A Collection of Formative Assessment Activities

Ideal for Grades 5-9

Teachers
Use these exit slips & entrance tickets to formatively assess your students learning in
fun, creative ways. This packet is full of quick and engaging activities that can be
completed in under 5 minutes. The slips are formatted two-per-page in black and white,
so it will save you on paper AND ink--hooray! You can collect the slips at the beginning
or end of class, or you can have the students put them in the Reflection side of their
Interactive Social Studies Notebooks. It is so easy (and useful) to incorporate these into
your lessons, and the insight that you gain about students comprehension and
understanding is invaluable.
You can decide whether you want to give them at the end of class to make sure that the
students understood the material that you just taught, or you can give them at the
beginning of class to see if the students remembered what they previously learned the
day before. Its up to you and what youre looking to quickly assess.
Enjoy!

Table of Contents
Title

Pages

Whats In My Head?

7-8

What Stuck With You?

9-10

3.2.1.

11-12

Quick Pic

13-14

Crystal Ball Predictions

15-16

Fortune-ate Advice

17-18

Wrap It Up

19-20

Tweet All About It

21-22

The Bright Idea

23-24

Compare & Contrast

25-26

The Award Goes To

27-28

I Love It

29-30

Show What You Know (1)

31-32

5 Ws

33-34

Medal of Honor

35-36

Table of Contents
Picture It

37-38

Have You Caught What I Taught?

39-40

Insta-Snap

41-42

Caught Being

43-44

Show What You Know (2)

45-46

Give Me Give

47-48

Quick Question

49-50

S.S. Hall of Fame

51-52

The Important Thing

53-54

Somebody Wanted But So

55-56

Txt Msg Sumre

57-58

Draw What You Saw

59-60

Report Card

61-62

Connect Four

63-64

Sticky Vocabulary

65-66

In My Opinion

67-68

Table of Contents
Song Playlist

69-70

Catch It

71-72

So Pinteresting

73-74

#Summary

75-76

Participation Check

77-78

Post Card

79-80

Postage Stamp

81-82

Find Someone Who

83-84

Theres An App for That

85-86

License Plate Cover

87-88

Acceptance Speech

89-90

Historical Statue

91-92

Snow Globe

93-94

Ethnic Group Flag

95-96

Google It!

97-98

Trading Card

99-100

Table of Contents
Fieldtrip Wish List

101-102

Scene It

103-104

Who Am I?

105-106

Testing, Testing 1-2-3

107-108

Shoe Logo

109-110

Pick Your Brain

111-112

A New View

113-114

Classic Ticket Out the Door

115-116

Teacher Whats In My Head

Have students take 3-5 minutes to quickly jot
down EVERYTHING that they remember about
the topicfacts, people, dates, quick pictures,
etc.

Write down everything that you

know about the topic.

Write down everything that you

know about the topic.

Teacher What Stuck With You?

Have students write down the single most
important thing that they can remember from
the lesson.

What is the most important thing that

you remember from todays lesson?

What is the most important thing that

you remember from todays lesson?

Teacher 3.2.1.
Have students write down 3 facts about the
lesson, 2 important vocabulary words, and 1
question that they have. You can quickly read all
of the questions at night and go over them the
next day.

Interesting Facts:

Interesting Facts:

Key Vocabulary Words:

Key Vocabulary Words:

Question You Still Have:

Question You Still Have:

Teacher Quick Pic

Have students quickly sketch an important part
of the days lessoncould be a person, event,
etc.

Sketch a quick picture about todays

topic.

Sketch a quick picture about todays

topic.

Teacher Crystal Ball Predictions

Have students make a prediction about what will
happen next (as long as they dont know the
actual outcome). Examplewho wins the war,
what happens to the civilization, etc.

Based on what we learned today, what do you think is going to

happen next?

Based on what we learned today, what do you think is going to

happen next?

Teacher Fortune-Ate Advice

Have students write advice for a person that you
are studying (or it could be a thing, country,
civilization, etc.). Example: Always trusts your
instincts for the U.S. regarding Hitler.
I like to have the students write fortunes at the
end of class, and then explain them (on the back)
at the beginning of the next class.

Write a fortune cookie fortune for one of the

significant people that we are studying.

Write a fortune cookie fortune for one of the

significant people that we are studying.

Teacher Wrap It Up
Have students write a summary (couple of
sentences) about the days lesson.

Briefly summarize todays lesson.

Briefly summarize todays lesson.

Teacher Tweet All About It

Have students write a tweet summary of the
lessons (less than 140 characters).
The hashtag is where they write the topic.

Write a tweet about todays lesson. Keep it

short and to the point, but include enough
information to prove you understand the
concept.

Write a tweet about todays lesson. Keep it

short and to the point, but include enough
information to prove you understand the
concept.

Teacher The Bright Idea

Have students write down the most important
thing from the lesson.

Write down
the most
important
thing you
learned
today.

Write down
the most
important
thing you
learned
today.

Teacher Compare & Contrast

Have students use the Venn diagram to compare
and contrast two concepts that you are
studying.

Teacher The Award Goes To

Have students create an award for a person (or
country, civilization, event, thing, etc.) that you
are studying. Example Most Likely to
Succeed goes to Christopher Columbus. I
usually have the students explain the award on
the back (the next day).

Design an award for a significant person that

we are studying.

Design an award for a significant person that

we are studying.

Teacher I Love It
Have students write down the things that they
loved about the lesson. It could be things about
the actual topic, or the ways that they lesson
was taught.

What did you LOVE about todays lesson?

What did you LOVE about todays lesson?

Teacher Show What You Know (1)

Have students write down Examples and
Counterexamples about the topic/vocabulary
term.

Topic:
Examples:

Topic:
Counterexamples:

Examples:

Counterexamples:

Teacher 5 Ws
Have students write the Who, What, Where,
When, Why of the topic. I like to use this as an
Entrance Ticket because the students have to
really remember what they learned the day
before.

Who?

Who?

What?

What?

Where?

Where?

When?

When?

Why?

Why?

Teacher Medal of Honor

Have students create a medal for a person (or
country, civilization, event, thing, etc.) that you
are studying. Example: Historys Most Violent
Civilization to Aztecs.
I usually have the students explain the medal on
the back (the next day).

Create a medal for a significant person that

we are studying.

Create a medal for a significant person that

we are studying.

Teacher Picture It
Have students choose (or you can tell them) the
most important vocabulary word from the
lesson. They will sketch a symbol to represent
the word.

Draw a symbol to represent an important

vocabulary word from todays lesson.

Draw a symbol to represent an important

vocabulary word from todays lesson.

Teacher Have You Caught What I

Taught?
This is a quick measure to see if the students
understand what theyre learning. I tell them that
if they Totes Got It, they should be able to
explain it to someone else.

Totes Got It

Totes Got It

Almost Got It

Almost Got It

Kinda Sorta Maybe

Kinda Sorta Maybe

Wait. What?

Wait. What?
Comment for Me:

Comment for Me:

Teacher Insta-Snaps
Have the students draw a picture of an
important part of the days lesson (could be an
event, location, person, etc.). They should also
write a #summary of the event. (This is usually
just a couple of words.)

What would you capture from the events in

todays lesson? (Illustrate & Summarize)

What would you capture from the events in

todays lesson? (Illustrate & Summarize)

Teacher Caught Being

These are great tools to keep for parent
conferences! The students should write if they
were caught being good, silly, rude, helpful,
disrespectful, etc. and tell how that positively or
negatively impacted their learning. I also like for
them to write how their behavior impacted
others behavior as well.

Today, my behavior impacted my

learning by

Today, my behavior impacted my

learning by

Teacher Show What You Know (2)

Have students write down Synonyms and
Antonyms of the vocabulary term.

Vocab Word:
Synonyms:

Vocab Word:
Antonyms:

Synonyms:

Antonyms:

Teacher Give Me Five

Have students write down 5 things that they
learned on the hand. They can write down facts,
dates, people, draw symbols, etc. I usually have
them circle the most important thing that they
learned when they are finished.

Write down 5 important things that you

learned from todays lesson.

Write down 5 important things that you

learned from todays lesson.

Teacher Quick Question

At the end of class, have the students create a
good quiz question about the days lesson. At
the beginning of class, pass out the papers
(make sure no one gets their own) and have the
students answer the questions.

Write down a question about todays lesson

for one of your classmates to answer.

Write down a question about todays lesson

for one of your classmates to answer.

Question:

Question:

Answer:

Answer:

Teacher SS Hall of Fame

This is good for the end of a unit with a lot of
people (or at the end of the school year). The
students should think about who deserves a star
in the SS Hall of Fame because they had the
biggest impact on history. They will write the
persons name in the star and then write a brief
description in the box.

Who should be inducted into the SS Hall of

Fame? Why?

Who should be inducted into the SS Hall of

Fame? Why?

Teacher The Important Thing

This is modeled after The Important Book by
Margaret Wise Brown. If you can get your hands
on it, its a quick, simple read aloud, but it isnt
necessary to have to complete this slip.
The students write several basic facts about the
topic, and then they write the MOST important
fact at the bottom.

The important things about todays topic are:

1.

The important things about todays topic are:

1.

2.

2.

3.

3.

But the MOST important thing is

But the MOST important thing is

Teacher S.W.B.S.
Somebody -- (the persons name)
Wanted (what were they trying to do/what
was the goal?)
But (what was the problem/what got in the
way?)
So (what ended up happening?)

Somebody:

Somebody:

Wanted:

Wanted:

But:

But:

So:

So:

Teacher Txt Msg Sumre

Have the students write a short summary of the
lesson. You can choose to let them write in
texting language, but I will warn you, this takes
longer! I make them write out the summary in
long-form first, and then if theres extra time,
they can change some words to txts.

Summarize todays lesson in a short text message.

Summarize todays lesson in a short text message.

Teacher Draw What You Saw

Have the students close their eyes and think
about what they learned from the lesson. They
should try to imagine what it would have been
like to live in that event. When they have a good
picture in their heads, they should open their
eyes and draw what you saw.

Imagine that you are alive during the time

period that we are studying. Sketch an
important moment as if youre there.

Imagine that you are alive during the time

period that we are studying. Sketch an
important moment as if youre there.

Teacher Report Card

You can have the students grade the topic,
lesson, way it was taught, etc.
I have the students grade countries based on
their governments and economies.

You are the teacher! Give todays lesson a

grade and a comment.

You are the teacher! Give todays lesson a

grade and a comment.

Grade:

Grade:

Comments:

Comments:

Teacher Connect Four

Have the students make connections to what
they are learning. They can relate the topic to
something in their own lives, a movie or book,
another event that it reminds them of, or
something else entirely.

How did you connect to todays lesson? What

did the topic remind you of?

How did you connect to todays lesson? What

did the topic remind you of?

Personal Experience:

Movie/Book:

Personal Experience:

Movie/Book:

Another Event:

Other:

Another Event:

Other:

Teacher Sticky Vocabulary

At the end of class, have the students write
down important vocabulary words from the
lesson. The next day, randomly pass out the
papers and have the students define each
others words on the back.

Write 3-5 important vocabulary words that stuck

with you from todays lesson on the web below.

Write 3-5 important vocabulary words that stuck

with you from todays lesson on the web below.

Teacher In My Opinion
Have the students write down their opinions
about the topic. The key is to have them explain
why they feel this way.

Whats your opinion about the topic of todays

lesson? Why do you feel this way? Briefly
explain.

Whats your opinion about the topic of todays

lesson? Why do you feel this way? Briefly
explain.

Teacher Song Playlist

At the end of class, have the students create a
song playlist about the
topic/person/event/civilization, etc. They next
day, have the students explain why they chose
those songs (on the back).

Create a playlist for the topic that we are

currently studying.

Create a playlist for the topic that we are

currently studying.

Track 1

Track 1

Track 2

Track 2

Track 3

Track 3

Track 4

Track 4

Track 5

Track 5

Teacher Catch It!

Have students write down three important
things that stood out to them from the lesson. I
like to use this one the next day to see what they
really remembered.

Write down three things that caught your attention

from todays lesson in the net below.

Write down three things that caught your attention

from todays lesson in the net below.

Teacher So Pinteresting
Have the students draw a picture of an
important part of the days lesson. They should
also write a #summary of the event. (Usually just
a couple of words)

Pin the most important part of todays lesson. Include

an illustration and a summary.

Pin the most important part of todays lesson. Include

an illustration and a summary.

Teacher #Summary
Have the students write short (2-3 words)
summaries about the topic.

Topic: __________________________________

Topic: __________________________________

#Description:

#Description:

#KeyPeople:

#KeyPeople:

#ImportantFacts:

#ImportantFacts:

#Questions:

#Questions:

Teacher Participation Check

This is a good tool to keep for parent
conferences. I give these every once in a while
so that the students can reflect on whether or
not they are participating in class.

How did you contribute to todays class?

Explain.

How did you contribute to todays class?

Explain.

Teacher Postcard
You can use this slip in several ways:
Students write to someone at home as if theyre at a
physical feature/landmark that youre studying.
Students write the postcard as if theyve traveled back
in time & describe the event to someone today.
Students pretend that they are one of the significant
people that youre studying & write the postcard from
that persons perspective.
*Have the students draw an illustration on the front.

Dear:

To: ________________

___________________
___________________

Sincerely,

Teacher Postage Stamp

The students will design & color a stamp that features
something from the unit. It could be a location, event,
person, etc. I also have the students write a brief
summary of why the event/person was chosen for the
stamp.

Directions: Design a stamp that features something that

we have studied in this unit. It could be a location, event,
person, etc. On the back, write a short summary of why
you chose this particular event/person for your stamp.

Directions: Design a stamp that features something that

we have studied in this unit. It could be a location, event,
person, etc. On the back, write a short summary of why
you chose this particular event/person for your stamp.

Teacher Find Someone Who

This is a fun exit slip to wrap up a unit. The students
have to travel around the room & find other students
who can correctly answer the questions on the slip.

Tips: I make the students initial the question that they

answered. They can only ask the same student one
time. Set a time limit & have the students go back to
their desks when finished or as soon as time is up.

1.

Define a vocabulary word:

1.

Define a vocabulary word:

2. Define a vocabulary word:

2. Define a vocabulary word:

3. Describe a key person:

3. Describe a key person:

4. Write a one sentence summary of the

topic.

4. Write a one sentence summary of the

topic.

5. Write a question that you still have

about the topic.

5. Write a question that you still have

about the topic.

6. Write the MOST important thing to

remember about the topic.

6. Write the MOST important thing to

remember about the topic.

Teacher Theres an App for That!

Have the students design an icon (for an iPad app) that
relates to todays topic. The students should draw,
color, & name the app. Also, have the students write a
short summary about the app (what the app does, who
would use it, cost, etc.)

Design an app that relates to the topic. Draw, color, & name
the app below. On the back, write a short summary about the
app (what the app does, who would use it, cost, etc.)

Design an app that relates to the topic. Draw, color, & name
the app below. On the back, write a short summary about the
app (what the app does, who would use it, cost, etc.)

Teacher License Plate Cover

Have the students design a license plate cover.
(Remind them this goes on the front of the car.) I have
my students create the plates to represent countries
that we are studying. I also have them create a plate
that could be on the car of a key person that we are
studying.

Design a license plate cover to represent the topic

that we are studying. Include a short tagline, a
symbol, & the location of the plate.

Design a license plate cover to represent the topic

that we are studying. Include a short tagline, a
symbol, & the location of the plate.

Teacher Acceptance Speech

Tell the students that a statue is being erected
in ____s honor (*key person from the lesson).
Have the students write a short acceptance
speech as if they were that person.

A statue is being erected to honor a key person from

todays lesson. Imagine that you are this person. What
would you say in your acceptance speech?

A statue is being erected to honor a key person from

todays lesson. Imagine that you are this person. What
would you say in your acceptance speech?

Teacher Historical Statue

Have the students design a statue that
represents a key person from the lesson.
*This can go along with the Acceptance
Speech slip.

Design a statue to honor a key person from todays

lesson. On the back, briefly describe how the
statue represents the person.

Design a statue to honor a key person from todays

lesson. On the back, briefly describe how the
statue represents the person.

Teacher Snow Globe

Have the students draw an important event from
todays lesson as if it were a scene in a snow
globe.

Draw an important event from todays lesson in the snow globe below.

Draw an important event from todays lesson in the snow globe below.

Teacher Ethnic Group Flag

The students will design a flag to represent an ethnic
group that you are studying.
The flag should include symbols & colors that represent
aspects of the groups culture, history, language, etc. On
the back, the students should summarize why the
different parts of the flag are significant.
*This could really be used for any groupreligious,
cultural, etc.

Design a flag to represent one of the ethnic groups

that we are studying. On the back, summarize the
significance of the symbols and colors on the flag
& how they relate to the ethnic group.

Design a flag to represent one of the ethnic groups

that we are studying. On the back, summarize the
significance of the symbols and colors on the flag
& how they relate to the ethnic group.

Teacher Google It!

The students will write the topic of the days lesson in

the search bar. They will write several important

facts, vocabulary words, dates, people, etc., that
would pop up about the topic in the Search Results
box.

Write the topic in the search bar. Next, write several important
facts, vocabulary words, dates, etc., that would pop up about the
topic in the Search Results box.

Write the topic in the search bar. Next, write several important
facts, vocabulary words, dates, etc., that would pop up about the
topic in the Search Results box.

Search

Search Results:

Search

Search Results:

Teacher Trading Cards

Have students create a trading card about a person, place, event, etc.,
from the lesson at the end of class. The next day, the students can get in
a group, put the cards together, and play Memory or other simple
games to quiz each other.
Heres an example template for a physical feature:

Create a card for an important person, place,

or event from todays lesson. Draw a picture
and write the title/name on the front. On the
back, include the location and a description.

Create a card for an important person, place,

or event from todays lesson. Draw a picture
and write the title/name on the front. On the
back, include the location and a description.

Teacher Fieldtrip Wish list

Have students write a quick note to persuade
you to take them on a fieldtrip to one of the
countries that you are studying. If time, they can
draw an illustration to accompany the note.

Wouldnt it be awesome to take a fieldtrip to one of the countries that we

are studying? Write your teacher a note to try and convince her to take
your class to this country. Include at least THREE reasons why we should
go there. Also, draw an illustration to go with your note.

From the Desk of

Wouldnt it be awesome to take a fieldtrip to one of the countries that we

are studying? Write your teacher a note to try and convince her to take
your class to this country. Include at least THREE reasons why we should
go there. Also, draw an illustration to go with your note.

From the Desk of

Teacher Scene It!

Have the students draw an important event from
todays lesson as if it were a scene in movie.

Draw an important event from todays lesson in the filmstrip slide below.

Draw an important event from todays lesson in the filmstrip slide below.

Teacher Who Am I?
Have students write 3-5 clues about one of the
significant figures that youve studied. (I like to
use this at the end of a unit so there are more to
choose from.) The next day, begin class by
having students share their clues and have their
peers guess the person. You can do this in
partners, groups, or with the entire class.

On the name tag below, write 3-5 clues about a

significant figure that we have studied. Dont write
the persons name because your classmates are
going to guess who it is based on your description!

On the name tag below, write 3-5 clues about a

significant figure that we have studied. Dont write
the persons name because your classmates are
going to guess who it is based on your description!

my name is

my name is

Teacher Testing, Testing 1-2-3

Have students write down 3 potential test questions
from today's lesson. Collect them as students leave
the room and quickly read over them to make sure
theyre appropriate. During the beginning of class the
next day, randomly pass them out and have classmates
answer the questions.
You may want to use one or two on an upcoming quiz
or test!

Wouldnt it be great if you could create your own test for this class? Well,
heres your chance! Write down 3 test questions from todays lesson on
the Final Exam below. Who knows? You may see these questions again!

Wouldnt it be great if you could create your own test for this class? Well,
heres your chance! Write down 3 test questions from todays lesson on
the Final Exam below. Who knows? You may see these questions again!

Final Exam

Final Exam

Please answer the following questions using a No. 2 pencil.

Please answer the following questions using a No. 2 pencil.

1.

1.

2.

2.

3.

3.

Teacher Shoe Logo

Have students design a shoe logo to represent one of the
significant figures that you have studied. The symbol should
represent something that the person is most known for (an
accomplishment, role in an event, an honor/award, etc.). The
students should write a brief summary of the logo in the box.
Tip: Connect this to Air Jordans for students. Who is the
significant person on the logo? What is he best known for?
What does the logo on Jordans represent?

Design a shoe logo to represent one of the significant figures that we

have studied. The symbol should represent something that the person is
most known for (accomplishment, role in an event, etc.). In the box,
explain your logo.

Design a shoe logo to represent one of the significant figures that we

have studied. The symbol should represent something that the person is
most known for (accomplishment, role in an event, etc.). In the box,
explain your logo.

Teacher Pick Your Brain

Have students take 3-5 minutes to quickly jot
down the most important things that they
remember about the lesson/topic.

Write down the most important things that

you can remember about todays lesson.

Write down the most important things that

you can remember about todays lesson.

Teacher A New View

Before the lesson, ask students to write down
what they know about the topic in the left lens.
At the end of class, have students write down
what theyve learned on the right lens.

On the left lens, write what you think you

know about the topic BEFORE we begin the
lesson. AFTER the lesson, write down what
youve learned on the right lens.

On the left lens, write what you think you

know about the topic BEFORE we begin the
lesson. AFTER the lesson, write down what
youve learned on the right lens.

Teacher Ticket Out the Door

And last but not leastthe classic ticket out
the door. I had to include this! Have the
students write what they learned and what they
still need help with.

Today I learned

I still need clarification on

Today I learned

I still need clarification on

Teachers:
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cant wait to read your feedback in my TPT store! I teach Language Arts and Social
Studies in Georgia, so my products are aligned with Common Core (LA) and Georgia
Performance Standards (SS).

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