Predict if Joey will be able to follow Mom’s advice at his new school and if his luck has really changed.

Explain how Mr. Ed deals with Joey’s condition and how his actions affect Joey’s behavior and views about himself.

Explain how Joey’s mom earned her forgiveness and proved she can be a good parent.

Explain what Joey thinks is “normal” and if there really is such a thing as “normal.”

Explain if Joey and Mrs. Maxy have the same perspective about what happened on the field trip and why.

Analyze and compare Joey and Mrs. Maxy’s perspectives and what they both need in order to change their perspectives.

Analyze if the narrators in Seedfolks would agree or disagree with the idea that people with different cultural identities can come together to form a strong community.

Determine a theme for a story and explain how the characters’ actions support the development of theme, by using key details and character actions to describe key themes in a text.

Describe the overall structure of Seedfolks and how different events fit together to create the plot, by describing the overall structure of a text.

These assessments accompany this unit to help gauge student understanding of key unit content and skills.

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

The Cold-Read Assessment tests students' ability to read a "cold" or unfamiliar passage and answer multiple choice questions. The Cold-Read Assessment can be given in addition to the Content Assessment as a pulse point to what students can read and analyze independently, a skill often required for standardized testing.

Each assessment should take approximately one class period. If giving both assessments, schedule two days for assessments.

The Fluency Assessment measures students’ ability to read a grade-level text with accuracy and prosody, at a proficient rate. Teachers should use the information gathered from the assessment to monitor students’ fluency and plan for any necessary intervention groups. This assessment is quick and should happen at the end of a unit. Teachers should plan to pull students one-on-one to do this while the rest of the class is independently reading or writing.

Write your own chapter in Seedfolks by using a narrative structure to develop imagined experiences based on the events of the text.

Explain how the vacant lot sparks Kim’s and Ana’s memories of the past and if the memories are the same.

Compare and contrast how the garden influences Leona with how others are influenced by the garden.