Loading course navigation
Loading lesson
50 min
Student Lesson
Lesson 36: Investigation 2 Assessment
Content
Students will demonstrate mastery of grade-level skills and concepts by applying their knowledge and critical thinking in a summative assessment environment.
Language
Students will interpret academic vocabulary and complex sentence structures within assessment stems to identify precise relationships between ideas.
How can readers evaluate words and images for accuracy, perspective, and ethical use?
Knowledge-Building:
N/A
Enduring Understanding:
N/A
Future Lessons:
Assessment results will inform differentiated small-group instruction in upcoming lessons.
Unit Performance Task:
"Bearing Witness" Historical Language Performance
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | The teacher will establish the testing environment for students to take their assessment. |
Learning in Action40 Minutes | Students complete the assessment. The teacher actively monitors for engagement and technical stuck points with multi-select and fill-in-the-blank item formats. |
Look Back5 Minutes | Students will self-assess their ability to demonstrate the skills assessed. |
Material List
Investigation 2 Summative Assessment (Teacher Edition)
Highlighter
Pencil
Routines
No routines are used today
Establish the Testing Environment:
Say: Today, you will demonstrate what you have learned during this investigation. Your goal is to show how well you can apply your reading and language skills to new literary passages.
TEI Format Guide
How to complete the TEI formats:
Multiple Choice (MC): For these items, choose the one answer that best matches the question. Read all four choices carefully before selecting your answer.
Fill-in-the-Blank (FITB): For these items, you will write the word you hear on the line provided. Listen carefully as the word is read, then used in a sentence, then repeated. Spell the word as accurately as you can.
Multiple Select (MS): "For these items, there is more than one correct answer. The question will usually tell you to 'Select two' or ask 'Which three statements...' If you only pick one, the item will not be fully correct."
Sorting/Matching: "You will see a list of details and two categories (Passage 1 and Passage 2). You must click and drag each detail into the correct box based on which author emphasized that point. Note: Some details might fit both, but choose the primary emphasis."
Sequencing/Ordering: "For the timeline or logical flow questions, you must drag the events into the correct chronological order as described in the text. Pay close attention to transition words like 'subsequently' or 'initially'."
Assessment Time!
Provide students with access to the Unit 2 Investigation 2 Assessment and walk them through the expectations.
Active Monitoring Notes
During the assessment, look for:
Format Troubleshooting: Watch for students who select only one answer on a multi-select item when the prompt requires two answers, or who move too quickly through spelling fill-in-the-blank items without checking each letter sequence.
Stem Interpretation: Notice whether students slow down on stems using language such as best supports, most effectively develops, contrast perspectives, or most nearly means. If needed, clarify the wording of the stem without paraphrasing the answer choices.
Pacing: Ensure students without extended time accommodations have moved on to Passage 2 by the halfway mark (20 minutes), since the second passage includes additional reading literature and language items that require steady pacing across the full session.
Have students complete the Reflection after they have completed the assessment.
Reflection |
|---|
Which part of the assessment was most challenging? What is your next step for improving that skill? |