Module 6 Unit 2 Activity 3 - Pre-assessments

Unit Introduction and Pre-assessment

 For this unit the students will be reading The Giver by Lois Lowry as a mentor text. They will be practicing the following standard while doing so:

CCSS.ELA-LITERACY.RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


In order to determine the level of the students, I made a simple pre-assessment that checks for both reading comprehension and their ability to properly practice the above standard. The questions, only four, are multiple choice, but leveled so that each question addresses the student's ability to infer. They are then required to choose the appropriate evidence from the text, and try to explain as best they can.

For more details you can view the pre-assessment here.

Unfortunately, through a testing app, I am unable to truly test for the objective stated above, as quiz apps generally address content instead of skills, and for one that requires reading, a time limit is not ideal. In order to mitigate this, another test was prepared to truly test this particular standard. This test can be viewed here.

Of course, for pure reading level, there is another test that I find more accurate, which follows running records and groups students according to skills that correspond to Common Core. This app is called ReadTheory.

Plan of Differentiation

To view the image directly at the link, go here.

Once the pre-assessment has been given, I determine areas that students require differentiation in. These categories are:

1. Reading Comprehension (Inference)
2. Appropriateness of Textual Evidence
3. Clarity of Explanation

This means that instead of having students who are grouped purely based on ability and understanding of content (which is irrelevant for this unit), the focus is on the specific skills that each student needs to work on. While it is possible for a student to achieve highly in all three areas, it is more likely that students have mixed abilities. Those who are able to give clear explanations might not be able to infer very well.

In order to address this, I offer the main type of differentiation:

1. Grouping: Mixed if I want to create student-mentor groups, Similar if I want teacher-led groups or practice groups.
2. Teacher Conferencing: My topic of conference and check-in differs based on student strengths and weaknesses.

Additionally, I also differentiate based on:

1. Choice of questions (high, medium, low): students have the option to pick the one at their level or one above their level
2. Work habits: Group, pair, or individual if accountability is required
3. Illustrations/Organizers: students have a choice of organizers if they need a guide, or if they are fine, they are free to work without it

Given the diversity of the students, I have found that this form of differentiation has been the most beneficial, and tends to instill ownership in the students, rather than shame.

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