Assessments

I use daily reading checks as formative assessments following whole-group instruction. This specific task allows students to demonstrate their understanding of summarizing a text and identifying its theme using evidence. I review and grade the assessments each day to quickly monitor student progress and identify patterns of understanding or misconceptions. The results guide my instructional decisions, including small-group instruction, reteaching, and individual check-ins with students who need additional support. This ongoing formative practice helps ensure that instruction is responsive, data-driven, and aligned to students' immediate learning needs.

I use this phonics progress monitoring page following targeted small-group intervention lessons in the morning. The assessment focuses on specific phonics patterns and skills that the students have been explicitly retaught during small-group instruction. This allows me to measure skill acquisition and application in a low-pressure, consistent format. I review student responses to identify individual growth and readiness to move forward. This ongoing progress monitoring also informs my instructional pacing, grouping decisions, and the need for additional practice or intervention, ensuring that phonics instruction is adaptive and individualized.

I use this math quick check as an exit ticket following whole-group instruction during our division unit. Students are asked to write a division story problem and draw a visual representation to model their thinking, allowing them to demonstrate conceptual understanding beyond procedural computation. I review student responses to assess understanding of division as equal groups, identify misconceptions, and determine readiness to move forward. The data from this quick check informs next-day instruction, small-group support, and opportunities for reteaching or enrichment.