1 / 15

Writing Assessment

Writing Assessment . Brandi Boyd. Student Teacher School: Garden Hills Elementary Bilingual 1 st Grade Classroom 18 Students Receiving 75% Spanish and 25% English… (Prerequisite knowledge: students have been introduced to the counting aspect of telling time .) . Background.

elu
Download Presentation

Writing Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing Assessment Brandi Boyd

  2. Student Teacher • School: Garden Hills Elementary • Bilingual 1st Grade Classroom • 18 Students Receiving 75% Spanish and 25% English… • (Prerequisite knowledge: students have been introduced to the counting aspect of telling time.) Background

  3. This unit emphasizes telling time and understanding the concept of time and what it means to our everyday life. • The unit that came right before this one was on counting and being more specific, focusing on base 10 counting. Content Overview

  4. Common Core State Standards • CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. • CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. • CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. • CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. WIDA ELD/SLD #3 The Language of Mathematics: • Follow oral instructions to categorize objects according to their length following a model with a partner. Standards

  5. Content Objectives • Students will understand the concept of telling time • Students will solve questions problems checking for understanding with the concept of telling time • Students will draw conclusions about why it is important to tell time • Language Objectives • Students will label the hours and minutes on a clock in written form • Students will retell in written form a short story of their day and include the approximate times and orally share with a partner • Students will practice writing time in the correct format Objectives of the Unit

  6. Counting and writing down the appropriate minutes • Cuantosminutos hay en: • 1 hora? _______ minutos • Media hora? ______ minutos • Un cuarto de hora? _____ minutos • Trescuartos de hora? ______ minutos • The Why: • It is important that the students learn and are able to independently understand that the minutes are in increments of five. It is also important that students can figure out the minutes when they stand alone in an hour. Also the social terminology of time. The Activities

  7. Looking at an Analog Clock and Writing the Numerical Time Down Students are looking at the images of time represented, interpreting what they mean and then transferring that to written form • The Why:It is important for students to see the transference between the visual (pictorial) and written (numerical) form of time. The Activities Cont.

  8. Matching (1) In groups of 3, students will be given sets of eggs that have the analog representation and the numerical representation, their task is to match them • The Why: This method is more of a practice and drill type exercise done in groups. By now, it can be assumed that they understand the concepts, now they are just practicing their fluency with telling and identifying time. The Activities Cont.

  9. Me despierto a las… This is an activity that I send home with the children. They also include activities like go to sleep, eat lunch, what they do after school and do their homework • The Why: This is so they can relate time telling to their dayand understand how this concept relates to them. Also understanding the importance of telling time. The Activities Cont.

  10. Son Las… Student will see time written in word form instead of numerical time. It is important to go over the format of how these sentences are written • The Why: Now that students understand how to tell time numerically, they need to be able to associate those numbers to written words so that they are able to it put it in the context of writing The Activities Cont.

  11. What Time Means To Us Quéhorasignificaparanosotros Students will write short story about their day including the time of day. • The Why: This is a summative assignment. I am looking to see that students can put real life context to their knowledge of telling time by incorporating into a story about their day. The Activities Cont.

  12. Pre Assessment: Checking the knowledge that they are coming into this Unit • Includes a packet of questions regarding telling time • A “I-Can” Checklist • Formative Assessment: On-Going throughout the entire unit • Always checking for understanding • Adjusting the assignments and lessons to fit their needs • Keeping Parents informed of their child’s progress Description of Assessment

  13. Parent Letter • Talk About Time Regularly with your Child • Associate Time with Certain Activities in the Day (With Worksheets Provided And Sent Home) • Give your child an alarm clock or watch (Not Analog) • Find ways to incorporate time at home Parental Involvement

  14. Questions…? • Feedback…? The End 

More Related