Allison Taylor Lawrence 1 TWS 4 Overview of Assessment Plan for your Showcase Lesson (You also need to include

your pre-, during, and post assessment instruments along with scoring rubrics/answer keys.) Lesson Objective(s) Understand that research can be presented in a number of ways, including graphs. Compare bar graphs to understand historical information Assessments I will have the students tell me different types of essential questions such as What is your favorite ice cream and then explain how we could represent this data in a graph. I will check accuracy of the worksheet at the end of the lesson Format of Formative Assessments Pre: Accuracy and amount of participation seen when asking my question What is a bar graph? During: Accuracy of the worksheet Post: Accuracy of graph they created by analyzing their own individual data Accommodations When going over key parts of the bar graph I made sure that I had an example on the board explaining the location of labels, scale, and title. So that children who had a hard time reading off the promethean board could see. I also let kids place signage labeled scale, labels, and title on the example and on the worksheet I placed on the Elmo to reinforce children who get distracted. Also it encouraged movement for those students who have a hard time sitting still. I followed up with them individually at their desks during the worksheet and activity to insure that they were on task, filling in the correct responses and accurately collecting and displaying their

Allison Taylor Lawrence 2 data. For my Showcase Lesson, I used the advice I was given from my cooperating teacher on what exactly to teach. I also took advantage of her Social Studies teacher handbook to find an age appropriate worksheet. Then I used Pinterest and found an interactive activity for them to do to reinforce the material I taught to assess my students. I believe this assessment is valid because it provided me a chance to get visual and verbal responses from each individual student. By collecting this data I realized that not all students learn the same, so I was able to assess their comprehension of the material in the learning style they prefer. By doing so I helped my students feel like they were learning, and I felt like I was teaching to their specific needs. The criteria that I used to decide if my students had the pre-requisite knowledge to complete this lesson were implementing essential questions throughout my lesson. Before I would teach a new part of the lesson I would first ask them if they were familiar with it or knew anything about it. If I received a correct response I would then use that response and further elaborate using my material of the lesson. If the child answered incorrectly I would reinforce the correct answer, yet still encourage the child to try again later on in the lesson. Description of Pre-, During, and Post Assessments During this lesson, I incorporated several formative (and/summative) assessments. For the preassessment, I used essential questions and observed and made a mental reference to what child seemed to be grasping the concept and what child was missing the mark and needed more oneon-one instruction. This assessment was aligned to the lesson objective because for them to better understand how to compare and analyze bar graphs they must first define and recognize one. By asking them the essential question What is a bar graph? I am able to determine who is more advanced than others and what topics of my lesson I need to focus more on. For this assessment, the students needed and I need to create bases of what the students know and what they are unfamiliar with. This was done with my pre-assessment. Because of my during assessment I was able to see if the children were able to use the knowledge they learned about what bar graphs tell us about the graph in answering comprehension questions relating to the material presented in the graph. Then with the worksheet they were able to use their comprehension skills to compare one graph to another with in the worksheet. I determined if they were successful or not by checking their papers with the answer key. The post-assessment was a way for me to implement hands on activity. It allowed them now to go from beginning to end. Collect and analyze data, label and scale their graph, transfer the data they collected to the graph. I determined if they were successful or not by going to each student and asking them to show me their bar graph for one certain M&M, then determining if it is accurate or not. The assessment was valid because it allowed me to use different domains and materials to determine if the child was comprehending the material or not. It allowed different learning styles to come through and still make a valiant effort in showing me what they learned from the lesson. I made adaptations to meet the individual needs of my students or the contextual factors by working independently

Allison Taylor Lawrence 3 with some students who need reinforcement. Making sure that the child who is color blind already had his M&M separated and in the right area of the chart so all he had to do was count and display his data. The assessment that I used during instruction was accuracy of the worksheet this assessment was aligned to the lesson objective because the questions that it asked made the students refer back to the bar graphs and compare and contrast the two. For this assessment, the students needed to determine what the bar graph was displaying, what the scale was, and compare the two to one another. They also had to answer questions that made them refer back to the graph to get visual concept answers. They needed to knowledge of the terms associated with bar graphs and there meanings in the context that the worksheet was using. Such as a title refers to what the graph is display, they had to know this in order to answer the question on the worksheet that said what these two graphs are talking about. I determined if they were successful or not by how accurate their worksheet was. If they answered 80% of the worksheet correctly I determined that they retained and comprehended the information. This assessment was valid because it displayed if the students were able not only know the parts of the bar graph but also take that information and answer questions about it by comparing the two. I made adaptations to meet the individual needs of my students or the contextual factors by working one-on-one with my resource students. I made sure that when they were creating their own graphs that they were counting their data correctly and knew that the amount of M&Ms that they had was called data. I also made sure that they were coloring in the correct tiles to make the bar graph. Once everyone had finished I did another example of a different colored M&M. I used the M&Ms that one of my resource students had, so that he could check his bar graph to the one I did on the big sticky note.

The assessment that I used after instruction was determine the amount of accuracy that they could perform when making their own bar graph. This assessment was aligned to the lesson objective because they were supposed to be able to understand that research can be presented in a number of ways and how they would present it. By having the students make a bar graph they were able to see how collecting data about the amount of M&Ms they had could be represented in a bar graph format. For this assessment, the students needed to separate their M&Ms into different colors. Then they had to determine what groups of M&Ms were supposed to be displayed in each row of the bar graph. They counted the candies one color at a time and colored in how many they had on their bar graph. Once they had colored in each row that was associated with the specific colored candy they had to label their graph. They had to tell where the title, scale, and other important labels were. To complete this assessment they needed their bar graph worksheet, a bag of M&Ms, and crayons. I determined if they were successful or not by looking at their graphs and seeing if they included all the parts. I made sure that they followed directions and used the correct color crayon when coloring in the graphs data. If they displayed 80% accuracy I determined that they were successful. This assessment was valid because it was a review over the parts of a bar graph, the placement of the labels, and how to collect and correctly

Allison Taylor Lawrence 4 display data. I made adaptations to meet the individual needs of my students or the contextual factors by putting one student M&Ms in groups for him. He told me during the lesson that he was color blind, so I need to improvise quickly. I separated his candies out for him by color then placed the correct color crayon under each group. I made sure that the groups were under the correct row of the bar graph. After I did this he was able to correctly complete his bar graph with 100% accuracy. Use of Formative Assessment I used my pre-assessment data to determine the amount of knowledge that my students already knew about the material I was going to teach. Data gathered during the lesson was used to determine what I could do better in the future, what students I needed to focus more on, and what students I may have needed to reteach or go into more detail with about the material. At the end of the lesson, based on my data, I decided that some of the students struggled when having to follow specific instructions while others excelled in taking the information about the actual set up of a bar graph and using it not only to answer compare and contrast questions but also create an accurate bar graph on their own. For a few of my students, I found that I needed to take a more one-on-one approach when doing the hands on portion of my lesson due to the specific instructions that I made seemed to be too much for some of them.