Formative & Summative Assessment
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Purpose: The purpose of this assignment is to identify how play presents the opportunity for the development of dispositions and habits of mind.
Directions:
Following the example provided in the chapter, develop a mastery-learning unit based on three objectives. Make sure the unit includes the following:
- A table of specifications
- Two learning activities for each objective
- Two correctives for each objective
- Two enrichment activities for each objective. Make sure to use Webb’s Depths of Knowledge for this assignment (Figure 7-9, pg. 198).
- Confirm you have constructed a total of six activities (two for each above mentioned category).
- Save your work in a word document and upload it onto the Discussion Board. Reply to at least another post.
Formative & Summative Assessment
Objectives
Learning Activity 1
Learning Activity 2
Corrective Activity 1
Corrective Activity 2
Enrichment Activity 1
Enrichment Activity 2
Objective #1:
The student, after an explanation on key ideas in a story, will be able to use illustrations and details in a text to describe its characters, setting, or events.
The student will be asked to sit in a circle in the front of the class to read a story, along with the teacher, and be able to identify key points in the story that is being read by answering and asking appropriate questions.
The student will be asked to sit in a circle in front of the class to perform a picture walk, together as a whole class and with the teacher, to recognize key detail, using illustrations.
The student will be asked to collect and display details using text and illustration details to describe the characters.
The student will be asked to organize and graph the details that describe the characters, setting, and events in the story.
The student will be given an empty graphic organizer that includes the characters, setting, and events; the students are expected to connect, or match them using key points.
The student will be given a new story to read and an empty graphic organizer labeled with “Characters, Setting, and Events” to fill in and apply concepts learned previously.
Objective #2:
The student, after an explanation on time with analog and digital clocks, will be able to
tell and write time in hours and half hours
The student will be asked to recognize the difference between an analog and digital clock by observing two physical examples.
The student will be asked to identify and label an analog clock, using a given worksheet.
The student will be asked to compare the differences and similarities between an analog and digital clock.
The student will be asked to draw, label, and identify patterns involved within an analog clock.
The student will be given different times to be shown within both clocks, to hours and half hours (i.e. 6:00, 6:30, etc.).
The student will be given a worksheet containing both blank analog and digital clocks, to differentiate given times.
Objective #3:
The student, after an explanation on words or phrases that suggest feelings or appeal to the senses, will be able to identify them within stories or poems.
The student will be involved in a discussion recalling the different senses and feelings that we experience, (i.e. sight, taste, hearing, touch, and smell).
The student will be asked to sit in a circle with the rest of the class to read a story and recognize the different senses and feelings seen in the story.
The student will be using “My Five Senses” by Margaret Miller to compare their own experiences with what is being told in the story.
The student will be able to categorize and interpret the different senses and feelings they experienced while going through the story.
The student will participate in an investigative discussion, by involving their own personal experiences with what is being told in the story.
The student will be able to construct their own story involving an experience that withheld multiple feelings and the use of their senses.
