Planning a Pre-assessment

Use your unit learning goals as a starting point for pre-assessment item ideas. Think through your ideas using this table. Add
rows as necessary.

Goal(s) pre- What will this help me

What other kinds of
assessed. discover? (Why am I asking What is the “ideal” (or most
Pre-Assessment Items Use the this? What am I trying to find advanced response)?
responses am I anticipating
or looking for?
codes! out?)

Describe an instance in which you attempted PRU1 Students understanding of Answers may vary. A less detailed version of the
to persuade your parent or a friend of PRK4 persuasive texts and the “ideal” answer
something you really wanted to do. Then, U1 connection between persuasion Makes their stance clear, uses
consider and record the ways in which you and argument. reasoning and evidence, appeal to
attempted to persuade your parent or emotions, acknowledge the other
friend. Students’ prior experiences with side
persuasion to give context to their
understanding.

List differences between an informational
text and a literary text.
PRU2 Students know the difference
between the two types of texts so
they can be aware of when they
should be acting as critical
consumers
Characteristics of an informational
text: provides information and facts
about people, events, etc. that are
real; the purpose could be to
inform, teach, persuade
Characteristics of a literary text
include: narrative structure with
plot, setting, characters; the
purpose may be to entertain
An example of each different text
type explaining what makes it that
type of text.
Ex: Harry Potter = literary because
it is a made-up story
The NY Times is informational
because it tells us what is going on
in the world

Match the following terms to their K1 Student familiarity/exposure to 4. D N/A

definitions: K2 common rhetorical terms 5. C
S1 6. I
Rhetoric --the art of effective or 7. B
Pun persuasive speaking or writing 8. A
Hyperbole --a play on the meaning of 9. H
Euphemism words 10. F
Antithesis --deliberate exaggeration for
Assonance emphasis
Epistrophe
Adapted from Professional Development for Differentiating Instruction (Strickland, ASCD)
 --harsh words are substituted
for milder ones
--juxtaposition of contrasting
ideas
--repetition of sounds within
words
--repetition of the same
word(s) at the end of
successive clauses
List the three different rhetorical appeals
and briefly describe or give an example of
each.
Read the following brief passage (part of
student-friendly version of pre-assessment)
and answer the following questions.
1. What is the main purpose of the
above text? How does the author
convey the purpose?
2. What is your response to the
author’s stance/stated position in
the above text? Explain your
reasoning.
Adapted from Professional Development for Differentiating Instruction (Strickland, ASCD)
S1 To determine if students have prior Examples may vary, but one Ethos, pathos, logos without a
K3 knowledge of appeals to rhetoric example for each appeal is included description or
and their understanding of the below. Ethos—ethics
three appeal types Ethos—an appeal to ethics or Pathos—emotion
credibility of the speaker; ex: a Logos—logic
world-renowned scientist noted for
curing skin cancer recommends a
certain sunscreen brand
Pathos— an appeal to emotion,
such as fear, rage, joy, etc.; ex: a
home security commercial might
play to this appeal might making
consumers feel they need their
product to be safe
Logos—an appeal to logic or
reasoning, including supporting
evidence; ex: a car salesman lists
characteristics of a car including
MPG, safety features, luxury
components, etc.
U2 If students are able to read a To encourage people to volunteer. A list of reasons explaining why
U3 passage to determine purpose and Through facts and research-based people should volunteer.
S3 characteristics of an argument and evidence.
PRK7 to determine if students can
identify ways in which the purpose
was supported.
U4 To determine how students will Answers will vary. N/A
K7 respond, including if they will act as
S6 critical consumers.
PRK7
 3. In your own words, what does it
mean to be a “critical consumer of
information?” In what ways, if any,
are you a critical consumer of
information?
PRU4 To determine if students
U4 understand what a critical
consumer is and to gain insight into
whether or not students consider
themselves to be critical
consumers.
To use thinking skills to examine,
and perhaps question, what we are
reading/are told to make an
informed decision that we arrived
at based on our own understanding
of a topic.
Might anticipate that students take
in or “consume” a lot of
information from a variety of
texts/sources.

Adapted from Professional Development for Differentiating Instruction (Strickland, ASCD)