This presentation focuses on my Academic Vocabulary Assessments assignment for my SEI/300 class.

1. ACADEMIC VOCABULARY ASSESSMENTS
CHRISTINA SMITH
SEI/300
OCTOBER 30, 2017
DONNA HOGARD

2. DESCRIPTION OF LESSON
 Content Area – Science
 Unit of Study – Seasons and Weather
 Grade Level – 1st
 Standards – K.2.3. (From Indiana's Academic Standards for Science) Describe in words and pictures the changes in weather from
month to month and season to season.
 Content Objective – Given information on the different seasons, the student will assess and compare the seasons and the weather
that corresponds to them with 90% accuracy.
This information is based off of a lesson plan that I created in EDU/300.

3. 10 VOCABULARY WORDS FROM THE LESSON
1. Winter
2. Spring
3. Summer
4. Fall
5. Season
6. Stormy
7. Hot
8. Cold
9. Windy
10. Freezing

4. WAYS TO REVIEW VOCABULARY WORDS FOR THE LESSON
Some ways to effectively review academic vocabulary words for the lesson are a matching game, a “find out what they
know” game, and a roll the dice game. For the matching game, students will be in pairs and they will be required to match
the season with the proper item of clothing. For the “find out what they know” game, the teacher can go over the vocabulary
words and see what the students already know and understand. This should be done before the lesson begins. The teacher can
now focus more on words that the students are struggling with. The roll the dice game is played by having the vocabulary
words printed out in boxes onto a piece of paper. The student rolls a die onto the board and then they have to define or
describe that vocabulary word the dice lands on.

5. FORMATIVE ASSESSMENT
According to the Carnegie Mellon University, “The goal of formative assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their
learning.” During the lesson, each student will be given a whiteboard and a dry erase marker. The teacher will say a
vocabulary word and then the student will have to draw out a picture describing that word. If the drawing is hard to make
out, the teacher can ask the student for clarification. The teacher may also show a picture to describe a vocabulary word and
the student will have to write out the word that corresponds. This provides the teacher with instant feedback on what the
students do and do not know.

6. SUMMATIVE ASSESSMENT
According to the Carnegie Mellon University, “The goal of summative assessment is to evaluate student learning
at the end of an instructional unit by comparing it against some standard or benchmark.” For my summative
assessment, the student will be assessed with a matching game/exam after the lesson to see how well they remember
the vocabulary words. There will be 10 vocabulary words and 10 small descriptions with pictures. The students will
be asked to match the letter (vocabulary word) to the correct number (description/picture).

7. SUMMATIVE ASSESSMENT
A. Winter 1. Breezy, Trees Blowing
B. Spring 2. Lightning, Thunder, Rain, Cloudy
C. Summer 3. Pumpkins, Leaves, September-November, Brisk Air
D. Fall 4. High Temperature, Sunny
E. Season 5. Low Temperature, Cloudy
F. Stormy 6. June-August, Beach, Hot
G. Hot 7. Cool air, Chilly
H. Cold 8. March-May, Flowers, Warm
I. Windy 9. Winter, Spring, Summer, Fall
J. Freezing 10. December-February, Snow, Coat, Hat

8. SUMMATIVE ASSESSMENT ANSWER KEY
A. Winter 1. Breezy, Trees Blowing
B. Spring 2. Lightning, Thunder, Rain, Cloudy
C. Summer 3. Pumpkins, Leaves, September-November, Brisk Air
D. Fall 4. High Temperature, Sunny
E. Season 5. Low Temperature, Cloudy
F. Stormy 6. June-August, Beach, Hot
G. Hot 7. Cool air, Chilly
H. Cold 8. March-May, Flowers, Warm
I. Windy 9. Winter, Spring, Summer, Fall
J. Freezing 10. December-February, Snow, Coat, Hat

9. DETERMINING WHETHER STUDENTS UNDERSTAND
Determining weather or not my students understand the lesson and can use the targeted vocabulary words is very
important. As the months and seasons go by, I will ensure that the class bring up and discusses the vocabulary words they
learned. Every day, I would have the class go over the weather outside and use the vocabulary words that we had previously
discussed. We would talk about the temperature, how the trees look, what the students wore to school that day and so on.
Also, whenever a new season came around, we would discuss it then as well. Keeping the students interested in the seasons
and the weather that goes along with them is very important. Going over the vocabulary words as frequently as possible will
help make sure they know and understand them for the long haul.

10. REFERENCE
Carnegie Mellon University: What is the difference between formative and summative assessment? (2015).
Retrieved from https://www.cmu.edu/teaching/assessment/basics/formative-summative.html