Victoria McDonald TWS 4- Assessment Plan

Overview of Assessment Plan Throughout the unit of study students will be assessed by numerous formative assessments and several summative assessments as well Students will have the o!!ortunity to wor" in grou!s and collaborate to gain a better understanding of the !laces and regions in South #arolina Through assessments the teacher will be able to identify individuals that struggle with the ob$ectives and may be in need of some modifications The assessments are develo!mentally a!!ro!riate for third grade students and are aligned with the unit standards and ob$ectives #hec"list will be used to record most formative assessments that ta"e !lace #hec"lists along with teacher observations are im!ortant before com!leting the summative%!ost assessment at the end of the unit The teacher will have a realistic idea of what the results of the !ost assessment will show The chec"lists and observations will also hel! identify strengths and wea"nesses of students when !ertaining to this !articular sub$ect manner Pre-Assessments At the beginning of each lesson& ' start with a whole grou! discussion This is usually the time that my !re-assessment ta"es !lace All of the !re-assessments are formative and ma$ority are recorded by chec"list These !articular assessments will be evaluated for formative use only Through my !re-assessment results& ' will be ca!able of creating a better understanding for which students are going to need additional guidance and some minor modifications !ossibly ' will determine each student(s !erformance in relation to the standards by observing their achievement with the !re-assessment ' will never e)!ect students to "now everything there is to "now about

Victoria McDonald TWS 4- Assessment Plan the regions of South #arolina My e)!ectations would be for students to be familiar with the layout of the state and it(s location in regards to bordering states and the Atlantic *cean

During Assessments While each lesson is going on ' will be com!leting chec"lists and recording anecdotal notes about the !rogression and out!ut of my student(s wor" ' will ma"e notes based on the +uestions ' may as" them while they are wor"ing or ' may chec" to see if they are wor"ing coo!eratively with other members of the class Assessments recorded during the assessment are going to formative as well Students will wor" together during this unit to ma"e a model of South #arolina and all of its ma$or river systems Post- Assessment Multi!le ty!es of summative assessments will be used during the unit to chec" students( !rogress Students will ta"e +ui,,es& com!lete e)it tic"ets to move on the ne)t lesson& and demonstrate their ability of labeling ma!s The various forms of assessments will allow students am!le o!!ortunities to e)!ress their "nowledge of the information There will not be as many verbal cues during the !ost-assessment as there were in the formative assessments The students will be e)!ected to be more familiar with the sub$ect and not re+uire as much guidance as they needed at the beginning& when being introduced to the standards Use of Formative Assessments ' would not grade the formative assessments -owever& at times ' may use my anecdotal notes and results of chec"lists to calculate a class wor" grade The formative assessments would serve the main

Victoria McDonald TWS 4- Assessment Plan !ur!ose of informing me of what my students "now and what they need to learn 't would also hel! me view their growth and !rogression throughout the lessons ' would save all notes and any !reassessment or during- assessment students com!lete because this evidence would be great to use during !arent conferences or when attending '.P or /t' meetings The formative assessments are e)tremely im!ortant and ma"e all other assessments valuable

Unit Objectives

Assessme nts

Format of Assessments Pre2 #hec"list will indicate which students are familiar with the !hysical features of S# 5formative6 During2 observations and use of anecdotal records 5formative6 Post2 7uestion and Answer 578A6 e)it tic"et 5summative6

Accommodatio ns Modification and re!etition of instruction as needed will be !rovided A model of the state will be !rovided following the !re-assessment Provide verbal cues and sim!le translations for .nglish learners .)tra wait time during the 78A e)it tic"et .)tra time will be !rovided as needed

0nit *b$ective 12 Students will be able to categori,e the si)-landform regions according to their location in the state with 1334 accuracy (South Carolina Studies -!"!#

PreAssessmen t During Assessmen t PostAssessmen t

0nit *b$ective 92 The students will be able to classify

PreAssessmen t

Pre2 #hec"list will be used to record students( ability to

Victoria McDonald TWS 4- Assessment Plan Provide sort the !hysical features of S# S# landform regions based on climate& !hysical features& and natural resources with :34 accuracy (South Carolina Studies -!"!# $%-da& lesson$ PostAssessmen t Post2 7ui, on characteristics of each region 5summative6 During Assessmen t During2 Teacher observations and anecdotal notes 5formative6 according to regions 5formative6 modified instructions when necessary /e!etition of directions as needed Demonstration of how to collect information Model note ta"ing and draw !ictures to assist my .nglish learning students .)tended time will be !rovided when necessary /eading of all During2 78A in small grou!s< During Assessmen t PostAssessmen t Post2 S# ma! +ui, 5summative6 observations< chec"list< anecdotal notes 5formative6 instructions and re!etition when needed Model how to use ma! tools

0nit *b$ective ;2 When viewing a ma! of South #arolina without labels students will be able to identify the location of all ma$or cities and the state ca!ital while using symbols from the ma! legend to label each with :34 accuracy PreAssessmen t

Pre2 Students will com!lete a ma! reading activity with 5formative6

Victoria McDonald TWS 4- Assessment Plan

(South Carolina Studies -!"%#

Pre0nit *b$ective 42 Students will be able to identify the location of ma$or S# river systems (South Carolina Studies -!"%# Assessmen t During Assessmen t PostAssessmen t

Pre2 locating rivers on a ma! 5not by name6< chec"list 5formative6 During2 *bservation and teacher notes of grou! wor" 5formative6 Post2 S# /iver Systems 7ui, 5summative6 .)tended time will be !rovided when necessary /eading of all instructions and re!etition when needed Model how to use ma! tools