​Teacher Work Sample
by: Christine Wiegel
Assessment Plan
Learning Goals
Assessments
Format of Assessment
Adaptations
Learning Goal 1
- TLW acknowledge the environment animals live in
Learning Goal 2
- TLW compare animals in two or more ways
Learning Goal 3
- TLW express understanding of animals and their eating habits
Pre-Assessment
Formative-Assessment
Post-Assessment
Pre-Assessment
Formative-Assessment
Post-Assessment
Pre-Assessment
Formative-Assessment
Post-Assessment
Do a picture walk of books with three animals: chimpanzees, lions, and crocodiles. Have a checklist (Yes/No) of students ability to point out characteristics of the animals environment.
Do a picture walk of books with three animals: chimpanzees, lions, and crocodiles. Have a checklist (Yes/No) of students ability to point out characteristics of the animals environment.
During read-alouds, listen to students observation and using a running record to record their knoweldge of the animals environments.
For Spanish speakers, I will have pictures of animals and their names in Spanish. I will have a small group with ELLs after the picture walk and read-alouds. I will provide multiple pictures and books with animals and their different environments to provide more visuals because research provides insight on ELLs to make connections with visual aids.
I will repeat comparitive language throughout the week in order for children to hear it used in the proper context. We will compare everyday objexts such as leaves at recess and chairs in the classroom in order for children to understand the meaning so they can translate that langauge to their comparision of animals.
I will ask ELL students how to say animals names and foods in Spanish. This will make them feel important and that I value and respect their culture. When asking about the animals, I will interchange English and Spanish with ELLs.
Students will sort and compare toy animals. I will record how many differences they can point out using a number system. On the recording sheet, I will write how many and what they compare.
Students will sort and compare toy animals. I will record how many differences they can point out using a number system. On the recording sheet, I will write how many and what they compare.
I will use compartive language throughout the week and use observation and running records to note children's incorperation of the new language when refering to animals.
Through recording observations of students conversations of animal and food pictures present in the classroom, I will assess the students current knoweldge of the desired animals and their foods.
Throughout the duration of the work sample, I will observe students and listen to their conversations. I will record their ability to point out different foods, refer to animals by proper names, and match foods to animals.
I will engage in conversation with students about animals and their foods while conducting a taste test. I will recording, on a checklist, the students ability to match the animal with their correct food.