Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Grade: 3
MDunn (2014)-2
Assessment Rubric Checklist
Remembering
Understanding
Applying
Partners
Vocabulary
Text Structure: Key ideas Cause, and Effect
DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.
Instructional approach
Accelerated Learners
MDunn (2014)-3
Assessment Rubric Checklist
MDunn (2014)-4
Assessment Rubric Checklist
1. Standard/Benchmark
(ACEI 2.1-2.4 Content Area Knowledge. List CCSS , HELDS, GLOs)
3.RL.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.. (I can read and ask myself what
happened in the story and why it happened in order to find different causes and effects in the
story Finding Lincoln)
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess
student learning, including criteria)
Students comprehension will be assessed when as they ask themselves questions about what
happened in the story and why it happened both orally and through written text. They will
participate in synonym and antonym activities to become more familiar with the highlighted
vocabulary in the text. Students will be taught about cause and effect, and will then fill out their
graphic organizers with 3-5 different causes and effects depending on their academic reading and
writing levels, which I will assess at the end of the lesson. I will formatively assess students during
collaborative and independent work time using a virtual checklist and note taking on an iPad
application. A summative assessment in the form of a checklist will be used to assess reading and
oral language skills
MDunn (2014)-5
Assessment Rubric Checklist
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)
1. Introduction (2 minutes)
2. Building background
(3 minutes)
MDunn (2014)-6
Assessment Rubric Checklist
d. Donated
e. Leader
f. Nervous
g. Refused
h. Temporary
6. Ask students to turn and share with their partner one
word they remember from Janes Discovery
7. Remind students to listen for these words and try to
figure out their meanings so they can do an activity
with the words after the story.
8. Tell students, during the next two days they will focus
on the text structure of the story Finding Lincoln
9. Explain that Authors use different kinds of text
structures and the type we will focus on today is cause
and effect.
10. Explain the purpose of cause and effect is to tell the
reader what events happened throughout the story An
effect is what happens as a result of an action or event
and a cause is an event or action that makes something
happen.
10.11.
Model Cause and Effect by telling students using
the asking questions strategy. Say the fire alarm
sounded when smoke filled the room
11.12.
Ask what happened? Their answer should be
the fire alarm sounded, but if they say smoke filled the
room ask why did this happen? They will not be able to
answer this so state this is an effect of something
happening, so what caused smoke to fill the room?
12.13.
Say when we read a longer story it can
sometimes be hard to find the cause and effect and in
this longer story there will be more than one cause and
effect. Tell students to be listening and looking for
these causes and effects during the story, and as they
read I will stop them and help begin to fill out the
graphic organizer.
13.14.
Ask students if they have any questions before
we begin reading.
MDunn (2014)-7
Assessment Rubric Checklist
3. Mini Lesson
(25 minutes to read story)
Independent Work
(20 minutes to answer qs)
14.15.
Read the Title, Author and Illustrator of the
story Finding Lincoln by Ann Malaspina and paintings
by Colin Bootman
15.16.
Turn the page and begin reading
16.17.
After reading page 224 ask what problem did
Louis come across?
a. Allow 2-3 answers and move on
17.18.
Continue reading pg. 225-226
18.19.
Say turn to a partner and discuss how do you
think Louis felt being in the public library?
19.20.
Stop reading and tell students to continue to
partner read with the person sitting next to them. Say
Continue reading 227-229 and then stop.
20.21.
Say turn to page 228 and look at the fourth
paragraph, there are details that describe what the
librarian does when se lets Louis in the Library
21.22.
Ask, How can those details tell us how she feels
when she lets Louis inside?
a. "turn to the person on the other side of you
and discuss
22.23.
Ask what could the effects of the librarian
helping Louis be?
a. Possible answers (she might get in trouble, she
could lose her job)
23.24.
Say, continue reading with your partner pages
229-232
24.25.
Ask what causes excitement in Louiss family?
a. (Louis brings home a library book from the main
library)
25.26.
Tell students to partner read the rest of the
story 233-235
26.27.
Ask how do you all think the Librarian Changed
the way Louis thought?
a. Allow 2-3 answers before giving next direction
27.28.
Display 2 question on the board on a piece of
chart paper
a. What causes Louis to learn more about young
Abraham Lincoln?
b. What was Louis able to do after he read the
story about young Abe and why couldnt he do
it before?
28.29.
Tell students to finish these questions and to
then be prepared to do an activity with the Vocabulary
from the two different stories they have read this
week.
MDunn (2014)-8
Assessment Rubric Checklist
4. Guided Practice
(5 minutes)
29.30.
Gather students back on the floor
31. Show Vocabulary PowerPoint and explain that they will
find synonyms that match each word today and
tomorrow they will find Antonym to match.
30.32.
Review the vocabulary words in the PowerPoint
and remind students of what a synonym is.
a. Amazement
b. Bravery
c. Disappear
d. Donated
e. Leader
f. Nervous
g. Refused
h. Temporary
i. A synonym is a word that means exactly
or almost the same thing (for example
shut the door and close the door)
31.33.
Tell students they will be finding synonyms for
the vocabulary words through a synonym matching
activity
32.34.
Explain they will play the Synonym Roll
Matching game
33.35.
With a partner you will play this game and try to
match up the synonyms to the correct vocab word
34.36.
Explain they will try to match the words and
each fill out a graphic organizer with the words they
think are synonyms/pairs
35.37.
Show students an example that they will need
to match a synonym roll word with an icing word and
once they think it is correct write it down
a. Tell students they will have a 7 minutes to play
the game and write their answers in their
organizer
MDunn (2014)-9
Assessment Rubric Checklist
36.38.
Pass out bags of cards to predetermined
partners
37.39.
Give each person a graphic organizer to fill out
38.40.
Explain that they will only be filling out the
Synonym part of the chart and tomorrow they will fill
out the Antonym section.
39.41.
Set timer for 7 minutes and allow students to
match synonyms to the vocabulary words
40.42.
Walk around and formatively assess students
knowledge of vocabulary words, and how well they
understand synonyms. Using an iPad application
checklist and notes.
6. Closure
(10 minutes)
41.43.
Gather students back on the floor in the front of
the classroom
d. Review the I can statements we worked on during
this lesson: I can read/listen to a story and
ask/answer questions in order to find different
causes and effects (3.RL.1 Key Ideas and Details)
e. I can figure out the meaning of a new word and
make sense of it by using different strategies I
know (3.L.4 Vocabulary Acquisition and Use)
42.44.
Have students share their synonym matches to
see if they got the same as the person sitting next to
them, not their partner.
43.45.
Display the Vocabulary words PowerPoint
44.46.
Go through each word and match the synonym
with the students responses, type this into the
PowerPoint as they tell you each one. Also discuss the
pictures associated with the Vocabulary Word (these
will be on each slide in the PowerPoint)
45.47.
Ask the students why synonyms can be helpful
to us when learning/ remembering new vocabulary
(pair-share)
46.48.
Remind students that the more vocabulary
words they know in a story they easier it will be to
understand it.
47.49.
Explain they will be re-reading the story
tomorrow and doing another activity, so keep all of
their reading stuff together because I am going to
collect everything
48.50.
Thank class for participating
MDunn (2014)-10
Assessment Rubric Checklist
Formative Assessment Task (for teacher candidate to complete at the end of the day)
Write the actions you need to complete at the end of the day using the formative and
summative assessment. What information are your looking for to support students learning
and your instruction?
As a formative assessment I will do temperature checks with the students throughout the
lesson in order to support student learning. I will also be walking around with my iPad using an
Assessment Application where I can check off if the students are on task and understanding the
concepts of synonyms, antonyms, and cause/effect.
MDunn (2014)-11
Assessment Rubric Checklist
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)
Introduction (2 minutes)
MDunn (2014)-12
Assessment Rubric Checklist
Building Background
(10 minutes)
Mini-Lesson
(12 minutes)
Guided Practice
(8 minutes)
MDunn (2014)-13
Assessment Rubric Checklist
24. Say this one will be harder because now I will tell you a
sentence and you need to identify the cause and effect,
but there is not a signal word in this one.
a. Sarah liked to ride her bike. One day on her way
home from school she was careless and didnt pay
attention while riding her bicycle. She hit a rock
and fell off her bike.
b. What do we ask to find the effect? (What
happened)
c. What is the effect in this sentence (Sarah hit a
rock a fell off her bike)
d. What do we ask to find the cause? (Why did this
happen?)
e. What was the cause of Sarah hitting a rock and
falling off her bike? (she was careless and not
paying attention while riding)
25. Display the Cause/Effect Organizer from yesterday and
refresh students on what we did
26. Remind them we actually talked about 3 different causes
and effects in the story yesterday.
27. Ask the first effect again to refresh students memory
28. Say good now that you understand how to find
cause/effect give me a thumbs up if you feel good about
finding it in Finding Lincoln, thumbs sideways if you think
you are going to be able to find the causes/effects, and
thumbs down if you are still unsure about cause/effect.
29. Explain as they read they need to fill out their graphic
organizers with causes and effects from the story
30. Tell partners to read together, and ask specific students
to sit on the floor to do their partner reading.
31. Tell students they will read with the same partner, they
will each take turns reading a page.
32. Explain after 8 minutes, they will then continue reading
independently for 8 more minutes, and if they finish they
should be finishing filling out their graphic organizers, if
they find all 3, ask students to challenge themselves to
see if they can find any other causes and effects in the
story. They can put this on the back side of the page.
MDunn (2014)-14
Assessment Rubric Checklist
MDunn (2014)-15
Assessment Rubric Checklist
Closure
(15 minutes)
45. Gather students attention when timer goes off using the
1,2,3 attention gaining queue
46. Ask students to join you on the floor for a group
discussion
47. Ask students to share causes/effects they found and fill
out a large chart that looks exactly like their graphic
organizers as they share.
48. Discuss the importance of these particular causes/effects
and critical thinking qs related to the story for ex:
a. What if the librarian didnt open the door for
Louis?
b. How did the librarian change the way Louis
thought about white people? (turn and talk)
c. Do you think she changed they way Louis parents
felt about white folks and why?
d. Who is someone in your life that has changed the
way you look at things and how did they do this?
49. Say you dont have to answer that last question now,
but be thinking about it because I am going to record you
later telling me who this one person is, and why they
helped change the way you thought or felt about
something, just like the librarian did for Louis and his
Family.
50. Remind students of the I can statements
a. I can read and ask myself what happened in the
story and why it happened in order to find
different causes and effects in the story Finding
Lincoln (3.RL.1 Key Ideas and Details)
b. I can figure out the meaning of a new word and
make sense of it by using different strategies I
know (3.L.4 Vocabulary Acquisition and Use)
c. I can ask and answer appropriate questions with
my partners, group members, and the teacher. I
am prepared for discussions and follow the class
rules. I am respectful to my classmates and ask
questions when I need to. (3.SL.1 Comprehension
and Collaboration)
51. Collect papers and tell students to sit quietly until given
their next instructions.
MDunn (2014)-16
Assessment Rubric Checklist
Are you writing a day 3 lesson plan? I am unsure how to write a day 3 because I do not have the exact
paper guidelines they will be writing . I would still like to film them talking about somebody influential
in their lives while holding up their writing, but I am not sure how to create a lesson plan for that
because Mrs. Fujii will be the one teaching that lesson.
MDunn (2014)-17
Assessment Rubric Checklist
Teacher Assessment Tool
Student Name __________________________________
Benchmarks
ME
Student is able
to ask what
happened in the
story and why it
happened in
order to find
cause and
effects in the
story.
MP
Student is able
to ask what
happened in the
story and why it
happened in
order to find
cause and
effects in the
story.
DP
Student is able
to ask what
happened in the
story and why it
happened in
order to find
some cause and
effects in the
story.
Graphic
organizer is
completely filled
out, and all
questions are
answered.
Graphic
organizer and
questions are
completely
answered and
are mostly
correct.
Graphic
Organizer and
Questions are
partially
answered and
are partly
correct.
3.SL.1 Engage
effectively in
collaborative
discussions (oneon-one and
teacher-led) (I can
ask and answer
questions with my
partners, group
members, and the
teacher.)
Student is able
to participate in
discussion
during pair
shares or class
sharing without
guidance.
Student is able
to participate in
discussion
during pair
share or class
sharing with
very little
guidance.
Student needs
some guidance
in participating
in discussion
during pair
share or class
sharing.
WB
Student has a
difficult time
asking what
happened in the
story and why it
happened and
does not find
causes/effects
Graphic
organizer and
questions are
incomplete and
answered
incorrectly.
Student needs
a lot of
guidance in
participating in
discussion
during pair
share or class
sharing.
MDunn (2014)-18
3.L.4 Determine or
clarify the meaning
of unknown words.
(I can figure out
the meaning of a
new word and
make sense of it by
using different
strategies I know)
demonstrates
demonstrates a
thorough
good amount
understanding
of
of all new
understanding
vocabulary
of most new
words,
vocabulary
including their
words,
synonyms and
including their
antonyms.
synonyms and
antonyms.
Students
demonstrates
some
understanding
of some new
vocabulary
words including
their synonyms
and antonyms.
Student does
not
demonstrate
an
understanding
of new
vocabulary
words,
including their
synonyms and
antonyms.
MDunn (2014)-19
Assessment Rubric Checklist
MDunn (2014)-20
Assessment Rubric Checklist
MDunn (2014)-21
Assessment Rubric Checklist
MDunn (2014)-22
Assessment Rubric Checklist
MDunn (2014)-23
Assessment Rubric Checklist
Name____________________________
Bravery
Disappear
Donated
Leader
Nervous
Refused
Temporary
Synonym
Antonym
MDunn (2014)-24
Assessment Rubric Checklist
Answer Key
Word
Amazement
Bravery
Disappear
Donated
Leader
Nervous
Refused
Temporary
Synonym
Shock
Courage
Vanish
Give
Chief
Afraid
Banned
Short-Lived
Character:
Antonym
Expectation
Fear
Appear
Keep
Follower
Calm
Allowed
Permanent
MDunn (2014)-25
Assessment Rubric Checklist
Setting:
Cause
Effect
Cause
Effect
Cause
Effect
Cause
Effect
Cause
Effect
Name _______________________
MDunn (2014)-26
Assessment Rubric Checklist
3.SL.1 Engage
effectively in
collaborative
discussions (oneon-one and
teacher-led)
3.L.4 Determine
or clarify the
meaning of
unknown words.
5/4
n/a at ELL
1 ELL?
3.5
5/4
5/4
MDunn (2014)-27
Assessment Rubric Checklist
2
4
2 ELL
5/4