Rationale

                                                                   My Rationale

     I developed the first three questions for the learner to identify the beginning, middle and end of the story because this matched my first learning outcome. They were also challenge test questions. Matching items, according to Kubiszyn and Borich (2010),  and matching pictures with the sequence in the story and then writing about it, helps to measure association of facts.  I believe that since my first three test questions ask the student to rewrite key points in the story, they are demonstrating comprehension skills.

     My fourth question is a circle the right answer—multiple choice using pictures question—to determine if the children met the learning outcome of identifying main character and setting of the story. As Kubiszyn and Borich (2010) explain, an benefit of multiple choice test questions is that the scoring is unbiased; the teacher simply scores by determining if students mark the correct answer. Using Lilly’s Purple Plastic Purse, an objective test question was the most appropriate because childre might have vaarious answers, but using this format provides a clear correct or incorrect answer.

     As for the fifth  and sixth essay questions, a higher order of thinking was required. In the sixth question, the children are able to complete an essay by filling in the blanks with their vocabulary words as suggested by Kubiszyn and Borich (2010). This shows comprehension and the ability to relate those vocabulary words to new ideas outside of the story. To expand even further on this higher-order thinking, I asked the children to describe a job they would like and why by writing and drawing it. In this way, I believe they are able to reconstruct ideas from the story and create a new character, in fact becoming the new character, as they join Lilly and her classmates in imagining a career they would like. Consequently, I do believe these test and essay items will clearly measure the intended learning out comes.

                                                                  Reference

Kubiszyn, T., & Borich, G. (2010). Educational testing & measurement: Classroom application

     and practice (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.

 

 

 

 

Learning Outcomes: Super Story Elements

Subject: Super Story Elements

Unit of Study: Literature Comprehension

Grade Level: First Grade

1.      At the end of this unit on story elements, students will be able to distinguish between the parts of a story, (beginning, middle, and end) by ordering sequence cards and numbered sentence strips.

2.      At the end of this unit on story elements, students will be able to identify the characters and settings in the story by correctly naming and labeling illustrations.

3.      At the end of this unit on story elements, students will be able to name and define select vocabulary words in the text by building sentences that use these words.

Test & Essay Items: Super Story Elements

1.      After reading Lilly’s Purple Plastic Purse, write two sentences that describe the BEGGINNING of the story using the illustrations below.

       

1.      After reading Lilly’s Purple Plastic Purse, write two sentences that describe the MIDDLE of the story using the illustrations below.

 

3.  After reading Lilly’s Purple Plastic Purse, write two sentences that describe the END of the story using the illustrations below.

  

4. Circle the main character AND setting of the story Lilly’s Purple Plastic Purse choosing from the below illustrations.

                                                                  

                                      

 

 

 

 

 

Essay Items:

 

                                                           Vocabulary List

considerate     furious     uncooperative     disturb     lurch     express     creative

 

5. Fill in the blanks below using the vocabulary words in the above box.

Rachel was very polite and __________ of others feelings. She knew that she should never ________ the teacher when she was talking. Evan did not like following directions and listening, he was very ______________ . Sometimes, it made the teacher more than angry, she was _________! Rachel did not like to see the teacher upset, it made her stomach ________.  She thought of imaginative and ___________ ways to make her teacher happy and Evan behave. It usually worked, and the best thing was that no matter who was good or bad, the teacher always used words to _________ express her love for everybody.

                                                           How About You?

6. In Lilly’s Purple Plastic Purse, she and her classmates talk about what they want to be when they grow up. What job would you like to learn to do? Why?

Write your answer here.

 

Draw a picture of the job you want to do here.