# data[].attributes.body
1. Create a post that includes:

Your Key Assessment Presentation. Please add it in the form of an attachment. Try to keep the text short but explain in details within your link. You can add video or audio to make the presentation more engaging and to clarify any points.

2. Read your peers’ reflections

3. Comment on at least two+ classmates’ posts with thoughtful feedback or connections to your own experience

# data[].attributes.headline
5th Grade Bridges Math Unit 6 Plans for Assessments 

# data[].attributes.subject
5th Grade Bridges Math Unit 6 Plans for Assessments 

# data[].attributes.body
My Presentation: 5th Grade Bridges Math Unit 6 Plans for Assessments

I revised my 5th grade Bridges Math Unit 6: Graphing on the Coordinate Plane and Classifying Quadrilaterals Unit from Day 1 through the final performance assessment. To create an end-of-unit assessment that aligns with content and language objectives for multilingual learners, I began my revisions at the start of the unit. The reason for this is because assessment can be so much more than the traditional, end-of-unit summative test.

# data[].attributes.headline
Statistics and Measures of Central Tendency

# data[].attributes.subject
Statistics and Measures of Central Tendency

# data[].attributes.body
My current 5th grade Statistics unit contains a lot of difficult concepts and vocabulary. The current unit assessment focused a lot on vocabulary knowledge versus conceptual knowledge. I modified the unit to better address the needs of multilingual learners through the use of word banks, sentence frames, multi-modal activities, partner work and modeling. The summative assessment allows the students to engage in the mathematical concepts using a presentation method of their choice. Assessment AS learning is spread throughout the unit for students to self-assess their understanding. Assessment FOR learning occurs in each activity through teacher observation along with student engagement. Assessment OF learning takes place during the summative assessment in which students determine the better NBA player: LeBron James of Steph Curry.

# data[].attributes.attachment_link.description
Amazingly Simple Graphic Design Software - Canva

# data[].attributes.headline
4th Grade Writing Assessment Presentation

# data[].attributes.subject
4th Grade Writing Assessment Presentation

# data[].attributes.body
My presentation outlines the planning process for an authentic assessment in a 4th-grade writing classroom, aligned with academic content standards (CCSS) and English language development standards (WIDA). Based on the principles of Assessing Multilingual Learners: Bridges to Empowerment, it integrates content and language through meaningful, student-centered tasks. The assessment includes various writing genres—opinion, informative, and narrative—and addresses the stages of the writing process. It considers the needs of multilingual learners at WIDA Levels 2 to 4, providing differentiated support according to their language development. Instructional goals focus on organizing narratives, writing informational texts, and collaborating during revision. Tasks require the use of academic language, specific vocabulary, and complex grammatical structures. Students develop listening, speaking, reading, and writing skills simultaneously. They create authentic writing products like personal narratives and informational brochures, present their work orally, and participate in peer reviews. Assessment tools include writing rubrics, oral presentation checklists, teacher observations, and adaptations to ensure equity. The final task combines a written product with an oral presentation, evaluating students holistically. This comprehensive approach emphasizes continuous learning and student growth, ensuring that both content knowledge and language development are measured in meaningful academic contexts. The complete essay explaining my presentation can be read in this document.

# data[].attributes.body
This presentation showcases a revised assessment framework for Kindergarten Unit 7 (Measurement and Teen Numbers), originally developed using the Bridges in Mathematics curriculum. The redesigned model centers multilingual learners by integrating authentic, multimodal assessment tasks, aligning content and language standards, and promoting equity through family engagement and differentiated supports. Grounded in Margo Gottlieb’s framework of assessment for, of, and as learning, the presentation highlights how small shifts in practice can lead to more inclusive, empowering learning experiences for all students.

# data[].attributes.headline
4th grade science: Energy Device Challenge

# data[].attributes.subject
4th grade science: Energy Device Challenge

# data[].attributes.body
The “Energy Device Challenge” is a 4th grade science lesson where students learn how energy moves and changes. They explore different types of energy, like heat, light, and motion, and then design a simple device that shows how energy is transferred. Students work in groups, draw and label their designs, write a short explanation, and share their work with the class. The lesson includes videos, hands-on activities, and support for students learning English. It helps students build science knowledge while practicing reading, writing, speaking, and listening in English. The goal is to make learning fun, clear, and meaningful for everyone. Also was great to do because I can use this as an assessment for that unit next year!

# data[].attributes.headline
Key Assessment: Building Equity for Multilingual Learners

# data[].attributes.subject
Key Assessment: Building Equity for Multilingual Learners

# data[].attributes.body
Assessment is more than just measuring test scores it is about understanding what students know and can do in meaningful ways. For multilingual learners, ML's, traditional assessments often fail to reflect their true abilities because they do not consider language development, cultural knowledge, or home experiences. A strong assessment system should include portfolios, performance tasks, and input from families to capture a complete picture of student growth. These approaches allow students to use both their home language and English to show learning. Fair, inclusive assessment practices support equity and help teachers plan instruction that meets every student’s needs and values their full potential. To do this we feel that dedicated Student Support Facilitators, SSF, or ML Case Managers would be able to help meet the needs of our ML population.

# data[].attributes.attachment_link.description
Login to access and create your next design.

# data[].attributes.body
This presentation outlines a 1st grade English Language Arts unit focused on teaching students how to compare and contrast characters, settings, and events in fairy tales and folktales. Through engaging activities like read-alouds, sentence frames, graphic organizers, and Venn diagrams, students explore classic tales such as Goldilocks and The Three Little Pigs. Emphasis is placed on vocabulary development, academic language supports for multilingual learners, and scaffolded writing tasks. Students will demonstrate their understanding of key elements of Magic Stone Soup and The Drum by completing a creative performance and written reflection comparing and contrasting the two stories.

# data[].attributes.headline
3rd Grade Unit 6: Informational Text Features

# data[].attributes.subject
3rd Grade Unit 6: Informational Text Features

# data[].attributes.body
For Unit 6 of our 3rd grade curriculum, students learn about Informational Text Features and how to apply them in their own sample of writing. Although this assessment is given in English to our Dual class, having the opportunity to take this course has given me better insight on how I could accommodate my ELL students regardless of the target language they are assessed in. Throughout the lessons, I have integrated a variety of options in assessments for, as, and of learning, as well as being more open minded as to how to use my student's native language in a way that ensures that they are able to confidently demonstrate their background knowledge and the knowledge they are able to acquire through the lessons. This avoids them from feeling excluded or unable to contribute to the activities that have been integrated in the lessons due to concern over their language barrier. Moving forward, I will definitely be much more mindful of blending what I have learned through this class so that my students' learning experience will be more equitable and engaging for all.

# data[].attributes.body
In this unit, students will read biographies about various historical figures who made an impact on the world (changemakers) and describe their impact. Through scaffolding, multimodal formative, summative, and performance assessments, students will demonstrate their ability to summarize the author’s main points, compare the significant points across text, and use key vocabulary to explain their understanding of the key concepts presented. The accommodations and assessment formats address assessement of, assessment as, and assessment for learning and are designed to promote equitable practices to ensure that all learners are successful.

# data[].attributes.body
My Key Assessment is based on my current guided reading block for 4th Grade students. I have included books that are required by my school district to read during this block of instruction. I worked on "Unit 1 Reading ." These books will be read at the beginning of the school year. The books that are included in this unit are fiction. I have included in my slide presentation the books, examples of formative assessment and an example of the end of unit assessment.

# data[].attributes.headline
Pearce, Miller- Change makers in History

# data[].attributes.subject
Pearce, Miller- Change makers in History

# data[].attributes.body
Supporting Multilingual Learners in 4th Grade ELA Assessments

In our 4th-grade biography unit, we designed assessments that support both language development and content mastery for multilingual learners. We align all assessments with ELD standards and the Common Core (RI.4.8 and RI.4.9), using tools like WIDA ACCESS and WIDA MODEL to track proficiency, while also incorporating formative classroom strategies such as cloze tasks, sentence frames, oral presentations, and graphic organizers. These allow students to demonstrate understanding without being unfairly limited by their English skills.

To ensure equity, we embed accommodations such as bilingual glossaries, extra time, visuals, and opportunities for oral or partner responses. We also activate prior knowledge through discussions, K-W-L charts, and culturally relevant visuals, which helps students connect new content to their experiences. Throughout, our goal is to assess what students know—not just how well they can express it in English. This approach creates a more accurate, inclusive picture of student growth.

# data[].attributes.body
The unit, "Rites of Passage," is designed for 8th-grade Spanish Language Arts and explores cultural transitions into adulthood. It integrates content and language development standards through reading, writing, speaking, and listening activities. The culminating project, "Mi Rito de Paso," allows students to connect personal experiences with global practices through essays, narratives, and group presentations. This is a great example of meaningful, culturally responsive, and authentic assessment for multilingual learners!

# data[].attributes.headline
Discovering Geometry: Visual Thinking and Logical Reasoning for the English Language Learner

# data[].attributes.subject
Discovering Geometry: Visual Thinking and Logical Reasoning for the English Language Learner

# data[].attributes.body
In this Key Assessment, I created a model Unit framework that supplements activities and offers an alternative assessment structure to our existing geometry curriculum.  Using our current curriculum as a base, I connected every learning target and formative benchmark to an activity promoting student success. The purpose of this presentation, which is based on best practices, is to persuade my colleagues that we can transition away from traditional, teacher-centered instruction and toward a more effective and supportive assessment-for-learning model.

# data[].attributes.attachment_link.title
G. Adams Key Assessment Presentation EDU 5140

# data[].attributes.headline
1st Grade Compare/Contrast Story Elements

# data[].attributes.subject
1st Grade Compare/Contrast Story Elements

# data[].attributes.body
This presentation covers a 1st grade English Language Arts unit focused on teaching students how to compare and contrast characters, settings, and events in fairy tales and folktales. It explores different versions of the same story such as Little Bear and the Three Campers and The Three Snow Bears, which are both adaptations of Goldilocks and the Three Bears. This unit includes read alouds, rich discussions, sentence frames, and graphic organizers. The original assessment that our district used for this is very writing heavy and doesn't include any supports to help ELL students be successful. Our adapted performance assessment involves students acting out scenes from two stories to demonstrate understanding of the story elements. Then they are given supports, such as sentence stems, to write a written reflection comparing and contrasting the two stories.