Breanna Cook

TWS 4: Assessment Plan

A. Overview of the Assessment Plan
Mini-Unit
Objective(s)
Fifth grade
students will
define
informational
texts and its
elements
including
main idea,
summarizing,
text structure,
and compare
and contrast.

Pre-Assessment

Accommodations/
Modifications
To determine
Based on the results of
which students are the pre-assessment, I will
exceeding
use group work,
standard, at
scaffolding, visual aides,
standard, and
and possibly a tiered
approaching
lesson plan to address
standard, I created modifications. The group
a short quiz with
work will help students
five multiple-choice support one another
questions and two
through collaboration. I
short answer
will also assist and
questions. I chose
support my students with
to create a prescaffolding through
assessment in the
written directions or
format of a quiz
questions prompts and
because I felt it
modeling activities.
would best show
Other visual aides such as
student mastery
a Venn diagram, charts,
and prior
sample work and written
knowledge. I will
examples will provide my
use this prestudents with an
assessment to
accommodation.
show student
Depending on the results,
knowledge of the
I may use a tiered lesson.
elements of
I will only use a tiered
informational texts. lesson if I have a
relatively even amount of
students at two or three
levels of mastery.

Lessons and
Objectives
Lesson 1:
Objective-Fifth grade
students will
examine the
elements of main
idea and
summarizing
informational texts.
Activity- Using the
Somebody Wanted
But So instructional
strategy, the students
will practice
choosing details from
Harry I Was?!? Once
their chart is
complete, the
students will use the
chart to create a
summary sentence
or sentences.
Lesson 2:
Objective- Fifth grade
students will identify
the text structure of
different
informational texts.
Activity- In groups at
their seats to explore
text structures, the
students will
participate in the
Pass the Bag game.
I will create 5 bags,
one for each text
structure discussed
in class. Each bag
will have
descriptions and

Post-Assessment
I will use the same
assessment as the
pre-assessment to
analyze student
growth. I will analyze
the data for the whole
class. The subgroups
I will use include,
males and females,
African American and
Caucasian, and
students who were
exceeding standard, at
standard, and
approaching standard
according to the preassessment.

Breanna Cook
examples for the text
structure it
represents. The
students job will be
to examine the
contents of the bag to
determine the text
structure of each bag.
The students will
have three minutes
with each bag before
passing it to the next
group. This will
continue until they
have seen all of the
bags. The students
will be allowed to
use their notes
during this activity.
The students will
complete an answer
sheet in the form of a
chart.
Lesson 3:
Objective- Fifth grade
students will
compare and
contrast different
informational texts.
Activity- The
students, in their
table groups, will be
given two
informational texts in
the form of articles to
compare and
contrast. The
students will first fill
in a Venn diagram to
show how the two
articles compare and
contrast in structure
and content. Then,
each group will
collaborate and write

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one statement
sentence for
comparing and
contrasting text
structures using the
example prompts
from the notes in
their reading
notebooks. Students
will complete an exit
slip with the prompt,
How do we use
compare and
contrast with
informational texts?
B. Description of the pre- and post- assessments that are aligned with the miniunit goals:
a. I will use the same assessment for the pre- and post- assessments. I
created a seven-question quiz. The quiz contains five multiple-choice
questions and two short answer questions. The multiple-choice
questions ask students to identify the definition or purpose of the
elements of informational texts. These elements include, main idea,
summarizing, text structure, and compare and contrast. The two
short answer questions ask students to write a complete sentence
answering general questions pertaining to informational texts such as,
the definition of an informational text and the important elements of
an informational text. This quiz will help me determine my students
schema of informational texts. Thus, providing me with a starting
point for creating my three lessons. Knowing where my students are
on their level of knowledge for informational texts, I will be able to

Breanna Cook
better plan my lessons to help my students master the lesson
objectives. The criteria I will use to determine if the students
performance exceeds standards, is at standard, or is approaching the
standard is a scoring system out of seven points. A score of 7 out of 7
will be required for exceeding standard, a score of 5 out of 7 for at
standard, and a score of 3 out of 7 or lower will be considered
approaching the standard. I will expect a score of 7 out of 7 for
exceeding standard because the students should have schema for
informational texts from previous years of schooling. They should
also be able to use context clues within the pre-assessment to guide
their answers. I will expect a score of 5 out of 7 for students to be
considered at standard because that score will show that the students
remember some information pertaining to elements of informational
texts. I can then use the data to tell me what the students have
already mastered and what aspects need improvement. Then, I can
plan my lessons to help at standard students make those particular
improvements. For the approaching standard criteria, I will look for
students who scored a 3 out of 7 or lower. Again, these students may
show mastery in some areas of the elements of informational texts,
but need support to become proficient in the content.
C. Discussion of the plan for determining student progress during each of the
three lessons:

Breanna Cook
a. I will observe students throughout whole group and small group
discussions. Through observations, I will listen for appropriate
collaboration of the elements of informational texts. I will also use
exit slips and quick writes. The exit slips will help me determine if
any gains are made by students on an individual level after each days
lesson. The data from the exit slips will allow me to guide instruction
for the succeeding lessons in the mini-unit. One exit slip prompt will
be, what does it mean to compare and contrast? After students
answer the question on a post-it note or index card, I will read their
responses to see if the students retained the information from the
lesson on the elements of compare and contrast. If I still have
students who do not understand the difference between compare and
contrast, I will work more closely with them the next day to provide
the necessary support to ensure mastery of the terms. Quick writes
will be used during the lessons to show me that students are on task
and able to communicate the content for each lesson. The first lesson
asks students to create a summary using the Somebody Wanted But So
strategy. The students will turn in their written summaries, which
will be considered the quick write for that lesson. I will then use their
summaries, to see if students were able to complete the chart with
appropriate details and then transfer the information into a summary.
The second lesson, I will observe students as they work in table
groups. They will also complete a chart where they will identify the

Breanna Cook
bag number and the text structure that is represented in the bag. This
data is important because I can then use the information to determine
student progress with identifying text structures. If progress was not
made, then I will need to re-teach the strategy. During the third
lesson, the students will create a Venn diagram. The Venn diagram
will provide students with a visual aide, but will also provide me with
visual representation of whether the students have mastered how to
create a Venn diagram. I will look for accurate information and
appropriate labeling of the Venn diagram. The use of these differing
formative assessments is important, because they offer students a
variety of opportunities to demonstrate progress in their knowledge
of elements for informational texts.