Table of Contents

4.2 Upper Elementary Classroom Example

In Unit 3, Ms. Rebecca Valbuena also implemented a number of CCSS-aligned instructional practices, including close reading techniques, to help her grade five students learn how the Bill of Rights defines the role and responsibility of government and citizens.

Teacher understanding of the purpose and outcomes of instruction helps guide the selection of both formative and summative assessment measures and how to use the data from those measures. The chart below describes the learning objectives and types of assessment used by Ms. Valbuena to measure student progress. The most relevant grade 5 CA CCSS for ELA/Literacy are indicated in parentheses.

Assessment Planning Guide

Curriculum Priority

Content Learning Objective

Main CA CCSS for ELA/Literacy

Type of Assessment

Formative

Summative

Worth Being Familiar

Students will become familiar with the three levels of government and what they can and cannot do.

(RI1,2&4; SL 1, L4)

Pair-share reading activities.

Questioning students.

Complete a graphic organizer that identifies the responsibilities of the three levels of government.

Important to Know and Do

Students will understand the rights and responsibilities of the government and of citizens as defined by the Bill of Rights.

(RI1,2,&4; W2,4,&8  SL1, L1,2&4)

Student drawings depicting the meaning of the Bill of Rights.

Observation of pair-share dialogue.

Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Enduring Understanding

Students will understand the rights and responsibilities of government and citizens in today’s democratic society.

(RI1,2,&4; W1,4,6&8  SL4&5, L1,2&4)

Small group dialogue.

Tableaux/role play situations.

Write an opinion piece supporting a point of view with reasons and information.

Formal presentation using technology

Review Unit 3 to see how Mrs. Valbuena embedded these formative assessment practices in her instruction.