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Assessments (Assessment Data: Assessment data needs to be analyzed to…
Assessments
Assessment Data: Assessment data needs to be analyzed to allow teachers to reflect on the results from the assessment the students completed. This data helps teachers to see areas where students did well and areas where students need to improve on. 
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Strategies: Accelerated Instruction to provide extra practice with specific content, skills, or test-tasking strategies, Small groups to provide more one-on-one instruction and extra practice with specific content, skills, or test-taking strategies. In both strategies breaking down for students how to approach passages and questions is key to ensuring students are knowledgeable with solid test taking strategies Another strategy I would implement to adjust instruction is differentiating instruction by breaking down passage and modeling how to create stop-n-jots or #mainidea that would help them to focus on the main idea for each paragraph in the passage and then focus on the main idea of the passage. Another strategy I would implore is to read through the questions before reading the passage(s) to help the students get an idea of what the questions are asking in regards to the passage(s) . Final strategy would be modeling a think aloud on how to find text evidence to support their answer choice for a practice test questions.
H.O.T
Opening Questions: 1. Can you recall __ , what we discussed yesterday? 2. How do you know when to use context clues and how do you indentify context clues in the sentences and or paragraphs in the text?
Guiding Questions: 1. How can context clues help you understand what a tricky word means? 2. What other strategies or resources can you use to help you understand or determine the meaning of words in a question or passage that you do not know?
Closing Questions1. What is the main idea of the text?
How can you determine the meaning of a word using context clues? What are context clues?
Assessments can be formal or informal assessments that teachers use to assess student understanding and mastery of the content or unit of study.
Examples of assessments are: Formative, Summative, Informal, Performance, Diagnostic, and Benchmark/Interim
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Formative: Systematic, pre-planned methods of testing students that are used to determine how well students have learned the material that is being taught in the classroom. Formal assessments usually occur at the end of units, projects, courses, semesters, programs or school year.
Examples: Portfolios, Journal Responses, Exit Tickets, Quizzes
Interim/Benchmark:These can be short tests/exams given throughout the school year that give teachers feedback on student progress on how they are meeting academic standards.
Examples: District Benchmark Testing in specific subjects, iStation Testing
Performance Assessments: This type of assessement is more open ended in nature. It requires the student to perform a task rather than answer questions from a test.
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*Summative Assessments: These are cummulative assessments that are given to students at the end of the semester or school year to measure student growth after instruction and are typically used to asses whether or not long-term learning goals have been met. *
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Diagnostic Assessments: This type of assessments measure what the student knows prior to any instruction being implemented.
Examples:Pre-Assessments, KWL charts. DRA,