Danelle Locke

Informal Assessment

Informal Assessment #1
Grade: kindergarten
Standard:
CC.1.1.K.D:
Know and apply grade level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of one-to one letter-sound correspondence.
Associate the long and short sounds with common spellings for the five major vowels.
Read grade level high-frequency sight words with automaticity.
Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.

Objective:
Read leveled words fluently
Choices:
Group 1 Below grade level: Word Flash Cards, 3 seconds to determine
the sight word. If the
Group 2 On grade level: Fill in the blank in the fluency phrase. Not
timed
Group 3 Above grade level: Written test, write the memory word
correctly.
Evaluation:
Teacher will be able to identify students who may need to be
regrouped.
Modification:
Group 1: Time can be increased from 3 to 5 seconds to 7 seconds
Group 2: A word bank will be provided.
How is this Differentiated?
Different groups have different memory words and phrases. Students
will be in their own-leveled groups. Students will also have different
amount of time to identify the words.

Danelle Locke

Informal Assessment

Informal Assessment #2
Grade: 2nd Grade Science STEM
Standard:
S.K-2.A.2.1.1: Understand that making a change to an investigation may change the
outcome(s) of the investigation.

Objective:
By changing only one variable students will learn the effects of
resistance on a moving object.
Choice:
Teacher would split the class in four
groups.
Group 1: Using an incline plane students
ramp, across the floor
Group 2: Using an incline plane students
ramp, using a carpet mat.
Group 3: Using an incline plane students
ramp, using sandpaper.
Group 4: Using an incline plane students
ramp, using bubble wrap.

different experiment
will let the car go down the
will let the car go down the
will let the car go down the
will let the car go down the

Evaluation:
Teacher will walk around to the different groups asking them questions
about the experiment that they were in-charge of. Student will record
their observations in a science journal.
Modification:
Group 2: A word bank or sentence starters will be provided.
How is this Differentiated?
Different groups will be asked specific questions that relate to their
level and their experiment. These questions will be differentiated by
the teacher and the students questions, these questions will encourage
the student to critically think about the experiment.

Danelle Locke

Informal Assessment

Informal Assessment #1
Grade: 2nd Grade Science STEM
Standard:
S.K-2.A.2.1.1: Understand that making a change to an investigation may change the
outcome(s) of the investigation.

Objective:
By changing only one variable the students will learn the effects of
resistance on a moving object.
Choice:
Taking their knowledge from the experiment has them answer
differentiated questions as an exit slip:
Top Group: How could the results be used in real life? What variable
can you change that will increase the speed of the car?
#2: Give them situations (skier going down hill, comes across patch of
grass will the skiers speed increase or decrease).
#3: True or false section, the car went faster on the bubble wrap than
on the sandpaper true or false.
Evaluation:
Students will turn in their index card at the end of the class to exit the
room. Teachers will review the students responses and adjust the
learning and reviewing the students critical thinking
Accommodation:
Student with ADHD will receive extended time to complete the exit
slip.
How is this Differentiated?
Different level students will have different leveled questions that they
have to answer.

Danelle Locke

Informal Assessment

Informal Assessment #1
Grade: 1st math
Standard:
CC.2.2.1.A.1: Represent and solve problems involving addition and subtraction within 20.

Objective:
Using bucket balances students will be able compare groups to
determine equal, greater, or less than.
Choice:
Group 1: Will complete math facts 0-25. Example: 25-3= 18+____.
Students will have to balance the buckets by adding the correct
number of unifix cubes to complete the equation.
Group 2: Will complete math facts 0-10. Example: 3+4= 5+____.
Students will have to balance the buckets by adding the correct
number of unifix cubes to complete the equation.
Group 3: Will complete math facts 0-5. Example: 1+3=2+___.
Students will have to balance the buckets by adding the correct
number of unifix cubes to complete the equation.
Evaluation:
Students will record their answers on the answer sheet provide to
them. Teachers observation and discussions with the students as the
activity is being completed.
Accommodation:
Special Education student can use a number line during the activity.
How is this Differentiated?
Students are in their own-leveled groups. In their groups they have
leveled math problems that they are to complete. The recording sheets
are differentiated as well. In-group 1, students record the number
sentences. In group 2, students record number sentences and draw
the number of cubes in the buckets that make the sentences true. Ingroup 3, the students will draw the number of cubes in the buckets
using the symbols for the number sentences.