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-Third Grade/ Math
-Set up math problems around the room at different stations. Have students divide into groups with pencil, paper, and clip board (or anything to write on). Have students go around in a "gallery walk" and solve and discuss each problem at each section. The sections can be one part two one big problem or all individual problems. The teacher will walk around and listen and watch each group and evaluate what the groups struggle with.
-Depending on the level of math questions/ practice problems, this assessment can be any grade level. I chose third grade because I feel like the students are old enough and can do more algebraic math problems.
-Standard: . Solve problems involving the four operations. (Entrepreneurial Skills: Critical
Thinking/Problem Solving)
-I found the tool at http://harper-academy.net/wp-content/uploads/2015/11/Math-Assessment-Strategies.pdf
-Two Strengths: 1. Being able to discuss in groups and work together 2. Being able to move around the room and sit and stand in different parts of the room
- I would improve the tool by having the students do it individually because you can see each students ability

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- Third Grade/math
-Have students make a graphic organizer out of three pages of paper. Fold papers in half and stable spine. Have students fill out organizer throughout lesson with the dimensions and definitions of different shapes/prisms, then have the students do practice problems on the next page.
-Standards: Model the volume of a right rectangular prism with whole-number side
lengths by packing it with unit cubes, and show that the volume is the
same as would be found by multiplying the edge lengths, equivalently
by multiplying the height by the area of the base. Represent threefold
whole-number products as volumes, e.g., to represent the associative
property of multiplication. (CCSS: 5.MD.C.5.a)
-I found the tool at: http://harper-academy.net/wp-content/uploads/2015/11/Math-Assessment-Strategies.pdf
-Strengths: 1. Students have a guide to take home and use on homework 2. Students take "notes" in a different, fun way
- I would improve this tool by having students fill out the graphic organizer for all math lessons to use as help and notes.

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-Kindergarten and First Grade
-Sit down one-on-one with student and ask prompted questions like "Which words sound alike? man, sat, sip" and record what the students' answer was.
-Measure- Phoneme matching, Phoneme isolation, Phoneme blending, Phoneme segmentation, Phoneme manipulation
- Standard: Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words. (adapted from CCSS: RF.K.2d) *
-  I found it at: https://www.readingrockets.org/article/phonemic-awareness-assessment
-Strengths: 1. one-on-one assessing with student allows the teacher to see the students exact strengths and weaknesses 2. Easy to see if skill is mastered or not
-I would improve this by switching up ways that student shows, some students don't test best verbally, so having students show different ways like writing.

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-Kindergarten
-Measures: The student's ability to recognize letters and sounds
-Have student sit in front of paper and ask and point to each set of letter and ask "Can you tell me what letter this is?" and "Can you tell me what sound it makes?" And record answer
-Standard: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). (CCSS: RF.K.2)
- Strengths: 1. Straight forward and not confusing for students
2. Can be boring and scary for students
-I would improve by having different manipulates and pictures to point to

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-K-2
-Grab an unfamiliar book/text and ask students to identify punctuation, words, and parts of the book. Also, have the student follow the words in the text with their finger while you slowly read it out loud.
-This measures their print awareness and their voice-to-print awareness
-Standard: Understand that words are separated by spaces in print (concept of
word). (CCSS: RF.K.1c) *
-I found the tool: https://www.scholastic.com/teachers/articles/teaching-content/informal-reading-and-writing-assessment-ideas/
- Strengths: 1. Having the student show their ability in reading books by using unfamiliar text 2. I like the voice-to-print awareness and think that is a great way to show
-I would improve this by using different forms of text like a worksheet, magazines, and textbooks

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- K-2
-Have a student write a short story by themselves on a topic they thought of.
-measure: compose appropriate language, follow the writing conventions (spelling, punctuation), and address the writing task
-Standard: With prompting and support, identify characters, settings, and major
events in a story. (CCSS: RL.K.3) *
-Strengths: 1. having students use their creativity 2. students have to make their own plot
-I would improve by making a student have a prompt or a outline so students have structure
-I found at: https://www.scholastic.com/teachers/articles/teaching-content/informal-reading-and-writing-assessment-ideas/

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-Kindergarten
-Have each student bring something special from home and  present it to the class. Then have the peers ask questions and the presenter answer two of them
-This measures being able to communicate and talk in front of peers. Asking and answering questions and being an active listener
-Standards: Demonstrate effective listening skills.
b. Demonstrate effective verbal and nonverbal communication skills.
c. Demonstrate sharing with peers.
d. Demonstrate strategies to cooperate with others.
-I found it at https://examples.yourdictionary.com/unique-informal-assessment-examples-in-the-classroom.html
-Strengths: 1. Being able to present something each student finds special and confident about
2. Asking questions makes students active listen
-I would improve this tool by having an outline of basic questions students can ask, because sometimes students ask invasive or inappropriate questions out of curiosity

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-Second
-This teachers students what germs are and how they can get you sick, and how they can wash their hands and why its important
-Teacher does lesson and teaches about germs, sickness, and hygiene. The teacher can do this by providing visuals such as pictures or videos. Then students will write a response paper about germs and how to keep germs off their hands.
-Standards: coughing and sneezing, not putting toys in the mouth, and not sharing
drinks and food.
c. Understand that personal hygiene is an important step in the prevention of
disease and illness
-Strengths: 1. Having students learn how to be healthy 2. Students get to explain in their own words what they learned
-I would improve by having students demonstrate how to effectively wash hands
-I found this at:
https://www.cpalms.org/Public/PreviewResourceLesson/Preview/50813