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Assessments (Higher Order Thinking (H.O.T.) Questions based on The Snowy…
Assessments
Formative: The process of gathering evidence of student learning, formative assessment involves: providing feedback, adjusting instruction to enhance achievement.
Example 1: An Informal Formative Assessment-This can be in the form of something like an Exit Ticket where students can do a 3-2-1 activity where you have them write 3 things they learned today, 2 things I found interesting, and 1 question I still have. You could also instruct them to draw an image to accompany it. The students can then be instructed to share with a partner or with their table in a laid back/casual environment.
Example 2: A Formal Formative Assessment-This can be in the form of a quiz or test, it is a formal way to assess what the students know. 
Interim/Benchmark: An assessment that is given at varying intervals between instruction. This data can be used to measure a student's growth, modify/adjust future plans, and figure out if any additional resources will be needed to supplement your students.
Example 1: A test given at the end of a chapter or unit-Students can be tested over material that has just been taught and this can helps teachers decide if it is okay to move on or not.
Example 2: Thumbs up or thumbs down assessments can be used as interim/benchmark assessments. They can be conducted throughout a lesson to see where students are in terms of understanding the content you are teaching.
Summative: This type of assessment is when you are at the end of a large portion of learning and want students to review.
Example 1: A standardized test is an example of a Summative Assessment because it takes learning done over a period of time (the school year) and then questions kids about what has been learned.
Example 2: A group project is an example of a Summative Assessment that allows students to work collaboratively to create a model, presentation, paper, etc. about a unit of learning or learning done over a period of time (i.e. every 3 weeks).
Performance: This type of assessment aims to have students execute an activity/task to the best of their ability to show what they can do. Sometimes these types of assessments can be designed to see what the student's skills are in a particular situation.
Example 1: A student giving a speech over a topic they have researched could be a type of Performance assessment. The student has to show what they know about something in particular.
Example 2: All students can be given a situation (how would you do... or if you had __ amount of money, what is the smartest way to use it?) and then assess which student performed the best.
Diagnostic: These types of assessments are used to gauge a student's prior knowledge and looks at the student's strengths, weaknesses, and skills.
Example 1: DRA, TPRI, and other level measuring tests could be considered types of Diagnostic assessments. They help the teacher figure out the student's prior knowledge and where their individual instruction should go next.
Example 2: A type of Diagnostic assessment that can be given to a student can be one that deals with their social and/or emotional health. This can help educators understand what the student needs and how to help them.
Student scores from Guided Reading observations: 12, 12, 12
1: Based on the information from Guided Reading observations during summer school, I think that one strategy I could modify would be to use a formative assessment in an informal way. Some of the students in this group become dis-engaged and unwilling to continue working. I think that if we took a break and completed an activity like a 3-2-1, it would have them doing something besides reading or taking a formal assessment. I would probably have the students all share their 1's (questions) and then we could discuss as a group how to answer the questions.
2: Knowing that these students are only on level 12 going into 3rd grade, I could perform a type of Performance assessment to gauge what students are good at, struggle with, and enjoy about reading. This assessment data can help me decide what to focus on during Guided Reading so that I can try to help them get closer to the going into 3rd grade reading levels they are expected to be on.
Higher Order Thinking (H.O.T.) Questions based on The Snowy Day by Ezra Jack Keats
Beginning: 1) Based on the cover of The Snowy Day, what do you think the story is about? Why do you think that? 2) Now that we have been introduced to Peter, what do you think Peter is going to do?
Guiding: 1) We know that Peter is outside in the snow , so what do you think Peter thinks of the snow? Why do you think that? 2) Can you recall all of the activities that Peter did in the snow?
Closing: 1) Why do you think Peter wanted to put the snow in his pocket? Would you have put the snow in your pocket? Why or why not? 2) If we had a snowy day tomorrow, what types of things would you do? Why would you do those types of things?
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