This is a Graded and Passes Task For This Course

WGU Assessment Plan Template Part I: Lesson Information Lesson Title Subject Grade/Level/Setting Time to Tell Time Math and Writing 3 Part II: Formative Assessment 1 General An exit ticket, specifically on time, will be one of the assessments employed in this class. This evaluation will be completed when the student is working alone. Identify the learning objective(s) to be evaluated. Describe the resource(s) or material(s) needed. The students' ability to accurately read the time depicted on a clock will be assessed during this period as a learning objective. The exit ticket, pencil, and the clock manipulative will be required during the evaluation. Assessment Describe the assessment, including the following: After we go over the guided practice of working on a worksheet with a partner that has different times presented, the students will be given the evaluation. The test will consist of eight questions and will include a display of several clock faces as well as word problems requiring them to add or subtract time to reach the answer. Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s). Because it is aligned with the learning purpose specified, CCSS.MATH. CONTENT.3MD., this evaluation is ideal for tracking student progress. A1: Tell and write time to the closest minute and measure time intervals in minutes. Solve word problems involving the addition and subtraction of time periods in minutes using a number line diagram, for example. They will be Task 1: Assessment Planning able to tell what time it is by glancing at a clock. They will also be able to add and subtract different time intervals by working on difficulties on the exit ticket that feature word problems with addition and subtraction. This exit ticket will indicate if they can complete all of the fundamental standards. Evaluation Describe how you will evaluate the assessment, including the following: Discuss consideration(s) or challenge(s) that may affect the results and discuss how the consideration(s) or challenge(s) may affect the results. I'll grade the test by giving the students a 75 percent on the exit ticket, which means they must correctly answer 6 of the 8 questions. An answer key will be provided, which I will utilize. There are a few obstacles or issues to be aware of. There are gifted students, English language learners, and pupils with additional special needs among students. Furthermore, it might be difficult for children to grasp when it comes to telling time. They have a tendency to mix up the minute and hour hands, among other things. Furthermore, because not all students will comprehend the learning style, I will be able to evaluate if we need to revise the lesson to teach it in a different method by completing the exit ticket. This might have a positive or negative impact on the outcome. Student Feedback Describe how you will provide feedback to students, including the following: Discuss how this feedback will engage students in their own learning. Students would receive feedback in the form of the correct answer to the side, as well as an explanation of why that answer is correct. I'd also explain how you arrived at your decision and where their thought process may be improved. If any students required one-on-one assistance, I would make it available at the bottom of the page and meet with them individually to go through the exit ticket. This feedback will help students become more involved in their own learning by not only providing the correct answer, but also an explanation of how to do it in the future. As a result, they will learn how to alter their thought process and arrive at the correct conclusion, allowing them to fully comprehend the concept. If they require one-on-one assistance, I will be able to go through their issues with them as well as provide them with memory tips and tricks. Differentiation Describe differentiation of the assessment or accommodations needed for the following groups of students: Gifted and Talented English Learners Students with Other Exceptionalities I would design bonus questions for gifted and talented students to work on for additional credit. These tasks would be more difficult to solve and would need a deeper comprehension of the lesson's idea. I would provide English language learners fewer challenges, perhaps five, as well as a page with crucial terminology from the session to use as a reference. For children with additional specific requirements I'd do something similar to what I did with the English students in that I'd offer them less difficulties and allow them to ask questions of me or a para to assist them work through the challenges Part III: Formative Assessment 2 General Identify the assessment title. The second assessment for this session is to use whiteboards to write down times presented on a clock by the teacher and to be able to solve sentence problems printed on the front whiteboard. Describe when the assessment will occur within the lesson. This evaluation will be done as part of the new information and/or modeling presentation methods. Identify the learning objective(s) to be evaluated. Describe the resource(s) or material(s) needed. During this period, kids will be assessed on their ability to recognize the hour and minute displayed on the clock by the teacher. In addition to practicing telling time, it will assist the instructor determine if there are any subjects that need to be reviewed. A white board, dry erase marker, and a clock for the instructor to display different times are the tools and supplies that will be required. Assessment Describe the assessment, including the following: Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson This evaluation will take place in a group environment and and discuss how this assessment aligns with the learning will last around 10-15 minutes. The instructor will display objective(s). a time on the clock she is holding, and the kids will write This is a suitable evaluation for student progress at this down the time they believe it displays and raise it for the point in the course, as well as correlating with the teacher to view. In addition, the instructor will create learning goals of students adding and subtracting the various time periods on a clock by providing them with word problems for the children to answer on the board. the practice they need to complete their impending exit Students will also have opportunity to debate their ticket. This will allow you to determine whether the responses and how they arrived at them with a partner. students require further training or a refresher on the idea, and if so, go over it with them so they can continue with the rest of the session. Evaluation Describe how you will evaluate the assessment, including the following: Discuss consideration(s) or challenge(s) that may affect the results. I'll assess this exam by scanning the classroom, and observing to see who got the proper answer and who didn't. The criterion for evaluation will be if they were near to the correct answer, whether they got the time backwards, or whether they completed a basic addition or subtraction area. I can ask short answer questions and reflect students answers One of the factors and obstacles I must consider is that it is possible that the majority of the class does not remember how to tell time and will need to be taught again. There may be simply a few kids that require assistance, but there may also be students with special needs who require more assistance, as well as English learners. Key words are unfamiliar. This may have an impact on the outcomes, causing them to be poor and requiring time to be retaught as a whole. Student Feedback Describe how you will provide feedback to students, including the following:   delivery method format/type Discuss how the planned feedback will engage students in their own learning. I'll provide the kids feedback by going over the questions and answers with them. "I observed some of you have the answer as_, and let me teach you how to arrive to the correct answer _. Doing it as whole class will not single anyone out. This will assist students in becoming more involved in their own learning by guiding them through the process step by step and doing it as a class so that no one feels forced or singled out. Most children will imitate what others are doing, and having everyone participating is quite beneficial. Differentiation Describe differentiation of the assessment or accommodations needed for the following groups of students: Gifted and Talented I'll move around and ask the gifted/talented students higher level questions at the period when they're discussing with a partner. English Learners If English learners require it, I'll remind them that there is a document with essential terminology from the session they may refer to if they need it. Students with Other Exceptionalities For kids with disabilities If I feel they need further help and the concept isn't resonating with them, I'll remind them of the key phrase sheet and go in and help them one-on-one. Part IV: Summative Assessment General Identify the assessment title. The evaluation will consist of a writing prompt for a personal and adaptive essay that they must finish and receive a 13 out of 15 on the rubric. Describe when the assessment will occur within the lesson. This evaluation will happen at the conclusion of the class. Identify the learning objective(s) to be evaluated. Describe the resource(s) or material(s) needed. The students' ability to add and subtract time, as well as write a personal story, are the learning objectives that must be assessed. A Chromebook will be required for the final draft, as well as a rubric with the required requirements for their personal narrative. Assessment Describe the assessment, including the following: The assessment will be in the form of a paper that they will write, which will be two paragraphs long and completed independently in class. After a review on telling time and adding and subtracting time intervals, they will be handed the rubric at the end of the class. Discuss how this format/type is appropriate for monitoring student progress at this point in the lesson and discuss how this assessment aligns with the learning objective(s). This is a good way to keep track of the kids' development by showcasing what they have learned throughout our time together. They'll connect what they've learned about time management to a personal story about a time when they were late and how it affected them. The two main principles of time intervals and personal story are combined in this method. Note: Return to the task for directions on how to provide this summative assessment. Evaluation Describe how you will evaluate the assessment, including the following: Discuss consideration(s) or challenge(s) that may affect the results. I'll grade the test using a rubric that includes certain criteria that they must satisfy. The final score must be 13 out of 15 on a scale of 1 to 15. Some obstacles as well as factors that I will need to think about that may affect the outcomes include the fact that we focused on the time part of the lesson but not as much on the writing aspect of the evaluation. Furthermore, some pupils may not fully get the story, while others may succeed. Both of these factors may have an impact on the final score. Note: Return to the task for directions on how to provide the evaluation tool for this summative assessment. Student Feedback Describe how you will provide feedback to students, including the following: Discuss how the planned feedback will engage students in their own learning. I'll provide the kids feedback by writing remarks and circling their scores on the rubric they were given. This will demonstrate and specify the specific areas in which they need to improve, as well as the ones in which they have succeeded. I'll make comments in their writing and rectify any grammatical or punctuation mistakes. This feedback will help students become more involved in their own learning by allowing them to identify where they need to improve and get an explanation of why and how they may do so. Furthermore, it will demonstrate their strengths in the work so that they may continue to do so in future papers. Differentiation Describe differentiation of the assessment or accommodations needed for the following groups of students: Gifted and Talented I'll add an extra credit section to the paper for gifted and talented students, where they'll write an extra paragraph and provide more depth in their story. English Learners I'll supply a dictionary to English learners so they may look up definitions. While grading, I would also evaluate their learning requirements. Students with Other Exceptionalities For children who have additional special requirements I would provide more one-on-one assistance with them during the writing process, as well as allow them to access other resources. In addition, I would consider their requirements during the grading process.