PL11L4 mrs. garcia slider

Instructional Planning

Ms. Garcia provided a practice opportunity for students to identify complete sentences and fragments. Students were to then turn any fragments into complete sentences.

Assessment Design

Ms. Garcia notices Nadiya rewriting sentences without any punctuation, so she sits with Nadiya to support her learning. Ms. Garcia reminds Nadiya of the complete sentence checklist and asks her to do the checklist together with her.

Data Collection

Ms. Garcia assesses Nadiya and a few other students who are struggling with punctuation. She formatively assessed the small group by asking questions about different types of punctuation and provided feedback on the sentences they did together in a small group. Then, she collects a summative assessment of the student’s independent practice.

Interpretation

Ms. Garcia analyzes students’ independent practice to determine how many sentences were written with the correct punctuation. She can group students based on the amount of sentences they wrote correctly, or based on the most missed type of punctuation.

Feedback to Students

Ms. Garcia conferences with students in small groups to address the sentences they missed. She explains why each sentence was incorrect, and then asks students to review the purpose and use of each type of punctuation.

Informed Intervention

Based on the data collected and the groups Ms. Garcia created, she completes targeted guided practice with each group. This can be in the form of games, or manipulatives (such as matching cards, marker boards, and punctuation bingo). Once she feels students have increased their understanding of the punctuation they were struggling with, she provides them with independent practice again to assess their progress.