Kaylee Leppke

Aligning Objectives with Formative Assessments

Standard: 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using grade level appropriate words and phrases
d. Provide a conclusion related to the opinion presented.
Day 1
● I can statement: I can construct an opinion on a topic and put it into words.
● Formative Assessment: We will be doing a whole group instruction. For this, I have several examples of
topics where students must have an opinion, with 2 or 3 options. They will have time to think about their
opinion, then share their opinion with a partner, then we will have the whole class give an opinion by a
show of hands. When sharing with a partner, I want them to put their opinion into a sentence by restating
the questions within their sentence (example: “If we had to pick one food to eat in the cafeteria
everyday, I would pick pizza.” I will be listening in on their conversations to check for understanding.
Some example opinions include:
○ We should have school during the summer but not on Fridays, yes or no?
○ Which is the best pet to have, dog, cat or fish?
○ If we had to pick one food to eat in the cafeteria everyday, should it be pizza, chicken nuggets, or
nachos?
○ Which season is more enjoyable, summer or winter?
○ Should students have assigned seats at lunch, yes or no?
○ Children under the age of 13 should be allowed to have phones, yes or no?
○ What is the tastier summer treat, ice cream, popsicles or freezies?
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose
this specific formative assessment): For this assessment, I am introducing the idea of opinions and
putting them into words. Students will be given a topic and have to choose an opinion. I will be
checking for understanding. I can ask them “If you had to pick, what would you choose? How can we let
my partner know what I am talking about by restating the question?” Any students where I feel they are
not understanding putting their opinion into words, I will write their name down so I know who may
need more support.
Day 2:
● I can statement. I can name reasons to help support my opinion.
● Formative Assessment: Quizziz lesson: For this we will be stating reasons that support our opinion. I
will be putting up some of the same questions we had from our previous lesson on the quizziz lesson.
The students will then write their opinion, followed by a bulleted list of supporting reasons. An example
might include:
○ “Summer is more enjoyable.
■ There is no school
■ It is warm outside
 ■ I get to swim in the pool”
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose
this specific formative assessment): For this assessment, I will see all of the students answers on the
quizziz. I can tell if they are understanding what supportive reasons are and how they fit in with their
opinion. I can also stop their quiz at any time and give them feedback if I feel they need more
explanation or if their reasoning is flawed.
Day 3:
● I can statement: I can create an introduction sentence in my writing journal that explains my
opinion on our book topic.
● Formative Assessment: Exit Ticket: Must have an introduction sentence written in their writing journal.
This sentence must include both the topic and clearly state their opinion on the topic.
○ We will have just finished, or in the process of reading, a book as a whole class. I will pick a
topic that the students must choose an opinion on, which will be open ended.
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose
this specific formative assessment): For this assessment I will check for understanding as they write
their sentences. They must show me their sentence before moving on or being done with the class for the
day. I will give them feedback right away and they will change up their sentences if needed. I can ask
them “Does this sentence tell the reader what the topic is? I see what your topic is, but what is your
opinion? How can we put both of these things into one sentence?”
Day 4:
● I can statement: I can locate facts within our class book to support my opinion.
● Formative Assessment: Writing journal: The students will write down their supporting facts in their
writing journal on the page after their opinion sentence. They will be working with a partner who has the
same opinion as they do to help find this information together. They will have to write down the
supporting facts in a list as well as what page this was found on.
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose
this specific formative assessment): This formative assessment allows me to see if they are pulling
information from the book that clearly supports their opinion. I will be checking for understanding by
asking questions like “How does this fit in with your opinion? Where did you find this piece of
information? What else might support your opinion?”
Day 5:
● I can statement: I can write one sentence for each of 3 reasons that support my opinion and add
them to my writing journal.
● Formative Assessment: For the formative assessment, the students will be putting together all of their
sentences to create one paragraph. They will first write 3 sentences (1 for each reason/fact they chose) in
their writing journal.
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose
this specific formative assessment): The students will show that they can put their opinions into
sentences, instead of just bullet points. I will be able to use this data to see which students were able to
do this, and which will need more help with this in the future. I may ask them questions such as “How
could we state this bullet into a sentence, based on your opinion? What else supports the opinion? What
word could we use to start this sentence?”
Your Rubric: This rubric is for our end of the week assessment.
Levels of 3 2
Proficiency
Categories/Subskill
s
Introducing the I can compose a
opinion and topic. sentence that clearly
tells the reader the topic
and state my opinion.
Supporting reasons I can write 3 reasoning
into sentences sentences. Each one
with a different fact from
within the book that
supports my opinion.
Organization I can organize my
paragraph starting with
the introduction
sentence, followed by all
3 supporting reason
sentences.
I can compose a sentence
that tells the reader what
the topic is or state my
opinion.
I can write a sentence or 2
explaining my supporting
reasons for my opinion.
I can organize my
paragraph starting with the
introduction sentence,
followed by the supporting
reason sentence or 2
sentences.
1
I did not compose a
sentence that tells the
reader what the topic is
and my opinion is not
stated.
I cannot write a sentence
explaining the supporting
reasons for my opinion.
I cannot organize my
paragraph and the
introduction sentence
followed by the
supporting reason
sentence(s).