BethAT

Samples of unit [|assessment timeline].
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Exploring the two big ideas. ||  || DIBELS ||
 * Discussing/questioning about what fluent reading means in guided reading groups and in independent reading conferences. ||  ||   ||
 * Discussing/questioning about making smart book choices (prior knowledge). || Choosing appropriate text at public library for fluency practice. || Teacher/student reading conference/Probing questions/Ancedotal notes. ||
 * Modeling of fluent reading (YouTube video). || Develop fluency criteria checklist after listening to familiar poetry read aloud. || Scripting of student ideas. ||
 * Modeling of making of whisper phone || Creating whisper phones. Practicing fluent reading into phones. || A fluency observation checklist completed by teacher. ||
 * Listening to and assessing a performance of a Readers' Theatre script. || Performing a developmentally appropriate script || An interactive fluency self-evaluation. ||
 * Enjoying a storylineonline.net read aloud. || Analyzing the fluency of the read aloud. || An interactive fluency evaluation form. ||
 * Enjoying a YouTube video of a coffee house performance. || Performing a fluent oral read aloud in a coffee house setting. || An interactive fluency self-evalution form. ||
 * Sharing of my student sample. || Keynote Presentation || Project and Performance Rubric/DIBELS ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * DIBELS || Pre-Assessment to measure words per minute read || Formative || Quantitative || 0 ||
 * Probing Questions/Ancedotal notes during reading conference || Gathering data informally in order to determine next steps for instruction through private and whole group conversations || Formative || Qualitative ||  ||
 * Interactive fluency self-evaluation || Students self-assess to reflect on their learning. || Formative || Qualitative ||  ||
 * Interactive fluency evaluation || Students assess other reader's ability to read fluently. || Formative || Qualitative ||  ||
 * Fluency observation checklist || Students and teachers use a checklist to ensure that they are meeting the fluency requirement expectations. || Formative || Qualitative ||  ||
 * Performance Rubric || Scoring guide to assess the final presentation. || Summative || Quantitative ||  ||
 * Performance Rubric || Scoring guide to assess the final presentation. || Summative || Quantitative ||  ||
 * DIBELS || Post-Assessment to measure words per minute read and to determine the merits of the unit. || Summative || Quantitative ||  ||