Trees Unit: Assessing

Jenna Graziadei, Elizabeth Martin, and Belinda Ortiz

EDUC 529
Fall 2017
 Presentation Organization
Slide 3: What are assessments? Slides 28-30: Learning Log Rubric
Slide 4: Why assess? Slides 31-32: Anecdotal Record
Slide 5: Why assess in literacy? Slides 33-35: Daily Checklist
Slide 6-7: Types of Assessments Used Slides 36-60: Summative Assessments
Slides 8-9: Standards Related to Activities and Assessments Slides 38-40: Quizzes
Slides 10-13: Activity Timeline Slides 41-42: KWL Chart
Slides 14-31: Formative Assessments Slides 43-45: Writing On Demand
Slides 17-20: Running Record Slides 46-60: Portfolio
Slides 21-22: Student Rubric Slides 61-62: Works Cited
Slides 23-27: Exit Slips
 What are assessments?
Assessments are instructional tools to guide improvements in student
learning.
They also guide improvements in teaching strategies to ensure that
instructional approaches provide students the opportunity to reach their full
academic potentials.
Assessments are a critical aspect of instruction in order for the academic
environment to reach its full potential for the teachers and students.
 Why assess?
Assessment is an integral part of instruction, as it determines whether or not the goals of education are met
(Edutopia, 2008).
Assessments can directly impact grades, placement, advancement, instructional needs, curriculum, and, in
some cases, funding (Edutopia, 2008).
Formative assessment can be informal or formal, and is used to collect data that can guide instructional
practices and learning experiences of students.
Summative assessment is typically for grading purposes to analyze the educational growth of students related
to standards and learning objectives over an extended period of time. It remains an opportunity to reflect on
instructional practices and learning experiences of the students.
A student portfolio is a compilation of academic work and other forms of educational evidence assembled for
the purpose of (1) evaluating coursework quality, learning progress, and academic achievement; (2)
determining whether students have met learning standards or other academic requirements for courses, grade-
level promotion, and graduation; (3) helping students reflect on their academic goals and progress as learners;
and (4) creating a lasting archive of academic work products, accomplishments, and other documentation
(Hidden curriculum, 2014).
Compiling, reviewing, and evaluating student work over time can provide a richer, deeper, and more accurate
picture of what students have learned and are able to do.
 Why assess in literacy?
Literacy is a learning area that is comprised of hundreds of objectives and stages
of development that typically follow an organized progression towards more
advanced concepts. Therefore, in order to reach the higher levels of thinking,
the student must master all prior skills. A teacher can ensure this is taking place
by conducting assessments. Through formative and summative assessments, the
educator can gather valuable data about the whole-class and individual progress.
This should guide future reading and writing lessons, as well as instructional
strategies to ensure that the children develop strong literacy skills and
foundations that are to be used and enhanced in future activities.
 Types of Assessments Used
Formative: Running Record- to be completed over several days within the first week to track the development
of reading skills for each child
Formative: Student Rubric- to be completed and collected on a daily basis
Formative: Exit Slips- to be completed and collected on a daily basis
Formative: Anecdotal Records to be completed daily
Formative: Daily Checklists to be completed daily as a check for progress in each aspect of the day's lesson.
Summative: KWL chart- this chart is to be started on the first day and complete on the last day of the unit
Summative: Quizzes- one quiz is to be completed and analyzed each week to assess the weekly progress of the
children
Summative: Portfolio- to be gradually developed throughout the two-week unit, reflected upon on the final
day, and then collected for analysis. Students will present their portfolios to their class on Day 10 and a peer
evaluation will be done by each student for each presentation.
 Types of Assessments Used

Formative: Learning Log Rubric- to be used on a daily basis by the teacher when reviewing the learning logs
of students to analyze their daily progress based on instruction
Summative: Writing On Demand- a writing assignment to be completed on the final day that requires that the
student reflect on their learning throughout the unit with a short tree-based prompt
PA Standards Aligned System (SAS)
PA Standards Aligned System (SAS)
 Trees Unit:
Activity Timeline
Day 1: All about trees in general, features of leaves
1. Read: The Old Tree by R. Brown
2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in small groups
3. Explore the Secret Life of Trees website
4. Learning log entry
5. Data chart about shapes of trees or features of leaves
6. Walking field trip of neighborhood
Day 2: Tree Content Vocabulary
1. Read The Big Tree by B. Hiscock
2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in small groups
3. Learning log entry
4. Visit to a forest
5. Collect pictures and objects to represent words
6. Make word posters
Day 3: Trees in the environment, parts of trees
1. Read: Are Trees Alive? by D.S. Miller
2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in small groups
3. Paint pictures of trees in each season to make a poster with descriptions
4. Learning log- bark rubbings, parts of a tree, shapes of trees, leaf collection, trunk cross-section
5. Scrapbook of tree photos and descriptions
Day 4: All About Trees
1. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in small groups
2. Read Tell me, tree: all About trees for kids by G. Gibbons

3. Scrapbook of tree photos and descriptions

4. Learning log entry

5. All About Trees book

6. Explore the Secret Life of Trees website

Day 5: Types and Uses of Trees

1. Read The Great Kapok Tree by L. Cherry

2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in small groups

3. Learning log entry

4. All About Trees book

5. Word games- types of leaves, shapes of trees, foods from trees, animals in trees, uses of trees

6. Venn diagram comparing uses of trees

7. Scrapbook of tree photos and descriptions

Day 6: Tree Life cycles, Tree Writing

1. Read: From Seed to Apple by A. Ganeri

2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in small groups

3. Learning log entry

4. All About Trees book

5. Explore the Secret Life of Trees website

6. Circle diagram with life cycle of tree

7. Book of tree riddles
Day 7: Tree Writing Day 9: Tree Writing
1. Read: Red Leaf, Yellow Leaf by L. Ehlert 1. Read A Log's Life by E.W. Pfeffer
2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in 2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation
small groups in small groups
3. Learning log entry 3. Learning log entry
4. Book of tree riddles 4. Class collaboration book that each student contributes to with picture and
description
5. Visit to a plant nursery
5. Book of tree riddles
6. Interactive writing- parts of tree, shapes of trees, uses of trees, needs for trees to live,
caring of trees, trees in our community Day 10: Tree Writing, Class Project
Day 8: Tree Writing 1. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation
in small groups
1. Read My Favorite Tree: Terrific Trees of North America by D. Iverson
2. Plant a tree
2. Centers - guided reading, Word wall vocabulary, Word/Object Sort on a rotation in
small groups 3. Reflecting and sharing of portfolios
3. Learning log entry
4. Book of tree riddles
5. Class collaboration book that each student contributes to with picture and description
 Formative:
Justifications
 The formative assessments designed for this unit on trees are "assessment(s) for learning" (Bilash,
2011).
They are to be "used to adapt teaching and learning to meet student needs" (Boston & Carol, 2002)
during the course of the unit.
Our formative assessments "reflect the concepts and skills that the teacher (would have)
emphasized in class (during this unit), along with the teacher's clear criteria for judging students'
performances" (Guskey, 2003).
Given that the assessments have been designed based on the activities and learning in the unit, they
will "serve as meaningful sources of information (that) don't surprise students" (Guskey, 2003).
As the teacher uses data from these assessments to tailor instruction to the needs of the whole
class and individual students, the "students (will) have a second chance to demonstrate their new
level of competence and understanding" (Guskey, 2003).
 In properly using these assessments as classroom tools, the teacher would be required to return all
materials collected to "facilitate learning by providing students with important feedback on their
learning progress and by helping them identify learning problems" (Guskey, 2003) in order to
encourage continued progress throughout the unit.
With these formative assessments being utilized and analyzed on a daily basis, reflections must be
"followed by high-quality, corrective instruction to remedy whatever learning errors the assessment
identified" (Guskey, 2003).
The formative assessments will identify those developing their skills at the appropriate rate, those
struggling, and others who are excelling. "Those students who have few or no learning errors to
correct should receive enrichment activities to help broaden and expand their learning" (Guskey,
2003) while the others continue to actively engage in the lesson with the necessary supports.
 Formative:
Running Record
Belinda Ortiz
 This record will be used within the first week and
then at the end of the two week unit
This assessment will be used for fluency and
comprehension. During free choice/silent
reading/literature bins students will be called to
the teacher's desk individually.
This will show their accuracy rate and if they
understand what they are reading.
At the end of the 2 week unit this assessment will
be used to see if there was a change in
the accuracy rate and fluency.
This will help know where each child's skills stand
numerically, which will help me prepare lessons
and materials that can increase each
individual's fluency and comprehension.
 Formative:
Student Rubric
Jenna Graziadei
 Description: The student rubric is an assessment that can either be
physically distributed each day, or posted on the board for completion.
It is similar to a 'check for understanding' with a thumbs up or thumbs
down. The students will reflect on their learning each day, during
which they will be urged to be truthful as it is solely going to be seen
by the teacher.
Purpose/goal: This is intended to allow the teacher to make swift
determinations about the success of a lesson that will help him or her
tailor the next day's instruction to the needs of the students. It would
be ideal that throughout the course of the unit, the students gradually
reach higher levels of understanding, eventually plateauing at 'Fully
Grown' such that they are confident in their knowledge of trees.
Data analysis/use: The teacher should reflect on the self-scoring of
the students to determine successes and areas where the lesson fell
short both instructionally and in learning. Determinations must be
made as to whether or not there is a need for reteaching, small-group,
or individualized instruction to enhance the understandings of new
concepts. These scores should be compared to the observations
throughout the lesson, as well as products from activities to develop a
more sound perspective of the status of a given student in order to
transition to the following day in the most appropriate manner.
Formative:
Exit Slips
Jenna Graziadei
 Description: The exit slips will be completed at the conclusion of the relevant lessons each day. They
are intended to summarize the day's learning and guide the students to reflect on that from the activities
they were involved in. Each day's exit slip is different given that new content will be taught throughout
the unit. The students are to complete them without the help of any materials or resources as to test
their retention of new information.
Purpose/goal: The exit slips are intended to provide the teacher with a more insightful look into the
development of the students in comparison to the student rubric, from which the next day's lesson can
be modified appropriately based on progress. The students should be able to exhibit developing, or
proficient literacy skills. Improvements should be seen given that the teacher is using the data for
instructional and learning improvements.
Data analysis/use: The teacher can use the information from the exit slip to identify who may need
additional explanations of the material, if the teaching method needs to be altered, and how to conduct
a review in the lessons over the following days to gradually expand upon and advance the skills of the
students. It should be scored as objectively as possible based on the rubric guideline for the portfolio
assessment, which represents that standards that are to be worked on throughout the unit.
 Formative:
Learning Log Rubric
Jenna Graziadei
 Description: The rubric is an assessment to be used by the teacher on a daily basis to analyze the learning of the students reflected in
their writing, which should be based on instruction that day. The students should reflect on content covered that day in relatio n to the unit on
trees and the literacy skills being develop within their learning logs. The scores are focused on the learning that is to occur each day to guide the
teacher in a manner that is as objective as possible.

Purpose/goal: This is intended to allow the teacher to make

determinations about the success of a lesson that will help
him or her tailor the next day's instruction to the needs of the
students. The teacher will analyze this product of the day's
lessons to be able to identify students who may not have
retained, or were confused by information, others who are on
point in their learning development, and those who were able
to reflect advanced learning and thought processes in their
writing. It would be ideal that throughout the course of the
unit, the students gradually reach higher levels of thinking
with a greater deal of detail in their learning logs.
Data analysis/use: The teacher should reflect on the
learning log scores daily to determine successes and areas
where the lesson fell short both instructionally and in
learning. Determinations must be made as to whether or not
there is a need for reteaching, small-group, or individualized
instruction to enhance the understandings of new concepts.
Ideal is a score of 2, and optimal is a score of 3.
 Formative:
Anecdotal Record
Elizabeth Martin
 Description - Anecdotal Records are
brief notes taken during
observation. They should describe
specific events, report instead of evaluate
and relate the events to other student
information (Tompkins, page 73).

Purpose/Goal - The goal is to monitor

and document student growth over time.

Data Analysis/Use - Intervention can be

introduced as needed, when problem
areas are identified. In this lesson, several
of the key literacy standards will be
observed and noted. Anecdotal notes
will be taken as needed. This will allow us
to associate the anecdotal notes to
specific objectives to identify areas of
strength and weakness.
 Formative:
Daily Checklist
Elizabeth Martin
 Description A checklist is a summary of set evaluation
criteria that is expected for each milestone of the
lesson. This is an at-a-glance check for completion of the
same criteria for each student.

Purpose/Goal - Used to simplify grading and assessment

by using common pre-constructed evaluation criteria.
Students understand what is expected of them for each
day of the lesson through consistency.

Data Analysis/Use - Promotes consistency across student

assessment since the same criteria is used for
analysis. Provides student expectations for each day of the
lesson.
Summative:
Justifications
 The summative assessments designed for this unit on trees are "assessment(s) of learning" (Bilash,
2011).
They serve to "measure student growth after instruction" (Coffey) and are to be given across
extended intervals "in order to determine whether long term learning goals have been met"
(Coffey) yet.
We have designed them to ensure that the teacher can use these tools as "a means to gauge, at a
particular point in time, student learning relative to content standards" (Garrison & Ehringhaus,
2011).
Analyses of the data will provide "proof of what the students have learned" (Bilash, 2011) within
the learning process associated with this unit.
Summative:
Quizzes
Belinda Ortiz
 Quiz 1

At the end of week one, students will have

studied the parts of a tree as part of the
learning so far.
This assessment will show if the
students have accurately retained their new
knowledge.
This quiz will help the students with their
vocabulary because these words will be
used for their vocabulary test. It will also
summarize week 1 that will help the
students transition to week 2 of the unit,
during which they will dive deeper into
their study of trees.
Quiz 2 This assessment will be given at the end of week 2, which touches upon learning from the whole unit.
Students will cut out the words and glue them in the correct boxes: tree labels, the needs of trees and the needs of
humans after learning about trees in the 2 week tree unit.
This will be the final quiz that will show students understanding of the unit's content.
Summative:
KWL Chart
Belinda Ortiz
 Description: The 'K' area of the chart is to be completed on the
first day of the unit. It will engage the students in the reflective
process that is necessary to support their use of prior knowledge
in their new areas of literacy learning. The 'W' is to be added on
to throughout the unit as the students work with the inquiry
strategy of learning. The 'L' should be complete on the final day
of the unit to again reflect, but this time on one's learning and
development throughout the two weeks.
Purpose/goal: This is intended to provide the teacher with
another resource to analyze the students' overall growth
throughout the unit. Less extensive than the portfolio, a faster
analysis can be conducted as to whether or not the student was
able to exhibit mastery of learning objectives in their reflection.
Data analysis/use: The teacher should use their analysis of each
student's KWL chart to determine any areas where learning was
lacking. If it is of concern and something that is not to be
addressed again in the next unit, the teacher can make the
appropriate judgments in regard to tier 1 or tier 2 interventions
that he or she could conduct. This would be necessary to ensure
that the student could begin a new unit with a sufficiently strong
foundation.
 Summative:
Writing On Demand
Elizabeth Martin
 On-Demand Writing Assessment

Done as a summative assessment at the end of

the unit to complement the weekly quizzes.
Will look for developing literacy:
Foundational Reading Skills
Decoding/encoding
Content vocabulary
Foundational Writing Skills
Ideas
Organization
Voice (knowledge of topic)
Word Choice
Sentence fluency
Conventions
Presentation
 On-Demand Writing Rubric

On-demand writing samples will be assessed

according to this rubric.
Reading and Writing are reciprocal processes
and this writing will show growth in the areas
of Reading and Writing Literacy skills.
The PA Standards discussed earlier in this
presentation and the Literacy Writing skills
from the Tompkins text are addressed.
Student choice is promoted since students are
able to select their area of focus within the
overall topic (trees) and can show knowledge
that has been retained from any combination of
the activities within the unit texts, discussions,
field trips, learning activities, collaborative
projects, etc.
Summative:
Portfolio
 Description: The portfolio is to be comprised of assignments that are completed throughout the unit. The necessary items will
be collected based on the pre-designed checklist that also provides students with the opportunity to choice some of the items that
are included for analysis. The students will be active contributors to their portfolios, and the expectations and goals of this
assessment will be made clear to the students. The students will reflect on their portfolios individually, with peers, with a teacher,
and at home with a family member to reinforce the growth that can take place within and following this process.
Purpose/goal: This assessment will be designed as a process portfolio that documents the stages of learning as opposed to a
product portfolio that purely exhibits the best work of the students. With this approach, growth can become evident to the
teacher. It will be known by the students that their portfolios should exhibit this growth in their literacy skills based on the
learning objectives and standards that have been included in instruction. The teacher will utilize the pre-designed
checklists/rubrics to analyze the contents of the portfolios and their relations to literacy development. Such an analysis is
intended to provide the teacher with a more summative resource with evidence of student work to analyze their overall growth
throughout the unit. It is more detailed than other summative assessments used in this unit that will provide a more informed
perspective of the abilities and needs of the students.
Data analysis/use: Given that data from and analyses of the portfolio assessments are summative, the teacher should reflect to
determine the level of mastery each student has reached associated within the individual learning objectives and standards.
Following this, such information can be utilized to design activities within the following unit that will provide the students with
opportunities to continue utilizing and practicing these skills that must be mastered in order to build upon them to reach higher
levels of thinking. The teacher can engage the students in reflective discussions that encourage a growth mindset towards the
areas that have been identified for improvement. Goals could be set on a chart taped to their desks to remind them of literacy
skills to focus on in their development in the following weeks.
Summative:
Portfolio
Contents
 Types of Documents
The documents that are to be included in each student's portfolio a generally associated with the activities listed
on the timeline earlier in the presentation.
Most lesson activities that result in a final product will be included.
Activities that involve several drafts will be included as prime examples to view growth within the reflecting and
revising processes of literacy.
There are some tasks outlined that are to be completed on a daily basis. From these, the students will have the
opportunity to choose their pieces of work that best exhibit their learning and growth throughout the unit, such
as two of their daily learning logs.
The items included in the portfolio are intended to be examples of their learning and experiences within the
lessons associated with the trees unit that will allow one to analyze their academic progress within the grade's
literacy curriculum, which is necessary information in order to ensure that proficiencies are developed by the end
of the year.
 Description: This is a checklist that the students will use to track the
contents included in their portfolios. It provides structure, as well as
opportunities for student choice. As the assignments are complete, the
students can check them off the list and place them in the folder.
Once all necessary items have been collected, the portfolio will be
bound and put into published form that can be presented to peers on
the final day of the unit, reflected upon individually and with peers,
and finally analyzed by the teacher.
Purpose/goal: This checklist is intended guide the students through
the process of the portfolio assessment. The expectations are made
clear and structured as to prevent a student from being tricked or
falling short content-wise. The teacher can analyze the student's ability
to use the checklist with a goal of self-regulation in their learning. This
analysis can be brought further to consider the responsibility these
students have taken in their learning.
 Summative:
Portfolio
Timeline for Collection
 Day 1: Day 7:
Chart about shapes trees Interactive writing assignment
Chart about features of leaves Day 9:
Learning log Final draft of tree riddles book
Day 2: Day 10:
Word poster 2 guided reading comprehension worksheets
Day 3: 2 word wall vocab worksheets
Painting of seasonal trees with descriptions 2 picture-vocabulary worksheets
Day 4: 1 scrapbook page of tree photos and descriptions
First draft of all about trees 2 daily learning logs
Day 5:
Venn diagram comparing trees
Day 6:
Life cycle of trees diagram
Final draft of all about trees book
First draft of tree riddles book
Summative:
Portfolio
Analysis
 Description: This is a student-centered rubric that
the teacher is intended to use to grade the contents of
the portfolio. It requires the analysis of writing
conventions, as well as literacy skills associated with
standards addressed in the unit's activities. The area
of 'understanding' is to be based on the development
analyzed with the documents on the following slides.
Overall, this allows the teacher to provide feedback to
the student in a manner that he or she is able to
understand and reflect on.
Purpose/goal: This rubric can be used in the
student-teacher discussion to provide useful feedback
to each child. It will be an opportunity for the teacher
to explain the development of the child that could be
observed through their portfolio, and the student can
provide responses of their opinions or questions for
clarification. It should be an opportunity for growth
for the students that will be useful in the following
literacy lessons and units in the grade within which
the skills should continue to develop.
 Description: This is a rubric that will allow the
teacher to monitor the progress of the students in
relation to the grade level literacy standards. Tracking
such information will allow the teacher to ensure that
progress exists, or make the appropriate judgements
for interventions to guide the level of development
that is necessary.
Purpose/goal: The scores on this rubric can be
graphed to track progress visually. This is information
that can be presented to the family members during
conferences that will supplement the contents of the
portfolio to provide evidence that supports the
analyses and conclusions. From this data, decisions can
be made in regard to the needs and strengths of
students that should impact the teacher-student
interactions in the future and the ways in which lessons
are conducted.
30
 Summative:
Portfolio
Additional Documents
 Description: It is critical that families are involved in the educational
experiences of their children. Given that the portfolios are prime
examples of growth and development, this form is to be used to guide
the student-parent discussion and reflection that should take place at
home when reviewing the portfolio.
Purpose/goal: This will keep the family members involved and up to
date on the learning and classroom involvement of the children. It
provides suggestions for structuring the discussion to guide reflection.
This is an opportunity for students to proudly show off their work and
receive support for their academic progress from family.
 Peer Evaluation Worksheet
Description: This peer evaluation sheet is used by every
student in the class while students individually present their
portfolios to their peers. Students will detail (1) new thing they
learned from the presentation, (2) questions they still have, (3)
things the presenter did well and how the presenter can get
even better.
Purpose/goal: Students will evaluate the content, oral
language, fluency and appearance of their peers' portfolio
presentations. This peer evaluation will promote paying
attention throughout the presentation and analysis of what
they have seen. For the presenter, it will empower them to
answer questions with confidence and to improve on their
overall oral language abilities.
Data analysis/use: This can be used for continued literacy
growth by providing areas of focus on which the presenter
can reflect. It helps to promote the critiquing of clasmates'
work and acceptance of constructive criticism from peers.
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guide-importance.

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from http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-
Learning.aspx.

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from https://eric.ed.gov/?id=ED470206.

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2017, from https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/summativeassess.html.

Pennsylvania Department of Education (2017). PA Standards Aligned Systems. Retrieved from

https://www.pdesas.org/Standard/View on December 9, 2017.