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Grace Mrgich

EDU 276
Professor Davenport

1) Describe the lesson in which this assessment would be used. What is the central
focus of the lesson? What are the learning objectives? What is the purpose for these
Students will listen to the song, In Summer, and independently identify nouns, verbs,

and adjectives using a different colored marker for a noun, verb, and adjective (Ex. Purple -

Noun, Red - Verb & Green - Adjective) on a lyric worksheet. The teacher will then display the

lyrics for the students, having a student-led identification of the different parts of speech that are

seen throughout the song. In Summer, will be played once the students identify the nouns,

verbs and adjectives, and they will follow along with their finger to differentiate between the

parts of speech. In groups of three, each group will be given a different instrument. The three

different instruments will represent the three different parts of speech (nouns, verbs, and

adjectives). The students will connect the sound of the assigned instrument to the assigned part

of speech. When listening to the song, In Summer, when the assigned part of speech is heard in

the song, the student will shake their instrument to distinguish that sound with their assigned

part of speech, helping them correctly identify either a noun, verb or adjective. The lesson in

which this assessment would be used would be a review lesson after a unit on the different

particles of speech: nouns, adjectives, and verbs. The central focus of the lesson would be

differentiating between nouns, adjectives, and verbs. The learning objectives are: The students

being able to identify different parts of speech. At the end of the lesson the students will be able
to differentiate between a noun, a verb, and an adjective. The purpose of the assessment is the

determine if the students are able to move on from the particles of speech unit.

2) Explain how you designed each assessment. How did you select the assessment
content? How did you modify the design of each version of the assessment? How did
you use media to enhance your assessments? What challenges did you face in
designing each assessment?
I designed each assessment with the end goal in mind being that the students needed to

be able to differentiate between nouns, verbs, and adjectives. I selected the assessment

content by reading the NYS common core standards and trying to align an assignment to the

standards: CCSS.ELA-LITERACY.L.1.1 and CCSS.ELA-LITERACY.L.1.1.F. The first

assignment was designed in mind of a general education 1st grade class. I decided to give them

the standard 20 seconds to answer the question along with bolding important words in the

questions like noun, adjective, verb, and no to scaffold the students considering their age. The

second assignment was modified for ELLs. I added pictures to the question to try to help

scaffold the students who may have issues understanding the question. I also decided to give

them 30 seconds instead of 20 seconds so that they would have more them to read and think

about their answer. Lastly, I added Spanish translation next to each question and answer so

that they could see the English and Spanish next to each other. For the third assignment I

modified for students performing above grade level. I used more challenging words for the

answers and I also only gave them 10 seconds. In my Kahoot! Assessment for ELLs I used

media in the questions I added pictures to try to help them answer the questions easier. Some

of the challenges that I faced in designing each assignment was choosing what to add and what

to take out from the original Kahoot! I thought that adding the pictures to ELL Kahoot!

Assessment might be giving away the answer but ELL students might need the extra scaffolding

so I decided to keep the pictures. When doing the Kahoot assessment for students performing

above grade level I struggled with decided what words would be most appropriate for 1st

graders performing above grade level.

3) Explain how your assessments are differentiated. What subgroups did you select for
your assessment versions and why? How did you modify your questions for each
selected subgroup? How are your differentiated assessments more accessible than the
original assessment? How will mastery be determined in each version of your assessment?
I modified the design of the assessment based on the need of the learner. The two

subgroups I chose were ELLs and students performing above grade level. The ELL students

would need more scaffolding such as pictures and longer times so I gave them that. For the

questions I provided them in both Spanish and English. Students performing above grade level

would need challenging content and wouldn’t need as much time to answer the questions. For

the questions, I kept them the same except the last question I used a more difficult adjective

(bright instead of yellow) and for the answers for the questions I used more challenging

vocabulary. Mastery will be determined by formative assessment and observation as well as a

score of at least 8/10 on the Kahoot! Assessment.

4) Explain how you would use the assessments in planning future instruction. What
kind of data would your assessments provide? What would you do if a student failed
to perform mastery on each version of your assessment? What would you teach next
if your students failed the assessments? If they passed?
For future instruction I would use assessments like these to be able differentiate

instruction and still share the same content with whole class. The assessments would provide

me with not only the data of if they got all the questions correct or not but it would also provide

which questions were answered wrong by many students, perhaps if the class were all

struggling with all of the verb questions I would know I’d have to go over verbs again. If a

student failed to perform mastery on each version of my assessment I would try to find out

where the student is struggling. If the student is struggling with the means of taking the test I

might give them a different kind of test, maybe print out the Kahoot so the student could have it

on paper. If the student struggling with assessment because they do not understand the content

I would have to go over the content with the student again or get them extra help. If all of the

students were failing the assessments I would know that I would have to reteach what a noun,

verb, and adjective are separately and more thorough that time around and do many
checkpoints to check understanding throughout the unit. If they passed I would move onto the

next unit.