the correct color/shape/number on the
first attempt with no assistance. Below is an example, that would be bigger for a real classroom
size, but is smaller for this paper.
Name of Student Shapes Colors Number Recognition
Briar
Circle N or Y Red N or Y 1 N or Y
Square N or Y Blue N or Y 2 N or Y
Rectangle N or Y Green N or Y 3 N or Y
Triangle N or Y Yellow N or Y 4 N or Y
Each chart from the assessments will be able to be compared to another, allowing parents and the
teacher to see where the student improved and where they might still need some work/practice.
Strategies for different types of learners for this assessment and these concepts are unlimited. For
visual learners I would get art involved with math, allowing students to paint shapes and follow
along with how to draw them. “For starters, visually inclined children can be taught how to
manage new math materials by illustrating their work” (Swinson, 2019). We could cut out
numbers one through ten as a class and decorate them to hang in the classroom, also allowing art
to be incorporated is one of the best ways to teach colors. For auditory learners we would
practice songs correlated with colors, shapes, and numbers. We would also watch fun,
interactive, educational videos that relate to those concepts. For tactile learners we would use
manipulatives and physical objects to work with, such as wooden blocks to learn shapes, base-
ten blocks for colors, etc. An activity that would go best with these math concepts and
incorporate group/class work would be a scavenger hunt inside or outside of the classroom where
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Assignment 4: Key Assessment 3
students are asked to find something that is yellow, or something that is circular, or three pieces
of grass/books.
For my gifted students who are able to go above and beyond the concepts, they will be given an
assignment to allow them to go more in depth into the lesson. Gifted students need activities that
go beyond the required skills to keep them engaged and interested in school. “Mathematics is an
especially difficult subject when it comes to differentiation for gifted students because the
students learn at different paces” (Oak Crest Academy, 2017). I would assign students two
specific shapes and three colors, give them one sheet of white paper, and tell them using only
those shapes as well as only those colors, they must create a drawing or picture. It may be
whatever they want, which will give the student a feeling of empowerment that they get to
decide and push them to get creative by going beyond just recognizing these shapes but using
them to create something physical. This project would be graded with the rubric below, there is a
possibility for 9 points total:
3/3 points 2/3 points 1/3 points
Student used only the 2 assigned shapes
Student used at least one of the assigned shapes
Student used none of the assigned shapes
Student used only the 3 assigned colors
Student used at least one of the assigned colors
Student used none of the assigned colors
Student created a picture with a reason behind it, demonstrating where the shapes/colors were that they used to the teacher
Student created a picture with at least some of the assigned colors and shapes, were able to demonstrate where they were and identify other shapes/colors they chose to use.
Student created a picture, but did not use shapes, and could not identify the colors/shapes in the picture.
My letter to a parent explaining scores for a struggling student and what the next steps
would be the following.
Dear Parent(s),
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Assignment 4: Key Assessment 4
Attached to this letter is the first assessment of this year for your child. I will be
doing another assessment after several months, towards the end of the year, again
assessing skills at this time. Highlighted is what your child knows and is efficient with,
these assessments are not meant to be perfect and help me, as the teacher, know what to
work on with each student. By sharing these results, I hope you can have a clear
understanding of your child’s kindergarten skills and see what areas you can work with
them on as well.
Please do know that these skills do not have to be mastered by the end of the year
and that this assessment is a great source of information for math concepts, especially for
the teacher they will have the next year. It allows all teachers to see what skills may need
more practice and which skills have been mastered. At this time, your child is struggling
with most of the math skills/concepts, although many factors can play a role in test
results. Please let me know if there is something that you know your child knows but isn’t
marked and we can go over the assessment score reasoning. By working with your child
at home, even for ten minutes after dinner each day, or playing interactive games that
involve these areas of skills, you can help with the development of their skills. This report
is only one resource of what your child knows but is helpful for me so I can gear myself
specifically towards what skills need practice. I know that your child will advance and
grow through this year, and I am so excited to watch that!
Thank you.
My letter to a parent explaining test scores for a gifted student and what the next steps would be
the following.
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Assignment 4: Key Assessment 5
Dear Parent(s),
Attached to this letter is the first assessment of this year for your child. I will be doing another
assessment after several months, towards the end of the year, again assessing skills at this time.
Highlighted is what your child knows and is efficient with, these assessments are not meant to be
perfect and help me, as the teacher, know what to work on with each student. By sharing these
results, I hope you can have a clear understanding of your child’s kindergarten skills and see
what areas you can work with them on as well.
I am pleased to share with you that your child is mastery or contains skills in almost all our math
concepts even though we are just starting our year off. With that, there are a very select few
areas that need a bit more practice, but your child is a gifted student, with exceptional skills.
Moving forward, I will be allowing them to do “instead of” activities, which if they have shown
that they mastered the skill I am currently teaching, then I will allow them to do other projects or
assignments at that time that I provide. These assignments are not meant to single your child out
but keep school interesting and challenging for your gifted child since reviewing skilled material
can become repetitive and boring. I would also recommend, depending on how the next month or
two goes, that your child is moved up to first grade math skills and can even join a first-grade
class during math time to practice and learn about new concepts/skills. I am so proud of you
child, as I am sure you are as well, and I cannot wait to see what other amazing things they
accomplish this year!
Thank you.
References
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Assignment 4: Key Assessment 6
• Oak Crest Academy. “Why Differentiation for Gifted Students Is Important – Oak Crest.” Oak
Crest Academy, 3 Jan. 2019, https://oakcrestacademy.org/why-differentiation-for-gifted-
students-is-important/?msclkid=b00c7985ce7a11ec8894c25adc502125.
• Swinson, Tiara. “Learn Math through Art – How to Teach a Visual Learner.” Online & In Person
Math, Reading Writing & Coding Tutoring Program for Kids, Math Genie, 12 July 2019,
https://www.mathgenie.com/blog/learn-math-through-art-how-to-teach-a-visual-
learner?msclkid=3dff6060ce7611ec80f1debae3172d39.
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