FSA 437 Assessment in Lesson Plan Assignment
Name: __Alexis Field_____ (4th Grade ELA; Distinguishing Literal and Inferential
Questions)
Backward Design: Fill the table by listing your ideas for each category.
Desired result(s) of the lesson
(standards, KUDOs, essential
question)
Based on the pre-assessment
data (the fact that students
could retell the story and
understand that Bud felt
fearful) I believe that the
students understand what the
text says explicitly or
implicitly. They need to work
on explaining why and
supporting their creative
theories with text-based
evidence.
Learning Standard:
4R.1- 4R1: Locate and refer to relevant details
and evidence when explaining what a text says
explicitly/implicitly and make logical
inferences.
Goal:
Students know what a relevant detail or piece
of text-based evidence is and how to use it to
support their own creative logical inferences.
K:
The meaning of “explicit”, “fact”, and “factual”.
The importance of facts. Vocabulary words like,
“reasoning, evidence, inference, true, and false”.
What text-based evidence is and how to use it
to support a logical inference. How to pick the
best piece of text-based evidence (or the best
relevant detail) for a given inference.
U:
For students to make a logical inference based
on a given text, examples of the text must be
used as the basis for their answers. A logical
inference requires a foundation of text-based
evidence.
Do:
Students can use text-based evidence (relevant
parts of a given text) to support and explain a
logical inference.
Students can find relevant details in a given text
and use them to support their logical
inferences.
 Essential Question:

Why would a logical inference need text-based

evidence for support?
How does text-based evidence support a logical
inference?

Evidence(S) of students’ Students determine relevant details in a text.

learning Students can choose the best piece of text-
based evidence to support a logical inference.
Students can make a case for why a piece of
text-based evidence is the best among other
choices.

Your plan for learning I want to start the lesson by reminding them of
experience and instruction the good work they did in the pre-assessment,
where they came up with creative theories to
(flow of the lesson, not answer the question given to them. Then, I
specific) would move onto introducing text-based
evidence as the relevant details in a text that
help prove our logical inferences and make
them stronger by supporting them. Then I
would share the essential questions and give
them time to think about their answers. Then I
would share one of the students’ creative
theories and go back to the Bud Not Buddy text
to find a piece of evidence that I think supports
the student’s inference (to give them an
example). Then I would read aloud a passage
from a book while students follow along. Then I
will share a logical inference that I made, based
on the text we just read. I would provide text-
based evidence options (direct quotes from the
passage) on the board. The options would be
numbered (1, 2, 3, and 4) so students could
show which piece of evidence they think best
supports the inference by going to the
corresponding numbered corner. After a few
rounds of this, I will break students into small
groups where they will be assigned one of the
scenarios that we just looked at together (a
logical inference and its corresponding text-
based evidence options). In their groups,
students will work together to explain why the
piece of evidence they chose is the best one to
support the given inference. I will make
 observations and take notes during this time,
but students will also submit their final
explanation (one per group) to Wifitti (text the
answer). Finally, students will be presented
with four different passages from four different
texts (one being the example from the
preassessment). These will be posted around
the room on large pieces of paper (Carousel
Gala). Underneath each passage will be text-
based evidence options and a logical inference.
Students will need to decide which direct quote
best supports the inference. They will also need
to choose one of passages to post their
explanation of why the piece of evidence is best.

By including the example from the

preassessment I can also see their
improvement.

Assessment plan in your lesson

Lesson Students will correctly choose the best piece of text-

Objective based evidence for a given logical inference with 75%
(Use the accuracy (3 out of 4 scenarios).
provided pre-
assessment
results, develop
your own lesson
objective.)

Formative Assessment Procedure (Describe your method of data

Assessment collection)

1. Knowledg 1. I will have already numbered the corners of the

e Base classroom, one through four. I will put a passage from
Corners Love That Dog by Sharon Creech on the board. I will
2. Text the read aloud while students follow along with their own
Answer printed copies. Then I will put the logical inference that
I made about the passage on the board. Next, I will put
up four pieces of text-based evidence (direct quotes
from the passage) that are numbered one through four.
Students will then move to the corner that is labeled
 with the number of the piece of text-based evidence
that they believe best supports my inference. Students
will repeat this process for a total of four times.
2. Once the Knowledge Base Corners activity is finished,
students will be randomly split into four groups. Each
group will be assigned one of the four logical inferences
about Love That Dog along with its four text-based
evidence options. In their groups, students will discuss
and debate with each other. They will again decide
which piece of text-based evidence best supports the
logical inference (they must agree), but they will also
have to explain why it is best. They will text their final
and best explanation to the Wifitti website (again, they
must agree).

Data (what will be collected as data? E.g., Number of

correct responses, number of check marks on your
checklist, memo from your anecdotal records, etc.)

1. I will observe students’ responses and take notes using

a checklist by placing a check mark next to the names of
students who do not go to the corner that represents
the best piece of text-based evidence. (number of check
marks on my checklist)
2. I will observe and record students’ responses by filling
in a preprinted note sheet (with all students’ names
and empty boxes) with a few words that each student
says while coming to an agreement and forming an
explanation. (memo from my anecdotal records) I will
also look at the groups’ final explanations sent to the
website.

Decision Making (Describe your action plans based on

the assessment results. Make sure to use specific
criteria for the whole class to make decisions.)

1. If, after the Knowledge Base Corners activity, more than

half the students have a check mark (meaning they did
not choose the strongest or best piece of text-based
evidence), I will go back to each of the four logical
inferences I made about Love That Dog and pick the
best piece of text-based evidence. I will work together
with my students to create an explanation of why each
one is the best choice. This will give them four more
teacher examples. If, however, less than half the
 students have check marks, then I will move onto the
Text the Answer Activity (where students will do this
work more independently, albeit in small groups).

Summative Assessment Procedure (Describe your method of data

Assessment collection)

I will post four passages from different texts on large pieces of

Carousel Gala paper in the classroom. The texts I plan to use are, The
Keeping Quilt by Patricia Polacco, The Hope Chest by Karen
Schwabach, Eagle Song by Joseph Bruchac, and Bud, Not Buddy
by Christopher Paul Curtis. Each large piece of paper hanging
on the wall will have the title and author of the book, a passage
from the book, a logical inference about the passage, and text-
based evidence options (which will be numbered). Students
will each be given post-it notes (their names should be written
on each one. Students should read the passage on the large
piece of paper, read the inference, and consider all the text-
based evidence options before choosing the best one. Students
will write the number that corresponds with their answer on
the back of the post-it note and stick it up onto the paper (so
that their name faces out, and their number choice is hidden; I
can demonstrate this first so it is less confusing). Students will
repeat this until they have visited, read about, and responded
to each of the four texts. Finally, students will return to their
seats and write one explanation (for one text; it will be their
choice) on a large post-it note. They should make sure their
name is on the sticky-note before posting it on the
corresponding piece of paper.

Data (what will be collected as data? E.g., Number of

correct responses, number of check marks on your
checklist, memo from your anecdotal records, etc.)

The student responses on the small and large post-it notes will
be collected and reviewed by me (number of correct
responses). After the Carousel Gala activity, I might circle the
correct responses on each piece of paper and write down a
couple of the best sample explanations (from students) and
keep them posted for a while. I will also look at the quality of
the explanations (see if they make sense).

Decision Making (Describe your action plans based on

the assessment results. Make sure to use specific
criteria for the whole class to make decisions.)
 If more than three-quarters of the students met the objective
(they gave at least three correct responses on their small post-
it notes) then I would like to move onto similar activities that
involve students making their own logical inferences again
(like the preassessment). However, I would be looking for
students to locate and use in their explanation the best piece
of text-based evidence to support that inference. The main
difference would be that students would be writing their own
logical inferences (not provided by me) and the students
would be finding text evidence on their own (again, not
provided by me). If, however, less than three-quarters of the
students met the objective, then I would want to return to a
familiar text and practice choosing the best piece of text-based
evidence more. I would also want them to practice more with
explaining why. However, I might have students first locate a
piece of text-based evidence and then see if they can make a
logical inference from it (just to change things up a bit).

Instruction 1. I will remind students of their good work from the

Plan (Describe preassessment by reading aloud some of the best
what “you” will “creative theories” they used to answer the question
do, instead of about Bud, Not Buddy.
what “students” 2. I will introduce the term “text-based evidence” and
will do). describe it as relevant details in a text that help to
prove a logical inference. They also strengthen and
(flow of the first support the inference and are direct quotes from the
but with specific text.
details) 3. I will remind students that although they made can
make a good inference, they must also use text
evidence/details to explain it.
4. I will ask the essential questions, “Why would a logical
inference need text-based evidence for support?” and,
“How does text-based evidence support a logical
inference?”
5. I will give students time to think to themselves about
their answer.
6. I will share one student response from the
preassessment about Bud, Not Buddy and return to the
text to find a piece of text-based evidence to support it.
7. I will explain why I chose this quote and not others.
8. I will hand out printed copies to each student of a
passage from Love That Dog by Sharon Creech.
9. I will also have the passage up on the board, while I
read it aloud to the students.
10. I will add my logical inference that I wrote about the
 passage to the board and read that aloud to the
students.
11. I will show four direct quotes from the passage that are
numbered and ask students to show which piece of
text-based evidence best supports my inference by
walking to the corner of the room that has the number
that matches their response.
12. I will instruct students to repeat this process for a total
of four examples.
13. I will observe students’ responses and record them on
my checklist by placing a check mark next to the name
of each student who answered incorrectly. (If more
than half the students have check marks, I will go over
the best choices and explanations with them as a large
group, instead of moving onto the Text the Answer
activity.)
14. (continuing onto the Text the Answer activity) I will
split students up into four equal groups and assign a
logical inference and set of direct quotes from the Love
That Dog passage to each one.
15. I will ask students to agree on the best piece of text-
based evidence to support their group’s inference.
16. I will ask students to work together to come up with an
explanation of why that choice is the best.
17. I will ask students to submit their single and agreed-
upon answer by texting the answer (using the Wifitti
website).
18. I will observe and record students’ responses in a note
sheet. The sheet should contain shortened versions of
student conversations surrounding the best text-based
piece of evidence and the explanation.
19. I will read, review, and assess the quality of each
group’s submission to the Wifitti website.
20. I will hang up four large pieces of paper around the
room (each will have the title, author, passage, logical
inference, and text-based evidence options for one of
the four books mentioned earlier)
21. I will ask students to read each piece of paper and stick
up a post-it note with their name and response (which
piece of text-based evidence best supports the given
logical inference).
22. After all students post their answers on each piece of
paper, I will ask them to choose just one book or piece
of paper to focus on.
23. I will ask students to write an explanation for their
choice on a large post-it note.
24. I will ask students to put their name on the post-it note
before sticking it up on the corresponding piece of
paper.
25. I will collect the large papers and post-it responses,
review the student responses, and add the best ones (in
my handwriting) to the papers permanently.