LL SIFE ELA: Module 1 Unit 1: Lesson 28 Final Assessment Applying What You Have Learned This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Exempt third party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.
Lesson 28: 45 minutes Lesson at a Glance Unit Essential Question Lesson Focus Question Overview Long-Term Targets (CCSS) Today s Targets What is your identity? What is Samir s identity? The purpose of this lesson is for students to apply what they have learned to a new text. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Read closely to determine what the text says explicitly and to make logical inferences. I can read to find information about identity. I can read pictures and text together. I can write information in an identity map. I can annotate glossary words to help me understand what I read. I can write sentences that describe a person s identity. Language Development Function: Description Forms: Describe someone: His name is _. He is years old. He is from. He lives in. His father s Functions name is. He is years old. He has and _. His job is to _. & Forms He likes to _. Give information using frames: Samir s family s religion is _. They go to the on Fridays. At the mosque, they. They celebrate _. Vocabulary Central Concepts Academic Basic V: to reflect N: assessment, test 2
Agenda: Lesson 28 General Teaching Notes: Lesson 28 1. Opening A. Warming Up: Assessment B. Introducing the Learning Targets 2. Work Time A. Modeling the Assessment B. Assessment: Module 1, Unit 1 3. Closing & Assessment A. Reviewing the Learning Targets B. Reflection This is the first formal assessment in the curriculum. There may be students in your class who have not had experiences with formal assessments. For this first assessment, emphasize why assessments are important. Help students understand that assessments are opportunities for students to apply what they are learning. It is useful for students to understand that what they are doing in the assessment is connected to the work they have learned in class. Furthermore, emphasize that the assessments help teachers understand what students know and can help them to improve their teaching. We have provided a number of assessment materials: reading (two versions), an identity map, and a writing task (two versions). You will need to decide how much the students in your class are ready for in this assessment. The assessment task will evaluate students ability to: o Read a text and identify information about Samir s identity. o Use glossary words to support understanding. o Complete an identity map that demonstrates reading comprehension and an understanding of the vocabulary and schema related to identity. o Write sentences to describe Samir. The curriculum provides two versions of the assessment: o M1 U1 Final Assessment: Reading A: simple sentences and familiar vocabulary for students who are level 1 and struggle to make sense of text o M1 U1 Final Assessment: Reading B: more complex sentences; may require students to use a glossary to understand unfamiliar vocabulary terms Students new to print will require support to access and complete the Unit 1 assessment. If this is the case, we suggest you work with a small group of students to read aloud each sentence, support them to translate glossary words, and ask them where the information belongs on the identity map. Please recruit an adult in your school community to support you in the classroom during this lesson. (Please see notes 3
in Meeting Students Needs about Guided Assessment.) It may be challenging for students to focus independently for more than 20 minutes. Please adapt the assessment so that it is realistic for the students in your classroom. The identity map that we provide for the assessment includes only categories that correspond to the information in the text. As students become more proficient as readers, we will include information on an identity map that may not appear in the text to highlight that authors make choices about the information they include in texts. The following protocols are used in this lesson: Assessment Chorally repeat Modeling Think-aloud Thumb-o-meter Please refer to front matter to review them. 4. Homework No homework is assigned in Lesson 28. 4
Materials and Preparation: Lesson 28 Provided in Lesson Materials Week 2 Glossary o Word Card for confused Week 6 Glossary o Word Cards for assessment/test and to reflect M1 U1 Final Assessment: Reading A M1 U1 Final Assessment: Reading B M1 U1 Final Assessment: Glossary M1 U1 Final Assessment: Samir s Identity Map M1 U1 Final Assessment: Samir's Identity Map Extension M1 U1 Final Assessment: Sentences A M1 U1 Final Assessment: Sentences B M1 U1 Final Assessment: Guiding Questions Assessment Rubric For Teacher to Prepare in Advance Make copies of both the A & B versions (if applicable) of M1 U1 Final Assessment: Reading, M1 U1 Final Assessment: Glossary, M1 U1 Final Assessment: Samir s Identity Map (and Extension), and copies of M1 U1 Final Assessment: Sentences and M1 U1 Final Assessment: Guiding Questions. It is important to decide in advance which assessment to distribute to each student. You can write the student s name on the assessment so during class you can easily distribute the correct versions to each student. Determine whether there are students who will not be able to complete either version of the assessment independently. You should gather these students together and guide them through the assessment. Please place these students who need support at a table that is removed from the rest of the students who are working independently on the assessments. You will be reading aloud and transcribing student responses, and you will want to avoid disturbing the rest of the class. 5
Classroom Set-Up Post/project M1 U1 Final Assessment: Reading Post/project M1 U1 Final Assessment: Glossary M1 U1 Final Assessment: Samir s Identity Map Post/project today's learning target and appropriate Word Cards for modalities. Take a survey of what you have posted on the walls in your classroom, and decide what you would like to leave posted to support the students with their assessment and what you would prefer to remove. 6
Opening: Lesson 28 Meeting Students Needs A. Warming Up: Assessment Say: "Today we are going to have a final assessment. Hold up the Word Card for assessment/test. Say: Another word for an assessment is a test. Ask the students to share the word for assessment in their home languages. Say: Assessments help me to know what you understand so I can be a better teacher. Assessments also can show you how to be a better student. B. Introducing the Learning Targets (5 minutes) Direct students attention to today's learning targets: o I can read to find information about identity. o I can read pictures and text together. o I can write information in an identity map. o I can annotate glossary words to help me understand what I read. o I can write sentences that describe a person s identity. Say: Today you are going to use all the skills you have learned to read a new text. Read the targets aloud and point to the Word Cards for the corresponding modalities. Say: Today you are going to have a Unit Assessment. This is one way to show what you learned in so far. In this unit, you learned how to: o Read to understand Tsion s identity. o Annotate glossary words. o Add information to an identity map for yourself and Tsion. o Write sentences to describe your own identity. Project Samir s Identity Map. Say: Today you are going to read a new text. This text is about a young man named Samir. You will: 7
o Read about Samir s identity. o Use the glossary words to help you understand the reading. o Add information to Samir s Identity Map. o Write sentences to describe Samir s identity. Ask: If you are reading about Samir s identity, can you predict what kind of information will you learn about Samir when you read? Connect students responses to the categories on Samir s Identity Map by gesturing to the categories as students say them. 8
Work Time: Lesson 28 A. Modeling the Assessment If there are students who you will work with to guide them through the assessment, make sure that they are already seated together. If you think some students may need the support of their same language peers to translate vocabulary, make sure these students are seated next to one another. Project the M1 U1 Final Assessment: Glossary. Choose whether to project the A or B version, depending on your students needs. Distribute the M1 U1 Final Assessment: Glossary, Reading, and Identity Map to each student. Make sure that you give each student the appropriate version of the assessment. Say: The first thing you need to do is use the glossary to help you understand all the words. Gesture to M1 U1 Final Assessment: Glossary and read each of the words aloud: building, to build, road, and have students chorally repeat. Project M1 U1 Final Assessment: Reading. Read the first sentence in the second paragraph: I live with my family in an apartment building. Stop after building and think-aloud: I see that this word is in bold print. (Point to the word building on the projected assessment.) Bold means that it is a glossary word. Turn to the glossary, and let s figure out what building means. Model turning to the glossary and point to the word and image of a building. Say: A building is a big place where people live or work. It has walls and a roof. If you can see an example through a classroom window, draw students attention to the building. Ask students to share the word for building in their home language, and explain that they can discuss the word with their partners if they need help. Have students translate the word building in their glossaries in home language, and then have them annotate the word building on their texts. Meeting Students Needs Please note that there are words in the Samir reading that students have learned as vocabulary throughout Unit 1 (e.g., countryside, morning, night). Please make sure student s glossaries are available for them to use as a reference. 9
Continue to guide students to translate and annotate. When students have completed translating the three glossary words provided say: The glossary words we just translated are new. When you read the text you will see that there are many glossary words you already learned. Point to the word wall and acknowledge that students have learned a great deal. Tell students that they may also use their personal glossaries from M1 U1 Week 2 and Week 3 or the word wall if they are not sure of the meaning of a word. Project Samir s Identity Map. Again, decide whether to project version A or B. Say: Now that you have translated glossary words, we are going to read the text and fill in Samir s Identity Map. I am going to read the categories on the map so that I am clear about the information I want to find while I am reading. Read aloud as you point to the categories on the identity map. Have students chorally repeat. Say: I am going to model to get you started. Switch screens to return to the M1 U1 Final Assessment: Reading. Read aloud the first sentence of the text: My name is Samir. Reread the first sentence aloud, and say: I notice this sentence gives information that I can add to Samir s Identity Map. This sentence tells me about name. Switch screens to return to Samir s Identity Map. Model finding the circle for name in the projected Samir s Identity Map. Write Samir in the circle. Students may want to share the other information they heard, but remind them that they will work independently. Say: Listen while I read the rest of the text aloud. As you read, draw students attention to the glossary words from previous lessons and remind them to refer to their glossaries. B. Assessment: Module 1, Unit 1 (22 minutes) Remind students that they know and have learned so much, and to do their best. If you there are students who need your direct support, join them at the Guided Assessment table now. Guided Assessment: At this table, you will work piecemeal with students to support their understanding. Reinforce that 10
Have a second adult circulate as students work. Pay attention to their reading behaviors. Are they using the glossary to support their understanding? Are they using clue words when they get stuck? If Time Allows: If students complete the assessment, provide them with M1 U1 Final Assessment: Sentences or M1 U1 Final Assessment: Guiding Questions. they are taking a test to see what they have learned about reading to find information about identity, and point to the reading and the identity map. Read each page aloud, and ask students what information about identity they noticed. Use the identity map to guide students. For instance, you might ask, Did we read any information about Samir s country? and point to the circle labeled Country on the identity map. You would also point out the clue word for country: lives. Students who may be able to orally answer Yemen, may not be able to read or write the word Yemen. You can give them credit for the oral answer by checking the designated circle on the map. You could also offer support to complete written responses by either pointing to Yemen in the text or writing Yemen on index cards. You can pass the index cards to student pairs to add to the identity map. You will read 11
and support locating and placing identity information category by category with this group. Though Level 1 students are all emergent readers, they are not a homogenous group, and you will have to improvise and adapt to their different needs. It is important to keep quiet voices while working at this table, and to place the group at a table that is slightly removed from the rest of the class so as not to disturb the other students and not to give away answers. 12
Closing and Assessment: Lesson 28 Meeting Students Needs A. Reviewing the Learning Targets Direct students attention to today's learning targets: o I can read to find information about identity. o I can read pictures and text together. o I can write information in an identity map. o I can write sentences that describe a person s identity o I can annotate glossary words to help me understand what I read. Say: You have learned a lot over the past four weeks. Commend students on their focus and effort on the assessment. B. Reflection Say: When you take an assessment, it is important to reflect, or think about, what you did well and what was confusing. Show the Word Card for to reflect. Maybe there were things that confused you (point to the Word Card for confused), but there was also a lot of information that you understood after only four weeks. Read each of today s learning targets aloud in succession, and have students reflect using the thumb-o-meter. Say: Who can read the text and find out information about Samir s identity? Invite a student to share a detail or piece of information about Samir s identity. Read the second target aloud, and ask: Did anyone use the pictures to help you understand the text? Invite a student to share how he/she used the pictures to help understand the text. Continue this process for the remaining three targets. As students share, point out similarities or differences among their responses. For example: Carlos and Bintu both enjoyed the writing. Maria was comfortable with the identity map, and Soe Sanda was It is important to socialize the kinds of reflection that promote metacognition. 13
comfortable with the writing." Invite students to share something that confused them. Remind students that they will be sharing their books with the class the following day. 14