1

Option #1: Reading with a purpose pre-assessment.

Mary Dechant

Colorado State University Global

OTL502-1: Learning Theories and Models of Instruction

Dr. Tyler Watts

January 30, 2022

Name: Date:

If you were president of the United States, where would you live?
Use pictures and words to share your answer.

What is this book about?

Tell me 3 things you learned from this book:

How are the president and laws connected?

What do you think the word veto means?

What do you think the word veto means?

 10

How is If I Were President and Duck for President the same?

 11

How is If I Were President and Duck for President different?

 12

Durning small groups, ask them to discuss the story with each other:

Ask: “what questions do you have about the story?”

Does the student answer questions about the story?

Ask: “does this story remind you of anything”

 13

Results
1 2 3 4
Can ask and answer questions about 5 7 5 0
key ideas and details

Identifies topic 8 5 4 2
Retail key details 9 4 6 0
Can describe the connection between 10 7 2
two individuals, events, ideas, or pieces
of information in a text.

Total 32 23 17 2

Craft and structure

1 2 3 4
Asks and answers questions about 11 4 3 0
unknown words in a text

Identify the front cover, back cover, 8 5 6 0

Name the author and illustrator of a 9 8 1 0

Total 28 17 10 0

 14

Use of knowledge

1 2 3 4
Describes the relationship between 12 5 2 0
illustrations and the text in which they
appear (e.g., what person, place, thing,
or idea in the text an illustration
depicts).

Identifies the reasons an author gives 14 3 1 0

Identifies basic similarities in and 13 4 1 0

Total 39 12 4 0

Use of comprehension

1 2 3 4
Actively Leads engage in group 7 8 4 0
reading activities with purpose and
understanding

1 2 3 4

Key ideas and details 12 5 2 0

Craft and structure 12 7 0 0

Use of knowledge 15 3 1 0

Use of comprehension 7 8 4 0

 15

Rubric
4 3 2 1

Key ideas and Can ask and answer questions Can ask and answer questions Can ask and answer questions Struggles too ask and answer
details about key ideas and details about key ideas and details with about key ideas and details with questions about key ideas and
Identifies topic support some errors details with some errors
Retail key details Identifies topic with support Identifies topic with some errors Struggles to Identifies topic with
Can describe the connection Retail key details with support Retails key details with some some errors
between two individuals, Can describe the connection errors Struggles toetails key details with
events, ideas, or pieces of between two individuals, events, Can describe the connection some errors
information in a text. ideas, or pieces of information between two individuals, events, Struggles to describe the
in a text with support ideas, or pieces of information in connection between two individuals,
a text with support with some events, ideas, or pieces of
errors information in a text.

Craft and Asks and answers questions Asks and answers questions Asks and answers questions about Struggles to asks and answers
structure about unknown words in a text about unknown words in a text unknown words in a text with questions about unknown words in a
Identify the front cover, back with support some errors text
cover, and title page of a book. Identifies the front cover, back Identify the front cover, back Struggles to identify the front
Name the author and illustrator cover, and title page of a book cover, and title page of a book cover, back cover, and title page of
of a text and define the role of with support with some errors a book.
each in presenting the ideas or Names the author and illustrator Name the author and illustrator of Struggles to name the author and
information in a text. of a text and define the role of a text and define the role of each illustrator of a text and define the
each in presenting the ideas or in presenting the ideas or role of each in presenting the ideas
information in a text with information in a text with some or information in a text.
support errors

Use of Describes the relationship Describe the relationship Describe the relationship between Struggles to describe the
knowledge between illustrations and the between illustrations and the illustrations and the text in which relationship between illustrations
text in which they appear (e.g., text in which they appear (e.g., they appear (e.g., what person, and the text in which they appear
what person, place, thing, or what person, place, thing, or place, thing, or idea in the text an (e.g., what person, place, thing, or
idea in the text an illustration idea in the text an illustration illustration depicts) with some idea in the text an illustration
depicts). depicts) with support errors depicts).
Identifies the reasons an Identifies the reasons an author Identifies the reasons an author Struggles to describe identify the
author gives to support points gives to support points in a text gives to support points in a text reasons an author gives to support
in a text. with support with some errors points in a text
Identifies basic similarities in Identifies basic similarities in and Identifies basic similarities in and Struggles to describe identify basic
and differences between two differences between two texts differences between two texts on similarities in and differences
texts on the same topic on the same topic (e.g., in the same topic (e.g., in illustrations, between two texts on the same
illustrations, descriptions, or descriptions, or procedures) with topic (e.g., in illustrations,
procedures) with support some errors descriptions, or procedures)

Use of Actively Leads engage in group Actively engage in group reading Engages in group reading activities with Struggles to engage in group
comprehension reading activities with purpose and activities with purpose and purpose and understanding reading activities with purpose and
understanding understanding understanding

 16

Student goal-setting
Ask:

What are your struggles with reading?

What do you enjoy about reading?

What is something that you do well/something that you need to work on as a reader?

 17

Analysis

I started this assignment trying to recreate an assessment that was entirely my creation and not the assessments I

usually use. After getting frustrated that I was copying and pasting and trying my best to make the work my original work,

it occurred to me that the title of this course is Learning Theories and Models of Instruction, not assessment design. I use

an assessment created by Karen Jones (https://www.teacherspayteachers.com/Product/Kindergarten-Common-Core-

ELA-Assessments-Reading-Informational-Text-Strand-1425259). Most of the assessment is based on her creation; I just

customized it to fit my needs. I used the book “If I Were President” by Catherine Stier as my informational text.

My students did well with this assessment. They know I go home and do homework for my school; they often ask to

see my homework. I told them I needed their help with my homework and that this was very important; they loved that

they got to be involved in my homework. I started this assessment by reading the book to my class. We talked about

communities, citizens, laws, and rules; this book tied in nicely with my current social studies lessons. Of course, just after

reading the story, my principal walked into my classroom to observe my teaching. After reading the book, I sent them back

to their tables to complete the assessments. Later, when I meet with my small groups, we had a group discussion so I

could observe them as they answered the last questions.

I struggled with administering an assessment to students who couldn’t read yet; this was a good solution for this

problem. My only problem with this assessment was the students who completed the assessment quicker than others.

 18

Most of my students did not complete each question simultaneously, so I found myself reading each question to each

student as they finished the previous question. I have not come up with a solution for this.

I did create my own rubric. I wanted one that included all of the standard and was easy to complete for each child during

the small group discussion. I tried to make a rubric that couldn’t be interpreted differently if someone besides myself

completed the assessment. I would usually use a rating of 1-3; for this assignment, I added a 4th.

When it comes to goal setting, I have difficulty helping my students understand what goals are and why or how we

make them. I hope that I am building a good foundation for goal setting in the future for my students. As for now, the goals

I usually get have to do with something at recess or lunchtime. The article Kindergarten Writing Rubric was written by k.

Rhoads, the author, discusses the use of rubrics in kindergarten (and up through 12th grade). Rhoads discusses the

successes teachers found in using rubrics to help students build ownership in their education. If other teachers have

found success using a rubric with Kindergarteners, maybe rubrics will help kindergarteners with goal setting. I want to try

this with my students; this adds to my biggest struggle, not having enough time to accomplish all I would like to.

 19

References

Pyle, A. & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of
teachers’ assessment approaches. Early Childhood Education Journal, 41(5), 373–380. http://
link.springer.com/article/10.1007%2Fs10643-012-0573-2

Rhoads, K. (1998). Kindergarten Writing Rubric.