Professional Documents
Culture Documents
Fa 3
Fa 3
Fa 3
ELIS 3703
1. Learning Objective
a.
b. The students are tasked with engaging in a sorting activity where they will
denote whether the activity depicted denotes a push or a pull force. They will
do so by cutting out the activity bank (left) and then pasting it into the correct
box/category with a glue stick. The students will also use their pencil to write
3. Short Rationale for why this assessment is aligned with the learning objective
a. In this assessment, students are tasked with identifying and sorting between
different activities that denote a push or pull. Before they are able to fully
demonstrate their knowledge through sorting the activities, they are tasked
with cutting the different activities into their correct shapes, so that they may
sort them easily. Once they have cut out their pieces to sort, they will denote
whether the action is a push or a pull on the object. They will do so by gluing
it into the correct column. Additionally, the students will further strengthen
their ability to identify pushes and pulls by writing an object that they push
and pull in real life. The assessment aligns with the standard 2.PS.1. Force
changes the motion of an object, which can reside in a push or pull. Pushes
and pulls were the focus of the lesson, and it aligns with the lesson objective
as well. The lesson directly aligns with identifying between pushes and pulls.
i.
ii. The scoring guide for this assessment is a checklist. The teacher
candidate will check whether they have made a correct sort for the
object they can push or pull. If the students have not met the criteria,
they will leave it blank. The students total points are indicated in the
top right of the paper, and notes are left with any written feedback.
b. Scoring Guide 2:
i.
In this scoring guide, push and pull is color coded, and the
they have made a correct sort for the activities, and if they
can push or pull. If the students have not met the criteria, they
will leave it blank. The students total points are indicated in the
bottom left of the paper, and notes are in the middle right side
i.
they sorted it on their worksheet, and if they did not they would
something they can pull. If they did not, they would leave it
5. Differentiation: Discuss how you may have differentiated the assessment and/or the
scoring guide
student is pulled into a small group. In the small group, I repeated the
directions of the worksheet, modeled how to complete the worksheet,
and read each of the sorting picture options, and the student was given
the chance to identify whether the picture was a push or a pull verbally
so that they may correctly sort the pictures in its correct section. The
student will also be given the sorting materials pre-cut so that they may
avoid trouble/lots of time spent here, and keep on track with their
to reinforce pushes and pulls. The student will also be provided with
with graphic organizers and anchor charts. The teacher candidate did
not precut the sorting materials, as the student did not show any
deficits in fine motor skills and cuts at a similar rate of classmates. The
and pull. Throughout the semester, this student has shown a need for
learning. The teacher candidate will also read the student the questions
in the test and briefly go over them, to help with auditory learning. The
student was also provided with extra time, verbal cues, and repetition
of information.