Formative Assessment Strategies TSL 3110

8/12/2019 Formative Assessment Strategies TSL 3110

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Make a Connection

students connect their background knowledgeand experience to the text they are reading, thus

able to use their understanding to make

connection.

(I use what I know to understand what I read.)

3 types of making connections:

Text-to-self

Text-to-text

Text-to-world


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Examples of questions:

Text-to-self;

Has something like this ever happened tome?

Text-to-text;What does this remind me of in another

book Ive read?

Text-to-world;How is this text similar to things that happen

in the real world?


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How can it be used?

Text to World:

This is usually taking something in the book andconnecting it to a world event or something inreal life

Example:

A child is reading a book about an earthquakeand you have seen a news story about a recentearthquake so they can relate what they know

from the news and hearing about it to what theyare reading.


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Other activties:

Note a sequence

Predict a future outcome

Recognize a cause or effect


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Turn & Talk establishes student interactions (or discussion) to

formulate ideas and share their thinking with anotherstudent.

When to use?

As a warm-up activity to discuss previous lesson or

homework assignment After five to seven minutes of oral or written input, to help

student process what they have just heard or read

During class discussions as a way for students todiscuss ideas before sharing them with the class

As a closing activity so that students can review whatwas learned in the lesson


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How to use?

1) Question

Pose a question or prompt for students to discuss

and tell them how much time they will have. A one

to-two minute discussion is most productive.

2) Turn

Have students turn to a specific partner. Partnerassignments should be set up beforehand so thatstudents can quickly and easily pair up.

3) Talk

Set a timer for the allotted time, and have studentsbegin discussing the assigned question or prompt.When time is up, ask partners to share out thoughtsand ideas from their discussion.


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Variation of Partners

Eyeball Partners

When students are seated at tables or in groups,eyeball partners are students who are facing in frontof each other.

Shoulder Partners

When students are seated at tables or in groups,shoulder partners are students who are seated nextto each other. This may also be done when studentsare seated in rows.

Clock Partners

Using a clock template, have students makeappointments with four other classmates, one for 12oclock, one for 3 oclock, one for 6 oclock, and one

for 9 oclock. Partners may not be repeated.

Documents

Formative Assessment Strategies TSL 3110