how’s the weather? intermediate unit assessment...pantomime and echo or chorally respond. use a...

of 17 How’s the Weather? Kindergarten (Int.) - Unit Overview/Assessment © 2011

How’s the Weather?

Intermediate Unit Assessment

The kindergarten assessments are designed to engage students in active learning and doing while you assess language. The assessment is spread out over two days to provide ample time for games and activities that survey a range of language taught throughout the unit.

Use the following assessment rubric and Unit Assessment Log to evaluate student performance.

Preparing to Assess

Review the four weekly Ongoing Assessment Logs to identify students who did not demonstrate competence in different areas throughout the unit. This will help focus your attention during the unit assessment activities.

As you listen in on students using the Unit Assessment Log, consider:

Higher intermediate students from whom you expect more expanded language patterns,

Quiet students on whom you need to focus more attention to draw out language, and

Students in the mid-range about whom you have special concerns.

Materials

Materials

Large versions of 2x2 Clothing Cards, handout, p. 13 (one per student), clothing card handout, p. 15 (one per group of four, cut into five strips), A/B Cards on Lanyards

Warm up and Review

Today you’re going to show me what you’ve learned over the past few weeks while we do some fun activities. You learned names of parts of the body and names of clothing. We also met Bear and learned how to help Bear get dressed!

Let’s all stand up to sing our song, “If I’m Cold” to warm up. Sing to the tune of “Here We Go Round The Mulberry Bush.” Pantomime as you sing.

If I’m cold (motion cold), I need (point to chest) my socks (point to feet), need my socks, need my socks If I’m cold, I need my socks, so early in the morning! (spread hands in the air like a sunrise)This is the way I put socks on, put socks on, put socks on (pretend to put socks on one at a time)This is the way I put socks on so early in the morning!

Now we’re going to sing again, but this time I won’t sing part of the song, I will just hold up a card. You will have to look at the card and decide what to sing! If you are really good at it, I might change the card in the middle of the song!

Each time the clothing is mentioned in the song, hold up a clothing card and don’t say anything. If students are able to keep up, change the card more quickly as you go. This makes it more fun and gives students more practice. Start singing faster to increase momentum.

If I’m cold (motion cold), I need my ______ (hold up card), need my ______, my ______ If I’m cold, I need my ______ so early in the morning! This is the way I put ______ on, put ______ on, put ______ on This is the way I put ______ on so early in the morning!

Repeat using boots and gloves.

Now we are going to practice singing what we don’t need. Sing the song with hat, shorts, pants, sweatshirt, and shoes. Pantomime corresponding actions.

If I’m hot, I don’t need my ______, don’t need my ______, don’t need my ______ If I’m hot, I don’t need my _______ so early in the morning! This is the way I take my ______ off, take my ______ off, take my ______ off This is the way I take my ______ off so early in the morning!

You’re going to show how much you’ve learned by writing about Bear using words and pictures!

Day one

, I need my ______ so early in the morning!

11 , need my ______, my ______ 11, need my ______, my ______ 11

Weather K INT Overview and Assessment.indd 4 4/4/11 1:58 AM

© 2011 How’s the Weather? Kindergarten (Int.) - Unit Overview/Assessment Page 5 of 17

Task One

Using provided handouts, students will create a rebus of language learned.

1. Students work at tables in groups of four. 2. Each student gets a handout and one strip of clothing cards (four per sheet). 3. Lead the class through creating the rebus; read each square aloud and scaffold as

necessary to help students understand what to do.4. When you see a square with a dashed line, cut and glue the clothes that makes sense into

the square. When you see a square with a solid line, draw the body part that makes sense for the clothing.

5. When students have finished their rebus, read the first sentence of each square aloud and have students Chorally Respond with their answer in the second sentence (or Echo your prompt and fill in their own answer in the blank, depending on their comfort level).

Task Two

Organize students to do Lines of Communication. Distribute A/B Cards on Lanyards to help you line up students up so that the A line is facing the B line. Have students share their rebus handouts with their partners by going back and forth, each reading one square at a time.

Lead the activity as much as needed, but try to give students the freedom to share on their own. This will allow you the opportunity to circulate and listen in on students’ conversations.

If you need more opportunities to listen to student language production, have students switch papers with their partner then rotate one of the lines so they have new partners.

Wrap up

You’ve done such a wonderful job talking to each other about what Bear wears when he’s hot or cold. To celebrate all that you’ve learned, let’s sing! Sing “Head and Arms” and “If I’m Cold,” encouraging students to sing expressively and pantomime.

© 2011 How’s the Weather? (Int.) – Week 1 Page 15 of 35

Name: __________________________________

What is Bear wearing?

Take your off if you’re hot!

You need because your feet are cold!

What is wearing ?

’s are hot.

Bear doesn’t need a if his arms are hot!

My is hot.

He is wearing because his are cold.

My are cold.My are cold. 9

My is hot. 6

’s are hot. 7



Note: These two assessment tasks may require a day each.

Materials

Review – Picture Cards 1–3, large versions of 2x2 Weather Symbol and Clothing Cards, sunny and windy 2x2 Weather Symbol Cards, pronoun cards, p. 17Task One – Picture Cards 4–9Task Two – Picture Cards 10–16 (one of each for each group of four, then for each pair of students), Game Boards (one for each group of four students), Pawns (one for each student)

Task One – Rainy and snowy weather

Warm-up and review You’ve practiced telling others what they should wear if the weather is a sunny, rainy, or snowy day. Let’s practice giving people advice by singing a song.

Hold up the large version of the rainy weather card.

If it’s raining What should I wear? (3x)Skip, skip, skip to my Lou

You should wear your raincoatSkip to my Lou, my darlin’

Hold up Picture Card 9. Now sing about what you did in the rain.

It was raining What did you do? (3x) Fly’s in the buttermilk Shoo fly shoo

We splashed in the puddle.Skip to my Lou, my darlin’

Repeat above sequence for snowy and sunny weather. Choose any relevant picture card for the second verse.

Review past tense statements with when Let’s review past tense actions. When we look at the cards, we talk about what others already did. These are the verbs you need to use in the next activity.

Show Picture Cards 4–9 one at a time and pantomime as you review the actions shown in each card. Have students mimic your pantomime and echo.

The pronoun cards help reinforce students’ understanding of correct pronoun use.

Day two

2

How’s the Weather? Kindergarten 9


They played outside when it snowed. She threw snowballs when it snowed.

She went sledding when it snowed.

They made snow angels when it snowed.

He ran with his dog when it was cold outside. He chased the dog when it was cold outside.

They took a walk when it rained outside. They took an umbrella when it rained.

She jumped in the puddle when it rained. ~ She splashed in the puddle when it rained.


she


hethey

she


they


they


they



A/B PartnersNow you are going to talk in A/B Partners! Show that you can talk about what people did using past tense verbs. Pretend that you are in the card with whomever you see there. Your partner will ask about what you did. Since you are pretending to be there with other people, your partner is really asking about what you and your friends did. Begin your response with We since you are talking about what you did with others.

Group students into pairs. They should sit cross-legged facing each other. As get Picture Cards 4–9 and put them facedown in a pile. Remind Bs they can answer in a variety of ways but that they have to use inside and outside. As can also vary the sentence they say before the question by using cold instead of snowing or raining.

A draws Picture Card 7 and shows it to B. A What did you do when it was cold outside?B We played inside when it was cold outside.

When A has gone through all of the picture cards, partners switch roles.

As students are working together independently, walk around to observe each group. Write down what you hear students saying. Pay attention to the quality of their interactions. Record all observations of your Unit Assessment Log.

Task Two – Sunny and windy weather

Review weather conditions Show sunny and windy Weather Symbol Cards and Picture Cards 1–2 one at a time. Each time you say was hike your thumb over your shoulder to remind students you are talking about weather that happened in the past. Have students mimic your pantomime and Echo or Chorally Respond. Use a variety of examples with very, not, and but not.

It was sunny, but not hot. It was very sunny.

It was warm outside. It was very windy.

It was not cold outside.

Review verbs Show Picture Cards 10–16 one at a time and pantomime. Have students Chorally Respond. Use the pronoun cards to prompt the use of he, she, and they. Point to yourself to prompt the use of I.

She played outside. They planted flowers. They played on the swings.

He played on the bars. He climbed the tree. Pretend you are here. (~ monkey bars) We threw the basketball. (~ shot baskets)

Pretend you are here. We flew the kite.


How’s the Weather? Kindergarten 14 How’s the Weather? Kindergarten 15

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5


How’s the Weather? Kindergarten 13 How’s the Weather? Kindergarten 11







Next use My Turn, Your Turn to review how to use the words from a prompt to create a response that uses so:

A It was warm. What did he do?B It was warm so he played on the bars.

A It was not hot. What did he do?B It was not hot so he played on the monkey bars.

Board GameNow you’re going to play the same game that we played before. Show that you can ask and answer questions about what others and you do in different kinds of sunny weather. Model how to play the game. Organize students in threes or fours. Put Picture Cards 10–16 in a stack facedown. Have the sunny and windy Weather Symbol Cards and Picture Cards 1–3 spread out in front of you. Set up the game board. Invite two or three student volunteers to demonstrate with you. Watch us. I’m Player One.1. First I turn over a picture card and show it to my group. Turn over Picture Card 14. Together we look at the weather

cards and decide how to describe the weather. Point to the sunny card. Let’s use this word. We all say together: It was very sunny. What did he do? Prompt your group to say it with you.

2. Now I have to respond. I use the words in the question to make my response: It was very sunny so he played on the monkey bars.

My group decides if I responded to the question correctly. If they give me the thumbs up (groups demonstrates), I get to move forward one space.

3. Player Two turns over a card and we start all over again. Model a few more rounds of the game with volunteers.

After students have used all the cards to talk about what others did, they can play again pretending that they are in the picture and use we and together in the prompt and response:Group: It was not cold. What did you do together?Player One: It was not cold so we played on the monkey bars together. As students work together, record your observations on the Unit Assessment Log.

Wrap up

You all showed me that can talk about what you and other people did in different weather! Thank your brain for being such a strong muscle.

To celebrate all of your hard work, choose your favorite picture card and share what your favorite activity is with the class. Give students think time. Then call on one student at a time to share. Have Picture Cards 4–16 displayed on the whiteboard and keep a tally of the class favorites. Discuss the results with the class. Have students take a bow before ending the lesson to give honor to the hard work each of them did.

How’s the Weather? Kindergarten 14How’s the Weather? Kindergarten 13

Pretend you are in this picture. A It was sunny. What did you do together? B It was sunny so we planted flowers together.

A It was not hot. What did you do together? B It was not hot so we planted flowers together.



sCoring rUbriC for assessment task

Scoring Rubric

Record summary score on Unit Assessment Log as follows:

0 = Far Below Proficiency Level

1 = Below Proficiency Level

2 = Meets Proficiency Level

3 = Exceeds Proficiency Level

0 1 2 3 Far Below Below Proficiency Meets Proficiency Exceeds Proficiency Proficiency Level Level Level Level

FunctionHow effectively

does the response convey the

purpose?

Does not communicate intended purpose.

Partially communicates the purpose and addresses part of the prompt.

Clearly communicates the intended purpose and addresses the prompt.

Communicates and elaborates the intended purpose and may expand beyond the prompt.

Use of patterns (mortar)

How accurate are grammatical patterns for the

task at hand?

Does not use correct grammatical patterns.

Uses taught grammatical patterns correctly, but only in a formulaic way.

Uses patterns that are grammatically correct and appropriate both to the task and the proficiency level.

Correctly uses target grammatical patterns and some that are above the current proficiency level.

Topic-specificvocabulary

(brick)Did student use taught

topic vocabulary?

Does not use topic-specific vocabulary and/or uses it incorrectly.

Relies on previously known vocabulary to address prompt or sometimes uses taught vocabulary incorrectly.

Appropriately uses topic-specific vocabulary.

Appropriately uses precise vocabulary above current proficiency level.

Flexibility of language use

For writing only.

Does not demonstrate flexibility in sentence structure and word choice; over-relies on the same patterns and vocabulary.

Demonstrates some flexibility in sentence structure and word choice, but not consistently.

Uses various sentence structures and a range of vocabulary throughout the response.

Demonstrates an ability to vary sentence structure and word choice above the current level of language proficiency.

Automaticity

For oral language only.

Often silenced by language limitations.

Halting speech and frequent searching for words.

Fluency is above what would be expected at this proficiency level.

Responds fluently, though may have to pause to search for words.



Directions: As you monitor language practice, use notations to code. Read across to see the strengths and needs of individual students; read vertically to find patterns within the group.

CodeUnable to produce language = ΟAble to produce language with support =Able to produce language independently =

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Unit assessment Log - CLass anaLysis sHeet

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Con

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Adv

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