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Assessment Assignment3 Calloway
Assessment Assignment3 Calloway
1) Client Information
Client Darlene Edleman, Teacher
Information South Forsyth Middle School
dedleman@forsyth.k12.ga.us
Certificate # 792688
Description and -Prior to this lesson, the teacher should have allowed students to select an
Teacher article from Newsela. The articles should be at the students’ lexile levels
Directions and high-interest. The teacher will copy and paste the link to each article
into a Google Doc to be shared with each student. A writing prompt will
(Taken from go along with each article and will also be posted in the Google doc. The
Assessment Google Doc will also have a graphic organizer for students to fill in.
Plan Assignment (Implementation adjustment-the teacher client elected to have all students
2) use the same Newsela article. They still differentiated it by Lexile level).
Day One:
-Students will log-in to their chromebooks and access the “shared with
me” section of their Google Drive. They will select the document and click
on their Newsela article.
-Students should be instructed to skim the article first, and then read it a
second time or as many times as necessary. They can use the Google
Read and Write extension (available on all school chromebooks) to listen
to the article as they read.
-Students will be instructed to use Google Read and Write to make digital
annotations. These annotations can be saved into a google document.
-Students will begin considering the writing prompt that goes along with
the article.
Day Two:
-Students will begin filling out the graphic organizer that goes along with
the article. They will refer back to the Newsela article and use their digital
annotations from the previous day.
-Students will share their graphic organizer with the teacher in order to get
feedback on their ideas.
-Students will start writing while waiting for feedback on their graphic
organizer, and will adjust their writing accordingly.
Day Three:
-Students will finish writing. They will also use Google Read and Write to
help them edit for spelling and grammar.
-Students will share all of their work with their teacher via Google Docs.
NOTE: Because this is a small special education ELA class, the teacher
may decide to model any of the steps of this process with the whole class
via the interactive Promethean board. This may especially be needed as
students get started on the first day. This may cause the lesson to be
lengthier, which is why it is planned for three days instead of just two. The
teacher may also use the exemplar below to introduce the process and
help students understand expectations.
Article: https://newsela.com/read/elem-diabetes-dog/id/37042
Central Idea
Detail Detail
Writing Prompt - Answer in complete sentences with correct punctuation,
grammar, and capitalization. Type your answer below the prompt.
Write a short paragraph that explains the central idea of the article. Use
at least two details from the article to support your response.
OR 3 to 5 OR 2 or less
mistakes that mistakes that
DO interfere DO interfere
with meaning. with meaning.
Writing Sample #2
Rubric Part 1:
Rubric Part 2 with Feedback
5)Report of Findings:
The students definitely needed clarification from the teacher in order to complete the
task, and she had to heavily monitor the students and prompt them as they were
working. I received a wide range of responses, which I expected since the students’
Lexile levels and writing abilities were vastly different. The teacher has elected not to
use these scores for grades but instead to use this as a progress monitoring activity for
their writing goals. The teacher also elected to give students the same Newsela article
so that it was easier for her to assess. Next time I’d like to see it implemented with
students choosing their own articles.
6)Report of Impact on Student Learning:
Analysis:
Student # Lexile Level Sped Category Score &
Percentage on
Assessment
1 480 Other Health 4/12 (33%)
Impairment
2 1105 Autism 7/12 (58.3%)
3 800 Other Health 6/12 (50%)
Impairment
4 450 Specific 4/12 (33%)
Learning
Disability
Subgroup Analysis:
Subgroup Number of Students Average Range
(out of 4 total) Score
(Percentage)
Females 1 50% n/a
Males 3 41.4% 25.3
Asian 2 45.7% 25.3
White 2 41.5% 17
Interpretation:
Due to the fact that this is such a small class, I do not know if any of the findings are
particularly statistically significant. For example, since there is only one girl in the class
it is impossible to say that her score is indicative of a subgroup. I found that the
average scores amount the subgroups were similar. The ranges of the scores gives
more information about how individual students scored.