By Jen Orton, Tara Kintz & Ed Roeber
A GUIDE TO THE USE OF
The Formative
Assessment Process in
EARLY LITERACY
2021 Michigan Assessment Consortium and Michigan Department of Education
Authored by Jen Orton with Introduction and Overview
of Formative Assessment by Tara Kintz and Edward Roeber
This text is one in a series of FAME guides to using
the formative assessment process in the disciplines.
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TABLE OF CONTENTS
Index of Tables and Figures .............................................ii
Section I: INTRODUCTION AND OVERVIEW ..............................3
A. Introduction: How Effective Use of Formative Assessment Practices
Can Deepen Disciplinary Understandings (and Vice Versa) ...............3
B. Overview of Formative Assessment ................................6
Formative Assessment Lesson Planning .........................9
Section II: USE OF THE FORMATIVE ASSESSMENT PROCESS IN LITERACY ....13
C. Overview of the Discipline: Literacy ...............................13
Michigan English Language Arts Standards ....................13
Essential Instructional Practices in Early Literacy: K-3 (MAISA GELN) ..14
D. Tying Formative Assessment to the Discipline of Literacy ...............15
E. Early Literacy Formative Assessment Examples .......................16
Second Grade Planning Template and Vignette:
Series Reading Cross Genre Book Clubs .......................16
Overview of the Instructional Unit .......................16
MAISA Unit Lesson Concept Progressions .................16
Lesson-Level Planning ................................17
Learning Progressions ................................18
Classroom Routines and Procedures......................19
Formative Assessment Planning Template..................19
Third Grade Planning Template and Vignette:
Passage-Based Writing ....................................31
Overview of the Instructional Unit .......................31
Unit Learning Progressions .............................32
Classroom Routines and Procedures......................33
Lesson-Level Planning.................................34
F. Conclusions from Both Examples..................................44
It’s All About the Planning .................................44
Essential Practices in Early Literacy: K-3 (2016) ..................44
Essential 1 .........................................44
Essential 3 .........................................45
Keep Learning Moving Forward .............................45
Reflection Questions for Educators:...........................46
References.........................................................49
What is Formative Assessment for Michigan Educators (FAME)? ................50
Endnotes ..........................................................51
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NOTE to readers of print copies of this document: URLs for all hyperlinked text are
available in the document’s Endnotes. You can access the digital file with active
hyperlinks in two ways:
• FAME participants can log in to the FAME website at www.FAMEMichigan.org.
Search for the document by title in the FAME Resource Bank.
• All others can request a copy of the digital file from Kim Young at
Index of Tables and Figures
Table 1: FAME Components and Elements..................................8
Figure 1: Formative Assessment Planning Template — Literacy ..................9
Figure 2: Reading Standards: Foundational Skills (K–5) .......................13
Figure 3: Traits of Characters in Literature (RL.2.3) ...........................14
Figure 4: Essential Instructional Practices in Early Literacy: K-3 ..................14
Figure 5: Five Lesson Concepts: Series Reading Cross Genre Book Clubs Unit ......17
Figure 6: Essential/Focus Questions: Series Reading Cross Genre Book Clubs Unit ...17
Figure 7: Student Learning Progressions ..................................18
Figure 8: Formative Assessment Planning Template, Second Grade Reading .......19
Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading ...........................................23
Figure 10: Formative Data Notebook.....................................32
Figure 11: Lesson Progressions..........................................33
Figure 12: Formative Assessment Planning Template — Passage-Based Writing.....34
Figure 13: Third Grade Vignette — Passage-Based Writing ....................38
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The Formative Assessment Process in Science • Section Title
The central premise of this
guide is that disciplinary
knowledge is essential to
successfully implement
the formative assessment
process and that teachers’
implementation of the
formative assessment
process can promote deeper
disciplinary knowledge.
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The Formative Assessment Process in Science • Section Title
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The Formative Assessment Process in Science • Section Title
Section I:
INTRODUCTION AND OVERVIEW
Tara Kintz and Edward Roeber
A. INTRODUCTION
How Effective Use of Formative Assessment
Practices Can Deepen Disciplinary
Understandings (and Vice Versa)
There is increasing attention on the need for educators to develop formative
assessment practices that are rooted deeply in the specific disciplines in which they
are implemented (i.e., Andrade, Bennett, & Cizek, 2019; Heritage & Wiley, 2020).
Disciplinary knowledge is critical as teachers implement the formative assessment
process to support student learning in meaningful ways. While many agree that
teachers with deeper disciplinary understanding will be a more effective users of the
formative assessment process in their discipline, it is also important to address the
needs of teachers who are in the process of deepening their disciplinary knowledge
and learning about formative assessment. The intention of this Guide to the Use of
Formative Assessment Process in Early Literacy (referred to subsequently as “Guide”)
is to provide support as teachers deepen their knowledge in their specific discipline
while also developing their formative assessment practice. The central premise of
this Guide is that disciplinary knowledge is essential to successfully implement the
formative assessment process and that teachers’ implementation of the formative
assessment process can promote deeper disciplinary knowledge.
There have been different perspectives represented in the field about whether a
teacher must first acquire deep disciplinary knowledge before beginning to learn
about formative assessment. This includes questions about the extent to which
a teacher may benefit from learning about formative assessment when it is not
embedded in a specific discipline. It is evident that a teacher with deeper disciplinary
understanding will be a more effective user of formative assessment processes. It is
essential that a teacher have specific knowledge in a given content area to articulate
learning targets, success criteria, and progressions of learning. The teacher will
need this content knowledge to ask questions and to gather evidence of student
understanding regarding the subject matter. A teacher’s disciplinary knowledge
will also inform how he or she identifies students’ resources for learning, provides
feedback, and uses evidence to inform instructional decisions. Thus, disciplinary
knowledge is essential to implement the formative assessment process. At the same
time, it is also possible, and beneficial, for a teacher to learn how to use the formative
assessment process as he or she continues to deepen disciplinary knowledge and skills
(which may take several years).
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The Formative Assessment Process in Early Literacy • Introduction & Overview
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Coffey, Hammer, Levin, & Grant (2011) argued the importance of disciplinary
substance in formative assessment. They presented instances of teachers using
formative assessment strategies but not engaging with student ideas. In other
instances, teachers were more responsive to student thinking, without the use of
any particular strategies. The researchers argue for a shift from a focus on formative
assessment strategies to attention on student ideas within a discipline. The implication
is for teachers to engage with and respond to the substance of student ideas
and reasoning, using discipline-specific criteria, and identifying next steps along a
progression of learning in the discipline.
While many agree on the importance of disciplinary knowledge for the
implementation of formative assessment, it can be challenging to design and
implement formative assessment practices based on core disciplinary content. Harris,
Krajcik, Pellegrino, and McElhaney (2016) examined specific applications that blend
disciplinary ideas in science with classroom formative assessment. Their work suggests
the need to provide a design approach, examples, and implications for effective use of
the formative assessment process in the context of a discipline.
At the same time, professional learning about formative assessment is also important
to improve student learning outcomes in specific content areas. A study of in-service
teachers that involved professional learning about formative assessment practice
found that at-risk students in the class of the teachers participating in the intervention
had increased reading readiness scores on the DIBELS PSF compared with at-risk
students in the non-intervention teachers’ classes (Brookhart, Moss, & Long, 2010).
This Guide focuses on how the use of the formative assessment process can help
educators to deepen their understanding of a discipline and, in turn, how their
deepening understanding of a discipline can guide them in better, deeper use of the
formative assessment process.
A study of in-service teachers that involved professional
learning about formative assessment practice found that
at-risk students in the class of the teachers participating
in the intervention had increased reading readiness scores
on the DIBELS PSF compared with at-risk students in the
non-intervention teachers’ classes.
— Brookhart, Moss, & Long, 2010
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The Formative Assessment Process in Early Literacy • Introduction & Overview
The content of this Guide is organized as follows:
• Description of the content standards in the discipline
• Description of two key lessons (one for grade 2 and one for grade 3),
including:
o How the lesson can be planned (shown on the FAME Planning
Template).
o The learning targets for each lesson
o When evidence of student understanding will be collected during
instruction, using what sorts of tools or strategies
o What types of understandings might be evidenced by students through
what sorts of strategies and techniques
o How instruction might be adjusted, if necessary
o What types of formative (descriptive) feedback students might receive –
from the teacher, other students, or give to themselves
o What types of instructional or learning decisions might be made
• Depiction, via a vignette of a fictitious classroom, of how the lesson might
be implemented—when and how student understanding was checked, and
what resulted (e.g., for students who did not understand, the formative
feedback that was provided and how instruction and learning were adjusted).
The sample lessons illustrate the FAME formative assessment process; they also point
out that more experienced teachers will be better able to understand how student
learning might occur, and how to either anticipate and head off misunderstandings or
help students to deepen their understandings and skills during the lesson.
The Guide shows where the formative assessment Components and Elements of the
Formative Assessment for Michigan Educators (FAME) program can be used as the
lessons are planned and implemented. The goal ultimately is to show the importance
of both the formative assessment process and deeper disciplinary understanding in
promoting student learning. It will also suggest ways that educators can become more
skillful and more knowledgeable about both formative assessment and their discipline.
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B. Overview of Formative Assessment
A brief overview of the formative assessment process is provided in this section. For
further information and a more comprehensive description, see the FAME Learning
Guide: Developing and Implementing the Formative Assessment Process in Michigan,
Michigan Department of Education (Kintz, et al. 2018).
The Michigan Department of Education adopted the formative assessment definition
developed by the Council of Chief State School Officers (CCSSO) Formative
Assessment for Students and Teachers (FAST) State Collaborative on Assessment and
Student Standards (SCASS). and used in the FAME program: Formative assessment
is a planned, ongoing process used by all students and teachers during learning
and teaching to elicit and use evidence of student learning to improve student
understanding of intended disciplinary learning outcomes and support students to
become more self-directed learners.
Formative assessment is a
planned, ongoing process
used by all students and teachers
during learning and teaching to
elicit and use evidence of student
learning to improve student
understanding of intended
disciplinary learning outcomes
and support students to become
more self-directed learners.
— Council of Chief State School Officers (CCSSO) Formative
Assessment for Students and Teachers (FAST) State Collaborative
on Assessment and Student Standards (SCASS), 2018
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The Formative Assessment Process in Early Literacy • Introduction & Overview
The key points in the formative assessment definition highlight:
• It is a planned, ongoing process
• It occurs during teaching and learning
• The intention is to elicit and use evidence of student learning
• The focus is on disciplinary learning
• The goal is to support students to become more self-directed learners.
The formative assessment process is based on three guiding questions posed
by Sadler (1989):
1. Where are we (teacher and students) going?
2. What does the student understand now?
3. How do we get to the learning target?
The first question “Where are we (teacher and students) going?” includes an
inquiry by the teacher of where students are going in their learning. This includes the
identification of a clear learning target that students can understand. This helps the
teacher and students to articulate their goal for learning. The teacher can help the
students to understand a progression in their learning and the purpose of why they
are learning particular subject matter at a particular time. The teacher and students
must also clarify the success criteria so that students know what it looks like when
they have met the learning target.
The second question “What does the student understand now?” involves
gathering information and evidence of student understanding so that the teacher and
the student can identify the current level of knowledge and skill. This also includes
any incoming ideas or lived experiences the student may have. In order for the teacher
and students to reach the learning target, they must first have a clear understanding
of where the students are now so that they can determine next steps.
The third question “How do we get to the learning target?” allows the teacher
and students to determine what is needed to close the gap between the current
understanding and the learning target. Self- and peer assessment enable students
to be active agents in the process as they reflect on their performance and provide
feedback to one another. Formative feedback from the teacher is also a powerful
tool to support student learning. The teacher makes instructional decisions and
the students make learning decisions as they progress toward achievement of the
learning target.
Working through the three guiding questions is an ongoing process in the classroom.
The questions are interconnected as teachers and students are continually reflecting
on learning, gathering evidence, and working toward learning targets. The specific
application of the formative assessment process will be different depending upon the
grade level and content area.
Table 1 on page 8 outlines the 5 Components and 13 Elements for the formative
assessment process.
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Table 1: FAME Components and Elements
Guiding Questions FAME Components and Elements
Where are we
(teacher and
students) going?
Planning
1.1—Instructional Planning: planning based on knowledge of the content,
standards, pedagogy, formative assessment process, and students.
Learning Target Use
2.1—Designing Learning Targets: the use and communication of daily
instructional aims with the students
2.2—Learning Progressions: connection of the learning target to past and
future learning
2.3—Models of Proficient Achievement: examples of successful work for
students to use as a guide.
What does
the student
understand now?
Eliciting Evidence of Student Understanding
3.1—Activating Prior Knowledge: the opportunity for students to self-assess
or connect new ideas to their prior knowledge
3.2—Gathering Evidence of Student Understanding: use of a variety of
tools and strategies to gather information about student thinking and
understanding regarding the learning targets from all students
3.3—Teacher Questioning Strategies: the intentional use of questions for
students to explain their thinking or to connect their idea to another
student’s response
3.4—Skillful Use of Questions: a focus on the purpose, timing, and audience
for questions to deliver content and to check students’ understanding
How do we
(teacher and
students) get
to the learning
target?
Formative Feedback
4.1—Feedback from the Teacher: verbal or written feedback to a student to
improve his or her achievement of the learning target
4.2—Feedback from Peers: feedback from one student to another student
about his or her learning in relation to a learning target
4.3—Student Self-Assessment: the process in which students gather information
and reflect on their own learning in relation to the learning goal.
Instructional and Learning Decisions
5.1—Adjustments to Teaching: teachers’ daily decisions about changes to
instruction
5.2—Adjustments to Learning: students’ use of feedback for improvement.
Source: FAME Learning Guide: Developing and Implementing the Formative Assessment
Process in Michigan, Michigan Department of Education. (Kintz, et al. 2018).
The formative assessment practices outlined in the FAME program are interconnected
and build upon each other. They are described separately to support teacher learning
about the process. Over time, the formative assessment process should become
ongoing with students as they become active agents in the learning process.
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The Formative Assessment Process in Early Literacy • Introduction & Overview
Many experts have supported the development of the FAME Learning Guide to promote the use
of formative assessment practices in the classroom. Teachers are at many different places in their
learning. The FAME Learning Guide provides a useful tool for FAME program participants to
deepen their disciplinary knowledge and increase their use of the formative assessment process.
Formative Assessment Lesson Planning
The FAME Formative Assessment Planning Template shown in Figure 1 provides a planning template
that teachers can use to outline the application of the FAME Components and Elements that teachers
may include as they are planning a lesson. The FAME Components and Elements are to be used in
planning the lesson; during the enactment of the lesson; and at the conclusion of the lesson, before
the next lesson. This form shows how the 13 Elements occur and interact with one another.
Figure 1: Formative Assessment Planning Template — Literacy
PLANNING TEMPLATE
Teacher: District/School:
Discipline: Course: Grade(s):
Lesson Plan Title
Content Standard
Learning Target(s):
•
Success Criteria:
•
Overview of the Lesson
Summarize the instructional tasks/activities/strategies to be used to help students achieve the
learning target (s).
What questions might be used to gather
evidence of student learning ?
What strategies might be used to gather
evidence of student learning ?
What incoming ideas and experiences might students have that you can leverage while learning?
What misconceptions might students have while learning? How will you address these?
When and how will evidence of student understanding be used to modify instruction?
How and when will feedback be provided to students (teacher to student/student to student/student
to self)?
COMPLETE AFTER THE LESSON HAS BEEN TAUGHT.
What aspects worked well and will be used again, and what aspects are in need of improvement?
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The curricular context in which the lesson occurs — the learning progression or
building blocks that occurred before and will occur following the lesson — is also
very important. The teacher will think about how the different lessons build on and
support one another to achieve the standards and learning goals for the content area.
Plans will include individual lessons as well as the discipline-specific building blocks;
the sequence of lessons; and how the teacher intends to gather evidence, provide
feedback, and support peer and self-assessment over time.
NOTES
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The Formative Assessment Process in Science • Section Title
The effective teaching of
literacy is a natural ally to
the formative assessment
process. Students need tools
and skills that support and
scaffold their progress in
reading, and it is through
the actual act of reading
and discussion that the
most useful evidence of
understanding and progress
is collected by the instructor
to inform the next step in the
teaching and learning cycle.
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The Formative Assessment Process in Science • Section Title
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The Formative Assessment Process in Science • Section Title
Section II: USE OF THE FORMATIVE
ASSESSMENT PROCESS IN LITERACY
Jen Orton
C. Overview of the Discipline: Literacy
Implementing the formative assessment process in literacy requires knowledge about
formative assessment as well as content knowledge to promote student learning
outcomes. The following section includes an overview of the English Language Arts
Standards as well as connections to the formative assessment process. This Guide
then includes examples of completed formative assessment planning templates for
elementary lessons followed by vignettes from classroom instruction for those lessons
to provide clear illustrations of the formative assessment process in literacy. The
summary and reflection questions at the end are provided to further support learning
about and implementing the formative assessment process in different contexts.
Michigan English Language Arts Standards
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The K-12 English Language Arts Standards (2010) are anchored by a set of College
and Career Readiness (CCR) Standards in reading (both literature and informational
text), writing, language, speaking, and listening. These Anchor Standards define what
students should know and be able to accomplish by the end of grade 12. The CCR
standards are further specified by grade levels and/or grade strands.
Additionally, the reading standards for grades K-5 include Foundational Skills. These
Foundational Skills are necessary components of an effective reading program
designed to develop and increase reading proficiency in young students, as shown in
Figure 2.
Figure 2: Reading Standards: Foundational Skills (K–5)
Grade Foundational Skills
Grades K-1 Print Concepts
Phonological Awareness
Grades K-5 Phonics and Word Recognition
Fluency
In the sample vignette in Part E of this Guide, the learning target for the lesson is derived from
Reading standard RL.2.3 which focuses specifically on the traits of characters in literature.
Figure 3 depicts how this standard grows and builds across the K-3 grade level.
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The Formative Assessment Process in Early Literacy • Section II
Figure 3: Traits of Characters in Literature (RL.2.3)
K 1st Grade 2nd Grade 3rd Grade
With prompting and
support, identify
characters, settings,
and major events in a
story.
Describe characters,
settings, and major
events in a story, using
key details.
Describe how
characters in a story
respond to major
events and challenges.
Describe characters
in a story (e.g., their
traits, motivations, or
feelings) and explain
how their actions
contribute to the
sequence of events.
Source: Michigan K-12 Standards: English Language Arts, 2016
Essential Instructional Practices in Early Literacy: K-3
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(MAISA GELN)
The Michigan Association of Intermediate School Administrators’ (MAISA) General
Education Leadership Network (GELN) developed the K-3 Essential Instructional
Practices in Early Literacy (2016) resource through its Early Literacy Task Force
(ELTF). There are Essential Instructional Practices for prekindergarten and for grades
K-3, 4-5, and 6-12. These are research-supported instructional practices designed to
have a positive impact on literacy development for Michigan students. These defined
practices are the “how” of instruction and are meant to work in conjunction with the
Michigan English Language Arts Standards. There are ten GELN Essential Instructional
Practices in Early Literacy (“Essentials”) for grades K-3, as shown in Figure 4.
Figure 4: Essential Instructional Practices in Early Literacy: K-3
1. Deliberate, research-informed efforts to foster literacy, motivation, and
engagement within and across lessons
2. Read-alouds of age-appropriate books and other materials, print or digital
3. Small group and individual instruction, using a variety of grouping strategies,
most often with flexible groups formed and instruction targeted to children’s’
observed and assessed needs in specific aspects of literacy development
4. Activities that build phonological awareness
5. Explicit instruction in letter-sound relationships
6. Research and standards-aligned writing instruction
7. Intentional and ambitious efforts to build vocabulary and content knowledge
8. Abundant reading material and reading opportunities in the classroom
9. Ongoing observation and assessment of children’s language and literacy
development that informs their education
10. Collaboration with families in promoting literacy
Source: MAISA, GELN, ELTF, 2016
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The Formative Assessment Process in Early Literacy • Section II
While listed separately, these Essentials work together and can be used within
a variety of approaches to literacy instruction. Regardless of the chosen literacy
curriculum, each practice is intended to be addressed in every classroom, every day.
They are meant to be viewed as a minimum standard of care for Michigan’s children.
D. Tying Formative Assessment to the
Discipline of Literacy
The effective teaching of literacy is a natural ally to the formative assessment process.
Students need tools and skills that support and scaffold their progress in reading, and
it is through the actual act of reading and discussion that the most useful evidence of
understanding and progress is collected by the instructor to inform the next step in
the teaching and learning cycle.
While all of the GELN Essentials shown in Figure 4 align with the formative assessment
process, Essential 9 — Ongoing observation and assessment of children’s language
and literacy development that informs their education is directly focused on
assessment for learning. This Essential Practice prioritizes teacher observation when
students are engaged in reading and writing. The teacher should collect evidence of
student understanding in the moment of learning. This most frequently occurs during
conferencing and small group instruction time. Based on the students’ progress, the
instructor may ask mediative questions such as: “How might you figure out how
to pronounce that word?” “Now that you understand your next task, how will you
begin?” “What do you already know about this character?”
Based on student responses, the instructor may offer verbal or written actionable
feedback to improve student achievement. Additionally, instruction may be adjusted
to better serve the students’ needs.
Research has continuously informed the premise that students learn best when they
are engaged. Essential 1— Deliberate, research-informed efforts to foster literacy
motivation and engagement across lessons, shines a light on the need for children
to have daily opportunities to make choices, collaborate with peers, and establish
real-world purposes for their reading and writing. This integrates with the formative
assessment process since students increase their agency and ownership when they
understand the intention for the lesson, receive feedback, and are able to assess both
their own and their peers’ progress.
… students increase their agency and ownership when
they understand the intention for the lesson, receive
feedback, and are able to assess both their own and their
peers’ progress.
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The Formative Assessment Process in Early Literacy • Section II
E. Early Literacy Formative Assessment Examples
In this section, two early elementary literacy planning templates and vignettes are
provided to illustrate what early literacy aligned with the formative assessment process
might look like in second grade and third grade classrooms. The second-grade literacy
planning template and vignette are focused on reading, while the third-grade literacy
planning template and vignette are focused on passage-based writing. The teachers
and students in the vignettes are fictional, but the examples of instruction and student
responses are based on actual work with teachers in Michigan classrooms.
Second Grade Planning Template and Vignette:
Series Reading Cross Genre Book Clubs
The instructional unit selected for use is a second-grade example from the Michigan
MAISA series called Series Reading Cross Genre Book Clubs (2014).
iv
This free K-12
Michigan curriculum resource is aligned to Michigan K-12 Standards and also vertically
aligned across grade levels. The MAISA Units were created and piloted by Michigan
educators. These units are guidelines for teachers and are meant to be adapted as
best fits student needs and context.
Overview of the Instructional Unit
The Series Reading Cross Genre Book Clubs instructional unit builds students’
comprehension as they read several books within the same series. The initial
introduction of a single book in a series helps the reader to feel set-up to read all the
books in the series. Also, the reader is able to step into the more complicated work of
following characters across multiple books. Small book clubs of three to four students
use their thinking and writing to talk about similar titles of books in a series. Formative
feedback is shared amongst these peers as they frequently consider their progress
toward the learning target of the lesson. Students use previously learned literacy
strategies to better understand how characters develop and how characters effect
story plot. The small book club groups allow students to collaborate and discuss texts
with their peers.
MAISA Unit Lesson Concept Progressions
The authors of this MAISA unit (2014) include learning progressions designed to help
the students’ thinking evolve through five lesson concepts, shown in Figure 5. These
lesson concept progressions are directly aligned with the Michigan K-12 Standards.
While these unit progressions are more specific than the state standards, they are still
general in the sense that they are created for the published unit and may not take into
consideration the specific make-up and needs of each educator and student group.
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The Formative Assessment Process in Early Literacy • Section II
Figure 5: Five Lesson Concepts: Series Reading Cross Genre Book Clubs Unit
Concept I Readers figure out how a chapter book (or longer text) flows by
connecting ideas and seeing patterns.
Concept II Readers figure out how a series flows, by seeing patterns and
predicting what will happen
Concept III Readers expand ideas by thinking across different series and use
conversation with others to further grow thinking.
Concept IV Readers of a series expect surprises.
Concept V Series book readers find ways to learn more about the topics in their
series and share what they’ve learned.
Source: MAISA Series Reading Cross Genre Book Clubs Unit, 2014
In the course of teaching this MAISA unit, these concepts convert to Essential
Questions (shown in Figure 6). They serve as classroom mediative questions to guide
assessment for learning and can be used with whole groups, peer groups, and also by
individual students.
Figure 6: Essential/Focus Questions: Series Reading Cross Genre Book Clubs Unit
1. How do readers figure out how a chapter book (or longer text) flows by
connecting ideas and seeing patterns?
2. How do readers figure out how a series flows, by seeing patterns and
predicting what will happen?
3. How do readers expand ideas by thinking across different series and use
conversation with others to further grow thinking?
4. How do readers of series expect surprises?
5. How do series book readers find ways to learn more about the topics in their
series and share what they’ve learned?
Source: MAISA Series Reading Cross Genre Book Clubs Unit, 2014
Lesson-Level Planning
This first unit takes place in a Michigan second-grade classroom. As indicated in
the vignette, it is mid-January and the second-grade team in Mr. Ahmed’s school is
teaching a reading unit called Series Reading: Cross-Genre Clubs from Michigan’s
MAISA Units of Study Series Reading: Cross Genre Book Clubs (2014).
As do all effective literacy educators, Mr. Ahmed frequently considers the foundational
reading skills his 2nd-grade students are acquiring and how he can support these on
a minute-to-minute instructional basis, along with the posted learning target from
the lesson. While these skills may not live in the posted learning target, Mr. Ahmed
is constantly observing and eliciting evidence of these skills in his data binder and in
the students’ reading-goal bookmarks. Additionally, Mr. Ahmed offers in-the-minute
actionable feedback for his students in the teaching and learning cycle.
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The Formative Assessment Process in Early Literacy • Section II
Learning Progressions
Learning progressions in the formative assessment process are informed by both the
state and unit standards as described above. The teacher thinks about how student
learning will progress to reach the outcomes. Because the teacher is using these
progressions to inform daily learning targets, they are adjusted as needed to better
reflect the individual growth of students on a day-to-day continuum.
These progressions become even more fine-grained since students in each classroom
advance at different rates. Thus, students may take varying paths and time as they
move forward in their understanding.
Figure 7 illustrates the building blocks and learning progressions that Mr. Ahmed has
created to help plan the sequence of learning in this lesson. In this case, students are
growing their understanding of how characters’ actions in fictional texts in a series
influence the plot.
Figure 7: Student Learning Progressions
Learning Progressions
Building Blocks:
Learning Target Success Criteria
Last Week
Readers think about how
a series flows; seeing
patterns and predicting
what will happen.
Understand that by
reading and studying
patterns, I can explain
how these books fit
together in a series.
With my book club, I can
share at least 3 ideas from my
jot notes to help explain how
these books are similar.
Today’s Lesson
Readers expand their
ideas and understanding
of their main character in
a series.
Understand how using
evidence from the
text helps me prove
what I know about my
character. Then, share
and learn more about this
with my book club group.
I can show understanding
of my character by using
three sticky notes of evidence
showing how often a
character’s action occurs.
• Always (3 or more actions)
• Sometimes (2 or more
actions)
• Oh my goodness (OMG)!
(1 or more actions)
Tomorrow’s Lesson
Readers expand ideas
by thinking across
different series and use
conversation with others
to further grow thinking.
Understand that when
readers are surprised
by their characters,
readers can sort out
their thinking through
conversation.
Using the question starter
bookmark, I can ask my book
club partners questions about
character surprises.
I can listen to questions from
my book club partners to help
answer why the character did
something surprising.
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The Formative Assessment Process in Early Literacy • Section II
Classroom Routines and Procedures
Mr. Ahmed understands that students learn best through interactive literacy
instructions. He believes that students need to be self-directed learners. So, a daily
goal he holds for his teaching is that learning continues even when he might not be
available to his students. His students practice protocols that enable them to balance
participation by listening and responding respectfully during partner, small group, and
whole group instruction.
As Mr. Ahmed plans his upcoming lesson and considers his students’ needs, he
makes decisions for both his direct instruction and small group book clubs. The main
comprehension focus in this lesson is for all students to use their growing knowledge
of how characters act and how these actions influence the plot of the story. A
common text has served as the model for his direct instruction time.
Formative Assessment Planning Template
Formative Assessment for Michigan Teachers (FAME) supports FAME Learning
Teams with a variety of tools. Mr. Ahmed regularly updates the FAME Planning
Template (shown in Figure 8) to plan his daily lessons. The vignette that illustrates the
implementation of this unit is shown in Figure 9.
This template ensures that he consciously considers three guiding questions adapted
from the work by Sadler (1989):
1. Where are we (teacher and students) going?
2. What do the students understand now?
3. How do we get to the learning target?
Figure 8: Formative Assessment Planning Template, Second Grade Reading
PLANNING TEMPLATE
Teacher: Mr. Ahmed District/School: ABC School
Discipline: ELA: reading Grade(s): 2
Lesson Plan Title: Session 10: What do I know about my character so far?
Content Standard(s): What am I teaching? [State Standard(s)]
RL.2.3. Describe how characters in a story respond to major events and challenges.
Learning Target(s):
• Use evidence from the text to prove what I know
about my character.
Success Criteria:
I can show understanding of my character by using
three sticky notes of evidence showing how often a
character’s action occurs.
• Always (3 or more actions)
• Sometimes (2 or more actions)
• Oh my goodness (OMG)! (1 or more actions)
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The Formative Assessment Process in Early Literacy • Section II
PLANNING TEMPLATE
Overview of the Lesson
Students use their growing knowledge of how characters act and how these actions influence the plot of the story.
A common text has served as the model for the whole group mini-lesson. Students then work in small book club
groups that are reading the same text.
Summarize the instructional tasks/activities/strategies to be used to help students achieve the learning
target (s).
Whole Group Mini-Lesson
Connect to prior learning
Revisit the common text by having students reread chorally from one segment. The teacher models this by thinking
aloud about the character’s emotions and writing the emotions on sticky notes to display for students. Students will
then reread another segment with their partner, looking for evidence about the character’s emotions. The teacher
will elicit evidence of their understanding by listening in to partner conversations and noting what they are jotting
on their sticky notes. Specifically, the teacher will make observations of the ways in which students show evidence
about the character’s emotions.
Teaching point with active engagement
Introduce the learning target and point out connections between this learning target and previous targets. Teacher
asks: what do you already know about this learning target? Teacher explicitly models this new learning target by
using own book from the series: read and show them a segment from teacher’s book and then conduct a think-
aloud about what the character is feeling. After student interaction, we will compose new sticky notes about the
character’s emotions.
Small group Book clubs
Small book clubs are organized based on students’ interest and instructional needs. Students begin this time reading
independently and then join their book clubs to deepen their learning.
Malcolm’s group of four includes more advanced readers. Each student is reading a different book from the same,
advanced series.
Ayesha’s three group members each have a copy of the same book. It is from the same series as the common class
text. The students in this group have a specific goal of noticing and recording linking words.
Cassie’s three group members each have a copy of the same book. It is also from the same series as the common
class text. Two of the group members are Spanish-fluent speakers
Share Component
Organized into an inside-outside circle, pairs respond to teacher prompts and questions directly related to the
learning targets.
What curricular resources will I need?
Common text for whole class model; sticky notes for students and for my model to display on doc camera; reading
goal bookmarks; book club books.
Figure 8: Formative Assessment Planning Template, Second Grade
Reading (continued)
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The Formative Assessment Process in Early Literacy • Section II
PLANNING TEMPLATE
What questions might be used to gather evidence
of student learning ?
Connect to prior learning
What are three things you know about our main
character, and what is your evidence from the text?
Why is it important for readers to know about
characters? What do you already know about using
evidence?
Teaching point with active engagement
How would you describe the actions of the character?
What evidence can you use from the text to prove what
you know about your character?
What is something you know about your character that
you can write on your sticky notes?
Small group book clubs
How did you figure that out? What feedback do you
have for your partner? How can you use the feedback
you received? What are you learning?
Share component
What do you now know about today’s learning target?
What questions do you still have? What might you do
differently tomorrow to support your learning? What
are you learning?
What strategies might be used to gather evidence
of student learning ?
Connect to prior learning
Gather evidence of student understanding through
observation and tracking student ideas in the data
binder
Teaching point with active engagement
Ensure understanding and readiness to use learning
target and success criteria through the use of
questioning, anchor charts, and observation.
Small group book clubs
Students will self-assess and set goals during teacher
and small group conferences. Students will track these
on their reading bookmarks.
Share component
Questioning strategies and peer feedback that are
directly related to the learning target and success
criteria.
What misconceptions might students have while learning? How will you address these?
Possible student misconceptions include: students might describe their character’s physical appearance rather than
their actions; students might summarize the whole story instead of focusing on specific character actions.
Address student misconceptions in three possible ways:
Idea #1 — After first whole group demonstration, invite “confused” students to stay and work until they are
ready to work independently.
Idea #2 — Articulate during the demonstration model that it is about focusing on specific character actions.
Then, during individual and small group time, invite students with correct models to share their work and
thinking with students needing more assistance.
Idea #3 — Use the bookmark tool at the conclusion of the lesson along with the sticky note to gather
evidence of student understanding. Then, use that to inform and adjust teaching.
Figure 8: Formative Assessment Planning Template, Second Grade
Reading (continued)
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The Formative Assessment Process in Early Literacy • Section II
PLANNING TEMPLATE
When and how will evidence of student understanding be used to modify instruction?
Use of student bookmarks, sticky notes, and observation throughout the lesson will be used to gather evidence
of student understanding and make adjustments to both whole class and small group instruction. Based on the
evidence of student understanding, make the changes listed above. Observe and elicit evidence of these skills in
students’ data binders and in the students’ reading-goal bookmarks throughout the lesson.
How and when will feedback be provided to students (teacher to student/student to student/student to self)?
Teacher offers in-the-minute actionable feedback for students in the teaching and learning cycle. Verbal feedback
will be provided to students during one-on-one conferencing. Students will use the feedback right after the
conferring time. Also, they can use feedback from their book club peers right in the moment.
COMPLETE THIS SECTION AFTER THE LESSON HAS BEEN TAUGHT.
What aspects worked well and will be used again, and what aspects are in need of improvement?
(Example reflections below were completed by the teacher following the lesson described in the Figure 12 Vignette
on pages 23–30)
Worked Well:
After the whole class model, three students stayed for more teacher support. In only five focused minutes, these
students deepened their understanding and were ready to work independently.
During the small group and partner conferences, students were able to articulate the actions of their characters
and how these actions helped them as readers to better understand their characters.
In Need of Improvement:
This lesson took longer than expected and not all students completed the sticky note strategy. Next time, I will
break this into two sessions. In session one, students will complete all parts of the planned lesson orally with
partners and small groups. Then, on the second day, I’ll introduce the sticky notes.
Figure 8: Formative Assessment Planning Template, Second Grade
Reading (continued)
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The Formative Assessment Process in Early Literacy • Section II
Figure 9 illustrates, via a vignette, the implementation of this lesson in a fictitious
classroom, using a teacher and three students who illustrate different levels of
reading achievement that might be found in typical classrooms. The left column in
the table lists the FAME Components and Elements being addressed in that aspect of
the lesson. The right column describes what is taking place and provides illustrative
dialogue between the teacher and students, as well as among students.
Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading
Fame
Components
and Elements
Activity
Planning
1.1
See the planning template above and section on Lesson-Level Planning.
Eliciting
Evidence
3.1. , 3.2, 3.3,
3.4
Whole group instruction connecting to prior learning
The students are gathered together and sit close to their book club group members. Each student
has their book club text and a pencil.
Using the whole group common text, visible to all students, Mr. Ahmed activates prior knowledge
by exploring what students already know about the main character. This allows him to briefly
revisit and assess former learning targets.
Following his read-aloud of the common text, Mr. Ahmed uses open-ended questioning strategies
to encourage students to explain their thinking and to reinforce student self-directedness. In order
to engage all students, once the question is posed, students turn and learn with their partner.
“What are three things you know about the main character, and what is your evidence from our
text?”
As Mr. Ahmed listens in on partner conversations, he is able to gather evidence of students’
understanding of the previous learning progressions. He jots down his noticings on sticky notes to
share with the whole group.
“Sara and Cassie realized …”
“Ayesha and Sam thought about …”
“A question I heard a few of you asking …”
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Eliciting
Evidence
3.3, 3.4
Mr. Ahmed offers actionable feedback.
“So, remember what Sara and Cassie learned? It is important to find a way to mark where you are
finding your evidence from the text to support your answers. Maybe, like Sam, you’ll use a piece
of scrap paper and write a few notes. And … Ayesha remembered that to deeply understand a
character has more to do than with how they look. When you are gathering your evidence, try to
focus on the characters’ actions more than what they look like.”
Learning
Target Use
2.1
Teaching point with active engagement
Mr. Ahmed then introduces today’s learning target. “Today, in your individual reading and then
later in your book clubs, the focus will be on what you already know about your characters and
you showing evidence from the text for that knowing.”
The target and success criteria are posted on the screen.Mr. Ahmed reads the target out loud to
the students, followed by the success criteria.
Target: Use evidence from the text to prove what I know about my character.Then, share and
learn more about this with my book club group.
Success Criteria
I can show understanding of my character by using three sticky notes of evidence showing how
often a character’s action occurs.
• Always (3 or more actions)
• Sometimes (2 or more actions)
• Oh my goodness (OMG)! (1 or more actions)
Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading (continued)
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Learning
Target Use
2.1, 2.3
Eliciting
Evidence
3.3
Formative
Feedback
4.1, 4.2
Mr. Ahmed uses the class common text to model a “think-aloud” of what this looks like. He
ensures all students can see and read his sticky notes by placing them on the document camera.
“When I think about the main character Ben, I think about him being lazy. So, why do I think he’s
lazy? As I turn back a few pages, I can find evidence that he always avoids work. Also, he wants to
sleep.”
Included in his think-aloud is the why — Why is it important for readers to know about characters?
Mr. Ahmed also reinforces what proficient achievement looks like by listing pieces of evidence
showing the character’s actions and how frequently they occur: three actions on the ALWAYS
sticky, two actions on the SOMETIMES sticky, and one action on the OMG sticky. To engage
participation and practice during this model, he has students turn and talk about the character’s
actions that might go on the sticky notes.
He uses some of their ideas for his own models.
Following the class model, Mr. Ahmed scaffolds his instruction to allow students to practice the
assignment. “Please think to yourself about your own character. What do you already know about
your character’s actions that you want to write on your ALWAYS sticky note?” 30-second pause.
“Now, please turn to your book club friends and each share just one item you’ll add to your
ALWAYS sticky note.”
Mr. Ahmed again shares the whole group target and checks for clarity.
“Please turn and talk to your partner about what you understand about the target and also what
questions you or your partner might have about the target.”
Mr. Ahmed listens in to the student talk and jots a few notes to address with the whole class. He
then briefly offers feedback to clarify the target. Mr. Ahmed also takes a few notes about which
students he’ll want to check in with first, based on their confusion/understanding. He shares an
anchor chart to visually track questions.
Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading (continued)
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Anchor Chart
Ayesha and her partner want to review what “evidence from the text” means, while a few other
partnerships are curious about what they will do with their three sticky notes.”
Instructional
and Learning
Decisions
5.1
Learning
Target Use
2.1
Formative
Feedback
4.2
Instructional
and Learning
Decisions
5.1
Eliciting
Evidence|
5.2
Mr. Ahmed adjusts his teaching to provide support about the sticky notes.
With the whole class, he reviews the success criteria regarding how the sticky notes will be
composed and organized while addressing the needs of students needing a bit more support.
Again, communication and interaction with the learning target continues. “Please check in with
your book club group and answer this question. How will we know we have met the learning
target?”
Mr. Ahmed continues to adjust his teaching by including additional support and gathering
evidence of what students already understand. “For those of you wanting to review what
‘evidence from the text’ is all about, please remain here for a few minutes.”
He directs a student to get the group started. “Emily, will you please record on this chart what
this group already knows about using evidence from the text? I’ll check back with you in a few
minutes.”
Once the rest of the class have begun their reading, Mr. Ahmed returns to work with this group.
Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading (continued)
Learning Target: Use evidence from the text to prove what I know about my character.
Success Criteria: I can show understanding of my character by using three sticky notes of
evidence showing how often a character’s action occurs.
• Always (3 or more actions)
• Sometimes (2 or more actions)
• Oh my goodness (OMG)! (1 or more actions)
What I already understand Questions I still have
The word evidence What does evidence from the textlook like?
What I have to read What goes on the sticky notes?
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Eliciting
Evidence
3.2
Formative
Feedback
4.3
Small group book clubs
“As you add today’s target to your bookmark, I’ll check in with each group.”
Students begin to read on their own prior to joining their book club.
The students then take their reading-goal bookmarks out of their book club text and add today’s
learning target to their book club goals as Mr. Ahmed visits each group. These bookmarks help
students to self-assess while providing evidence of their understanding.
Students revisit their reading goal and write at least one thing they did to move forward on their
goal. (Mr. Ahmed differentiates his assistance by pre-filling some elements of the bookmark for
specific students.)
Ayesha’s Reading-Goal Bookmark
Date My Reading Goal Self-Assessment
Reflection
Book Club Target Self-Assessment
Reflection
1-15-19
Notice linking
words and add
them to my word
list
Copied the words
also and together
and used them in
my story
Use evidence from
the text to prove
what I know about
my character.
Then, share and
learn more about
this with my book
club group
Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading (continued)
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Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading (continued)
The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Eliciting
Evidence
3.2
Formative
Feedback
4.1
Eliciting
Evidence
5.2
Students read individually for fifteen minutes and work on the learning target as they jot on their
sticky notes. Students are grouped near their book clubs during this time.
Mr. Ahmed confers with students on both book club and individual reading goals. He names
what he notices the students doing, asks questions, and gives actionable feedback. He ensures
students use the feedback to adjust their own learning. He records his notes and observations on
his clipboard with a section for each student and their progress toward the learning target. He also
encourages collaboration amongst students.
• How did you know to do that?
• Look, you’ve used a word wall word. Where might you look to make sure it’s spelled
correctly?
• Oh, please check in with Brian. He had the same question.
• So, next time, you can try…
• How will you know you’ve…?
Formative
Feedback
4.2, 4.1
Mr. Ahmed invites students to meet with book clubs and share what they are learning. The sticky
notes are used to help focus their conversations. Students know they are to “read their evidence
from the text” out loud during their book club time. This helps to practice reading fluency.
In previous lessons, students have learned how to have substantive conversations and offer peer
feedback. Sentence and question stems and samples such as these are posted in all the book club
meeting areas.
• How did you figure…?
• Thank you for sharing…
• Could you please say more?
• As you think about today’s target…
• Here is another idea...
• What feedback do you have…?
Mr. Ahmed visits the small groups, listening in and offering instruction and feedback as needed.
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Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading (continued)
The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Eliciting
Evidence
3.2
Formative
Feedback
4.3, 4.2
Instructional
and Learning
Decisions
5.2
Mr. Ahmed concludes this lesson by having the students stand in an inside-outside circle. They
revisit the learning target and success criteria.
Target: Use evidence from the text to prove what I know about my character.Then, share and
learn more about this with my book club group.
Success Criteria: I can show understanding of my character by using three sticky notes of
evidence labeled Always, Sometimes, and Oh my goodness! (OMG)
Then, with a few partners in the circle, students share their answers to these three questions.
1. What do I know now about today’s learning target?
2. What question do I still have about the learning target?
3. What feedback can you offer your partner?
Again, this serves as a time both for the teacher to gather evidence of student understanding and
for the students to self-assess their learning and offer peer feedback.
Students return to their seats and Mr. Ahmed asks them how they will use today’s feedback.
“Based on your work today and the feedback you have received from your peers and from me,
what might you do differently tomorrow in order to support your learning?
Here are some of their responses.
“Now I know it’s not just about how the character looks. Tomorrow, I’ll look for evidence of why
John is always mad.”
“Well, my partner helped me figure out that one thing on my Always sticky note is really an OMG.”
“Mr. Ahmed helped me look back in the story so I could find the evidence. Now, I know I can look
back in the book and not just try to remember.”
Eliciting
Evidence
3.2
Mr. Ahmed collects the bookmarks from the students. Because he has been listening in and
conferring throughout the independent and small group time, he has offered feedback to many
students and already has solid knowledge of what students know and also what may be confusing
them.
He will continue to use the evidence gathered on the bookmarks to record evidence of
understanding. Mr. Ahmed tracks this information in his data notebook.
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Ayesha’s Reading-Goal Bookmark
Date My Reading Goal Self-Assessment
Reflection
Book Club Target Self-Assessment
Reflection
1-15-18
Notice linking
words and add
them to my word
list
Copied the words
also and together
and used them in
my story
Use evidence from
the text to prove
what I know about
my character.
Then, share and
learn more about
this with my book
club group
I know that Clara
was sad, and I
read page 5 where
she sits on the
ground and cries.
I used all my
stickies.
Instructional
and Learning
Decisions
5.1, 5.2
Planning
1.1
As Mr. Ahmed plans for tomorrow’s lesson, the bookmarks will be used as a tool to adjust his
teaching decisions for tomorrow.
In this daily, minute-to-minute formative assessment process, Mr. Ahmed is continually making
changes to instruction in order to support his students’ needs.
Figure 9: Second Grade Vignette: Series Reading Cross Genre Book Clubs,
Second Grade Reading (continued)
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The Formative Assessment Process in Early Literacy • Section II
Third Grade Planning Template and Vignette:
Passage-Based Writing
In this example from third grade, a lesson from a teacher-created mini-unit called
Passage-Based Writing (PBW) will be illustrated. This unit was created to help students
pull evidence from a text in order to write a short essay.On the Michigan Student
Test of Educational Progress (M-STEP), all third- through seventh-grade students are
required to write this type of essay. Frequently, this form of writing is referred to as
evidence-based writing. This unit is particularly structured to break down the steps
from reading for evidence to writing an evidence-based essay in a way that leads to
student independence, both in the classroom and while taking the state assessment.
Overview of the Instructional Unit
As third-grade teacher Ms. Besh plans for this unit, she strives for minimal tools.She
wants to build agency in her students and wants them to avoid depending on posters
and worksheets as they work as writers. Ms. Besh knows the best way to teach this
type of reading and writing is to demystify it for students.So, this unit is crafted
step-by-step, from reading for evidence to writing an evidence-based essay.Each
step includesa teacher model, interactive practice as a whole class, small group or
partner practice, and finally, independent practice.The simple student tools in this
PBW unit include student notebooks or paper and a Sentence Stems and Phrases
Bookmark.Initially, all prewriting strategies are completed without technology.This
will assist the students in both their authentic writing life and in writing an essay for
the state assessment.
Thefirst half of this unit is introduced with much teacher support and all work is
modeled through a whole class-created T-chart and essay.During these lessons,
students create their own variations on their individual T-charts. Students pull evidence
from a common text and then write potential sentences that might be used in their
essay. Most of this work is composed in students’ writing journals. Then, students
revise their sentences into a coherent essay.In the second part of the unit, students
work through the same process more independently.Also, thefinal writing is
composed on computers.
Ms. Besh begins teaching this unit in mid-January. Her students have had much
practice reading and pulling evidence from both common and independent texts.
Also, they have a clear understanding of how to compose complete sentences.
Ms. Besh has introduced the idea that students will be writing an essay about an
article.Given a prompt, students will gather evidence from the article specific to that
prompt. Ms. Besh has explicitly addressed vocabulary needed by students to address
this work: “essay,” “evidence,” “passage,” and “text.” So far, in the PBW mini-unit,
students have both chorally and independently read a grade-level common text about
animals. A class model of a T-chart is displayed, and evidence is gathered on the left
side. Students have each created a similar T-chart in their notebooks.
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The Formative Assessment Process in Early Literacy • Section II
As Ms. Besh teaches throughthis unit, she is continuously collecting formative data on
each student.One way Ms. Besh tracks student progress is through a formative data
notebook, shown in Figure 10.Here, she collects evidence of student understanding
and also jots notes for what the student might need next.
Figure 10: Formative Data Notebook
Ayesha Cassie Malcolm
I can use evidence
from a passage to
strengthen and
support my writing.
I can list my evidence
in a T-chart.
Was able to
highlight all
strong evidence
Needed extra
help to start
T-chart — have
her work with
Sasha tomorrow
Needed help
with some vocab
from text
- remember to
have her choral
or echo read
her evidence list
- use her #3 as
sample for class
Collected all
evidence —
reminded to
put in phrase —
make sure he is
not copying too
much from the
article
I can use evidence from
my t-chart to create
sentences that can be
used in an essay.
After working
together with the
class, I will use the
Evidence-Based
Sentence Starter
bookmark to write
three sentences using
evidence from my
T-chart
Unit Learning Progressions
This unit consists of both reading and writing standards.Lessons 1 and 2 focus
on reading and using evidence from the reading to respond to a question or
prompt.Lessons 3 and 4 are based on standards to write informative/explanatory
texts. Students will use their evidence from lessons 1 and 2 to craft sentences that
may be used in a final essay.
This unit is
crafted step-
by-step, from
reading for
evidence to
writing an
evidence-based
essay.Each step
includesa teacher
model, interactive
practice as a
whole class,
small group or
partner practice,
and finally,
independent
practice.
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The Formative Assessment Process in Early Literacy • Section II
Figure 11: Lesson Progressions
Building Blocks for the
Standard
Learning Target Success Criteria
Lesson 1 Ask and answer questions to
demonstrate understanding
of a text, referring explicitly
to the text as the basis for the
answers.
Understand that authors use
evidence to prove their point/
claim.
By asking a focusing question
about the author’s purpose, I
can recognize evidence from a
passage.
I can highlight the evidence
that answers the focusing
question.
Lesson 2 Write informative/ explanatory
texts to examine a topic and
convey ideas and information
clearly.
Understand that when writing
about a text, using evidence
from that text makes my own
writing more believable.
I can use evidence from a
passage to strengthen and
support my writing.
I can list my evidence in a
T-chart.
Lesson 3 Develop the topic with facts,
definitions, and details.
Understand that authors use
evidence to craft believable
sentences.
I can use evidence from my
T-chart to create sentences that
can be used in an essay.
After working together
with the class, I will use the
Evidence-Based Sentence
Starter bookmark to write
three sentences using evidence
from my T-chart.
Lesson 4 Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
Understand that authors revise
and rearrange sentences to
make them more readable.
I can revise my sentences and
add phrases to make my essay
flow.
Classroom Routines and Procedures
Ms. Besh understands that students learn best through interactive literacy
instruction.She believes that students need to be self-directed learners. So, a daily
goal she holds for her teaching is that learning continues even when she may not be
available to her students. Her students practice protocols that enable them to balance
participation by listening and responding respectfully during partner, small group,
and whole group instruction.During writing time, they sit with their partner and are
labeled partner A and partner B.This way, Ms. Besh can ensure partners have equal
sharing time.Also, the class signal of holding a thumb up in front of the chest is used
to show readiness to listen.
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The Formative Assessment Process in Early Literacy • Section II
Lesson-Level Planning
Before introducing lesson 3, Ms. Besh had a chance to confer with all students regarding
the T-chart of collected evidence. She has offered extra help as needed so all students have
their evidence on the left side of their T-chart as they begin lesson 3.
Figure 12: Formative Assessment Planning Template — Passage-Based Writing
PLANNING TEMPLATE
Teacher: Ms. Besh District/School: ABC School
Discipline: Writing Grade(s): 3
Lesson Plan Title: Passage-Based Writing: Creating Sentences
Content Standard: LITERACY.W.3.1
v
Write informative/explanatory texts to examine a topic and convey ideas and information clearly:
a. Introduce a topic and group related information together; include illustrations when useful
to aiding comprehension.
b. Develop the topic with facts, definitions, and details.*
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
d. Provide a concluding statement or section.
*This portion of the content standard is addressed in this lesson.
Learning Target(s):
I can use evidence from my T-chart to create sentences
that can be used in an essay.
Success Criteria:
After working together with the class, I will use the
Evidence-Based Sentence Starter bookmark to write
three sentences using evidence from my T-chart.
Overview of the Lesson
This is the third lesson of a teacher-created short unit on Passage-Based Writing.In the previous lesson, students read
and created a T-chart of evidence from the Newsela common text called “Is this Coyote Friends with a Badger?”The
evidence was collected to answer this question/prompt: “What evidence does the author share about dangers to
animals and how they can stay safe?”
Like the previous lesson, today’s lesson includes direct instruction, teacher modeling, partner work, and finally,
individual work.Together, students will use the evidence collected on the left side of their T-charts to co-create
sentences that might live in their essay.These sentences will be written on the right side of the T-chart.
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The Formative Assessment Process in Early Literacy • Section II
PLANNING TEMPLATE
Summarize the instructional tasks/activities/strategies to be used to help students achieve the learning
target (s).
Whole group: connect to prior learning
Students review their collected evidence from the previous lesson. The previous learning target is posted, and the
teacher and students discuss what they are learning about collecting evidence from a text.
Teaching point with active engagement
Post the class T-chart (students’ individual T-charts are similar to the class T-chart) of evidence.Introduce and post
today’s learning target. Through a think-aloud, model what to do when creating sentences for this essay.This will
connect directly to the Sentence Stems and Phrases Bookmark.
Introduce the Sentence Stems and Phrases Bookmark and describe how this tool gives writers ideas to write
sentences that sound “really smart.” Read these out loud with much expression and students echo read.
Model using the bookmark and the evidence from the T-chart to compose a sentence and write it on the right side
of the posted T-chart. Think aloud many possible choices.Students talk with partners about which version they like
best and write the sentence on their own T-charts.
Student Practice: As the lesson continues, there will be a gradual release of responsibility:
• Students will think to themselves about how they might compose their sentence
• They’ll share their ideas with a partner
• A few students will share out loud with the whole group
• Students will then write their favorite sentence
Small groups or individual work
Finally, students will write three sentences on their own.Those needing more support will work with partners or
small groups with adult help
Share component
Students meet with different partners to share their new sentences and what they are learning about creating these
types of sentences.
Resources:
• Class T-chart from previous lesson
• Posted learning targets
• Sentence Stems and Phrases Bookmark for each student
• Chart-size of Sentence Stems and Phrases to post
• Students’ notebooks with T-chart
• Teacher’s formative data notebook
Figure 12: Formative Assessment Planning Template — Passage-Based
Writing (continued)
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The Formative Assessment Process in Early Literacy • Section II
PLANNING TEMPLATE
What questions might be used to gather evidence
of student learning?
Connect to prior learning
What do you already know about writing sentences?
What did you learn yesterday?
In this passage, what evidence does the author share
about dangers to animals and how they can stay safe?’
Teaching point with active engagement
What are you learning about writing sentences that you
might use in an essay?
Which type of sentence might work best?
What are different ways you might start your sentence?
What might you need to make that a complete
sentence?
Small group or individual work
How can you help your partner write a smart sentence?
What are you learning about using evidence from the
article as you write your sentences?
What do you need to do to make that a complete and
correct sentence?
How did you know to do that? What have you done as
a writer to create that sentence? What are you learning
from your partner?
Share component
What are you learning?
What questions do you still have?
How did you support yourself as a learner today?
How did a particular writing partner support your
learning?
What strategies might be used to gather evidence
of student learning?
Connect to prior learning
Activate prior knowledge by exploring what students
already know about writing evidence-based sentences.
Teaching point with active engagement
Products: Student T-charts of evidence and sentences
Observations: Student’s’ conversations; ask meditative
questions to help them think about their next step.
Small group or individual work
Peer Feedback: Students can read each other’s
sentences for completeness and offer feedback. Also,
peers can point out what is working in their partner’s
sentences.
Share component
Student Self-Assessment: Students revisit a part of their
work for self-assessment.“Look at your sentences and
put your finger on your favorite sentence. Why is it your
favorite? What have you done as a writer to create that
sentence?”
Figure 12: Formative Assessment Planning Template — Passage-Based
Writing (continued)
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The Formative Assessment Process in Early Literacy • Section II
PLANNING TEMPLATE
What misconceptions might students have while learning? How will you address these?
Possible student misconceptions might include:
• Students might think they have to use all teacher examples on their individual T-charts.
• Students might start all their sentences the same way instead of varying the beginnings of each sentence.
• Students might start writing the essay instead of a collection of sentences.
Address student misconceptions in three possible ways:
Idea #1 — After first few examples, pause and ask students to create their sentence before crafting one as a
class.
Idea #2 — Have students echo and choral read sentences with partners to ensure they begin in different ways.
Idea #3 — State and restate that we are writing sentences that can be used in an essay.“Today, we won’t
actually write the essay. We will save that step for another day.”Use the metaphor of building a house, step-
by-step.
When and how will evidence of student understanding be used to modify instruction?
Use T-charts and observations throughout the lesson to gather evidence of student understanding and make
adjustments to both whole class and partner instruction.(Because this is a combination of whole class instruction,
partner, and individual work, the teacher will move around and listen in to student conversations.)Offer feedback in
that moment for that student and, when needed, also alter instruction for the whole class.
How and when will feedback be provided to students (Teacher to Student/Student to Student/Student to Self)?
Offer in-the-minute actionable feedback for students in the teaching and learning cycle. Verbal feedback will
be provided to students during one-on-one and partner conferences. They will use the feedback right after the
conferring time.Also, they can use feedback from their writing partner right in the moment.
COMPLETE THIS SECTION AFTER THE LESSON HAS BEEN TAUGHT.
What aspects worked well and will be used again, and what aspects are in need of improvement? (Example
reflections below were completed by the teacher following the lesson described in the Figure 13 Vignette on
pages 38–43)
Worked Well:
The structured direct instruction in the beginning ensured all students understood the idea of using evidence to
write “smart” sentences. Every student wrote the first few modeled sentences on their own T-chart.
Most students began to choose and write their own sentence starters after just two teacher models.
In Need of Improvement:
The structured direct instruction time supported most students. However, five students were ready to begin their
actual essay and didn’t need as much sentence practice time. They needed more of a challenge. Next time, after
one teacher model, I will invite students who are ready to move back to their own desks and proceed with their
essay writing.
Figure 12: Formative Assessment Planning Template — Passage-Based
Writing (continued)
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The Formative Assessment Process in Early Literacy • Section II
Figure 13 illustrates the implementation of this lesson in a fictitious classroom, using
a teacher (Ms. Besh) and four of her students who illustrate different levels of writing
achievement who might be found in typical classrooms. The left column in the table lists
the Michigan FAME Components and Elements being addressed in that aspect of the
lesson. The right column describes what is taking place and provides illustrative dialogue
between the teacher and students, as well as among students.
Figure 13: Third Grade Vignette — Passage-Based Writing
Fame
Components
and Elements
Activity
Planning
1.1
See Figure 12 Planning Template—Passage-Based Writing
Whole group instruction connecting to prior learning
Students are gathered together on the carpet and sit close to their writing partner.Each student
has their notebook with their T-chart of evidence that they
completed in the preceding lessons.Ms. Besh has the class
sample displayed on the board. Additionally, each student
has a copy of the common text: “Is this Coyote Friends with a
Badger?”This text is also displayed on the board.
Ms. Besh activates prior knowledge by revisiting the learning target from the previous lesson.
“We’ve been enjoying our job of reading about the coyote and the badger.Please turn and read
withyour partner what question we kept in mind as we gathered our evidence.”
Ms. Besh listens in as students open their writing notebooks andread the question from the top
left side of their T-chart. “In this passage, what evidence does the author share about dangers to
animals and how they can stay safe?”
Once all students have checked in with their partner, Ms. Besh points to the prior learning target.
• I can use evidence from a passage to strengthen and support my writing.
• I can list my evidence in a T-chart.
“Look over your list of evidence.Think to yourself and decide which two pieces of evidence
might be your strongest and why you think they might be your strongest. Share those with your
partner.”
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Eliciting
Evidence
3.1, 3.2
As partners share, Ms. Besh listens in and jots down examples on sticky notes. Using these sticky
notes, she shares a few exampleswith the whole class.
“Ayesha thought _____ was her strongest example because it’s a surprising fact.”
“Danial just realized that his strongest evidence actually came from the illustration.”
Learning
Target Use
2.1, 2.2
Teaching point with active engagement
Ms. Besh introduces the new learning target and posts it so all can see. She also does a quick
reteach of vocabulary.
“I can use evidence from my T-chart to create sentences that can be used in an essay.”
“So, today we get to actually start writing sentences that we might use in an essay.Turn and tell
your partner what the word ‘essay’ means.”
Ms. Besh points out that the article they read about the coyote and badger is a type of essay.
Learning
Target Use
2.3
Ms. Besh models how to create sentences using a class model and the Sentence Stems and
Phrases bookmark.
“First, I want to think about how these types of sentences might start.Sentences in an essay
sometimes start differently than sentences in a story. Thankfully, we have this tool: Sentence
Stems and Phrases bookmark.”
Ms. Besh displays the bookmark so all can see.
Evidence-Based Sentence Starters
The text says...
The author wrote…
I know this because…
Based on what I read,…
In paragraph ___, the author said…
From the reading, I know…
According to the passage,…
Based on what the text says,…
Figure 13: Third Grade Vignette — Passage-Based Writing (continued)
40 www.FAMEMichigan.org
Fame
Components
and Elements
Activity
Learning
Target Use
(continued)
2.3
Evidence-Based Words & Phrases
Because...
For instance, ...
For example, ...
One reason...
Because of this...
Another point...
From the text clues...
This evidence suggests...
Analyze...
Relevant...
I can figure out that...
The big idea...
Ms. Besh describes how this tool gives her ideas to write sentences that sound “really smart.” Ms.
Besh reads each sentence starter out loud with much expression, and students echo read each
sentence starter.
Ms. Besh then does a think- aloud to model how to write these sentences.“So, let me think about
a sentence for my first piece of evidence, hunting together.So how might I start a sentence about
how the coyote and badger hunt together?Listen while I try out three different sentences.”
Ms. Besh, using the bookmark examples, says the three sentences out loud, slowly.Then she
repeats each one and students echo her sentences.Ms. Besh decides which one sounds best to
her and writes it on the right side of the class T-chart.
Students are given the choice to write down the same one Ms. Besh used, or they can use
another sentence.
The Formative Assessment Process in Early Literacy • Section II
Figure 13: Third Grade Vignette — Passage-Based Writing (continued)
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Eliciting
Evidence
3.2, 3.3, 3.4
Formative
Feedback
4.1, 4.2
Ms. Besh distributes the sentence and phrase bookmarks to the students. She puts more of the
responsibility on the students for this second sentence.
“So, the second piece of evidence we have is that the coyote and badger use tunnels that go
under the road.With your partner, say three different ways your sentence might go.”
Ms. Besh listens in and writes some samples on a sticky note.She then shares these with the class.
“Malcolm and Oliva like…”
“Listen to what Cassie and Axel said…”
Ms. Besh then uses one of the student samples and writes it on the class T-chart.Students are
invited to use the class sample or one of their own.As students write, Ms. Besh moves around
and observes their writing.As needed, she offers mediative questions to elicit evidence of what
the student is understanding and also to serve as feedback to support student learning.
“Sam, I see what you are doing there.What might you need to make that a complete sentence?”
“Ayesha, wow!You kind of made up your own start for your sentence.How didyou know to do
that?”
“Sasha, how can you help your partner write a smart sentence?”
Formative
Feedback
4.1, 4.2
Ms. Besh continues to release responsibility to the students by adding their success criteria to the
learning target.
Learning Target: I can use evidence from my T-chart to create sentences that can be used in an essay.
Success Criteria: After working together with the class, I will use the Evidence-Based Sentence
Starter bookmark to write three sentences using evidence from my T-chart.
“With your partner, try out a few ways your next sentence might go. and then write it on your
T-chart.When you’ve written it, give me the sign (thumb up in front of chest) so I’ll know you’re
ready.”
Again, as students write, Ms. Besh moves around and offers feedback through mediative
questions. For example, here she uses questions as a form of feedback to enable the students to
be investigators in their learning.Ms. Besh is careful to not make students feel wrong.She avoids
negative language in her feedback as she wants to help students gain confidence and become
more self-directed.
Also, as the lesson progresses andmore students show evidence of understanding, she relies more
on peer feedback.
“Malcolm, you are working so hard.Re-read that last sentence out loud to me.What do you still
need to add?Sasha, how can you help Malcolm?”
“Olivia, what are you learning from your writing partner?”
Figure 13: Third Grade Vignette — Passage-Based Writing (continued)
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Formative
Feedback
4.3, 4.2
Instructional
and Learning
Decisions
5.2
Small group or individual work
Self-Assessing for Independent Work
Ms. Besh encourages students to self-assess regarding their readiness to move to independent
work. She writes three questions on the board.
“Review your sentences and ask yourself these three questions:
• Did I use evidence from the left side of your T-chart?
• Did I use the bookmarks to start my sentences?
• Did I use correct punctuation and write complete sentences?”
“Please look over your three sentences.Quietly read them out loud and reflect on these three
questions. Be ready to share your thinking with your partner.”
“Now, please share your three sentences with your partner, and offer feedback and writing advice
to each other based on the three questions on the board.”
“For those of you wanting support from me, please continue your work right here.For those
ready to move forward independently, please move to your writing tables.”
Through ongoing observations, Ms. Besh has a pretty good idea of which students might need
extra help.However, this short self-assessment helps her to better understand if students have
clarity of their own progress.
Instructional
and Learning
Decisions
5.1, 5.2
Formative
Feedback
4.3
Ms. Besh has observed enough T-charts to know which partners might be ready to work on their
own.In order to have more conferring time with students, she selects two partner groups to
complete their work on the document camera so there are continuous examples of sentences. She
looks up frequently to see if adjustments are needed.
Figure 13: Third Grade Vignette — Passage-Based Writing (continued)
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The Formative Assessment Process in Early Literacy • Section II
Fame
Components
and Elements
Activity
Ms. Besh gathers more evidence by questioning the students wanting her support, so she can
adjust her instruction to meet their needs.
“Please think about what is already working with your sentence writing.”
It is a small group, so each student has a chance to verbally share their answer.
“Now, please think about what might be confusing to you about your sentence writing.”
The answers to these two questions help Ms. Besh adjust her teaching specifically for this small
group. She shifts to a brief interactive writing strategy and that allows some of the students to
gain clarity in their task, and they move to their independentwriting table.Ms. Besh takes more
notes in her Formative Data Notebook about how she might help these remaining students later
in the day or tomorrow morning.
Formative
Feedback
4.3, 4.2
Sharing component
Ms. Besh reconvenes the whole class.
Learning Target: I can use evidence from my T-chart to create sentences that can be used in an
essay.
Success Criteria: After working together with the class, I will use the Evidence-Based Sentence
Starter bookmark to write three sentences using evidence from my T-chart.
“Wherever you are, please pause and look at our learning target and success criteria. Think to
yourself, ‘How did I support myself as a learner today?’Let’s hear from three people.”
Three students share and then Ms. Besh asks, “Think about your writing partners and other
writers in the room.How did a particular writer help you?What did they do to help you?Let’s
hear from three people.”
Once this verbal closing share is completed.Ms. Besh asks students to use a sticky note and tell
her what support they might need.She has a jot sheet, a diagram with each student’s name in a
square. Students put their sticky note on their square.
Instructional
and Learning
Decisions
5.1
At the end of the day, Ms. Besh reads the sticky notes and updates her formative data
notebook.She decides to group the class tomorrow so that those needing more support and time
will have it, and those ready to move into combining their sentences into an essay will be able to
do so.
Figure 13: Third Grade Vignette — Passage-Based Writing (continued)
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The Formative Assessment Process in Early Literacy • Section II
F. Conclusions from Both Examples
In this final section, we highlight some common themes across the two early literacy
examples, paying particular attention to the need to differentiate the instruction for
the various needs of student readers and writers.
It’s All About the Planning
Differentiating instruction is accomplished in an effective manner only by intentional
planning in advance of the lesson. In both vignettes, the FAME Planning Template
(see Figure 1) offered thinking and action points for the educator to consider and use
to prepare the lesson. This template provides the opportunity to honestly consider
the way a lesson might play out with a specific population of students, allowing
the educator to strengthen the tier one instruction as opposed to remediating
after the lesson. Strategies, mediative questions, feedback, and misconceptions
are frontloaded, so the educator is prepared to adjust instruction immediately. This
planning method recognizes the diverse ways students might approach their own
thinking and actions in the moment-to-moment teaching and learning cycle.
Essential Practices in Early Literacy: K-3 (2016)
The ten Essentials referenced in part C, work hand-in-hand with the formative
assessment process to assist educators with the “how” of supporting student choice,
engagement, and ability. Below, Essential 1 and 3 are highlighted to show the
connections in the two vignettes.
Essential 1. Deliberate, researched-informed efforts to foster literacy
motivation and engagement across and within lessons
Students need to have authentic reading and writing experiences that go beyond
completing an assignment for school. Essential 1 offers a variety of ways to support
this in a classroom: allow children to make some choices in what they read and how
they respond; offer regular times for students to collaborate and learn with their
peers; establish real-world purposes for children to read and write.
In both vignettes, students had choices, sometimes limited, in the texts they read,
sentences they created, and the way they approached their work (independently or
in a supportive small group). Also, students had partner or small group time to offer
feedback and to advance their knowledge. These peer opportunities allow students
to have more agency in their own learning, as they can rely on fellow students and
themselves to deepen their understanding. Both student choice and collaborative
worktime help to ensure more substantive conversations amongst the students.
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The Formative Assessment Process in Early Literacy • Section II
Essential 3. Small group and individual instruction, using a variety
of grouping strategies, most often with flexible groups formed and
instruction targeted to children’s observed and assessed needs in
specific aspects of literacy development
The literacy educator’s job with small group work is to ensure students spend most of
their time actually reading and writing. Formative assessment strategies used during
this time help to mediate students’ thinking. Additionally, the use of questions and
strategies to explore student understanding help to ensure a dynamic learning group,
one that changes as students’ needs change.
Keep Learning Moving Forward
The formative assessment process as shown in the two vignettes supports the
curiosity and diversity of student learners. The literacy educator listens in and engages
with the students so that both student and educator know where they are going
(learning target), what the student understands now (eliciting evidence of student
understanding), and how to get to the learning target through the use of formative
feedback and instructional decisions. This asset-based model of instruction supports
the students in the moment-to-moment learning cycle.
If the student makes a mistake in thinking or action, it is not judged as “wrong;”
rather, in the formative assessment process, it is about inquiring into the student’s
thought process and nudging it forward. In this way, students and educators spend
their days growing and stretching their learning, without fear of negative judgements.
Mistakes are simply another learning opportunity.
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The Formative Assessment Process in Early Literacy • Section II
Reflection Questions for Educators:
Considering the two vignettes and some of the take-away messages in the conclusion,
how might these ideas apply in your own context? Below are some questions to help
you connect ideas from this guide to your own practice.
1. Think about a learning target for an upcoming lesson. How can you phrase
the learning target to support students’ understanding and use of the
learning target?
2. As you consider designing a literacy experience so students have both
individual and small group opportunities, how might you manage the
classroom so you can effectively offer feedback and adjust instruction to
students individually or in small groups?
3. How might you frontload the use of formative feedback in an upcoming
lesson?
4. As you study FAME’s Components and Elements and the GELN Essential
Instructional Practices in Early Literacy, what connections are you making to
your own literacy units and lessons?
5. How could you practice inquiring into the thinking of your literacy learners
without negatively judging them? How might this change the culture of a
classroom?
6. As you think of an upcoming reading lesson, what are some strategies you
might use to elicit evidence of students’ comprehension?
We look forward to hearing about your experiences implementing the formative
assessment process in literacy. Please send any feedback on this guide and/or your
work in the classroom to [email protected].
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The Formative Assessment Process in Science • Section Title
If the student makes a mistake
in thinking or action, it is not
judged as “wrong;” rather,
in the formative assessment
process, it is about inquiring
into the student’s thought
process and nudging it
forward. In this way, students
and educators spend their
days growing and stretching
their learning, without fear
of negative judgements.
Mistakes are simply another
learning opportunity.
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The Formative Assessment Process in Science • Section Title
49www.FAMEMichigan.org
The Formative Assessment Process in Early Literacy • References
References
Andrade, H. L., Bennett, R. E., & Cizek, G. J. (Eds.). (2019).Handbook of formative
assessment in the disciplines. Routledge.
Brookhart, S. M., Moss, C. M., & Long, B. A. (2010). Teacher inquiry into formative
assessment practices in remedial reading classrooms.Assessment in Education:
Principles, Policy & Practice,17(1), 41-58.
Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary
substance of formative assessment.Journal of research in science
teaching,48(10), 1109-1136.
CCSSO, FAST SCASS (2018). Revising the definition of formative
assessment.Washington, DC: Council of Chief State School Officers.
Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & McElhaney, K. W. (2016). Constructing
assessment tasks that blend disciplinary core Ideas, crosscutting concepts, and
science practices for classroom formative applications.Menlo Park, CA: SRI
International.
Heritage, M. & Wiley, E.C. (2020) Formative Assessment in the Disciplines: Framing a
Continuum of Professional Learning. Boston, MA: Harvard Education Press.
Kintz, et al. (2018). FAME learning guide: Developing and implementing the formative
assessment process in Michigan. Mason, MI: Michigan Assessment Consortium.
Michigan Association of Intermediate School Administrators (MAISA) General
Education Leadership Network (GELN) Early Literacy Task Force (ELTF) (2016).
Essential Instructional Practices in Early Literacy: K-3. Lansing, MI: Authors
Michigan Association of Intermediate School Administrators (MAISA) Units of Study
(2014).
Grade 2–R.2 & R.3 Series Reading Cross Genre Book Clubs. Retrieved July 2021
from https://oaklandk12-public.rubiconatlas.org/Atlas/Develop/UnitMap/
View/Default?BackLink=933271&SourceSiteID=&UnitID=16644&YearID=
2017&CurriculumMapID=830
Grade 3–W.3.1: Literary Essay. Retrieved July 2021 from https://oaklandk12-
public.rubiconatlas.org/Atlas/Develop/UnitMap/View/Default?BackLink=
933282&SourceSiteID=&UnitID=17308&YearID=2017&CurriculumMap
ID=885
Sadler, D. R. (1989). Formative assessment and the design of instructional systems.
Instructional Science, 18(2), 119-144.
50 www.FAMEMichigan.org
The Formative Assessment Process in Early Literacy
What is Formative Assessment for Michigan Educators (FAME)?
FAME is an exciting professional learning initiative sponsored by the Michigan
Department of Education (MDE) that promotes teacher collaboration and
planning for effective formative assessment
practice. A cadre of Michigan educators serves
as coaches for site-based learning teams of
teachers and administrators in Michigan schools.
Visit www.FAMEMichigan.org for more information and to access the extensive
set of supports and resources available to FAME Coaches.
NOTE to readers of a print version of this document: URLs for all hyperlinks
included in this text are included in the Endnotes (as retrieved at the date of
publication). FAME Coaches or participants can access a digital copy (with
active embedded hyperlinks) on the FAME website or by requesting a file from
51www.FAMEMichigan.org
The Formative Assessment Process in Early Literacy • Endnotes
Endnotes
i A printable version of the FAME Components and Elements table is available
on the FAME website, with hyperlinks to documents that provide descriptive
overviews of each element.
https://famemichigan.org/wp-content/uploads/2017/08/FAME-Comps-and-
Elements-Table-and-FA-Graphic.pdf
ii Michigan English Language Arts Standards:
https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf
iii Essential Practices in Early Literacy: Grades K–3:
https://literacyessentials.org/literacy-essentials/the-essentials/essential-
instructional-practices-in-early-literacy-grades-k-to-3
iv Series Reading Cross Genre Book Clubs (2014):
https://oaklandk12-public.rubiconatlas.org/Atlas/Develop/UnitMap/View/
Default?BackLink=933271&SourceSiteID=&UnitID=16644&YearID=2017&
CurriculumMapID=830
v LITERACY.W.3.1:
http://www.corestandards.org/ELA-Literacy/W/3/#CCSS.ELA-Literacy.W.3.1
52 www.FAMEMichigan.org
The Formative Assessment Process in Science • Section Title
