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If you need a quick preassessment to determine background knowledge, you might use a See, Think, Wonder chart.
This strategy / assessment can be used with text or illustrations to determine background knowledge. It is also helpful to determine possible vocabulary instruction focus!
If you are looking for quick formative and summative assessments, these connection ideas are easy to implement:
Compare: Characters, Books, Authors, Styles, etc.
Note a sequence
Predict a future outcome
Recognize a cause or effect
Make a text-to-self, text-to-text, or text-to-world connection
Suggest a character's motivation
Describe an internal or external conflict
This assessment / activity enables teachers to find out how well students can summarize information on a particular topic.
This process helps students to develop synthesizing skills, build memory, and work on literacy skills (listening, reading, and writing).
The process is easily implemented using the following steps:
Select the topic
Ask students to quickly answer the WDWWWWHW questions
Who did/does what, to whom, when, where, how, and why
Next supply a sentence frame to allow students to apply the answers to the WDWWWWHW questions.
Encourage students to read through sentence frame answers to add additional words if needed to make the sentences grammatically correct.
Fly Swatters come in handy in a K-3 classroom! One fun vocabulary assessment activity is to use words and definitions to play a team game.
Here is a quick summary of how this game might look:
Divide the class into two groups.
Display words on the board.
Choose one student from each team and ask them to turn away from the words.
Give each student a fly swatter.
Teacher gives a definition for a word
The students with fly swatters face the words and try to be the first one to swat the correct word to get a point for their team.
Conversation Circle
This activity / assessment encourages students to think about what they have learned and to share their thinking with partners.
The teacher provides the topic, listens to conversations, and gives the signals to start, stop, and change partners.
Form a conversation circle with three students.
Assign Partner A, Partner B, and Partner C names.
Reiterate topic.
Partner A starts talking about topic and continues until the signal to stop.
Partner B continues the topic conversation.
Partner C picks up the topic
Continue to share information until there are no more facts or ideas that can be added to the topic.
Fist to Five
This activity/assessment allows young students to show their highest level of understanding.
They ask themselves: "How well do I know/understand this?"
I am beginning to understand
I could use more practice
I need some help (from a teacher or peer tutor)
I can do it alone
I know it so well I could explain it to anyone
3-2-1 Exit Tickets
This quick self-assessment can be used to assess what was taught. It can be adapted for a variety of uses, but it generally is used as a formative assessment for the teacher to see what is solid, what might need more reinforcement, and what might need additional teaching.
This assessment offers students a chance to think of 3 things that they thought were most important/helpful, 2 things that they need to study or learn more about, and 1 question they might have about the topic.
Four Corners
This assessment/activity can be used in a variety of ways in lessons. One idea is to use it to assess prior knowledge in a new topic (which also helps the teacher to plan learning based on student knowledge).
The basic set-up includes giving students the opportunity to chooses their own level of comfort in a subject.
Students are given four choices to choose from.
Students record their answers to the prompts.
The teacher designates one corner of the room for each choice.
Students travel to the choice they made.
Students pair/share their answers to the prompts.
Whole group in the corner can also be used depending on the size of the group.
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