Whitney Mae Brown 1 Teacher Work Sample

Assessment Plan
Pre-assessment Description: Objective one pre-assessment: Student will complete an I Am Ready worksheet to evaluate each students prior knowledge of subtraction. This worksheet covers topics the students have learned in prior grades including rounding, place value, and subtraction of single digit numbers. Evaluating the students prior knowledge will help the teacher know where to begin and what needs to be reviewed. Objective two pre-assessment: The teacher will have a problem on the board and the students will solve the problem by writing the answer on their morning work worksheet. The problem will require the students to estimate then subtract. The teacher will check all of the students morning work to observe if the students estimated by noticing the word about in the word problem. Objective three pre-assessment: Teacher observation of students subtracting using base-ten blocks at the beginning of the lesson. The teacher will walk around to see if the students are using base-ten blocks to regroup when subtracting two digit numbers. If the students can do this effectively, then the teacher can move forward at a quicker pace. If the students are not able to regroup, the teacher will slow down and review how to subtract using base-ten blocks. Objective four pre-assessment: teacher made worksheet used for morning work. This teacher made worksheet will contain review of how to check subtraction-using addition that was taught the day before using the four-step strategy. This will help evaluate the student progress from past material and how they might interpret new material for the day. Objective five pre-assessment: None. The fifth objective is the summative chapter test. During assessment Description: Objective one during assessment: Teacher observation during classroom instruction and discussion. The teacher will notice which students are able to quickly subtract mentally and those who are struggling. If a student is having a hard time, the teacher will pull the student into a small group to work one on one with the teacher in review. Objective two during assessment: Teacher observation during classroom instruction and discussion. The teacher will notice which students

are able to recognize the vocabulary that influence how to answer the problem using estimation or exact answer. If a student is having a hard time estimating or rounding, the student will be pulled into a small group to work one on one with the teacher in review. Objective three during assessment: Teacher observations during the lesson to notice how the student is contributing to the group activity in regrouping and finding the difference. Also the students will complete independently pages 153-154. The teacher will review this work. Students who are having a hard time regrouping will be pulled aside to work with the teacher in review. Objective four during assessment: teacher observations during independent work of using addition to preform inverse operations of subtraction. Students who are having a hard time with inverse operations will be pulled into a small group to work with the teacher on how to check their subtraction with addition. Objective five during assessment: Teacher observations during independent test taking. The teacher will observe to only check for correct behavior being displayed. Post assessment Description: Objective one post assessment: Students will complete a homework page from My Math workbook that covers one digit subtraction. This will be a formative assessment used to inform the teacher of students prior knowledge. Objective two-post assessment: Students will be given a Check My Progress worksheet to evaluate their perception of new material. (Summative) Objective three-post assessment: Homework pages 157-158 from MyMath Books. This is a formative assessment to inform the teacher of the students progress of learning how to use strategies in subtracting. Objective four-post assessment: homework pages 163-164 (formative). This assessment will be used to evaluate the students knowledge of how to use inverse operations to check subtraction. Objective five-post assessment: Chapter Three Test to evaluate student cognitive knowledge of subtraction. This is a summative assessment that will be evaluated to determine if the students have successfully grasped the subtraction standard and are ready to move forward.

Whitney Mae Brown 3 Teacher Work Sample

Assessment Plan Table: Third Grade

Unit Objectives Students will use strategies to subtract mentally. Assessments Pre-Assessment During Assessment Post-Assessment Format of Assessments Pre-assessment: Students will complete an I Am Ready worksheet to evaluate each students prior knowledge of subtraction. (formative) During Assessment: Teacher observation during classroom instruction and discussion.(formative) Post Assessment: Students will complete a homework page from My Math workbook that covers one digit subtraction. (formative) Pre-assessment: Teacher will have a problem on the board. The students will solve the problem and write the answer on their morning work worksheet. (formative) During Assessment: Teacher observation during classroom instruction and discussion. (formative) Post Assessment: Students will be given a Check My Progress worksheet to evaluate their perception of new material. (summative) Pre-assessment: Teacher observation of students subtracting Accommodations Extended time, repetition of instructions, directions modeled on the SMARTboard, hands on activity for kinetic learners; provide verbal cues and extra wait time for Q & A

The student will be Pre-assessment During assessment able to determine Post assessment whether an estimate or an exact answer is needed to solve a problem.

Extended time, repetition of instructions, directions modeled on the SMARTboard

At the end of this lesson, students will be able to find

Pre-assessment During assessment Post assessment

Extended time, repetition of instructions,

the difference to a subtraction problem by regrouping.

Students will be Pre-assessment able to explain why During assessment you can use Post assessment addition to check your answer to a subtraction problem.

using base-ten blocks at the beginning of the lesson. (formative) During Assessment: Teacher observations during the lesson on how the student is contributing to the group activity in regrouping and finding the difference. Also the students will complete independently pages 153-154. The teacher will review this work. (formative) Post Assessment: Homework pages 157158 from MyMath Books (formative) Pre-assessment: teacher made worksheet used for morning work (formative) During Assessment: teacher observations during independent work (formative) Post Assessment: homework pages 163164 (formative) Post Assessment: Chapter Three Test to evaluate student cognitive knowledge of subtraction (Summative)

directions modeled on the SMARTboard, teacher model of use of base-ten blocks to regroup

Extended time, repetition of instructions, directions modeled on the SMARTboard,

Students will be able to use strategies to subtract, estimate difference using rounding to the nearest ten and hundred, estimate or exact answer, subtracting with regrouping and subtracting across

Post Assessment

Resource students will be asked to exit the room for help in another classroom, directions will be modeled on the SMARTboard

Whitney Mae Brown 5 Teacher Work Sample zeros.