| Classroom Environment | Lesson Structure | Assessment | Sample Comprehension Lessons |
|---|---|---|---|
The more information we have, the better able we are to give effective feedback. While a test or assignment is a snapshot of a child’s understanding, we attempt to create a “photo album” (Tomlinson & McTighe, 2006) of formative assessment through the many opportunities available in a comprehension lesson. We look for at least three kinds of information: what children say, what they record/create, and how they act (attentiveness, participation, enthusiasm). The chart below provides general suggestions for formative assessment throughout the lesson.
| Connect and Engage | Background Knowledge (topic, text, or strategy) Interest |
Turn and Talk Observing behaviors |
| Modeling | Using the strategy Following the text |
Turn and Talk Observing behaviors |
| Guided Practice | Using the strategy Productive peer interactions |
Turn and Talk Sticky notes/graphic organizer Observing behaviors |
| Collaborative/Independent Practice | Applying the strategy on their own to support understanding the text Productive peer interactions |
Partner talk Reading Conferring Sticky notes, graphic organizer, or other products Observing behaviors |
| Sharing | Understanding the strategy Productive peer interactions |
Student sharing Student comments Observing behaviors |
Keeping anecdotal notes on our interactions with children is extremely helpful. Sometimes with children who are drawing their responses or writing them with strings of letters or invented spelling, we transcribe as many as we can so we can understand them later. In each sample lesson, you will see teachers gathering assessment data throughout the lesson — as they listen and interact while children turn and talk and jot their thinking, and as they confer in independent/collaborative practice.
Reference:
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: ASCD