Questions and Exclamations
Assessment Plan
Diagnostic (Pre-assessment)
Before the implementation of this learning experience, the students’ prior knowledge is assessed using Grammar Book page GR 18. The students read each sentence on the page and determine the type of punctuation each sentence needs. The students choose either the question mark or exclamation point for each sentence, circle their choice, and write it on the line. The students are assessed on their ability to correctly identify the correct type of punctuation for each sentence, as well as their ability to follow the directions of circling one of the punctuation marks and writing it on the line. Students in the group who have not had much exposure to question marks and exclamation points may have difficulty determining which type of punctuation goes with each sentence
Formative
Throughout the implementation of the learning experience the teacher will be observing the students to gain important assessment information. The students read sentence strips and place them in the correct portion of the Venn diagram to form a concrete representation of questions and exclamations as different types of sentences. The students also come to the SMART Board to practice identifying questions and exclamations, and adding the correct punctuation. Through observation, the teacher determines which students are struggling and offers them more guidance to reach the correct conclusions. Students participate in this portion of the assessment plan by indicating their agreement with a peer’s answer during the SMART Board activity. Students that agree with the answer give a thumbs up, students that disagree give a thumbs down. Students assess their peer’s work, and through instant feedback from the teacher they assess their own understanding of the concept.
Summative (Post Assessment)
To complete the learning experience, the students are assigned Grammar Book page GR19 and the Writing Questions and Exclamations Homework Page for homework. The Questions and Exclamations Rubric is used to assess the students’ ability to accurately complete the homework worksheets. The rubric allows the teacher to score the students based on accurate capitalization, punctuation, letter formation, ability to generate an accurate question and exclamation. (The words in bold represent the connection between the skills the rubric assesses and the skills outlined in English Language Arts Standard L.1.2b.) The students will not receive a copy of the rubric prior to completing the assessment, because the first graders do not understand rubrics. Before the students are expected to complete the assessment, however, the expectations for how the homework should be completed are discussed, so the students know exactly what is being assessed.
The degree of each student’s proficiency in identifying and creating different types of sentences will be recorded based on the rubric. Students in first grade at Nardin Academy receive semester grades based on a scale of proficiency in specific skills, rather than standard letter or number grades. Therefore, the students’ abilities based on this learning experience will be taken into account at the end of the marking period in combination with other assessments of the same criteria in order to determine their proficiency level in identifying and using different types of sentences.
Rubric
Questions and Exclamations rubric
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4 |
3 |
2 |
1 |
Capitalization
The extent to which students capitalize the first letter in each sentence, and use lowercase letters for the rest of the sentence.
Score:______ |
Before corrections, all sentences start with a capital letter AND there are no mistakes and capitalization within the sentences. |
Before corrections, one sentence does not start with a capital letter OR there is one mistake in capitalization within a sentence. |
Before corrections, more than one sentence does not start with a capital letter OR there is more than one mistake in capitalization with the sentences. |
Before corrections, more than one sentence does not start with a capital letter AND there is more than one mistake in capitalization with the sentences. |
Punctuation
The extent to which students place the correct punctuation at the end of each sentence.
Score:_______
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Before corrections, there are no mistakes in punctuation. | Before corrections, there is one mistake in punctuation. | Before corrections, there are two mistakes in punctuation. | Before corrections, there are more than two mistakes in punctuation. |
Letter Formation
The extent to which the students correctly form their letters without reversals, and space them correctly on the line.
Score:_______ |
Before corrections, all letters are formed correctly |
Before corrections, one or two letters are not formed correctly |
Before corrections, more than two letters are not formed correctly OR more than two letters are not spaced correctly on the lines. |
Before corrections, more than two letters are not formed correctly AND more than two letters are not spaced correctly on the lines. |
Sentence Generation
The extent to which students are able to correctly generate a sentence, in writing.
Score:_______
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Before corrections, both sentences express a complete thought |
Before corrections, one sentence is not a complete thought |
Before corrections, one sentence is not a complete thought AND one sentence is not of the correct type (question or exclamation) |
Before corrections, neither sentence expresses a complete thought. |