WEST LIBERTY UNIVERSITY

Assessment Plan
Christina Kerns
[Type the author name]
10/18/2012
Part One: Contextual Factors
Of the 20,262 Third Grade students tested in West Virginia, 364 of the students are from Ohio County.
For the Mathematia! "etion of the West Test, gender is s#!it from $%$ fema!es and $%3 ma!e. The most
#rominent &ae and 'thni #o#u!ations are (!a) *ith 3$ students and the *hite rae 324 students. There *ere
+, students *ith -isa.i!ities and $,6 students *ho *ere eonomia!!y disad/antaged *ho #artii#ated in the
Mathematis "etion of the West Test 2. The (!a) rae0ethniity and student *ith disa.i!ities #o#u!ations
a##ear to .e strugg!ing more than other #o#u!ations
Grade 3 Mathematis
Test Date: 5/16/11 Number of Student
Enrolled
Number of Students
Tested
Change

West Virginia 201$0 20262 44%
Ohio Co. 313 364 ,
Gender
Fema!e $%4 $%$ 3
Ma!e $%, $%3 6
&ae0'thniity
(!a) 34 3$ 3
White 330 324 6
"*d 66 +, 1
'on. -isad/antaged 203 $,6 1
The third grade level is proficient for all Content reas and Clusters of Numbers and !perations"
lgebra" #eometr$" and Data nal$sis and %robabilit$& The onl$ cluster the third grade is not proficient
is 'easurement& The main area of concern for the 'athematics section for third grade is the
'easurement section because 5() of the *6+ students tested received a belo, master$ level&
Of the 20,262 Third Grade students tested in West Virginia, 364 of the students are from Ohio County.
For the &eading "etion of the West Test 2, gender is s#!it from $%$ fema!es and $%4 ma!e. The most
#rominent &ae and 'thni #o#u!ations are (!a) *ith 3$ students and the *hite rae 32+ students. There *ere
+, students *ith -isa.i!ities and $,6 students *ho *ere eonomia!!y disad/antaged *ho #artii#ated in the
&eading "etion of the West Test 2. The (!a) rae0ethniity and student *ith disa.i!ities #o#u!ations a##ear to
.e strugg!ing more than other #o#u!ations
Grade 3 &eading
Test Date: 5/16/11 Number of Student
Enrolled
Number of Students
Tested
Change
West Virginia 201$0 202+6 4+4
Ohio Co. 313 36+ %
Gender
Fema!e $%4 $%$ 3
Ma!e $%, $%4 +
&ae0'thniity
(!a) 34 3$ 3
White 330 32+ +
"*d 66 +, 1
'on. -isad/antaged 203 $,6 1
The third grade is proficient in the -riting Cluster area but ,ith 5.) of *65 students belo,
'aster$ level the third grade of !hio Count$ is not proficient the /eading content area& The main area
of concern for the /eading section for the !hio count$ third grade is the /eading section because 5.)
percent of the *65 student tested received a belo, 'aster$ 0evel&
Part 2: The Instruction and Assessment Plan
1. 2!an shou!d address the fo!!o*ing3
C"O4s and or national Standards addressed:
'athematics 1'easurement2:
'&*&'D&55 reogni6e area as an attri.ute of #!ane figures and understand one#ts of area
measurement
'&*&'D&65 measure areas .y ounting unit s7uares 8s7uare m, s7uare m, s7uare in, s7uare
ft and im#ro/ised units9. 1CCSS 'ath&*&'D&62
'&*&'D&35re!ate area to the o#erations of mu!ti#!iation and addition
/eading 14e$ 5deas and Details2:
E0&*&/&C1&15as) and ans*er 7uestions to demonstrate understanding of a !iterary te:t,
referring e:#!iit!y to the te:t as the .asis for the ans*ers. 1CCSS /0&*&12
E0&*&/&C1&+5as) and ans*er 7uestions to demonstrate understanding of an informationa!
te:t, referring e:#!iit!y to the te:t as the .asis for the ans*ers. 1CCSS /5&*&12
E0&*&/&C1&66desri.e the re!ationshi# .et*een a series of historia! e/ents, sientifi
ideas or one#ts, or ste#s in tehnia! #roedures in an informationa! te:t, using !anguage
that #ertains to time, se7uene, and ause0effet. 1CCSS /5&*&*2
2rogress monitoring and Mastery Measurement *i!! .e used to measure the students mastery of a
one#t or urriu!um #resented.
;0< de#ending u#on #ro=et om#!etion.
Teaher or aide to the !assroom *i!! .e administering the assessments.
The assessment *i!! .e gi/en to *ho!e grou# .ut *i!! sores indi/idua!!y.
The assessment *i!! .e #a#er0#eni! and in7uiry #ro=et .ased, not om#uter .ased.
The student *i!! .e onsidered at a mastery !e/e! if they ha/e met the Target !e/e! of ru.ris to ensure
they ha/e om#!ete understanding of the ontent area .eing addressed and *i!! .e onsidered remedia! if
they meet the -e/e!o#ing !e/e! of the ru.ris.
2. &esoures and resoure desri#tion of assessment too!s3
&u.ris for #ost assessment and hart on !i#.oards *i!! .e used for #rogress monitoring during
o.ser/ation of the !ass *hi!e !ass is in #rogress. &u.ris in!ude >F!at "tan!ey Mode! &u.ri? and
>F!at "tan!ey "tory &u.ri.?
Part Three: Lesson Plan & Rubrics
Title Measuring *ith F!at "tan!ey
Creator Christina @erns
Sub7ect Mathematis and &eading
#rade 0evel Third Grade
Duration Time 4+ min.
'aterials F!at "tan!ey .y Aeff (ro*n, ;e* Bor)3 Car#er and D &o*3
$,64
Tooth#i)s, gumdro#s, mini marshma!!o*s, #iees of !ay
8any o!or9, onstrution #a#er 8any o!or9, sissors, 25-
and 35- sha#es.
Essential 8uestions $. What is the differene .et*een a t*o dimensiona! sha#e
and a three dimensiona! sha#eE
2. Co* does the story >F!at "tan!ey? .y Aeff (ro*n re!ate to
mathematis.
3. Co* an you reate a /isua! 35d mode! from a 25- mode!.
-9 CS!s 'athematics 1'easurement2:
'&*&'D&55 reogni6e area as an attri.ute of #!ane figures
and understand one#ts of area measurement
'&*&'D&65 measure areas .y ounting unit s7uares 8s7uare
m, s7uare m, s7uare in, s7uare ft and im#ro/ised units9.
1CCSS 'ath&*&'D&62
'&*&'D&35re!ate area to the o#erations of mu!ti#!iation
and addition
/eading 14e$ 5deas and Details2:
E0&*&/&C1&15as) and ans*er 7uestions to demonstrate
understanding of a !iterary te:t, referring e:#!iit!y to the
te:t as the .asis for the ans*ers. 1CCSS /0&*&12
E0&*&/&C1&+5as) and ans*er 7uestions to demonstrate
understanding of an informationa! te:t, referring e:#!iit!y
to the te:t as the .asis for the ans*ers. 1CCSS /5&*&12
E0&*&/&C1&66desri.e the re!ationshi# .et*een a series of
historia! e/ents, sientifi ideas or one#ts, or ste#s in
tehnia! #roedures in an informationa! te:t, using
!anguage that #ertains to time, se7uene, and ause0effet.
1CCSS /5&*&*2
0earning !b7ectives "tudents *i!!3
Fnderstand the differene .et*een 25- and 35- sha#es .y
mode!ing the different attri.utes of eah using the gi/en
materia!s.
ssessments Formati/e3 8;ot G&<-'-9
O.ser/e as the students *or) on their mode! reation , .oth
#a#er mode! and the 35- andy mode!. Ta)e notes on
ho* eah student is #erforming and a!so *hether any
modifiations need to .e made.
2re5<ssessment5 four 7uestions for students to ans*er and
turn in. 8<ttahed *ith ru.ris9
"ummati/e3 8G&<-'-92ost5<ssessment
Fina! #ro=et *i!! .e graded .ased on the ru.ris and on
ho* the student has mastered the one#t and *hether
or not any ertain instrutiona! areas need to .e
addressed.
'stimated
Time34+
/evie, from %revious Da$ @5W5G Chart on the to#i of 25d and 35d sha#es.
&e/ie* of the (oo)3 8Co/er the Tit!e , H!!ustrator, )ey haraters
and )ey #oints9
< huge .u!!etin .oard fa!!s on "tan!ey Gamho# and he is
no* f!at as a #ana)e. 82oint out ana!ogy9
Ce is no* 44 ta!!, $4 *ide and I? thi)
Cis !ife hanges .eause of his ne* si6e and his ad/entures.
<s) student ho* their !i/es ha/e hanged, .ut )ee# the
on/ersation im#ersona!.
+ min
5ntroduction /
Advance Organizer
ctivating %rior
4no,ledge
"te# $5 "#!it students in sma!! grou#s .y num.ering off the
students.
8e/en num.ers are one grou# and odd num.ers are the other grou#9.
"te# 25Gi/e diretions3 8"ome guided struture .ut most!y in7uiry.9
Construt a #a#er mode! of "tan!ey .y using the #ro#ortion
gi/en in the story.
$0 mn
Engagement/Teaching
Procedures
Gi/e grou#s -isussion to#is to .e disussed *ith the rest of !ass
after a ten5minute thin)ing #eriod.
What are some other o.=ets that you )no* of that
are I? thi)E
Co* has "tan!ey hanged throughout the .oo)E
o Hntrodue 25- and 35-sha#es and then ha/e
students reord 25- and 35- sha#es around
the room.
Hf "tudents ha/e gras#ed the main idea then mo/e on to the ati/ity.
"te# $3 Ca/e t*o he!#ing hands #ass out materia!s.
"te# 23 Gain e/eryone4s attention and stress the fat that the andy
they *i!! .e using is to .e used on!y for the mode! and not to
.e eaten.
"te# 33 Gi/e -iretions3
Ma)e a three -imensiona! mode!s of F!at "tan!ey using the
materia! #ro/ided and the #ro#ortions #ro/ided in the .oo).
"te# 43 Com#are 35- mode! to the #a#er mode! they reated ear!ier
in the !esson. "hare *ith the !ass .oth mode!s.
"te# +3 C!ean u# and disuss the differenes .et*een 3- and 2-
sha#es.
2+ mn
Summar$/Closure Ti)et to !ea/e5 >What did you !earn todayE?
2ost <ssessment3
Fsing an Hn7uiry .ased strategy, students *i!! reate 8at home
*ith a guardian9 their o*n "tan!ey "tory. With #arenta!
su#er/ision and he!#, students *i!! reate a mode!, 25- or 35-, of
the harater they ha/e reated from their "tan!ey "tories.
8This *ou!d .e due in one *ee) to gi/e students and guardians time
to *or).9
+mn
There *i!! .e a ru.ri to a!ign the #ro=et .y.
F!at "tan!ey Mode! &u.ri
Categor$ + * ( 1
ttractiveness/
Craftsmanship
The mode! sho*s
that the reator
too) great #ride
in his0her *or).
The design and
onstrution !oo)
arefu!!y
#!anned. The
item is neat 8not
fa!!ing a#art.9
The mode! sho*s
that the reator
too) #ride in
his0her *or).
The design and
onstrution !oo)
#!anned. The
item has a fe*
f!a*s, .ut these
do not detrat
from the o/era!!
!oo).
The design and
onstrution
*ere #!anned.
The item has
se/era! f!a*s
8un*anted
.um#s, dri#s,
mar)s, tears9,
that detrat from
the o/era!! !oo).
The mode! !oo)s
thro*n together
at the !ast minute.
Ht a##ears that
!itt!e design or
#!anning *as
done. <rtisanshi#
is #oor.
%resentation/
Details
Mode! detai!s are
a!! easi!y /ie*ed
and identifia.!e.
Most mode!
detai!s are easi!y
/ie*ed and
identifia.!e
Most mode!
detai!s are easi!y
identified *hen
the mode! is
/ie*ed s!o*!y
and arefu!!y.
Many mode!
detai!s are not
!ear.
4no,ledge
about
Culture/Stor$
The student an
ans*er 3
7uestions
orret!y a.out
ho* the mode!
re!ates to the
one#t .eing
studied
The student an
ans*er 2
7uestions
orret!y a.out
ho* the mode!
re!ates to the
one#t .eing
studied.
The student an
ans*er $
7uestion
orret!y a.out
ho* the mode!
re!ates to the
one#t .eing
studied.
The student does
not understand
ho* the mode!
re!ates to the
one#t .eing
studied.
Time and Effort
Muh time and
effort *ent into
the #!anning and
design of the
mode!. Ht is !ear
the student
*or)ed at home
"tudent did do
some *or) at
home.
"tudent ou!d
ha/e #ut in more
time and effort at
home
The student #ut
in no effort.

F!at "tan!ey "tory &u.ri
Stor$ Content
Target The story sho*s that the student has #ut
origina! thoughts together to ma)e a story *ith
a .eginning, midd!e and end ontaining many
!ear and su##orti/e detai!s. The story is rea!
.ased on true )no*!edge and fats. The story
in!udes a setting, haraters and e/ents. The
soia! studies ontent is integrated into the
story reati/e!y. The student demonstrates
)no*!edge that a!! sentenes ha/e orret
#untuation, grammar and a#ita!i6ation. The
*riter has used sentenes to ma)e u#
#aragra#hs. The *riting is neat and
#resenta.!e.
Developing
The story is good .ut !ess imaginati/e *riting.
The to#i is !oose!y de/e!o#ed and the
organi6ationa! #attern has some inonsisteny.
'rrors in grammar and mehanis reate
onfusion for the reader. There are minima!
errors in s#e!!ing and the sentenes tend to .e
short.
:nacceptable
The story !a)s f!air, .ut the story an .e
desri.ed as ade7uate *riting. The to#i is
#oor!y de/e!o#ed and !a)s fous. The *riting
is often un!ear, !a)ing !ogia! organi6ation.
2oor use of mehanis, grammar and s#e!!ing
may o/er*he!m the ontent. The /oa.u!ary is
some*hat .!and.
2re5<ssessment
;ame3JJJJJJJJJJJJJJJJJJJJJJJJJJJ -ate3JJJJJJJJJJJJJJJJJ
-iretions3 <ns*er the fo!!o*ing 7uestions.
$. -ra* a #iture of a #erson.
2. Hs your dra*ing a 35- or 25- dra*ingE

3. Hf your dra*ing is 25- te!! *hy. Hf it is not then te!! *hy it is not.
4. What is the differene .et*een a 25 dimensiona! and a 35 dimensiona! o.=etE
Part 4: Parent!uardian Letter
-ear 2arents0Guardians,
<fter re/ie*ing !ast year4s West Test resu!ts, this year in third grade *e *i!! .e #utting a !ot of em#hasis
on &eading and Measurement. H *i!! .e #rogress monitoring your hi!d on a regu!ar .asis to ma)e sure he0she
understands the one#ts and materia!s. <!ong *ith #rogress monitoring, H *i!! .e gi/ing #ro=ets that are
aom#anied *ith ru.ris. T*o #ro=ets *i!! .e sent home as #ro=ets to .e om#!eted *ith guidane from you.
Bour home is fu!! of o##ortunities to e:#!ore math and reading *ith your hi!d and .ui!d your hi!d4s
se!f5onfidene and understanding of Mathematia! and &eading one#ts, es#eia!!y Measurement. H *ant to
enourage you to *or) *ith your hi!d at home. There are many ati/ities, es#eia!!y oo)ing, *hih
inor#orates .oth reading and measurement into the one ati/ity.
2!ease, if you ha/e any 7uestions or onerns do not hesitate to ontat me *hether through shoo!
emai! or #hone and H *i!! try to he!# you in any *ay that H an.
"inere!y,
Christina @erns