Reflection: Checks for Understanding Do You See What I See? Author's Viewpoint Formative - Section 2: Independent Work


When I teach reading, I generally follow a specific pattern in my lessons. I've found it to be a way that works for me to get in some modeled instruction, guided practice in small groups, independent groups and time for formatives. In my district we use lesson essential questions that were created from the Common Core Standards. We worked to place standards together in units, and then create questions that serve as the stopping points throughout the unit. I use formatives for each of these essential questions. They're what we used to call quizzes, but this information gives me an idea of how my students are doing with each concept before I test them at the end of the unit. These are graded, as I use checks for understanding throughout the lessons (usually a final one in my closure sections) to do informal/non-graded assessments. I only give the formatives, when I feel that I have provided enough instruction for the students to reach mastery. When I grade them, I'm looking for any patterns that stand out, I use the information to determine where my lessons will head next, and I start to make decisions about my instruction for the next year. I'm never surprised at the end of the unit, because I have an idea of how my kids are doing throughout the unit. Also, my lesson essential questions are taught in a scaffolded order, so the formatives also get more difficult as we move through the unit. 

  Checks for Understanding: Formatives
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Do You See What I See? Author's Viewpoint Formative

Unit 4: Poetry: A Love/Hate Relationship- "Love That Dog"
Lesson 8 of 20

Objective: SWBAT determine the speaker's viewpoint in a poem.

Big Idea: Ugly words? Happy words? Relaxed words? Is this really possible?

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  35 minutes
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