ESL #1 1

Evidence of Student Learning Report

Fall 2016

LaShell Wallace

Towson University
ESL #1 2

Part A: Learning Context, Topic and Objectives

This semester I am completing my internship at Thomas Johnson Elementary/Middle

School in Baltimore City. Students from pre-kindergarten through 8th grade are taught here, there

is also a three year old program at the school. Thomas Johnson Elementary/ Middle is one of

Baltimore City Public Schools top performing schools and thus is an opportunity school

enabling families who live outside of the attendance zone to have their students attend here.

According to greatschools.org, the most recent demographic information is as follows: total

enrollment is 516 students. 67% of the student body is Caucasian, 22% African-American, 5%

Hispanic, 3% multi-racial and 3% Asian/Pacific Islander. 47% of students are female, 53% male

and 61% receive free or reduced lunch. There are various clubs and extracurricular activities for

students to participate in, they include: National Academic League, Spanish Club, and Basketball

to name a few. The classroom model offered at this school is full inclusion where students of all

abilities can learn together. As a special education intern, I am working in a 1st grade, 2nd grade

and 3rd grade class. All of the students with IEPs are placed in one class from each grade to make

it easier for the special educators to provide services and work with the general educators.

For this series of lessons, I am working with the 1st grade class which has a class size of

21 students; 10 boys and 11 girls. There are several students in the class performing below

grade level in reading, writing and math which may prompt referrals to the Student Support

Team in the future. There is one English Language Learner who receives ESOL and is entitled to

accommodations such as extra time due to the language barrier. The students in this class were

assigned to a guided reading group based on their reading level as demonstrated by the most

recent assessment data which was recorded last month. There is one student with an IEP in this

class; he has a developmental delay and has IEP goals in reading, writing and math. The
ESL #1 3

lessons I am preparing will be delivered to the reading group that he is a part of. In this group,

there are 2 girls and 2 boys, all of whom are Caucasian and speak English. There are no evident

cultural and linguistic differences among them. The oral and written language development

of these students is not a concern at this time. All of the students are verbal, with no known

speech delays. They are able to record their thoughts, though they require assistance with

spelling and sometimes reverse number and letter forms which is typical for this age.

Since I am using a guided reading group, these lessons were developed to teach English

Language Arts. I used two CCSS Standards to plan the lessons; one for literature and the other

for informational text. The first one is: RL2 Retell stories, including key details, and demonstrate

understanding of their central message or lesson. The Essential Skills and Knowledge that the

students will gain as a result of participating in these lessons includes being able to: Listen to,

read, and discuss a variety of literary texts (narrative text structure, both fiction and non-fiction)

representing diverse cultures, perspectives, and ethnicities; Identify key details in literary text;

and Analyze key details to determine the central message or lesson in literary text. The second

one is: Rl2 Identify the main topic and retell key details of a text. The Essential Skills and

Knowledge include: Determining the key details from the text; Connecting the key details to

determine the main topic of a text; and Retelling the main topic and key details.

The objectives for the lessons are similar but the way the students will demonstrate their

knowledge is slightly different for each; they all begin with Students will be able to identify the

main idea and three key details from the text by On Day 1, the students will demonstrate

their knowledge by cutting and pasting sentences into the correct category on the worksheet

provided. On Day 2 students will write and illustrate the main idea and details in the booklet

provided. On Day 3 students will read excerpts from the text, correctly identify them as the main
ESL #1 4

idea or a detail and be able to verbally explain their selections. Each text is at the instructional

reading level of the group, but they are different genres and have increasingly challenging text

features.

Part B: Assessment Plan

Before any of the lessons were taught to the students a pre-assessment was given. In this

case, the 1st grade general education teachers decided to introduce the concept of main idea and

key details two weeks before this ESL was scheduled to be delivered. In an order to ensure that

the pre-assessment was given before this instruction occurred, it had to be given early. Main idea

and key details is a topic that many students struggle with, therefore it is taught throughout the

year. For the pre-assessment, students were given two short stories and asked to identify the main

idea and one key detail from each. Based on the results of the pre-assessment, 2 out of 4 students

were unable to identify the main idea of either story and 3 out of 4 were unable to identify a key

detail from either story. All of the students in this group can benefit from explicit instruction on

finding the main idea and key details. While one student performed markedly better than the

others on this pre-assessment, I am confident that he will benefit from the lessons in this unit

because it requires students to apply the skills they are learning to a variety of texts from

different genres with increasingly challenging text features.

Throughout each lesson, I have planned several formative assessments so that I will be

informed of the students needs and the progress they are making toward the objectives.

Throughout the lessons, I have questions embedded into my lesson plans to check understanding

while the lesson is in progress. I also have planned to remind students during the lesson of our

purpose for reading so that they can have the goal in mind while we work. I will record my

observations, take notes and assess students progress on the ESL scoring tool that I developed

for this assignment. I know that students have varying learning styles so I have incorporated
ESL #1 5

UDL principles by using different formative assessments for each lesson to appeal to the

different strengths and needs of the students. They include: writing, oral response, illustrating,

and the use of manipulatives to demonstrate knowledge. While students are completing the

assessments, I will modify them as needed in order for students to meet the objectives. For

example, if there is a student who is having trouble providing a written response, s/he will be

allowed to draw a picture instead. At the end of each lesson, I will collect the artifacts produced

by the students and review the ESL scoring tool including any notes/observations and modify

the lessons if needed to help students progress toward achievement of the learning objectives.
For the summative assessment, I decided to write two original stories to use for students

to identify main idea and details. I will read the story to the students and then they will answer

the questions. For one story, students will be asked to select the main idea and one detail from a

list of possible choices. For the other story, students will need to write the main idea and one

detail in their own words. Having the students provide written responses will show me that they

can recall information and use the text itself to answer questions if needed. While the multiple

choice is able to show if students met the objectives of identifying the main idea and details,

written responses can give me more information and greater insight into students mastery of the

intended objectives including the ability to retell the main idea and details as described in the

CCSS standards and essential skills.

All of the assessments require the students to identify the main idea and key details of the

text provided. They are aligned with one another and the unit goals and objectives because

they were all created so that students can demonstrate knowledge of both standards used to

create the pre-assessment, lessons, formative assessments and summative assessment. The

standards are: RL2 Retell stories, including key details, and demonstrate understanding of their

central message or lesson and Rl2 Identify the main topic and retell key details of a text. The
ESL #1 6

goal of each component is the same, but the students will need to apply what they are learning

across several genres of text and a variety of activities that require them to share the information

in different ways.
Part C: Instruction
Each lesson begins with an anticipatory set where I will discuss the topic of the book with

the students and help them make text-to-self connections in order to motivate and engage them

in the lesson. I will ask the students questions related to the topic of the book so that they can

relate their own experiences and background knowledge to the lesson. One example is, How do

you get to school in the morning? This question will help students think about how they travel

and hopefully they can relate this to the text. After this, I will introduce them to the book by

giving them some information about the topic of the book so they can see the connection to the

questions they just answered and what they will be reading. Next, I will state the objectives in

terms the students can understand. I will tell them the skill we will be working on and define it

for them. As for the student with the IEP, one of his goals for reading comprehension is to

identify the main idea and key details so the objectives of this unit align perfectly with the

expectations of the IEP. As I record my observations and grade the formative and summative

assessments, I will review the IEP goals to see if he was able to successfully meet them by the

conclusion of this unit.

After analyzing the pre-assessment data, I reviewed the objectives I had written for all

three lessons. These objectives are appropriate because the students do need more practice

identifying the main idea and key details. The formative assessments allow them to apply what

they are learning in different ways so I will be able to see if they truly are mastering the

concepts. I will adjust my instruction based upon student performance on the formative

assessments. The students have been introduced to main idea and key details as mentioned

above. However, these lessons expand upon this knowledge/content, by allowing them to
ESL #1 7

practice the skill using a variety of new activities in the formative assessments as well as

requiring them to apply the skill to a variety of genres of text with increasingly challenging text

features. I will review the formative assessments with the students before they begin and answer

any questions that arise. Some of the assessments are in a format that is familiar to the students,

including cutting, pasting and categorizing sentences. For the others, I will model an example for

them and use guided practice to complete the beginning together. I will also bring in a

completed work sample so they have a concrete model to help them with the assignment.

Students should then be able to complete the remainder independently, but I will offer

additional assistance as needed.

I will provide clear and descriptive feedback while the students work independently as

well as throughout the lesson to help them understand the expectations set forth in the lesson as

dictated by the CCSS standards. I will give positive praise to let them know what they are doing

well and offer support to help them understand the objectives as needed. Throughout the lesson, I

have built in discussion about the targeted skill so the students will not lose focus of the purpose

for the lesson. The discussion is meant to help the students understand the content of the book

because I want them to learn information from the text in addition to the target skill; finding the

main idea and details. It is important for them to acquire background info that they can apply to

other content they will learn during the school year. I have also included two comprehension

questions within each lesson. One to help the students expand their thinking beyond the text and

apply some of the background knowledge they know about the subject to help them understand

what they have just learned, for example, What other forms of transportation do you know

about? The second question is specific to the target skill and getting the students to identify it,

for example, What is the most important message in a story called? There is also a closing

discussion to summarize the important points of the lesson. This is another opportunity for me
ESL #1 8

to review the skill and purpose with the students so they are clear about how all of the

components fit together and why we did them. I would like the students to be able to restate the

purpose of the lesson and the skill we are working on in their own words for at least two of the

three lessons.
At the end of each lesson the formative assessments will be administered so that I have

clear evidence of student performance which will help me determine if the lessons were

successful and if I need to modify anything for the next lesson. At the end of the unit the

summative assessment will be administered and be compared to the pre-assessment so that I

may see if the unit objectives were met. Since the texts being used for each lesson are different

and introduce new concepts and text features, the students will need to use critical thinking

skills in order to identify the main idea and details. For example, the informational text does not

have a beginning, middle and end like narrative stories do, so they will have to think about the

details from the book in order to come up with the main idea and put it into their own words.

They will also need to use creative thinking skills to illustrate the concepts in a way that makes

sense to them to complete one of the assessments. For the informational text, there will not be a

sentence in the text that tells the main idea, rather the students will have to think about all of the

information theyve just learned to identify the main idea. This unit incorporates a variety of

UDL principles in order to appeal to the learning styles of the students. Additionally, each lesson

includes several different methods of delivering the content to the students as well as variety in

the ways that students will engage and participate in the lessons. We will read, discuss, answer

questions, write, illustrate, and use props to complete the lessons. I will observe the students

responses during the lessons and how well they complete the formative assessments to determine

how to modify future objectives for the group or for individual students to ensure their needs are

met and they have the tools they need to succeed.

 ESL #1 9

Part D: Analysis & Instructional Decision Making

The chart below details student performance on the pre-assessment. The assessment

consisted of two passages; each with two questions: one asking the main idea of the text, the

other asking students to identify one key detail from the text. The total points possible for the

entire pre-assessment was 4 points.

Name Identified Main Idea/% Identified Key Details/%

Nick 2/2 1/2
100% 50%
George 0/2 0/2
0% 0%
Addison 1/2 0/2
50% 0%
Georgia Rae 0/2 0/2
0% 0%

The chart below details student performance on all three of the formative

assessments. For each lesson, there was a different formative assessment to give students the

opportunity to utilize different skills and strengths to apply the target skills from the overall unit

objective: finding the main idea and details. This chart also includes my observations during and

after each lesson.

Identified Identified
Name Date Main Idea Key Details Comments/Observations
George 10/24/16 P P Had the main idea and 1 detail wrong
Had 1 detail wrong (used a non-detail instead)
Nicholas 10/24/16 P P and the main idea wrong
Had the main idea where a detail belongs and
Addison 10/24/16 P P the detail in the main idea slot
Georgia Rae 10/24/16 P P Had the main idea and 1 detail wrong
 ESL #1 10

Needed very little prompting to find the main

idea and details. Did need to briefly review the
George 10/25/16 S S text.
Confused detail with the main idea, but could
tell me after prompting, questions and reviewing
Nicholas 10/25/16 P P the text.
Identified the main idea and details with
minimal prompting. Named the skill we were
Addison 10/25/16 S S working on when asked.
Identified the main idea and details with
minimal prompting. She even recalled a word
from our discussion (camouflage) to complete
Georgia Rae 10/25/16 S S her booklet.

George 10/26/16 S S Got details but not the main idea

Picked main idea for first 3 excerpts; 3rd time it
Nicholas 10/26/16 P P was right. Got the last detail right.
Addison 10/26/16 S S Got details but not the main idea
Got 2 details right, picked main idea for both of
Georgia Rae 10/26/16 S S the last 2 questions

Key

I= Completed task
independently

S= Required minimal
teacher support

P= Required frequent prompting (2 or more times to complete task)

The chart below details student performance on the formative assessment. The

formative assessment also consisted of two passages with two questions: one asking the main

idea and one asking to identify a key detail from the text.

Name Identified Main Idea/% Identified Key Details/%

Nick 1/2 0/2
50% 0%
George 1/2 1/2
50% 50%
ESL #1 11

Addison 0/2 1/2

0% 50%
Georgia Rae 0/2 1/2
0% 50%

The chart below details the percent of change from pre-assessment to post-assessment.

One student performed better on the pre-assessment than on the post assessment and one

received the same score on both. (I will share my thoughts about why I believe this occurred later

in this report). The two other students both performed better on the post-assessment. This chart

calculates the percentages based upon total performance; 4 points, each worth 25%.

Name Pre-assessment Post-assessment Percent of change

Nick 3/4=75% 1/4=25% -50%
George 0/4=0% 2/4=50% +50%
Addison 1/4=25% 1/4=25% 0%
Georgia Rae 0/4=0% 1/4=25% +25%

Based upon the data I have gathered, I am able to see a pattern of achievement amongst

some of the students and a lack of achievement among others. First, I will discuss the lack of

achievement. As for the student who performed worse on the post-assessment, I am not sure

exactly why this occurred, but based on my observations and reflections this is what I have

concluded. The passages used for the pre-assessment were adapted from online resources and

advertised as being suitable for 1st grade students. After the students completed the pre-

assessment, my mentor asked me to create my own post-assessment without using any online

resources. I wrote the passages myself and used the Flesch-Kincaid Reading level available on

Microsoft Word to determine if the level was appropriate. Both passages were analyzed as being

on a first grade level. When I wrote the passages, I realized they were a bit longer than the pre-

assessment passages. However, I knew that I would be reading the passages to the students and I
ESL #1 12

wrote them in such a way that students could relate to these easier than the ones on the pre-

assessment. It was also my hope that after three days of lessons on main idea and details that

students would be able to apply the skill to more challenging texts. I think that the scales for

reading levels the school uses differs from the one on Microsoft word, so maybe the passages

would be rated at a higher grade level using the schools scales and thus I would have had to

change them to make them appropriate for the students instructional level. As for the student

who performed worse on the summative assessment, he also struggled the most during each

lesson. I would attribute this partially to the increase in challenging text features and content of

the texts we read. Additionally, I would have eliminated the formative assessment activity from

the third lesson in order to allow more time for completion of the summative assessment. As the

students were working on the assessment, they saw their classmates getting ready to transition to

the next period and became distracted.

In my opinion, all of the students achieved and improved their skills during the course of

this unit. While only two of them were able to translate this into better assessment scores, all of

the students showed growth during the lessons and discussions we have had as well as on the

formative assessments. If I had been able to use different passages for the post-assessment, I

wonder what the outcome would have been. However, I am glad that I was able to see that the

students have not yet mastered the concepts as set forth in the CCSS standards as well as in the

students IEP objectives so that I can continue to help them in this area. It is clear that additional

instruction, interventions and assessments are needed to help these students met the

objectives of this unit. In order to address this lack of achievement, I have planned another lesson

on main idea and details and will teach this next week. While I have seen growth in all of the

students; some more than others, since the start of this unit, it is evident that they are not yet
ESL #1 13

independently able to identify the main idea and details of a text. For the next lesson, I have

chosen a basic fiction text (still at the students instructional level), void of challenging text

features. It is my hope that because this text is simpler that the students can focus more attention

on the skill being taught.

For the formative assessment, I have created a multiple choice worksheet and added one

more question to challenge the students. While I would like for them to be able to focus more on

the text, I will continue to ask probing questions and discuss the skill with them during reading. I

want them to continue to expand their thinking and learning. The third question I have added

asks them to identify one detail that was not in the story. Another reason I added this question is

because I noticed the students selecting answers on the previous assessments that did not actually

happen in the text. I want them to sharpen their recall skills as well as learn how to better search

the text for answers. For all of the formative assessments, the students were allowed to use their

books to complete the assignments and for the pre-assessment and summative assessments the

passages were on the page and available for the students use. After the conclusion of the next

lesson, I will prepare additional practice for the students to complete to continue to reinforce

those skills. I will use the additional practice to re-assess student achievement as it relates to

finding the main idea and details. I will set individual goals for improvement for each student

based upon how they perform on the next lesson and compare this to their performance on the

additional practice to inform me of the next steps needed for students to achieve with this skill.

In order to disaggregate the data based upon the demographic information

described in Part A, I noted that all of the students in this guided reading group are Caucasian

and English is their native language. There are two girls and two boys in the group. One of the

girls, Addison, received the same score on both the pre-assessment and the summative
ESL #1 14

assessment, although of the two girls she is the one who was first able to identify the skill we

were working on as well as answer more questions correctly during the lessons. The other girl,

Georgia Rae, was able to show some progress on the summative assessment but was still only

able to identify one detail and could not identify the main idea. As for the boys, Nick performed

worse on the summative assessment and struggled with each lesson, although he performed the

best on the pre-assessment. George did not get any correct answers on the pre-assessment, but

was able to identify the main idea and one detail from one of the passages on the summative

assessment. There are no evident cultural or linguistic differences, nor are there any oral and

written language concerns that would impact the students performance. However the one student

with an IEP has written language goals, but the amount and type of writing that this unit required

was in line with the expectations and goals of the IEP.

Part E Reflection & Self Evaluation

As I reflect upon the data I have collected over the course of this unit, I began

evaluating the effectiveness of instructional strategies and intervention. Since only one-half

of the students performed better on the summative assessment, I would say that the unit was not

as effective as I had anticipated. However, as I mentioned above, I have seen growth in every

student and I believe that with further instruction and additional practice they will be able to

meet the CCSS standard expectations. I was informed prior to the delivery of this unit that this

skill in particular can be challenging for students and they usually need to work at it throughout

the course of the school year before it is mastered. With each lesson, the students made fewer

mistakes and required less prompting than the lesson before.

All of the students in this group speak English and have no known cultural differences.

However, each individual learns in a different way, so there are learning differences among
ESL #1 15

the students. This instruction influenced student learning in several ways. I modified the

lessons to address learning differences I noticed as well as to try to make the lessons more

beneficial to the students. Initially, I included too many vocabulary words at the beginning of the

lesson, which took time away from the rest of the components of the lesson. After the 1st lesson, I

cut out vocabulary words from the two remaining lessons, limiting this to words that may be

difficult for the students to read on their own and words that would be difficult to decode even

with the picture clues. Having more time to devote to delivering the lesson and completing the

formative assessments was helpful.

The next thing I noticed was that I needed to change how I was explaining the concept of

main idea and details so that students could understand and relate to it more easily. I decided to

give an analogy to help them better remember the definitions of the terms and make a connection

to prior knowledge. I explained to the students that finding the main idea is like being a

detective, you have to look for clues which are the details in the story, to help you figure out the

main idea and solve the mystery. Using this analogy also allowed me to approach teaching this

skill differently than I had the day before. I advised the students that they could start by

identifying details and then use them to help them conclude the main idea, just as the detective

uses clues to help solve mysteries. By giving the students options and different methods to help

them, they were able to use what works best for them.

One thing, I believe, that caused the lesson to not be as effective was not requiring the

students to extend their answers, particularly when discussing details. I could have corrected the

students and given them the additional information from the text to help them better understand

the importance of having details and how it contributes to overall understanding of a text. For

example, on Day 2 when students answered that a detail of the text was the lizard. I should have
ESL #1 16

prompted them to explain further, i.e. the lizard is hiding on a rock. Perhaps I could have used

the same text and spent one lesson on just main idea and another on details.

Finally the variety of assessments, discussions and activities appealed to various learning

styles of the students. I reviewed previous days activities to reinforce the lesson and remind

students of what we did. I also tried to frame the questions differently each day and as needed to

help students understand. Students were able to tell me what the main idea of a story is and what

a detail is on day 3 even though they had difficulty selecting the correct answer on the

assessments. In the future, I would like all of the students to be able to demonstrate growth on

assessments so that I have evidence of the units effectiveness.

Based on the student data I collected, the following implications are proposed

changes I will make to my future instruction. First, when introducing a new skill, especially

one that I anticipate will be difficult for a particular group of students, I will begin with a

concrete activity in which students use objects or pictures at first. For example, I would use a bag

of clues or a set of pictures to introduce the concept of main idea and details before using a text.

The next thing I would do is begin with one genre of text and once students are able to meet the

CCSS standard expectations, then I would introduce another genre for them to begin applying

their skills across a variety of texts. On Day 3 of this ESL, I had a formative assessment activity

planned as well as the summative assessment. The formative assessment did not require any

writing or worksheets of any kind so I thought it would not take too much time. However, after

each excerpt from the text was read and the students displayed their answers on the sign, we had

a discussion about each one so that students could have immediate feedback. In the future, I

would use only the questions embedded into the lesson plan as the formative assessment so that

there would be ample time for the summative assessment. Another change, I would make is to
ESL #1 17

the time the lessons were delivered. Due to my mentors schedule, the lessons had to take place

at the time they did. However, I would prefer to deliver the lessons 10-15 minutes before the

current time because when the rest of the class finishes their work, they begin lining up to

transition and this makes the students in my group rush and become distracted. The other option

would be to pull small groups to a separate area to free them from classroom distractions and

interruptions. If students are distracted by other activities or the general educator addressing the

class they may not be able to do their best.

Since I am new to the teaching profession, collaboration with other more experienced

teachers and other school based professionals will help me improve my teaching skills as well

as implement best practices. Currently, I collaborate with my mentor to select the skill that the

students are working on before I plan any lessons. Each day, we discuss the lessons I have

delivered as well as any other interactions with students. We also talk about how the students we

work with have performed on their assignments and how we can further assist them. Working

with students with IEPs means also working with related service providers and sharing

information about the students performance in affected areas and in general in order to plan

interventions and instruction. As a special educator, I will need to collaborate with the general

educator so that I may be informed of what skills are being taught and be able to prepare in

advance to modify assignments/homework and assist students in the classroom. In order for me

to make the changes described above, I will have to be available for collaboration with my

colleagues and be flexible in order to meet the needs of my students.

After reviewing the data and reflecting upon my experience, I have drafted professional

goals based on the following CEC standards: Standard 5: Instructional Planning and Strategies

and Standard 1: Learner Development and Individual Learning Differences. In the area of
ESL #1 18

instructional planning and strategies, I would like to gain a better understanding of how much

time to allot for the different components of a lesson. While I know that is better to have more

things planned than not enough, I am still learning what can reasonably be expected of students

based on their abilities and age. One challenge for me in my internship this year, is that I am in

four different grade level classrooms daily, so I am learning the expectations for three different

grade levels at once. I would also like to improve upon my delivery of content. I need to be

prepared for potential areas of difficulty for the students and be able to explain things in a variety

of ways so that students can understand.

In the area of learner development and individual learning differences, I need to learn

how to better prepare assignments that meet individual learning needs, even in a small group

setting. I will practice including the various components of UDL that I have learned because I

want every student to succeed. I want to identify and use each students strengths to help them

achieve. While I understand there are times that certain skills must be assessed and assignments

will need to reflect this, there are other times when variety in the means of demonstration is

appropriate and can help students feel confident and become more engaged in what they are

doing.

My goal is for all students to learn. I realize that every child is different and will not

progress at the same rate, but it is my desire that each student has more understanding of the skill

being taught at the conclusion of a lesson than at the beginning. This unit showed me that

sometimes student performance during lessons does not match their performance on assessments.

It is my job as a teacher to figure out why and help them achieve so that they can apply skills

across activities and assessments.

ESL #1 19

Pre-Assessment
ESL #1 20
ESL #1 21
ESL #1 22

Summative Asessment
Main Idea and Key Details
ESL #1 23

Ty loved to bake cakes. He asked his mother, Can we

bake a cake today? She said, Yes, but wash your hands
first please. Then his mom asked, How do we bake a
cake? Ty said, We need flour, sugar and eggs to start.
Mix it together and pour it in a pan. Bake it in the oven
until it is ready. Take it out, let it cool off, then spread icing
on top and eat!

1. What is the main idea of this story? Circle the best

answer.
a. Ty asked his mother to bake a cake.
b. Ty loved cake.
c. Tys mom did not like cake.
d. Ty knows how to bake a cake.

2. What is one key detail from the story? Circle the best
answer.
a. Tys mom asked him to wash his hands.
b. Ty could not use the oven because it is too hot.
c. Flour, sugar and eggs are used to make a cake.
d. Ty likes to eat cake.

Summative Asessment page 2

Main Idea and Key Details

ESL #1 24

Mickey and Minnie decided to take a trip. Minnie told Mickey to

make sure he had everything he needs. She asked, Do you
have soap? Yes answered Mickey. Do you have socks?
Yes said Mickey. Do we have food? We have plenty replied
Mickey. Okay said Minnie, I think we are ready to go. Wait!
yelled Mickey. Do we have any money? Its in your hand.
said Minnie. Oh right! Mickey laughed and off they went.
1. Write the main idea of the story.
---------------------------------------------------------------------------------------
____________________________________________________
____________________________________________________
---------------------------------------------------------------------------------------
____________________________________________________

2. Write one key detail from the story.

---------------------------------------------------------------------------------------
____________________________________________________
____________________________________________________
---------------------------------------------------------------------------------------
____________________________________________________
ESL Scoring Tool
 ESL #1 25

Identified Identified Key

Name Date Main Idea Details Comments/Observations
10/24/1
George 6
10/24/1
Nicholas 6
10/24/1
Addison 6
10/24/1
Georgia Rae 6

10/25/1
George 6
10/25/1
Nicholas 6
10/25/1
Addison 6
10/25/1
Georgia Rae 6

10/26/1
George 6
10/26/1
Nicholas 6
10/26/1
Addison 6
10/26/1
Georgia Rae 6

Key

I= Completed task independently

S= Required minimal teacher support

P= Required frequent prompting (2 or more times to complete task)