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English Language Arts Self-Monitoring and Assessment

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This is my lesson plan. I need an assessment to go with it. Could you please help me with the assessment on this lesson plan? I have messed around and waited until the last second. I have two more lesson plans I am working on and they are due today. This would help me a lot. I was messing around with using this for the assessment. Assessment: Monitor students to determine if they can: consistently and successfully self-monitor their understanding of text as they read and complete the questions. I know I would need more for the assessment. Not sure about giving homework. If I am confusing you please ask. Please do not copy and paste. I just need help on making my assessment for this lesson plan. Thank you.

Subjects: English Language Arts
Topic: Monitoring Comprehension
Grade: 2
Time required: 30-45 minutes
Objective: Students will increase their comprehension through self monitoring
The story Flat Stanley will be read as a part of the shared reading lesson. The comprehension strategy that the students will focus on during the lesson is the monitoring strategy. During the reading process, the teacher models the monitoring techniques that require the readers to ask themselves questions when they feel there is a comprehension issue, shift to problem-solving mode in order to figure out the meaning of word. In order to learn more about a topic in the text, they will be able to narrow down a confusing part, reread the text, or even ask the teacher for additional help.

Learning Content
This lesson is geared to the comprehension strategy of monitoring. The students will use the monitoring strategy to better understand and comprehend what they are reading.

1. The teacher and the students will read the book together in class.
2. The teacher will have a question from the worksheet written on the white board as an example.
3. The class will read together and, at the designated stopping point, the teacher will ask the first question, the one
written on the white board. The teacher will ask the students to raise their hand if they know the answer.
4. The students are encouraged to use sticky notes to write themselves questions and write down the words they do not know. They are encouraged to raise their hands when they need further clarification about what is being read.
5. When the reading has concluded, give each student the handout and have the student fill it out. The students may use their sticky notes and review the chapter to find the answers.


White board
Erasable markers
Flat Stanley by Jeff Brown
Hand out

Chapter Questions Name ___________________________

You may use your book to answer these questions. Write your answers on a separate piece of paper.

Chapter 1
1. What was Stanley's problem?
2. How did Stanley feel?
3. What did they do before they went to the doctor?
4. Did the doctor know how to help him?
5. Why did Mrs. Lambchop measure Stanley?

Write a brief summary of the chapter in your writing journal

Chapter 2

1. Did Stanley like being flat?
2. Was Arthur (brother) jealous of Stanley?
3. Write 3 or 4 sentences to tell how Stanley helped his mother in chapter 2.
4. What toy did the police think Mrs. Lambchop was playing with?
5. Why did Stanley go to California?
6. How did Stanley go to California?
7. Why didn't he go on a plane or a train?
8. What two things did Mrs. Lambchop put in the envelope with Stanley?
9. What did Stanley's friend Thomas Jeffrey write on the envelope when he
came back?

Write a summary of the chapter in your writing journal.

Homework: Write as if you were Flat Stanley and what it felt like to be in an envelope and what kind of ride he had.

Standards & Assessments:
NC- North Carolina Standard Course of Study
Subject: English Language Arts
Grade: Second Grade
Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and ...
Standard 2.03 : Read expository materials for answers to specific questions
Standard 2.05 : Self-monitor own difficulties in comprehending independently using several strategies
Standard 2.06 : Recall facts and details from a text


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Solution Preview

I love Flat Stanley and he's universal! Your assessment should directly reflect what is in your Standard Course of Study and Pacing Guide. Those reviewing the lesson plans will cross-check the standards you have included, when reviewing the assessment.

Here are some ideas.

The learner will develop and apply strategies and skills to comprehend text that is read/ heard.

1. Through discussion, and a teacher-made checklist, key vocabulary words and concepts will be reviewed. As question/answer discussion takes place in small groups, the teacher will check off content he hears, as he walks around to each group.
2. Through discussion, and teacher-made checklist, key vocabulary words and concepts will be reviewed. As question/answer discussion takes place in the whole class, oral ...

Solution Summary

Vocabulary words, oral quiz and other assessment for a Flat Stanley lesson are discussed.

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FBA, Part 1


Complete the following for the child you have selected:
1• Provide general (anonymous) information about the child including age, grade level, and the context in which the FBA was conducted.

2• Identify and define the target behavior and replacement behavior(s).

3• Describe the problem behavior in concrete terms. Be specific about when and where the behavior occurs as well as the nature of the problem behavior.
4. Describe any consequences of the problem behavior that might be encouraging its continuation.

5• Collect data. (Select at least one indirect and two direct assessment methods listed below.)

• Indirect observation
o Interviews
o Record reviews
o Checklist and questionnaires

• Direct observation
o Scatter plot
o A-B-C chart
o Direct measures of behavior

6• Identify the function of the behavior.

7•Explain your hypothesis for why the student is choosing to exhibit the behavior you are analyzing. Include direct observation data that supports your hypothesis.

Because there is no one set of tools that a teacher or team must use to conduct a Functional Behavioral Assessment, you should consult articles, and the online resources to find tools to help you develop the steps and gather data.


Student X is 16 years old, who currently is placed in a self-contained classroom. This student is currently a 10th grader, but he is performed at the mid of grade level in the areas of math, reading and writing. This student has ADHD which is making relation with his inattention, hyperactivity and learning problem. The FBA was conducted in the classroom setting during math, English, History and art classes on Monday and Tuesday.
During in the math period of 8:50 to 9:50 this student remains on task, and follow direction. He had a minimal distraction, but teacher gave him a prompt and right away he was back on task. During math class he enjoyed working in activities that involve hands on, such as working with blocks. During English period of 9:50 am to 10:50 am student X was off task, he started calling out and tapping on his desk. The teacher gave him the first prompt, this is your warning for no follow direction, no staying on task. Please continue working and if you need anything or have any question please raise your hand. At 10:00am, student X moved out of his assigned area and started distracting another student. The teacher redirects the student, you need to go back to your seat and continue working, this is your mines for been out of you assigned area, please finished your assignment. Three minutes later student X again, "This is boring, why I need to learn this. I'm not going to do it", then, he started laughing and made inappropriate comments to one of his classmate. The teacher right away addresses his misbehavior by sent him to time out room for been disrespectful, no following direction and off task. Student X reacted verbally and physical aggressive by yelling to the teacher "I'm not walking to time out, I didn't do anything, you are BH, I hate you, he flips his desk and walk to time out. After 5 mins cool down in timeout room, the teacher went and processed with him and asked him some questions. Why I directed you to timeout? Student X said "for been disrespectful and for distracting my classmate". What do you need to do next time to avoid consequences? Student X, said "I should it raise my hand and ask for a self". Teachers asked him a last question what made you so upset or feel like you need to do that? Student answered, that he didn't understand and he felt embarrassed if he asks in from everybody. Teacher said "is ok to ask questions and ask for help, I'm here to help you".

The behavior I analyzed evolved Student X who seems to get off task, no follow direction, get very disrespectful and physical and verbal aggressive. According to the ABC chart I noticed that student X can become disrespectful when he has reached academic situation or becomes behaviorally or socially frustrated, but often this misbehavior occur right before lunch time in English History class. In addition, this student has a language processing deficit which explains his significantly lower performance on verbal task.

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