Modified Lesson Plan-E-Portfolio - Turman

Formative Assessment Action Plan
Adapted from Figure 9.15

Title of Lesson: Magnet Vocabulary Grade Level: 2nd
Grade: 2
Content Standards:
Science 2.1 The student will demonstrate an understanding of scientific and engineering
practices by
a) asking questions and defining problems
 ask questions that can be investigated
 make predictions based on observations and prior experiences
Science 2.2 The student will investigate and understand that different types of forces may
cause an object’s motion to change. Key ideas include
b) some forces, including gravity and magnetism, can cause objects to move from
a distance
English SOL: 2.7e) Understand content vocabulary
Description of the Lesson:
In this lesson, students will be learning science vocabulary for the magnet exploration activity.
Lesson vocabulary words will be presented whole group. Students will turn and talk to discuss
the vocabulary words and how to use them. Student pairs will be given labeled images to
support EL students as well as assist in student discussions.
After the discussion, students will work in heterogenous groups to complete a series of
investigations related to the magnet vocabulary. After completing the exploration, students
will complete a object sorting page independently on attract and repel.
Language Proficiency Levels for English Learners:
Students: 2 Level 1 and 3 Level 3

What construct will you assess? (e.g., academic language, content, or both?)
I will assess content: Being able to sort objects that are attracted and repelled by
magnets.
I will assess language: Being to use vocabulary during turn & talk and
exploration activities. Students will be able to use the vocabulary to explain
meaning and provide an example. Attract means to move toward. The magnet
attracted the magnet.
How will you share your assessment expectations with your students?
Level 1 students will sort several objects with the teacher, The teacher will
provide feedback and correct initial sort. Teacher will identify the remaining
objects and the student will complete the sort independently.
Level 3 students will complete the sort independently. Teacher will monitor
progress and provide assistance identifying objects when requested.
At what point in the lesson will you assess the construct?
At the end when students complete the Attract & Repel sort.
What assessment methods / tools will you use? Why?
All students will complete the attract/repel sorting sheet. Students will cut and
sort object pictures into attract and repel columns.
Level 1 students will be assessed on completion of picture sort after initial

guidance from teacher to sort 2 objects into correct location.
Level 3 students will be assessed on completion on object picture sort.
This lesson doesn’t include a written component, but it does include

opportunities during the introduction and hands-on exploration for students to
verbally use vocabulary. Teacher will use conversations to monitor student usage
and understanding of vocabulary. Level 1 students will be asked to point to
objects or pictures to demonstrate understanding of vocabulary. Level 3 students
will use discussion sentence stems to guide explanations.
How will you evaluate the information you collect through the assessment?
Students will be assessed on the number of objects that were sorted correctly on
a 4-point scale.
4: all sorted correctly

3: 8-11 sorted correctly
How will you use the data you collect to inform your instruction?
Level 1 students that score a 2 or below will be pulled into a small group for
further work with the vocabulary. Students will use hands-on items to complete a
teacher supported understanding of attract and repel. Clarification of the pictures
will also be confirmed.
Level 3 students that score a 2 or below will be pulled into a small group.
Students will use hands-on items to explain attract and repel and then revisit the
sorting activity to clarify items as a group.
Retrieved from the companion website for Unlocking English Learners’ Potential: Strategies for
Making Content Accessible by Diane Staehr Fenner and Sydney Snyder. Thousand Oaks, CA:
Corwin, www.corwin.com. Copyright © 2017 by Corwin. All rights reserved. Reproduction
authorized only for the local school site or nonprofit organization that has purchased this book.

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Formative Assessment Action Plan

Adapted from Figure 9.15

English SOL: 2.7e) Understand content vocabulary

Description of the Lesson:

Language Proficiency Levels for English Learners:

Students: 2 Level 1 and 3 Level 3

At what point in the lesson will you assess the construct?

What assessment methods / tools will you use? Why?

Level 1 students will be assessed on completion of picture sort after initial

Level 3 students will be assessed on completion on object picture sort.

This lesson doesn’t include a written component, but it does include

4: all sorted correctly

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