angela boettcher alternative assessment
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School
Grand Canyon University *
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Course
540
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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3
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1
Alternative Assessment
Angela Boettcher Grand Canyon University: ELM-555
Professor Pitts
July 26, 2023
2
Alternative Assessment Class Subject Math Grade level
Math 4
th
grade
Standard
MATH
The TEKS for this lesson are as follows from the resource listed here in this section:
TEKS https://tea.texas.gov/academics/curriculumstandards/teks/grade4teks0819.pdf
4.5(C) The student is expected to use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and 4.5(D) The student is expected to solve problems related to perimeter and area of rectangles where dimensions are whole numbers.
Learning Objective
Math-
We will be able to find the missing side of a rectangle given the rectangle's area and measure of one side by applying the area formula. We will be able to explain how to use the area formula with key vocabulary and visuals. We will fill in the carnival diagram showing how to maximize the carnival space to each ride. Description of Alternative Assessment
The students will be given a specific shape to draw, and they will model that shape and use the formula to label its perimeter. This will be in a poster form so that we can
display their hard work in the room. Formative Assessment The students will take what they have learned from this lesson and practice that on a teacher created exit ticket. As they finish, they will turn them in and at the start of the next class we will review the answers and review some of the most common mistakes among the class.
Class Subject English Language Arts
Grade level
Reading and Writing 4
th
grade
Standard
E
LA The TEKS for this lesson are as follows from the resource listed here in this section:
Teks Guide by tea
. TEKS Guide. (n.d.-a). https://www.teksguide.org/
4.8A The student is expected to infer basic themes supported by text evidence
4.11A The student is expected to plan a first draft by selecting a genre for a particular topic, purpose, audience using a range of strategies such as brainstorming, freewriting and mapping.
4.11.B.i The student is expected to develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction, transitions, and conclusion.
5.8A The student is expected to infer multiple themes within a text using text evidence
5.11A The student is expected to plan a first draft by selection a genre for a particular topic, purpose, audience using a range of strategies such as brainstorming, freewriting and mapping.
5.11.B.i The student is expected to develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure including an introduction, transitions, and a conclusion.
Learning Objective ELA- We will understand that good readers read closely and pay close attention to the word choice of the author to better understand a text.
We will understand that good readers interpret words and phrases that are used in the text.
We will write about a text using our newly developed understanding.
Description of Alternative Assessment
Students will create a poster that describes their overall structure of the story. They will cre
and label their choice words in their section of the created story. Formative Assessment The students will take what they have learned from this lesson and practice that on a teache
prepared text. As they finish, they will turn them in and at the start of the next class we will review the answers and review some of the most common mistakes among the class. 3
Alternative Assessment
4
Alternative Assessment
Part 2: Reflection
The data collected from these assessments the students take should remain confidential with the educator, the students, and their parents. In other significant times, other personnel may be included in that data if the student has an IEP or any other issues that may affect their learning. Teachers mainly use that data to help improve their teaching and determine if the students absorb the information being taught. They may use this data to create small groups and help to support student gaps. No one will have access to the data collected by someone connected to that student in any way. The data is supposed only to help the students excel at their learning and understand where they need to progress in the lesson. By following these steps and upholding students' confidentiality, the teacher will embrace their integrity and show outstanding professionalism regarding students.
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