assessment commentary template… · web viewto meet the comprehension objectives (primary...

Special EducationAssessment Commentary

Assessment Commentary Directions: Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

1. Analyzing the Focus Learner Performancea. Identify the lesson objectives from the learning segment measured by each daily

assessment record for both learning targets.

[All objectives for the three lesson plans within this learning segment were measured by my formative assessment checklist. Lesson: 1. Learner will be able to independently identify the main idea of the scientific text by pointing to the correct visual prompt with 100% accuracy, 2. Given minimal prompting, my learner will be able to draw one animal that was discussed in the scientific text with 100% accuracy, 3. Given minimal prompting, my learner will be able to match the correct animal characteristic to the appropriate animal, for all six animals, with 67% accuracy, 4. Given minimal prompting, my learner will determine the function of fishes’, elephants’, and turtles’ physical characteristics by circling the correct answer to the comprehension questions asked about them with 67% accuracy, 5. Given minimal prompting, my learner will not scream when asked to complete all four learning tasks with 75% accuracy. Lesson 2: 1. Learner will be able to independently identify the main idea of the scientific text by pointing to the correct visual prompt with 100% accuracy, 2. Given significant prompting, the learner will be able to write the name of the shelter he lives in, a healthy food item and a healthy drink item with 67% accuracy, 3. Given minimal prompting, the learner will be able to identify which items are needed for animal and human survival and which items are not needed for animal and human survival by sorting them into the correct boxes with 86% accuracy, 4. Given minimal prompting, the learner will be able to match the pictures of the living things to the pictures of their correct shelters, for all four living things, with 75% accuracy, 5. Given minimal prompting, my learner will not scream or refuse to complete his work when asked to complete all four learning tasks with 75% accuracy. Lesson 3: 1. Given minimal prompting, learner will be able to identify the main idea of the scientific text by selecting and reciting the correct oral prompt with 100% accuracy, 2. Given minimal prompting, learner will generate personal connections to the life cycle of a butterfly by correctly labeling the sequence of his own life cycle with 67% accuracy, 3. Given minimal prompting, learner will reproduce the life cycle of a butterfly by placing the picture of each stage in the correct box and labeling each visual with the correct ordinal number with 100% accuracy, 4. Given minimal prompting, learner will match the name of each stage, in the life cycle of a butterfly, to the correct pictorial representation with 75% accuracy, 5. Given minimal prompting, my learner will not scream or refuse to complete his work when asked to complete all four learning tasks with 75% accuracy.]

b. Describe any changes in the assessments (baseline and/or final), daily assessment records, and/or lesson objectives related to either learning target from what was described in the lesson plans, and explain why changes were made.

[No changes were made to my baseline and final assessments or to my lesson objectives. For my daily assessments, I had originally planned to have my focus learner point to the correct picture when asked the question “What was this story about?” during each lesson. He would have also been given the option to state the answer orally if he chose to do so. However, during my instructional delivery, I decided that I would have my student circle the correct picture instead of pointing to it because it offered him a more concrete way of expressing his knowledge. It also gave him the opportunity to look back at his work for self-evaluation.]

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c. If the work sample or the final assessment for the supporting/secondary learning target is an excerpt from a video from Task 2: Instructing and Engaging the Focus Learner, provide a time-stamp reference here.

[My final assessment for my secondary target (use of appropriate social communication) is displayed throughout my entire final assessment video clip and is illustrated on my final assessment checklist.]

d. Summarize the focus learner’s progress toward each learning target as reflected in the lesson objectives. Each summary can be presented in a chart or described in several paragraphs.

[ To meet the comprehension objectives (primary learning target) for Lesson 1, my focus learner was required to identify the main idea of the text, recall/draw one animal from the text, match animal characteristics from the text to the correct animal, and determine the functions of certain animals physical characteristics as discussed in the text. When completing these tasks, he selected the incorrect main idea when presented with visual and written prompts. I prompted him to look back in the book to evaluate his answer. After a full model prompt, he still refused to circle the correct answer. I determined that his refusal to select the correct answer was a result of his favoritism of the incorrect picture over the correct picture. Therefore, this was a noncompliance issue. My focus learner was able to recall a turtle, during the drawing activity, after being given moderate prompting (two choices: one correct animal and one incorrect animal for him to choose from). He was also able to match all animal characteristics to the correct animal when given minimal verbal prompts. Additionally, he was able to recall that elephants use their trunks for drinking water, but he incorrectly stated that fish use their fins for eating and turtles use their shells for playing games. However, he corrected these answers with minimal prompting. In regards to the secondary learning target of appropriate social communication, my focus learner screamed during learning tasks 1, 3 and 4 when he did not get his way, but talked appropriately during task 2. He required significant prompting to end his misbehavior.

To meet the comprehension objectives (primary learning target) for Lesson 2, my focus learner was required to identify the main idea of the text, apply his recollection of the text to determine his basic needs, recall which items are needed for animal and human survival, and recall the correct shelter for living things discussed in the text. When completing these tasks, he incorrectly selected the main idea when presented with visual and written prompts. I prompted him to look back in the book to evaluate his answer. After a full model prompt, he still refused to circle the correct answer. Again, I determined that his refusal to select the correct answer was a result of his preference of the incorrect picture over the correct picture. My focus learner independently recalled that water, food and shelter were items needed for survival but he also chose a chair as a basic need item. However, when given the verbal prompt, “Do you eat, drink, or live in a chair?” he corrected his answer. Additionally, he was able to independently match each living thing to its correct shelter without the use of prompts. In regards to the secondary learning target of appropriate social communication, my focus learner screamed and used noncompliance during learning tasks1 and 2 when he did not get his way, but talked appropriately during tasks 3 and 4. He required significant prompting to end his misbehavior.

To meet the comprehension objectives (primary learning target) for Lesson 3, my focus learner was required to identify the main idea of the text, apply his recollection of the text to determine his own life cycle, sequence the stages of the life cycle of a butterfly and recall the name of each stage as discussed in the text. When completing these tasks, he correctly selected the main idea when presented with written prompts. He was unable to independently sequence his own life cycle but was able to label the pictures correctly when given moderate verbal and gestural prompts (pointing). He correctly sequenced the butterfly’s life cycle when given the verbal prompt “try again”. However, independently, he wanted to place the butterfly



picture after the egg picture and then again after the larva picture. It appeared like he became fixated on this picture and was not actually looking at all of the picture choices before selecting an answer. He then independently labeled the picture of each stage in the sequence. In regards to the secondary learning target of appropriate social communication, my focus learner did not scream or use noncompliance during all four of the learning tasks.

In regards to comprehension, during the final assessment, my focus learner independently selected the main idea of the text when read the written prompts on the worksheet and was able to independently sequence the life cycle of a frog and label each stage with the correct name. In regards to the use of appropriate social communication, my focus learner talked in an appropriate manner throughout the entire lesson and independently complied with completing all tasks. ]

e. For each learning target as reflected in the lesson objectives, analyze the focus learner’s strengths (what s/he appears to understand or do well) and where s/he continues to struggle or need greater challenge, including any patterns in errors, confusions, or needs. Be sure to cite evidence from your summary (above) as part of this discussion.

[In regards to the primary learning target of comprehension, my focus learner was able to independently select the correct main idea when given visual prompts during the last lesson and the final assessment. Therefore, I know that this became one of his strengths. However, I believe he struggled with this concept when he was presented with captioned pictures as supports because he wanted to choose the picture he liked better. He did not understand the concept that just because he prefers one picture to another does not mean that it will eventually become the correct answer. When reviewing the summary, I also noticed that my focus learner exceled on comprehension activities that incorporated the use of the pictures that were displayed in the text [e.g. animal characteristic matching activity, shelter matching activity, life cycle of a butterfly sequencing and name matching (daily assessments), and frog sequencing and name matching (final assessment)]. This data illustrates that he is a visual learner; the pictures triggered his comprehension. His accuracy and independence level for completing all tasks was increased when given visual prompts that were displayed in the text. He struggled during the animal drawing activity because he had difficulty recalling the information without a visual. He also struggled applying the information/concepts gained from the text. He had difficulty with the “My Basic Needs” activity because he had to apply the information from the text to determine his own basic needs. He also struggled with the “My Life Cycle” activity because he had to apply the concept of a life cycle to his own life. Application of his comprehension was a more abstract concept for him and he achieved best during more literal exercises. During the daily assessments and the final assessment, the same supports were used to encourage the use of appropriate social communication skills, the secondary learning target (e.g. embedded schedule, first, then sign, modeling, verbal prompting and positive reinforcement chart). He had difficulty with this target during the first two daily assessments however by the third daily assessment and the final assessment, he independently displayed this behavior without the use of verbal supports. Therefore, his behavior became one strongpoint of his academic performance. However, throughout the first two daily assessments, his behavior was unpredictable; therefore, his mastery of this target cannot be accurately measured without data from weeks of consecutive trials.]

f. Identify any patterns in the related to focus learner performance and level or types of supports provided to the focus learner. How did this support affect the learner’s progress toward each learning target?



Cite evidence from the work sample, the baseline data, daily assessment records, and final assessment (if different from the daily assessment record) as needed, to clarify or illustrate your summary and analyses.

[I used prompt supports and immediate feedback during the three daily assessments and the final assessment. For example, gestural prompts such as pointing were used for refocusing and to guide my learner towards selecting a correct answer. In addition, verbal prompts such as “try again” were used to guide my focus learner towards self-correction. Furthermore, during the “What was this book about?” activities, that incorporated visual prompts, in Lessons 1 and 2, my focus learner required a full-model verbal prompt (see daily assessment checklists for Lessons 1 and 2).This required me to prompt him to go back into the book, in order to see why a certain option was a correct answer, and then modeling choosing the correct item. I was able to determine that my focus learner benefited from these verbal prompts used during the daily assessments because he independently completed each comprehension activity with 100% accuracy during the final assessment. In regards to the secondary learning target of using appropriate social communication, my focus learner did not meet the corresponding objective for this behavior during Lessons 1 and 2 despite the use of the embedded schedule, first-then sign, and positive reinforcement charts. However, after these approaches were consistently implemented during each lesson, he independently met Lesson 3’s social communication objective without the need of additional verbal prompting. He also independently used appropriate social communication and compliance during both tasks of the final assessment (see final assessment checklist). ]

2. Feedback to Guide Further LearningRefer to specific evidence of submitted feedback to support your explanations.

a. In what form did you submit your evidence of feedback to the focus learner for the final assessment for the primary learning target? (Delete choices that do not apply.) In a separate video clip

b. Explain how feedback provided to the focus learner addresses his/her individual strengths and continuing needs relative to the lesson objectives for the primary learning target measured in the work sample.

[In the final assessment video clip, I demonstrated my use of feedback in regards to the primary learning target of comprehension. From 0:10-0:20, when my focus learner was completing the “What was this book about?” activity, I first said “good job” when he selected the answer and then further explained why he did a nice job by giving him the specific feedback: “You did a great job remembering what you learned!” From 1:20- 1:45, during the frog life cycle sequencing activity, my focus learner independently glued down each picture in the correct order. Therefore, I said: “Great job, eggs are glued in the first box because eggs came first in the life cycle.” I then said things like “tadpole came second, tadpole with legs came third and frog came last” after he glued down each item, to further validate his achievement. When he finished gluing down each picture, I gave additional feedback by stating “great job remembering each of those stages.” Although I was not able to fit my feedback for the labeling portion of this assessment task into this video, it followed the same formula as my picture sequencing feedback. Before he began labeling each stage, I said “make sure you take a good look at each picture before you choose its name” as an error prevention strategy. During the task, I said things like: “Great job labeling this picture with the word ‘eggs’ because this is a picture of the egg stage in the life cycle of a frog.” I chose to focus this video on the main idea question and the sequencing activity in order to illustrate his comprehension level of the text and to highlight his use of appropriate social communication during the assessment (the video was also used as the secondary learning



target assessment). My focus learner completed each comprehension task with 100% accuracy so I did not have to address his needs during the final assessment.]

c. How will/did you support the focus learner to apply the feedback to guide improvement within the learning segment or in subsequent learning tasks?

[All feedback provided during the lessons and the final assessment was used to reinforce my focus learner’s understanding of why he selected the correct answer and/or to guide him in correcting an incorrect answer. For example, at 1:20 in the final assessment video, I gave the feedback “Great job, eggs are glued in the first box because eggs came first in the life cycle”; this gave him specific feedback on his performance to help him understand why the answer he chose was correct. If my focus learner selected an incorrect choice during the lessons, I said things like “try again” and used scaffolds, such as verbal prompts and looking back in the text, to guide my student towards the correct answer. This type of feedback was applied consistently during the final assessment and during all lessons to guide my focus learner towards improving his expression of his comprehension, and self-correcting his mistakes. These are skills he will be able to apply during subsequent learning tasks (with prompting). I was able to see that the specific feedback throughout the learning segment was successful because my focus learner was able to independently complete the final assessment with 100% accuracy. ]

d. How will/did you support the focus learner to move toward using error prevention strategies, self-assessment, self-instruction, and/or self-correction?

[I moved my focus learner towards using error prevention throughout this learning segment. During each lesson, I read all directions aloud and explained each task before my focus learner completed them. In regards to each specific learning task, I made sure my focus learner was focused on the content to avoid preventable mistakes. For example, before he began labeling each frog life cycle stage during the final assessment, I said “make sure you take a good look at each picture before you choose its name.” This statement helped teach my focus learner to make sure that he pays careful attention to each question in order to ensure that he is not rushing through the material/selecting incorrect answers even though he understood the material. During particular lessons in my learning segment, my focus learner tended to become fixated on certain items (e.g. the butterfly picture in the life cycle of a butterfly sequencing activity) and identified them as the answer to the question before taking the time to review the other answer options. Therefore, these types of error prevention strategies were used to help him fully focus on the content/answer options in a question before making a decision. Enforcing these types of strategies will move towards using these techniques during subsequent lessons with minimal prompting. To support my focus learner in using self-assessment techniques, I prompted him to look back into the text to check his answers at the conclusion of the learning tasks. Although immediate feedback was utilized because of my focus learner’s learning style, this approach still gave him the opportunity to practice self-assessment (to validate that his answers were correct) by viewing the pages in the text that explain the content that was needed to successfully answer the question. I also incorporated self-assessment in regards to the secondary learning target by asking my focus learner if he believed that he should receive a computer icon because he talked nicely and completed all of his work (as seen during 0:28-0:40 of the final assessment video). This self-evaluation strategy will help him maintain the appropriate behavior or modify his inappropriate behavior during the subsequent learning tasks or lessons. To move my focus learner towards self-instruction, I modeled how to draw connections to one’s own life, when reading each text aloud, in order to teach him an instructional strategy that he can use to deepen his own learning. Consistently applying this approach during all subsequent read-alouds will help teach him how to develop his own connections with minimal prompting. Although my focus learner did not select any incorrect answers during the final assessment, during Lessons 1 and 2, I moved my focus learner



towards self-correction by having him to look back in the book after he selected a wrong answer. For example, during Lesson 2 (illustrated in Lesson 2’s video clip), my focus learner refused to circle the picture that represented “animals and humans’ basic needs” even though he knew it was the correct answer. Therefore, I consistently prompted him to look back into the text in order to determine that this was the correct answer. During this time, I asked him questions like “What is this boy doing?” and “Where does this family live?” in order to show him that the book discusses the basic needs that animals’ and humans’ need to survive. Teaching my focus learner this strategy of looking back in the book and paying attention to the key material addressed within the text helps support him in learning how to consistently use this self-correction strategy during subsequent literacy lessons with minimal prompting.]

3. Evidence of Use of the Expressive and/or Receptive Communication Skill (function) and Other Communication Demands

You may provide evidence of the focus learner’s use of the targeted expressive and/or receptive communication skill (function) and other communication demands from ONE, TWO, OR ALL THREE of the following sources:

1. Use video clips from Task 2 and provide time-stamp references.

2. Submit an additional video file named “Communication Use” of no more than 5 minutes in length and provide time-stamp references. See Task 3 Evidence Chart for acceptable file types. Submit the clip in Task 3 Part C.

3. Use the work sample analyzed in Task 3 and cite use of the targeted communication skills.

When responding to the prompts below, use concrete examples from the clips (using time-stamp references) and/or the focus learner’s work sample as evidence.

Explain the extent to which the focus learner had opportunities to use the targeted expressive and/or receptive communication skill (function) and other communication demands (vocabulary demands, syntax, social use of communication, situational expectations) to access the learning task and/or to demonstrate learning.

[My focus learner was given many opportunities to use his communication skill, Answering a Question, throughout this learning segment. My focus learner was required to answer the question: “What was this book about?” during the first comprehension task of each lesson. When asked this question, he was presented with an answer choice board that displayed two captioned pictures. My focus learner was allowed to circle the correct picture, in order to express his answer, if he struggled communicating his understanding orally. My focus learner uses a Picture Exchange Communication System as an augmentative form of communication; therefore, visual prompts were incorporated into all comprehension learning tasks as an alternative means of expression. After this question, my focus learner used circling, matching, and vocalization to identify the answers to the questions posed to him throughout the remainder of the three learning tasks in each lesson. For example, from 2:40- 4:35 in Lesson 3’s video clip, my focus learner matched the correct pictures to the appropriate boxes on the worksheet when asked the questions: “Which comes first in the life cycle of a butterfly?”, “What comes after caterpillar?” and when prompted to identify the picture of the last stage in the life cycle. In addition, during this time, he was able to vocalize his answer to the question “What comes after egg? When completing this activity, he had to interpret the meaning of the sequencing terms “first”, “after”, and “last” in order to determine his answers. When my focus learner answered



these types of questions, he practiced applying the animal characteristics, basic needs, and life cycle of a butterfly vocabulary learned during each lesson. To express his learning, he had to use appropriate social communication and comply with completing the learning task. From 7:55-11:00 in Lesson 2’s video clip, it is apparent that my focus learner’s inappropriate use of communication and behavior impeded on his ability to express that he actually knew that the basic needs picture was the correct answer and that the school picture was the incorrect answer to the question. However, his screaming and his refusal to acknowledge the correct answer prevented him from independently expressing his comprehension of the text.]

4. Using Assessment to Inform Instruction

Consider what you know about the focus learner and the effectiveness of your instruction/intervention and the learning environment when designing next steps related to both learning targets. Consider all aspects of instruction, including support and environmental modification, as appropriate. Connect your next steps to your analysis of the focus learner’s performance. Support your decisions with principles from research and/or theory, particularly as it relates to evidence-based practices.

a. For both learning targets, describe next steps for instruction to

reinforce current progress toward or attainment of the associated lesson objectives

support further progress in the curriculum after achievement of the lesson objectives.

[ To reinforce the current progress that my focus learner has achieved in regards to his primary learning target of comprehension, I would continue to implement the learning strategies and instructional approaches that were used throughout this learning segment because he learns best from repetition. Moreover, the learning strategies and instructional approaches implemented into my learning segment were designed specifically to meet his individual needs and to apply key components of theory/research. During future instruction, I will continue to conduct an active read-aloud that helps my focus learner draw self-connections. Lev Vygotsky (1978) believed that development was dependent on social interaction. He believed that a student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. Therefore, learning occurs while teaching in the Zone of Proximal Development because it helps decrease the gap between what a student knows and what a student does not know. One way to teach within this zone is to provide scaffolding. Scaffolding is an approach that was utilized throughout this learning segment and I would continue to use scaffolds and prompts to reinforce my focus learner’s current progress of his comprehension objectives. In addition to being an effective method for teaching in the Zone of Proximal Development, prompting is listed as an evidence-based practice for students with Autism by The National Professional Development Center on Autism Spectrum Disorders. Therefore, I would continue using verbal and gestural prompts whenever my focus learner requires them as a support for successfully answering a question or grasping a concept relayed in the text. To reinforce the current progress that my focus learner has achieved in regards to his secondary learning target of using appropriate social communication, I would continue implementing positive reinforcement and self-reflection as key components of my instruction. Reinforcement shows my focus learner that he will be rewarded for using appropriate behavior and encourages him to act in this manner. Furthermore, asking him if he deserves the positive reinforcement because he used appropriate behavior and completed his work allows him to understand why he does/why he does not earn the reinforcement, helping to shape his use of appropriate behavior. However, when reinforcing this behavior in the future, I would modify the type of reinforcement being used. The National Professional Development Center on Autism



Spectrum Disorders discusses research that was conducted on the evidence-based practice of self-management techniques for students with Autism. Their research highlights that it is important to move towards the use of a variety of reinforcers and natural reinforcers, when teaching a student self-management of his or her behavior, in order to prevent a student from becoming dependable on one artificial reinforcer. They explain that is sometimes necessary to use an artificial reinforcer when initially teaching the behavior; however, fading this reinforcer to a natural reinforcer is essential in maintaining it. They also state is important to relate the natural reinforcer directly to the learning target. Therefore, in future lessons when my focus learner uses appropriate social communication and completes all of his work, he would be given free-time as reinforcement (a break from completing work). This natural reinforcer will remain in place once the artificial reinforcer of computer is faded out.

To support further progress in the curriculum after achieving his lesson objectives of comprehending/recalling pieces of information from a text, I would begin teaching my focus learner how to identify different elements of story structure when reading narratives. The lessons within my learning segment had my focus learner practice answering comprehension questions/completing comprehension activities after listening to scientific texts. To teach my focus learner how to apply his comprehension in order to determine the key components of a story (e.g. main characters, setting, problem, and solution), narratives would be used. This would expose my focus learner to both fiction and nonfiction texts. Comparing these two types of texts will be something that my focus learner will be taught after he has mastered the prerequisite material. When teaching the elements of story structure, the same differentiated elements would be used during instruction (e.g. adapted texts, answer choice boards, circling/matching activities). Carol Tomlinson’s (2001) theory on differentiation highlights that teachers should adjust the curriculum and presentation of information in relation to the learner’s needs. Also, full model prompts would be used when first teaching the material and then would be faded as my focus learner increases his achievement levels (an evidence-based practice of prompting).To support progress in accessing the curriculum after achieving his lesson objectives of appropriate social communication and compliance through the use of a computer-time positive reinforcement, I would teach my focus learner how further monitor his own behavior by using a self-recording chart. I would prompt him to circle a happy face or a sad face after completing each learning task to help him work towards a more independent form of self-management. If he earned all possible happy faces during a lesson, he would receive the natural reinforcer of free-time. The success of implementing this type of system was highlighted in the research the National Professional Development Center on Autism Spectrum Disorders conducted on the evidence-based practice of self-management.]

b. Based on what the focus learner knows and can do and your next steps, describe implications for the focus learner’s iep goals and/or curriculum.

[Since my focus learner was able to comprehend the key points of the scientific text with 100% accuracy during the final assessment, I would build upon his IEP goal of comprehending texts by having him learn to identify the elements in story structure. This would address the R.2.1 and R.2.3 Literacy Standards in the New York State Common Core Curriculum. I would help my focus learner understand the content relayed in the text by adapting the story. I would also help my focus learner express his understanding of the material by differentiating his learning tasks. Differentiating this Grade 2 content ensures that he has greater access to the general education curriculum. I would continue having my focus learner practice using social communication during instruction. However, I would move him towards mastering his IEP goal of decreasing his tantrums and compromising more effectively with 80% accuracy by having him use more explicit methods of self-management to regulate his own behavior (as discussed above).]



Final AssessmentAdapted Text Pages (read in descending order)



Name: ______________________________ Final Assessment

What was this book about?

-------------------------------------------------- Fold line-------------------------------------------------------


The life cycle of a

frogA spider

Tadpole with Legs

1 2

3 4


Name: _________________________________ Final Assessment


Eggs

Tadpole

Tadpole with Legs

Frog


Final Assessment Script

“Good morning! Today, we are going to read a book and then you will do some fun activities after we are done reading! Before we begin, let’s look at our schedule. It says we have two activities. After each one is finished, you can put it in the “all done” envelope for me. If you act nice and do your best work during both activities you will earn a laptop icon; if you earn two icons, you will get to use the laptop after we are finished working. (1 min.) Let’s begin reading our book (ask him to help sound out sight words and help him make personal connections to the text). Connections: 1. Just like you started life as a baby, the frog started life as an egg 2.The egg turns into a tadpole, just like your looks changed as you grew older. The tadpole has a tail; can you point to its tail? 3. After being a tadpole, it becomes a tadpole with LEGS. Let’s look at the picture and find its legs; now, where are your legs on your body? Good job helping me read that book! (5 min.) Now let’s look at our worksheet to answer our question: What was our book about? Was it about the life cycle of a frog or about a spider? Circle the right answer. Good job remembering what you learned; it was about the life cycle of a frog! You can put one in the ‘all done’ envelope. Did you earn a computer icon? Yes, you earned an icon for talking nicely and doing all of your work. (1 min.) Now let’s move onto our second activity. Now we are going to do some gluing. Write your name on the paper and put some glue in each box. What stage came first in the life cycle of a frog? You are right, eggs came first. What stage came second? You are right, tadpole came second. What stage came third? Great job, tadpole with legs came third. What stage came last? Perfect, frog came last. Now, let’s glue each stage’s name below each picture. Let’s make sure we check all of the names before we choose one to glue down. What is the first picture called? It is called eggs. What is the second picture called? It is called a tadpole. What is the third picture called? It is called tadpole with legs. What is the last picture called? It is called a frog (feedback occurred after pictures were glued). Let’s go back and say each name one more time. Great job remembering each name! Did you earn a computer icon? Yes, you earned an icon for talking nicely and doing all of your work. You can put two in the ‘all done’ envelope. Thank you for doing such a nice job today, you have earned computer-time!”



Formative Assessment Checklist

Assessment Tasks Learning Tasks(Without Prompts)

Learning Tasks (With Prompts)

Accuracy Prompts Used

What Was This Story About?

Main Idea: + or − Main Idea: + or −

With Prompting: ______= %

1 total

Without Prompting: ______= %

1 total

Sequencing Pictures to

Reproduce Life Cycle of a Frog and Labeling

Names

Eggs: + or −

Tadpole: + or −

Tadpole with Legs: + or −

Frog: + or −

Eggs: + or −

Tadpole: + or −

Tadpole with Legs: + or −

Frog: + or −


4 total


4 total

Use of Appropriate

Social Communication and Compliance

1st Task: + or −

2nd Task: + or −

1st Task: + or −

2nd Task: + or −


2 total


2 total


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