Assignment Prompt & Instructions
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– ## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx
**## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx**
**Module 3 Creating your Formative Assessment – Assignment 3 : Analyzing and Adapting Curriculum (Lesson Selection)**
The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course modules. However, for module 3 you are only required to choose the lesson plan you will teach and assess and then analyze the LP to determine if it is high quality curriculum by completing the guiding questions of the
[Tool for Analyzing Curriculum](https://touro.instructure.com/courses/137899/files/11189885?wrap=1) for your lesson selection and choose the standards, objectives and learning targets of the assessment.
[**Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288?wrap=1) [**Download Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288/download?download_frd=1) **:** You will create a formative assessment using an existing lesson plan (must be achievable in 1-2 periods). You will follow the lesson plan and deliver the lesson and implement the formative assessment. You will be expected to implement this assessment with at least two grade level students, analyze their work and make recommendations for assessment refinements by the end of this course.
**(You will be creating parts of it with each module. It builds throughout the course. The implementation happens between Mods 6-8 with the final submission in Mod 9 and as part of the Analytic Summary in Mod 12)**
·
**Lesson Selection (Part 1): Due Module 3:**
· If this is a lesson plan that you have created, you will need to create the assessments and rubrics. It is preferable to use an existing model lesson plan and assessments which come with the existing curriculum. You will differentiate the assessment to meet the student needs.
**First,**
· Read
[Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [Download Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) [_nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [_Download nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) _,_ and learn the criteria for determining high quality instructional materials and assessments.
_T_ hen analyze the curriculum using the
[_Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748?wrap=1) [_Download Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748/download?download_frd=1)
**Then, complete the following:**
· Identify the academic focus of the materials;
· Analyze the materials for demand, coherence, and cultural relevance.
·
**_Remember:_** Your lesson plan should be based on the ages and/or areas you teach.
· Identify at least two learning standards to be addressed. (Choose one content and one literacy standard from the content area)
· Identify at least four (4)
[3-part learning objectives](https://touro.instructure.com/courses/137899/files/11189593?wrap=1)
· Restate the student learning objectives (LO) as kid-friendly measurable learning targets (LT) in developmentally appropriate terms for the age group you are working with.
·
**Note**: Both student learning objectives and learning targets are listed, AND Targets are (SMART) specific, measurable, attainable, realistic and timely AND Learning targets are written in developmentally appropriate language and shared (visible and discussed) with students.
**Criteria Checklist for Module 3 Assignment: Complete/Incomplete Submission:**
1.
A copy of the lesson/unit that you will use
2. A completed Tool for Analyzing Curriculum
3. The beginning of the Formative Assessment with standards and LO/LT sections completed from Module (on the
[formative assessment template](https://touro.instructure.com/courses/137899/files/11191831?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191831/download?download_frd=1)).
**Note:** As mentioned previously, in preparation for implementation of the formative assessment if you have access to a classroom you may use these students. If you do not have access to a classroom, you may use same grade level students in your family, neighbors, friends. Also in preparation for the assessment is the implementation of a lesson plan. Although this course does not specifically teach "lesson planning", it teaches assessment, which are the student outcomes of the teaching and learning process, assessment is not devoid of planning. Therefore, it is suggested that you use a previously developed lesson plan, or you may choose a sample plan from
[Engage NY](https://www.nysed.gov/curriculum-instruction/engageny) or
[Achieve the Core](https://achievethecore.org/), which you can modify/differentiate to accommodate the learners with whom you will be working.
_Do not use resources from Teachers Pay Teachers as these resources are not typically rigorous and have not been tested for validity and reliability (to understand these terms see Module 10)._
Other suggested resources for high-quality model curriculum are:
Open-Up Resources:
[https://www.openupresources.org/ Links to an external site.](https://www.openupresources.org/)
[Links to an external site.](https://www.openupresources.org/)- This site also has K – 12 social-emotional curriculum lessons and HS Math
Learning for Justice:
[https://www.learningforjustice.org/ Links to an external site.](https://www.learningforjustice.org/)
[Links to an external site.](https://www.learningforjustice.org/) – See the social justice learning standards here.
EL Education:
[https://eleducation.org/curriculum/language-arts/modules-and-lessons/ Links to an external site.](https://eleducation.org/curriculum/language-arts/modules-and-lessons/)
National Council of Teachers of English:
[https://www.readwritethink.org/collections/assessment Links to an external site.](https://www.readwritethink.org/collections/assessment)
**Please use this resources:**
**Textbooks & Course Materials**
**This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
**Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.**
**● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).**
**Pearson. ISBN 978-0134027296**
**● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special**
**needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753**
**● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive**
**education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329**
**## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx**
**Module 3 Creating your Formative Assessment – Assignment 3 : Analyzing and Adapting Curriculum (Lesson Selection)**
The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course modules. However, for module 3 you are only required to choose the lesson plan you will teach and assess and then analyze the LP to determine if it is high quality curriculum by completing the guiding questions of the
[Tool for Analyzing Curriculum](https://touro.instructure.com/courses/137899/files/11189885?wrap=1) for your lesson selection and choose the standards, objectives and learning targets of the assessment.
[**Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288?wrap=1) [**Download Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288/download?download_frd=1) **:** You will create a formative assessment using an existing lesson plan (must be achievable in 1-2 periods). You will follow the lesson plan and deliver the lesson and implement the formative assessment. You will be expected to implement this assessment with at least two grade level students, analyze their work and make recommendations for assessment refinements by the end of this course.
**(You will be creating parts of it with each module. It builds throughout the course. The implementation happens between Mods 6-8 with the final submission in Mod 9 and as part of the Analytic Summary in Mod 12)**
·
**Lesson Selection (Part 1): Due Module 3:**
· If this is a lesson plan that you have created, you will need to create the assessments and rubrics. It is preferable to use an existing model lesson plan and assessments which come with the existing curriculum. You will differentiate the assessment to meet the student needs.
**First,**
· Read
[Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [Download Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) [_nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [_Download nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) _,_ and learn the criteria for determining high quality instructional materials and assessments.
_T_ hen analyze the curriculum using the
[_Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748?wrap=1) [_Download Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748/download?download_frd=1)
**Then, complete the following:**
· Identify the academic focus of the materials;
· Analyze the materials for demand, coherence, and cultural relevance.
·
**_Remember:_** Your lesson plan should be based on the ages and/or areas you teach.
· Identify at least two learning standards to be addressed. (Choose one content and one literacy standard from the content area)
· Identify at least four (4)
[3-part learning objectives](https://touro.instructure.com/courses/137899/files/11189593?wrap=1)
· Restate the student learning objectives (LO) as kid-friendly measurable learning targets (LT) in developmentally appropriate terms for the age group you are working with.
·
**Note**: Both student learning objectives and learning targets are listed, AND Targets are (SMART) specific, measurable, attainable, realistic and timely AND Learning targets are written in developmentally appropriate language and shared (visible and discussed) with students.
**Criteria Checklist for Module 3 Assignment: Complete/Incomplete Submission:**
1.
A copy of the lesson/unit that you will use
2. A completed Tool for Analyzing Curriculum
3. The beginning of the Formative Assessment with standards and LO/LT sections completed from Module (on the
[formative assessment template](https://touro.instructure.com/courses/137899/files/11191831?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191831/download?download_frd=1)).
**Note:** As mentioned previously, in preparation for implementation of the formative assessment if you have access to a classroom you may use these students. If you do not have access to a classroom, you may use same grade level students in your family, neighbors, friends. Also in preparation for the assessment is the implementation of a lesson plan. Although this course does not specifically teach "lesson planning", it teaches assessment, which are the student outcomes of the teaching and learning process, assessment is not devoid of planning. Therefore, it is suggested that you use a previously developed lesson plan, or you may choose a sample plan from
[Engage NY](https://www.nysed.gov/curriculum-instruction/engageny) or
[Achieve the Core](https://achievethecore.org/), which you can modify/differentiate to accommodate the learners with whom you will be working.
_Do not use resources from Teachers Pay Teachers as these resources are not typically rigorous and have not been tested for validity and reliability (to understand these terms see Module 10)._
Other suggested resources for high-quality model curriculum are:
Open-Up Resources:
[https://www.openupresources.org/ Links to an external site.](https://www.openupresources.org/)
[Links to an external site.](https://www.openupresources.org/)- This site also has K – 12 social-emotional curriculum lessons and HS Math
Learning for Justice:
[https://www.learningforjustice.org/ Links to an external site.](https://www.learningforjustice.org/)
[Links to an external site.](https://www.learningforjustice.org/) – See the social justice learning standards here.
EL Education:
[https://eleducation.org/curriculum/language-arts/modules-and-lessons/ Links to an external site.](https://eleducation.org/curriculum/language-arts/modules-and-lessons/)
National Council of Teachers of English:
[https://www.readwritethink.org/collections/assessment Links to an external site.](https://www.readwritethink.org/collections/assessment)
**Please use this resources:**
**Textbooks & Course Materials**
**This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
**Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.**
**● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).**
**Pearson. ISBN 978-0134027296**
**● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special**
**needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753**
**● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive**
**education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329**