Instructional Assessment

Janessa Bechard

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards 7 and 8

EDUW 693 Instructional Design and Assessment

Ryan Ourada, M.S. Ed., Instructor

January, 2017

This entry documents completion of a comprehensive learning process to improve skills
related to instructional design (WTS 7) and instructional assessment (WTS 8). The seven steps
forming that brain-based learning process were adapted to organize sections in this entry:
A Brain-based Learning
Process for All Ages
1. Expand perspectives
(Learning assumes moving
beyond what we already
know/do.)
2. Assess abilities from
evidence
(Define: What to learn?)
3. Learn
4. Plan (connect learning)
5. Try (and gather evidence)
6. Post Assess from
evidence
(Define: What learned?
What remains to learn?)
7. Reflect
Entry Introduction
Applied to Improving Educator Effectiveness
as a Seven-step Professional Learning Process
1. Expand perspectives
(Standards for educators and education serve as a common
starting point, representing collected wisdom of the profession.
Vanguard ideas offer another option for proposed solutions for
improving educator effectiveness.)
2. Assess current professional knowledge/skills/attitudes
developmentally. (Determine areas most in need of
improvement compared to standards for educators and student
learning. Assess three types of evidence: (a) teaching practices
based on educator standards, (b) whole-class and lowest-
median-highest student performance based on academic
standards that guide subject learning, and literacy standards
that guide tasks to prove learning, and (c) student participation
and learning environment evidence such as observations,
ongoing student feedback, and anonymous student surveys.
Reason inductively from assessment conclusions to define an
inquiry question that addresses areas most in need of
improvement.)
3. Research/Learn from professional/credible sources for
practical answers/insights to improve targeted areas.
4. Incorporate learning into a plan. (Teachers in the Master of
Education Program improve lesson plans.)
5. Implement plan and gather a-b-c evidence for assessment.
6. Post-assess from evidence.
Valid, developmental assessment requires evidence that
provides direct comparisons of a-b-c evidence from multiple
perspectives.
7. Reflect. Process the entire learning experience from the
personal perspective to strengthen brain connections for more
efficient and effective learning next time: What
 (Process entire learning actions/attitudes worked best/least to learn efficiently and
experience for efficient and effectively? What are my next learning steps in this area?
effective recall in future)
Learning Step 1: Start with Standards to Expand Perspectives

CCSS.K.W.2 Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.

CCSS.K.W.5 With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed.

Learning Step 2: Assess Current Evidence Compared to Standards to Find Areas to Improve

Educator Standards
Targeted Descriptors from Wisconsin Standards for Teacher Development and Licensure

The descriptors listed for each Wisconsin Teacher Standard (WTS) on this page
originated from the Wisconsin Department of Public Instruction website.
Areas emphasized during EDUW 693 are preceded by a rather than a symbol.
Underlined text indicates two areas in each standard that emerged as most in need of
improvement after studying the descriptors and self-assessing current teacher performance.

Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.

Knowledge
The teacher understands learning theory, subject matter, curriculum development, and
student development and knows how to use this knowledge in planning instruction to meet
curriculum goals.
The teacher knows how to take contextual considerations (instructional materials,
individual student interests, needs and aptitudes, and community resources) into account in
planning instruction that creates an effective bridge between curriculum goals and students'
experiences.
The teacher knows when and how to adjust plans based on student responses and other
contingencies.

Dispositions
The teacher values both long-term and short-term planning.
The teacher believes that plans must always be open to adjustment and revision based
on student needs and changing circumstances.
The teacher values planning as a collegial activity.
Performances
As an individual and a member of a team, the teacher selects and creates learning
experiences that are appropriate for curriculum goals, relevant to learners, and based upon
principles of effective instruction (e. g. that activate students prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired).
The teacher plans for learning opportunities that recognize and address variation in
learning styles, learning differences, and performance modes.
The teacher creates lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress.
The teacher creates short-range and long-term plans that are linked to student needs and
performance, and adapts the plans to ensure and capitalize on student progress and motivation.
The teacher responds to unanticipated sources of input, evaluates plans in relation to
short- and long-range goals, and systematically adjusts plans to meet student needs and enhance
learning.

Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.

Knowledge
The teacher understands the characteristics, uses, advantages, and limitations of
different types of assessments (e.g. criterion-referenced and norm-referenced instruments,
traditional standardized and performance-based tests, observation systems, and assessments of
student work) for evaluating how students learn, what they know and are able to do, and what
kinds of experiences will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as
validity, reliability, bias, and scoring concerns.

Dispositions
The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote
student growth rather than to deny students access to learning opportunities.

Performances
The teacher appropriately uses a variety of formal and informal assessment techniques
(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,
student self-assessments, peer assessment, and standardized tests) to enhance her or his
knowledge of learners, evaluate students progress and performances, and modify teaching and
learning strategies.
The teacher solicits and uses information about students' experiences learning behavior,
needs, and progress from parents, other colleagues, and the students themselves.
 The teacher uses assessment strategies to involve learners in self-assessment activities,
to help them become aware of their strengths and needs, and to encourage them to set personal
goals for learning.
The teacher evaluates the effect of class activities on both individuals and the class as a
whole, collecting information through observation of classroom interactions, questioning, and
analysis of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to
student success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and can
communicate student progress knowledgeably and responsibly, based on appropriate indicators,
to students, parents, and other colleagues.
Wisconsin Educator Effectiveness Expectations

Source: Danielson. Enhancing Professional Practice: A Framework for Teaching

(2007).

Student Performance Standards

The goal of improving instructional design and assessment is to achieve each students

developmental capabilities through confident and independently-competent learning. My seven-

step process will aim to improve instructional design for an English and Language Arts lesson

about informative writing- specifically writing How-To stories.

After Learning Step 6, the post-assessment results will also be included in each table for

ease of direct comparisons. Standards addressing subject performance include Wisconsin

standards (Early Learning Standards, Common Core State Standards for English-Language

Arts/Mathematics and/or the Alternative Achievement/Common Core Essential Elements, and

Wisconsin Academic Performance Standards for K-12 subjects guided content learning for all

subjects. Wisconsin Common Core State Standards for Literacy in All Subjects guided student

tasks that provide evidence of learning in each subject.

 Analysis Conclusion and Essential Question to Guide Research

The essential question guiding professional growth for the EDUW 693 learning process is

How do I improve instructional design and assessment to achieve each students engagement

within writing instruction during our Lucy Calkins informational unit. The visual below shows

the analysis, interpretation, and conclusion steps for reasoning inductively to a logical inquiry

question best suited to my areas to improve:

1. Inductive Reasoning: Analysis Step

Gathered Data for Analysis, Grouped by Type of Evidence: Key Idea Representing
Each Next Step
Instructional Design: underlined WTS 7 planning lessons descriptors (Pg. I plan on differentiating
3) lessons and conferring more
a. The teacher knows how to take contextual considerations intentionally. There are
(instructional materials, individual student interests, needs and groups of students who have
aptitudes, and community resources) into account in planning a great knowledge of how to
instruction that creates an effective bridge between curriculum goals implement certain ideas into
and students' experiences. their writing whereas some
students are challenged in
b. The teacher creates lessons and activities that operate at multiple these specific areas.
levels to meet the developmental and individual needs of diverse
learners and help each progress.
Instructional Design: next steps for Appropriate Outcomes I will incorporate many
Area to Improve: Using a checklist to help guide students towards the opportunities to utilize a
end outcome kindergarten friendly
writing checklist. By doing
this, students will understand
what the result should
include.
Instructional Design: next steps for Optimal Learning Processes I will be using different
Area to Improve: Intentional Conferring strategies to help myself
make intentional groups for
conferring which students. I
will be implementing messy
sheets to help decide who
needs to be in what group. I
will also be incorporating
writing cards to help
remind students of what they
need to be working on while
I step away to confer with
other students. I will be
taking notes via conference
forms to help guide my next
step instruction.
Instructional Design: next steps for Designing Engaged Learning By incorporating flexible
Area to Improve: I will be incorporating flexible seating and Sherman seating, students will be
Secret Star Writer allowed to work anywhere in
the classroom that they can
focus and do their best work.
To help establish a quiet
writing environment, I will
incorporate a Sherman
Secret Star Writer which
will highlight our schools
core values along with our
classroom writing values.
Assessment Design: underlined WTS 8 descriptors (Page 4) I need to continue to
a. The teacher values ongoing assessments as essential to the incorporate conferring sheets
instructional process and recognizes that many different assessment to organize my teaching
strategies, accurately and systematically used, are necessary for points and next steps with my
monitoring and promoting student learning. students to help guide each
student to the result of an
b. The teacher uses assessment strategies to involve learners in self- informative writing piece.
assessment activities, to help them become aware of their strengths and
needs, and to encourage them to set personal goals for learning.
Assessment Design: next steps for Designing Student Assessment Students have an assessment
Area to Improve: Allow for a two-day writing block to showcase each at the end of each writing
students abilities. unit that is timed. This 45-
minute writing time gives a
snapshot of their ability as an
informative writer. I dont
feel this a great indicator of
their ability as a writer
because it is so rushed. I like
to incorporate a two-day
writing block to allow
students to showcase their
best writing.
Current Student Performance in Academic Subject Lucy Calkins incorporates a
Area to improve: Use of Lucy Calkins Writing Language lot of different language (i.e.
informative, how-to,
materials) and I want
students to become more
familiar and comfortable with
this language.
Current Student Performance in Literacy Skills I need to continue to push
Area to improve: students to self-assess their
own writing and question
what they can do better as
Super-Writers.
Student Participation: next steps Related to Instructional (Formative) I need to continue having
Assessment writing conferences in a
Areas to improve: Use a variance of small conferring groups along variety of ways. I think by
with individual conferences to help guide further instruction. giving a whole group
 feedback can be helpful but
its also important to help
students play an active role in
giving themselves feedback.
Therefore, I think its
important to have a variance
of individual conferences and
small conferring groups.
Student Participation (Danielson): next steps Related to Assessment I need to continue to use
Practices clear and concise language
Area to improve: Clear and concise feedback with my students so they can
receive feedback to help
strengthen their writing.
Student Participation (WTS 8) next steps Related to Assessment We will continue to utilize
Practices writing partners to establish
Area to improve: Establish connections between writing partners to help connections between
guide feedback given by peers allowing for active thinking students. By having effective
writing partners, students can
actively think about the
feedback given by their peers
along with give feedback to
their peers- both allowing for
growth as a writer.
2. Inductive Reasoning: Interpretation Step. Group key idea words into one or two focus
topics.

a. I will learn how to group students into effective conferring groups to help guide their instruction
towards the end goal of writing an informative how-to.

b. I will learn how to incorporate students in their own learning process to help engage all learners to
take charge of their own writing.

3. Draw a Conclusion:
The general question guiding professional growth for this process: How do I improve
instructional design and assessment to facilitate independent competence in achieving each
students developmental capabilities?
The specific inquiry question that emerged from my pre-assessments:
How do I improve instructional design and assessment to achieve each students engagement
within writing instruction during our Lucy Calkins informational unit?

Learning Step 3: Research to Find Answers/Insights

Introduction to Research Summary

As an educator, there is always the battle between being comfortable with something and

then taking a step further out of your comfort zone and making something better. As a second-
year teacher, I have found the 45-minute writing block to be a challenge. As kindergarteners,

students have a wide variance of their abilities. Some students can write full sentences with

emotion and depth whereas some students are still working on identifying their upper-case

alphabet.

I take pride in the environment that I have created for my very active kindergarteners. In

my classroom, I have two students identified as having Emotional Behavior Disorder (EBD), one

student who is in a wheelchair and has a full-time special education assistant, five students whom

are identified as English Language Learners, two students who receive Speech and Language

services, one student who recently received hearing aids, along with many other challenging

behaviors. Our environment isnt always calm and productive but as a group, we strive to do our

best job. When we established routines for our writing environment, we talked about

expectations for flexible seating in our classroom.

Finding research on this topic was a challenge. Many research articles were focused on

higher grade levels in an elementary school. Otherwise, the research articles focused on pre-

writing strategies for students (pre-kindergarten). Fortunately, I could find three relevant sources

for this topic. One of my articles focuses on the Power of Choice. I found this article to be

especially engaging because it helped me realize the Power of Choice and the effect it has on

academic engagement. Another article focused on the importance of conferring with students and

how effective these mini-lessons can be for students. Since I find conferring time during writing

a challenge due to many different behavioral needs in my classroom, I found the article

especially interesting and I took some great ideas from it. Lastly, the article, So You Think

They Cant Write? focuses on the importance of incorporating writing on the very first day of

kindergarten- allowing for writing familiarity and growth throughout the school year.
Research Summary

From a variety of research, allowing students the Power of Choice is extremely

important for students to do their best work. Lane et al., states, Instructional choice is a low-

intensity strategy that requires little preparing, is easy to implement, and supports content

instruction in the classroom. (2015). By allowing students to sit where they feel comfortable, it

helps establish a safe-zone allowing for students to feel in-control of their own learning. As the

article suggests, implementing choice is easy to implement and requires basically no preparation.

By providing choice, students can take charge of their own learning.

Students thrive when they have healthy relationships with their peers and teachers. To

increase engagement, teachers need to provide a welcoming relationship where rapport and

respect has been developed. Wentzel stated, Conceptually, warm and supportive relationships

with teachers increase childrens motivation to adhere to classroom rules and live up to teacher

expectations, galvanizing their learning efforts (2002). By establishing supportive relationships

between peers and teachers, students are much more willing to work hard and do their best job

when positive relationships have been recognized. Students who realize that their teachers accept

and care about them, learning and prosocial goals are much more attainable for students

(Wentzel, 1999). Students are able to sense care, respect and nurturing relationships provided by

their teachers.

There are many different areas of English Language Arts in the public-school system:

reading, writing, speaking, and language. Students are pushed to rigorous, yet, attainable,

standards. By the end of the kindergarten year, students are expected to be able to read a book

that has two to three sentences per page with some unknown words along with write full stories.
Reading is such a push in our school system that writing can almost be pushed to the back

burner; but students need to be reading and writing together. Per Salvat, Its also imperative to

foster childrens desire to explore writing at the same time that they are exploring reading to

enhance their understanding of concepts of print. They also need to do this at the same time

because writing teaching concepts are one learns to write, not after they are already writing

(2012). In kindergarten, the day has a very large focus on English Language Art instruction. In

fact, there are nearly 200 minutes for ELA instruction throughout the day- and that doesnt

include the intentional teaching vocabulary and conversation that is included throughout the

remainder of the day. Students need ample amount of time to help them become literate (Salvat,

2013). By allowing students the opportunity to be exposed to Writers Workshop from day 1 of

kindergarten, allows students to become independent writers. Of course, each student will be

writing at a different level; similar to different reading levels. As an educator, it is so important

to meet students at the level that they are at so they can continue to make gains.

As an educator, finding time to confer with each student multiple times per week can be

quite challenging. In addition to all of the academic needs within the classroom, behaviors can be

very challenging during this independent work time. Finding a good balance between classroom

management and conferring can be tricky. Snyders recommends to work individually with

students for 5 minutes every 3 days. While its important to meet independently, it is also

important to work with groups of students who need re-teaching on a specific topic or idea.

Snyders wrote, Student writing stamina progressively increased throughout the study (2014).

During the duration of this school year, it has been observed that there has been an increase in

stamina in the kindergarten classroom as well. To help organize conferring time with each

student, it is recommended to have a recording sheet to discuss teaching points, mentor materials
used, and next steps. By utilizing different teaching techniques, students are able to learn to self-

monitor their own next steps during writers workshop.

There are many different components of writers workshop. As recognized in the articles,

allowing students to take charge of their writing; whether that be in the choice of seating,

working with their writing partner, or revising and editing their own work; is especially

important for students to achieve their best work.

Research Conclusion

While writers workshop will always be changing depending on constraints put on

through the district that you work for or for the everchanging students in your classroom, its

extremely important to keep in mind some key ideas to help improve instructional design and

assessment to achieve each students engagement within writing instruction during Lucy

Calkins Writers Workshop model. All the resources that I used emphasized the power of choice

and then meeting kindergartners where they are at and continue to facilitate writing growth.

Students will strive for their best when given the power of choice and given guidance by their

peers and teacher.

Research Implications

My inquiry question: How do I improve instructional design and assessment to achieve each

students engagement within writing instruction during our Lucy Calkins informational unit?

For my targeted lesson, I plan to try these new ideas from research and course learning:
 1. The Power of Choice- allow for students to choose where they will work in the

classroom.

2. Utilize the Sherman Secret Star Writer- helping to motivate students to get started

right away, work quietly, do their best job.

3. Utilize Messy-Sheets to help organize which groups of students I will be working

with on each focus topic.

4. Utilize Conference Cards to allow students to continue to practice the discussed

teaching point even when the teacher leaves the conference.

5. Allow for additional time for students to confer and share with one another.

Research Implications for Implementation in Planning and Instruction

The essential question guiding professional growth for this process: How do I improve

instructional design and assessment to achieve each students developmental capabilities through

confident and independently competent learning?

My specific inquiry question: How do I improve instructional design and assessment to

achieve each students engagement within writing instruction during our Lucy Calkins

informational unit.

Answers/insights from research and course learning that I plan to apply in planning and

instruction for my targeted learning unit:

1. The Power of Choice- allow for students to choose where they will work in the classroom.

2. Utilize the Sherman Secret Star Writer- helping to motivate students to get started right

away, work quietly, do their best job.

3. Utilize Messy-Sheets to help organize which groups of students I will be working with on

each focus topic.

4. Utilize Conference Cards to allow students to continue to practice the discussed teaching

point even when the teacher leaves the conference.

5. Allow for additional time for students to confer and share with one another.

Learning Step 4: Plan, Incorporating Answers and Insights from Research

Artifact B-1 shows typical assessment criteria and practices before this learning process.

We use that checklist as a school-wide rubric so I did not have the choice to alter the rubric.

Instead, our kindergarten team now utilizes a second rubric to look closely at other areas of

writing (Artifact B-2). Artifact B-2 shows improvements associated with the assessment

criteria/tool and practices connected to the targeted lesson. This rubric is utilized to score report

cards. Whereas Artifact B-2 is utilized to look at overall scores as a school.

Artifact C-1 is a typical unit plan before this learning process. Artifact C-2 is the unit

plan that resulted from research and in-class learning.

Learning Step 5: Implement Plan and Gather Evidence

Artifact D has student work samples examples with comments that explain how new

instructional design and assessment practices affected student learning. Other evidence related

to instruction, student performance, and learning environment is in the post-assessment notes in

Artifact A.

Learning Step 6: Post Assess Evidence Compared to Pre-assessments and Standards

See Artifact A, which uses italicized type to distinguish post assessment information

from pre-assessment information.

Learning Step 7: Reflection of My Entire Learning Process

 The learning process addressing WTS 7 and WTS 8 focused on improving standards-

based instructional design and assessment to achieve each students developmental capabilities

through confident and independently-competent learning. My specific area of inquiry that

guided growth: the engagement of students during writers workshop and how to differentiate

based on their abilities.

The post-assessments summarized what worked and what did not work from the

perspectives of instructional outcomes, so this final step aims primarily at learning how I may

use my time more efficiently and effectively for future learning. Each area below summarizes

the two most significant conclusions that emerged from reflecting from the perspective of my

processes and practices as a learner:

Most Effective Actions/Attitudes in My Seven-Step Learning Process

1. Utilizing the power of choice. Students could find comfortable areas to work and

independently work.

2. Messy sheets were helpful because I could confer with a group of students about

similar recommendations. Instead of conferring with one student at a time, I could confer with

multiple students about the same teaching point.

Least Effective Actions/Attitudes in My Seven-Step Learning Process

1. While the Sherman Star Secret Writer was helpful to use, it did not prove to have any

direct correlation with how students performed.

2. Allow for additional time for students to confer with one another wasnt directly

correlated with student achievement. Students did not effectively confer with one another.
My Next Steps for Professional Educator Improvement

1. Continue to teach my students and model how to confer with one another to help

students learn how to effectively give recommendations.

2. Instead of passing out conference cards that I have already made, I will give the

option to my students to draw a picture on a piece of paper to help remind them what they should

be analyzing and working on during writing. This will help students internalize and own what

they are working on.

 References

Lane, K. L., Royer, D. J., Messenger, M. L., Common, E. A., Ennis, R. P., & Swogger, E. D.
(2015). Empowering teachers with low-intensity strategies to support academic
engagement: implementation and effects of instructional choice for elementary students
in inclusive settings. Education & Treatment of Children, (4). 473.

Salvat, V. (2012). So You Think They Can't Write?. Virginia English Bulletin, 62(1), 48-57.

Snyders, C. (2014). 'I Wish We Could Make Books All Day!' An Observational Study of
Kindergarten Children During Writing Workshop. Early Childhood Education
Journal, 42(6), 405-414. doi:10.1007/s10643-013-0625-2

Wentzel, K. (1999). Social-motivational processes and interpersonal relationships: implications

for understanding motivation at school. Journal of Educational Psychology, (1), 76.

Wentzel, K. R. (2002). Are Effective Teachers like Good Parents? Teaching Styles and Student
Adjustment in Early Adolescence. Child Development, (1). 287.
 Artifact A: Pre- and Post-Assessments
Instructional Design Practices Related to WTS 7
Instructional Assessment Practices Related to WTS 8

Table 1

Table 2

Table 3
Student Pre On-Demand Score Post On-Demand Score
S.X
(Low)

A.T.
(Medium)

J.K.
(High)

Most Significant Evidence of Improvements in Subject Knowledge and Skills Outcomes

Specific comparisons are in Artifact D. These examples summarize evidence of greatest gains.
1. Students could produce an informative piece of writing in comparison to a narrative.
2. Students spent additional time on the details, such as adding a lead.
3. Students increase their knowledge on how to add craft to their writing.
Most Significant Evidence of Improvements in Literacy Outcomes
Specific comparisons are in Artifact D. These examples summarize evidence of greatest gains.
1. Students could produce a more legible informative story.
2. Students scores increase in all three areas of lead, elaboration, and craft.

Pre- and Post-Assessments of Design and Instruction Practices Related to WTS 7

Most Significant Evidence of Improvements in Designing Appropriate Outcomes

1. Students could focus on language conventions as well as structure of writing.
2. Students could focus on writing an informative rather than a range of different types of writing.

Most Significant Evidence of Improvements in Designing Optimal Learning Processes

1. Students had an overall better score.
2. Students showed an increase in lead, craft, elaboration.

Evidence of Improvements in Learning Environment Related to Assessment

1. Students could choose where they wanted to work within the classroom.
2. Students benefited from being given choice.
 Artifact B: Improved Assessment Design

Previous Example of an Assessment Method or Tool Before Improvement

Source: Rubric for Informational Writing- Kindergarten
 Trial Example of an Assessment Method or Tool After Improvement

Continued to Use Rubric for Informational Writing- Kindergarten but also used the following for
a better understanding as to where each writer is.
 Artifact C: Improved Instructional Design

The two plans below show an example of previous planning practices compared to a plan

excerpt created during the EDUW 693 course.

Previous Lesson Plan Example

This first lesson plan excerpt demonstrates the ideas that typically guided me for
instructing students how to write an instructional how-to writing piece.

Unit and Lesson Plan Template- Pre 693

Grade: Kindergarten
Subject: Writing
Unit: Lucy Calkins: Unit 3 How-To

Focus Common Core State Standards

W.K.8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
W.K.2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
RF.K.1: Demonstrate understanding of the organization and basic features
of print.

Learning Targets or I Can Statements

I can determine what kind of writing I am making.

I can choose a topic for how-to writing.
I can tell the difference between narrative and how-to writing.
I can use what I already know about planning, touching, and telling the
steps of my how-to book.
I can reread my how-to book to see if it makes sense to a reader.
I can make my ideas clear and easy to understand.
I can add details.
I can label my pictures.
I can write many books.
I can use the information writing checklist and what I already know about
informational books to set new goals.
 I can use a mentor text to figure out what the author has done that I can
try in my writing.
I can use the word you in my writing to help me keep the reader of my
writing in mind.
I can use exact words with each step of my how-to book.
I can add tips to my how-to books to make sure things dont go wrong.
I can use comparisons to give readers clear directions.
I can write how-to books using artifacts.
I can write a collection of how-to books all related to one topic.
I can write an introduction to my how-to book.
I can write a conclusion to let the reader know the book is over.
I can make my writing easy to read.
I can look back and finish old writing.
I can pick a book for an audience.
I can dictate my own writing.
I can edit my own writing to make sure it is easy to read.
I can share my writing with others.

Prior Knowledge and Data Analysis

What is it that students need to know and be able to do prior to this unit?
What conceptions and misconceptions or misunderstandings might students
have related to this unit?
What does your current data tell you about the skills and knowledge that your
students have related to this unit?
How will this information be used to plan instruction?

Students will need to be able to stretch out words to hear all the sounds
and then write each sound down.
 Students will need to be able to do something so they can be a
teacher.
Students may think they are
writing a narrative (the
previous writing unit).
o We will use a
brainstorming sheet
to ensure they have
ideas of how-to
texts.
Students may think they
dont know how to teach
how to do anything.
o We will use a
brainstorming sheet
to ensure they have
ideas of how-to
texts.
After giving the narrative post on-demand writing prompt, I know that my
students are capable of writing and/or dictating a true story.

Concepts and Academic Vocabulary

What vocabulary MUST students learn in this unit?

Consider Domain-specific vocabulary (specific to domain or field of study)

Consider Academic vocabulary (words that are generalizable)

How-To Informational Conclusion Introduction Labels

Diagram Details Mentor Text Title Pictures

Materials List Warnings Tips Edit

Intra and Interdisciplinary Connections

In what other areas are these learning targets addressed?
 Guided Reading
Work on Writing during Daily 5
Shared Reading
Home Connections

Assessment
What assessments will you use to determine if students have it?

Do you have a balanced assessment system?

Formative Assessment Interim Assessment Summative Assessment

Student Checklist Conferring Recording Pre On-Demand Writing

Form Rubric

Post On-Demand Writing

Rubric

Informational Writing
Checklist

Calibrate your scoring with your common rubric, finding examples of proficiency
and non-proficiency

Will Refer to Lucy Calkins Writing Pathways Book

Kindergarten team norms to ensure similar grading patterns

Formative Assessments:

Student Checklist
Interim Assessments:

Conferring Recording Form

Writing Unit 3: How to books: Writing to teach others

1. I can tell the difference 11. can add tips (warnings,
between narrative and how-to suggestions) to make sure things dont
story go wrong
2. I can plan steps across pages
 3. I can reread and make
changes
4. I can make my ideas clear and
easy to understand
5. I can label diagrams
6. I can work faster to make more
books
7. I can use a checklist to make
goals
8. I can apply ideas from a
mentor text
9. I can use the word you in my
writing
10. I can use exact words with
each step of my how-to book
Student/Date Observations
Summative Assessments:
Lucy Calkins Pre/Post On-Demand Writing Prompt
12. I can use comparisons to give clear
directions (like)
13. I can use artifacts to write how-to
stories
14. I can write a collection of how-to
books that are related
15. I can write an introduction and
conclusion
16. I can make my writing easy to read
17. I can dedicate my book
18. I can edit my own writing to make
sure it is easy to read.
19. I can share my writing with others.
Teaching point Next steps
Examine your assessments and record your team notes below:
How will you use formative assessments to elicit direct, observable
evidence to monitor and/or measure student learning and inform
instruction?
 o Through formative and interim assessments, I will continue to assess
and reflect about whether students are fully engaged and
understanding the content that is being taught.
It will be obvious that students understand the theme of
informational texts rather than narrative texts by their
current writing piece. If students are stuck on writing
narratives, they will be including the word I instead of
having general directions and including the word, you.
How will you use the results of your formative assessments to differentiate
instruction?
o Throughout the entire unit, conferences will be occurring. I will
conference individually with students along with working in groups
of students who have similar misconceptions within their writing.
How will you communicate student learning?
o I will use the conference cards that I have developed to discuss
student learning and misconceptions with each student.
Additionally, during our weekly grade level kindergarten meetings,
all 5 teachers will discuss strengths of our students along with
challenges.
How do students provide feedback about their learning?
o Students will be able to use the informational checklist to give
feedback on their own writing.
o While working with their writing partner, students can provide
feedback to their writing partner along with receive feedback from
their peer.

Lesson Considerations and Lesson Plan

As you plan, consider the following:

Steps/Lesson Procedures
How will you communicate and revisit the learning target/s at both the
beginning and end of daily instruction?
o I include I Can statements throughout my lesson. At the end of
the lesson, there is a portion to share. This is where I will ask
students share with your writing partner *insert I Can statement
here*
What technology and media will you use to deepen learning?
If needed, I can provide opportunities for students to use
iPads to deepen their learning of their desired topic.
How will you provide students with opportunities for application of skills,
student directed inquiry, analysis, evaluation, and/or reflection?
I think students are able to deepen their understanding and
have self reflection by working with their writing partners. By
 working with their writing partner, students are able to
evaluate and reflect on their own writing.
How will you provide students with opportunities to be flexible, make
choices, take initiative, interact with others, be accountable, and be a
leader?
I will continue to utilize writing partners as a useful way to
make changes to their writing. Students are able to engage
as a learner and as a leader during these writing partnership
interactions. Students are held more accountable by meeting
with their writing partner throughout the unit.
Are there other staff members involved (e.g., team taught, media
specialists, instructional coaches, guest speakers, etc.)
Special Education teachers- working with students within the
classroom
AGR teacher- working with students who have a challenging time
writing
University of Wisconsin- Eau Claire students- engaging and working with students
within the classroom
Trial Lesson Plan Example
This plan demonstrates understanding of EDUW 693 expectations for lesson design processes
and elements, guided by WTS 7 expectations. Color codes indicate applications of planning terminology
and practices aimed at aligning expectations, content, process, product, and assessment elements.

5 essential planning elements: objectives, content, process, product, assessment (3 types: diagnostic,
formative, summative). One example each in CAPITALS & YELLOW HIGHLIGHT.
5 different assessment tools/methods: five total formative or summative methods in red print
6 levels of Blooms Taxonomy (Explain missing or eventual levels with name of level in upper case.)
5 thinking patterns (place term next to synonym: Introduce/Define by group
5 instructional strategies/techniques: see 693 term sheet for ideas
3 differentiation/variation/alternative strategies, highlighted in light gray (learning via 2+ strategies).
(DIFF=necessary for learning. VAR=appeals to sustain learning for most students. ALT=if needed
May differentiate: expectations (if capabilities), content, process, product, assessment tool/method.
Multiple intelligences: musical, visual, verbal, logical, body/kinesthetic, interpersonal (social),
intrapersonal (solitary), natural, existential (reflecting inwardly/philosophically)
Learning styles: concrete/feeling, abstract/thinking, active/doing, reflective/watching, accommodating
(feel + do), assimilating (think + watch), converging (think + do), diverging (feel/watch)
Differentiate by senses: see, hear, touch, smell, taste, do, emotion, setting.
1 use of technology to assist learning (green print)
1 example of making purposeful connections: expanding perspectives beyond academics to realities,
interests, students past/present/future, cultural/racial/ethnic awareness, gender sensitivity, etc.

Unit and Lesson Plan Template- Post 693

Grade: Kindergarten
Subject: Writing
Unit: Lucy Calkins: Unit 3 How-To

Focus Common Core State Standards

W.K.8: With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
W.K.2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
RF.K.1: Demonstrate understanding of the organization and basic features
of print.

Learning Targets or I Can Statements

I can determine what kind of writing I am making.

I can choose a topic for how-to writing and plan my pages.
I can define the difference between narrative and how-to writing.
 I can use what I already know about planning, touching, and telling the
steps of my how-to book.
I can reread my how-to book to see if it makes sense to a reader.
I can make my ideas clear and easy to understand.
I can add details.
I can label my illustrations and diagrams.
I can write many books.
I can use the information writing checklist and what I already know about
informational books to set new goals.
I can use a mentor text to figure out what the author has done that I can
try in my writing.
I can use the word you in my writing to help me keep the reader of my
writing in mind.
I can use exact words with each step of my how-to book.
I can add tips to my how-to books to make sure things dont go wrong.
I can use comparisons to give readers clear directions.
I can write how-to books using artifacts.
I can write a collection of how-to books all related to one topic.
I can write an introduction to my how-to book.
I can write a conclusion to let the reader know the book is over.
I can make my writing easy to read.
I can look back and finish old writing.
I can pick a book for an audience.
I can dictate and explain my own writing.
I can revise my own writing to make sure it is easy to read.
I can share my writing with others.

Prior Knowledge and Data Analysis

What is it that students need to know and be able to do prior to this unit?
What conceptions and misconceptions or misunderstandings might students
have related to this unit?
What does your current data tell you about the skills and knowledge that your
students have related to this unit?
How will this information be used to plan instruction?

Students will need to be able to stretch out words to hear all the sounds
and then write each sound down.
 Students will need to be able to do something so they can be a
teacher.
Students will be able to
take writing a how-to story
home to teach their family
something.
Students may think they are
writing a narrative (the
previous writing unit).
o We will use a
brainstorming sheet
to ensure they have
ideas of how-to
texts.
Students may think they
dont know how to teach
how to do anything.
o We will use a
brainstorming sheet to ensure they have ideas of how-to texts.
After giving the narrative post on-demand writing prompt, I know that my
students are capable of writing and/or dictating a true story.

Concepts and Academic Vocabulary

What vocabulary MUST students learn in this unit?

Consider Domain-specific vocabulary (specific to domain or field of study)

Consider Academic vocabulary (words that are generalizable)

How-To Informational Conclusion Introduction Labels

Diagram Details Mentor Text Title Pictures

Materials List Warnings Tips Edit

Intra and Interdisciplinary Connections

In what other areas are these learning targets addressed?
 Guided Reading
Work on Writing during Daily 5
Shared Reading
Home Connections

Assessment
What assessments will you use to determine if students have it?

Do you have a balanced assessment system?

Formative Assessment Interim Assessment Summative Assessment

Student Checklist Conferring Recording Pre On-Demand Writing

Form Rubric

Post On-Demand Writing

Rubric

Informational Writing
Checklist

Calibrate your scoring with your common rubric, finding examples of proficiency
and non-proficiency

Will Refer to Lucy Calkins Writing Pathways Book

Kindergarten team norms to ensure similar grading patterns

Formative Assessments:

Student Checklist
Interim Assessments:

Conferring Recording Form

Writing Unit 3: How to books: Writing to teach others

11. I can tell the difference 11. can add tips (warnings,
between narrative and how-to suggestions) to make sure things dont
story go wrong
12. I can plan steps across pages
 13. I can reread and make
changes
14. I can make my ideas clear and
easy to understand
15. I can label diagrams
16. I can work faster to make more
books
17. I can use a checklist to make
goals
18. I can apply ideas from a
mentor text
19. I can use the word you in my
writing
20. I can use exact words with
each step of my how-to book
Student/Date Observations
Summative Assessments:
Informational Writing Checklist
12. I can use comparisons to give clear
directions (like)
13. I can use artifacts to write how-to
stories
14. I can write a collection of how-to
books that are related
15. I can write an introduction and
conclusion
16. I can make my writing easy to read
17. I can dedicate my book
18. I can edit my own writing to make
sure it is easy to read.
19. I can share my writing with others.
Teaching point Next steps
 Lucy Calkins Pre/Post On-Demand Writing Prompt

Examine your assessments and record your team notes below:

How will you use formative assessments to elicit direct, observable
evidence to monitor and/or measure student learning and inform
instruction?
 o Through formative and interim assessments, I will continue to assess
and reflect about whether students are fully engaged and
understanding the content that is being taught.
It will be obvious that students understand the theme of
informational texts rather than narrative texts by their
current writing piece. If students are stuck on writing
narratives, they will be including the word I instead of
having general directions and including the word, you.
o I will use writing cards to help students during conferencing for their
next steps.

How will you use the results of your formative assessments to differentiate
instruction?
o Throughout the entire unit, conferences will be occurring. I will
conference individually with students along with working in groups
of students who have similar misconceptions within their writing.
How will you communicate student learning?
o I will use the conference cards that I have developed to discuss
student learning and misconceptions with each student.
Additionally, during our weekly grade level kindergarten meetings,
all 5 teachers will discuss strengths of our students along with
challenges.
 How do students provide feedback about their learning?
o Students will be able to use the informational checklist to give
feedback on their own writing.
o While working with their writing partner, students can provide
feedback to their writing partner along with receive feedback from
their peer.

Lesson Considerations and Lesson Plan

As you plan, consider the following:

Steps/Lesson Procedures
How will you communicate and revisit the learning target/s at both the
beginning and end of daily instruction?
o I include I Can statements throughout my lesson. At the end of
the lesson, there is a portion to share. This is where I will ask
students share with your writing partner *insert I Can statement
here*
What technology and media will you use to deepen learning?
If needed, I can provide opportunities for students to use
iPads to deepen their learning of their desired topic.
How will you provide students with opportunities for application of skills,
student directed inquiry, analysis, evaluation, and/or reflection?
I think students are able to deepen their understanding and
have self reflection by working with their writing partners. By
working with their writing partner, students are able to
evaluate and reflect on their own writing.
How will you provide students with opportunities to be flexible, make
choices, take initiative, interact with others, be accountable, and be a
leader?
I will continue to utilize writing partners as a useful way to
make changes to their writing. Students are able to engage
as a learner and as a leader during these writing partnership
interactions. Students are held more accountable by meeting
with their writing partner throughout the unit.
Are there other staff members involved (e.g., team taught, media
specialists, instructional coaches, guest speakers, etc.)
Special Education teachers- working with students within the
classroom
AGR teacher- working with students who have a challenging time
writing
University of Wisconsin- Eau Claire students- engaging and working
with students within the classroom
Artifact D: Examples of Lowest, Median Highest Student Work with Assessment Markings

Right side column indicates areas that show significant improvement (or lack of
improvement) by comparison to usual previous outcomes based on progress toward PK-12
developmental expectations/standards. Explanations are located in the Post Assessment section.
Student Pre On-Demand Post On-Demand Comparisons
S.X.
(Low)
Added a title.

Added people to
dedicate the story
to.

Added an
introduction.

Added materials
needed.
Told first step. Did
not use I.

Told second step.

Gave an action and
some directions.

Added an ending.
 Student Pre On-Demand Post On-Demand Comparisons
A.T.
(Medium)
How to focus is now how
to do something and not a
narrative.

Added a person to
dedicate the story to.

Gave an introduction of
what the environment is
like when getting ready
for bed.

Labeled two main

materials that you need to
get ready for bed.
Used story telling
language, first. Gave a
warning, before your
parents tell you to.

Used story telling

language, then. Gave
the next step.

Added an ending.
Student Pre On-Demand Post On-Demand Comparisons
J.K.
(High)
Added an
illustration to the
title page.

Added a person to
dedicate the story
to.

Gave a comparison
for the introduction.
This catches the
readers attention.

Listed materials
that are needed to
complete the task.
Used the word,
you. Added an
ending mark. Sight
words are spelled
correctly.

Added details to
pictures. Speech
bubbles are
included in the
picture along with
labels.

Added an ending to
the story.