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TWS 4 Assessment Plan Lesson 1: Science

Lesson 1 Objective: Students will be able to correctly identify 3 examples of evidence of fall through drawings.
Assessments of the Objective Pre-Assessment: Teacher will conduct a survey where she puts pictures of a tree representative of each of the seasons up on the SMART board. Teacher will question students to see whether they think each tree represents Spring, Summer, Fall, or Winter. During Assessment: Students will discuss the evidence of fall that we will be seeing outside soon. Post-Assessment: Students will draw on the back of their leaf reports 3 pictures that show changes that take place whenever the seasons change from summer to fall. Format of Formative Assessments Pre-Assessment: Teacher will record the results by writing down the number of students that voted for each tree. During Assessment: Teacher will record which students are able to participate in this conversation. Post-Assessment: Student drawings displaying evidence of fall Scoring of Assessments Accommodations

Pre-Assessment: Based on the students votes teacher will have a general understanding of fall and its effect on plants. During Assessment: Based on students participation in conversation teacher will determine whether or not she needs to further explain evidence of fall.

For drawings that may be difficult to interpret, teacher will have students verbally explain their drawings.

Post-Assessment: Teacher will determine whether or not the students have met the objective through their drawings. Teacher will check to see that their drawings display three different evidences of fall that we discussed during the lesson.

Alignment with the Objective

The pre-assessment will allow for me to see if the students have the basic knowledge that in fall the leaves on the trees are changing colors. The observations and notes I make during the discussion will allow me to see if they are gaining knowledge through the discussion. I will also be able to see how their idea of fall is forming through

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their conversations. Having the students draw evidence of fall will allow me to see what they recall from the lesson, and if they can now identify things associated with fall. The post-assessment directly aligns with the objective and their completion of the postassessment will determine whether or not they met the objective.

Analysis and Reflection of Assessments

A) For the pre-assessment, I had planned to conduct a survey where I put pictures of a tree representative of each of the seasons up on the SMART board, and then question students whether to see what they thought each tree represented. As I performed my pre-assessment I told the students to only raise their hand for one of the four, whichever they thought represented fall. The students raised their hands multiple times, and I think they also copied each other and would raise their hand just because they saw lots of other people raising their hand. The pre-assessment did not give accurate information concerning what the students knew about fall. If I could do my lesson over I would pre-assess my students the day before and ask them individually what they could tell me about fall. B) For the during assessment I had planned on recording which students were participating in the read-aloud and discussion outside. There was not time during my lesson for me to stop and record my students thoughts and participation. I realized after my lesson that it was very unreasonable and unrealistic for me to try to record observations during my lesson. I decided that I would use my leaf report as the during assessment. The students did a good job observing their leaves with magnifying glasses and drawing their leaves. A majority of the students had a hard time with the part where they had to determine whether their leaves were small, medium, or large and also identifying the color of their leaf. Overall 19 out of 26 (73%) students completed all three parts of the leaf report; drawing, size, and colors. C) For the post-assessment I had planned to have students draw on the back of their leaf reports 3 pictures that show changes that take place whenever the seasons change from summer to fall. I ran out of time to have the students do the post-assessment so I ended up coming back the following day so I could verbally assess students as individuals. This assessment provided me with the best data from my lesson. I first started questioning the students by asking them what they could tell me about fall and the question I asked was very broad. The children gave me very basic answers like the leaves change colors or they fall off the trees. I decided to change the way I worded the questions and asked them more specific questions like what happens to the leaves in fall? The students were able to recall more specific information when I questioned them this way. For example if I asked a child what happens to birds in the fall, most of the students responded by saying they fly to warmer

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places. I learned a lot about how to ask kindergarteners questions. I needed to help them a little bit more with their recall so that they would be able to give me more specific information. From the post-assessment data I was able to see that 12 out of the 26 (46%) students could recall three or more facts about fall and 9 students could identify at least two aspects of fall. Some students were even able to explain reasons for why certain changes occur.

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All About a Leaf

This is my leaf.
The size of my life is:

large
medium
small

The color of my leaf is:

brown green
Lesson 2: Social Studies

orange yellow

red blue

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Lesson 2 Objective: Students will be able to distinguish between tools that a firefighter uses and tools that other community helpers use by correctly placing six tool cards on a chart.
Assessments of the Objective Pre-Assessment: Teacher will question students individually before the lesson and write down their responses. What do firefighters do? Can you tell me one tool that they use? During Assessment: Students will complete an activity using cards and a yes/no chart. The students will distinguish between which tool cards are used by firefighters and which tool cards are used by other community helpers. Post-Assessment: Students will write a complete sentence using the chart we created as a class as a reference. Students will draw an illustration to match their sentences. Format of Formative Assessments Pre-Assessment: Teacher will record students answers to questions in a chart. During Assessment: Teacher will use a checklist and observe students work to check off which students correctly placed the tool cards. Post-Assessment: Student written sentences and drawings Scoring of Assessments Pre-Assessment: Based on the students responses teacher will determine what to teach the students about firefighters. Accommodations

ESOL students/NonReaders: Teacher will use lots of visuals when creating the firefighter chart. The cards placed on the chart will be in picture and word form. During Assessment: While going through the Teacher will determine lesson teacher will if students met the explain how the tools objective by checking are used and make sure to see that the the students students could place understand the names all six tool cards of the tools since correctly in the yes/no students may not be chart. Students that do familiar with vocabulary not place all six tool necessary to learn cards correctly will be about fire fighters. considered to not have met the objective for Speech: Teacher will the lesson. make sure that as she gives directions she will Post-Assessment: model for the students Teacher will check to and visually show them see that students what to do. write a complete sentence and draw a Early Finishers: Students picture to match the will work on writing sentence. more sentences and drawing more pictures using the chart we will create as a reference.

Alignment with the Objective

Asking the students what firefighters do and what tools they use will allow me to see what the students prior knowledge is concerning firefighters and what basic associations they make to firefighters. From their answers I can determine what I need to teach about firefighters and specifically what tools. The Yes/No chart activity will

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allow to me to see if the students can distinguish between tools a firefighter uses and tools other community helpers use which directly aligns with the objective. This assessment will determine if the students meet the objective for the lesson. Afterwards students will work on writing by referring back to the chart to write a sentence about firefighters which will allow the students to focus on one certain thing about firefighters and review what we learned.

Analysis and Reflection of Assessments:

A) After completing the pre-assessment I was able to see that most of the students had basic knowledge of firefighters and what they do, but I wanted to expand their understanding of firefighters and get them to realize that firefighters do more than just use a water hose to put out fires. I used the data from the preassessment to decide what information we would learn about firefighters. B) Most of the students easily and quickly cut and placed their cards in the yes/no chart. The students are used to cutting and gluing based on previous activities they have done in class. This was their first instinct when working on this activity, and as I saw some students begin to glue down the cards I stopped the students and informed them not to glue them down but simply stack them up and place them on either the yes side of the chart or the no side of the chart. Several students glued their cards in a stack. I ended up spending a good amount of time with one child because he had difficulty with this activity. He is the child I have chosen to follow as the below average student, and I explain his difficulty with this assessment in the analysis of student learning. It got more difficult at the end as students all began finishing up around the same time. I was only able to check fourteen out of the twenty-five students work. All fourteen got the activity completely correct, and therefore met the objective for the lesson. Although I wasnt able to check off all twenty-five students based on the data from the fourteen students, I would say that most of the students had a very good understanding of tools a firefighter uses after the lesson. C) There were twelve students that completed the post-assessment and used the chart to write a phrase or sentence about firefighters. The amount of time left at the end of the lesson affected how far the students got in writing their sentences. This assessment didnt turn out as I had planned because I had hoped that the student would all have adequate time to complete this activity. Other than the issue of not having enough time another concern that I have with this assessment is that the students had trouble writing a complete sentence and the challenge of writing a complete sentence kept them from demonstrating what they truly knew about firefighters. If I were to do this again I would end the lesson after the tool card activity and use that as a post-assessment instead of continuing on and

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having them write sentences. The lesson also went over time, and I think that there were too many activities in the lesson for students to give their full effort and attention to all of the activities.

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Yes

No

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Lesson 3: Science
Lesson 3 Objective: Given visual cards students will be able to correctly sequence the cards to show the life cycle of a pumpkin.
Assessments of the Objective Pre-Assessment: Teacher will individually question the students and record their answers. *Where do pumpkins come from? How are pumpkins made? What makes pumpkins grow? Format of Formative Assessments Pre-Assessment: Teacher will record students answers to questions in a chart. During Assessment: Teacher Observations Scoring of Assessments Pre-Assessment: Based on the students responses teacher will determine how in depth to teach the life cycle of a pumpkin. During Assessment: Teacher will modify questions based on her observation of the students participation in discussion. Post-Assessment: Students that correctly sequence all six life cycle cards will have met the objective. Teacher will record the order in which they sequence the cards so that she can see if there is a particular part of the life cycle that she needs to teach again. Accommodations ESOL/Non-Readers: Students will be given several visual forms and will be able to work with real pumpkin seeds and a real pumpkin. Visuals and pumpkin seeds will be used to help students make connections. Early Finishers: Students will color the sequencing cards. For students that have difficulty writing I will make the words on their cards traceable and for those students that need a challenge I will have them write the words on their cards themselves.

Post-Assessment: Teacher During Assessment: As will use a checklist to students participate in the record the order in which discussion and talking with the students placed the partners the teacher will cards. observe the students throughout to modify questions to the students level of understanding. Post-Assessment: Students will work individually to sequence cards of the life cycle of a pumpkin.

Alignment with the Objective

The pre-assessment will give me a good idea of where the students think a pumpkin comes from and how they grow. Based off of their responses I will know how to go about teaching the life cycle. Through our discussion, I will modify questions to the students discussion and responses which will allow me to make sure that the students are gaining from the conversation and growing in their understanding which will lead to

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the ultimate goal of getting them to recall the life cycle. The post-assessment will determine whether or not they meet the objective for the lesson. Through the use of cards students will sequence them, and I will check to see if they are sequenced correctly.

Analysis and Reflection of Assessments:

A) Pre-Assessment: After completing the pre-assessment I was able to see that most of the students had a basic understanding of pumpkins and how they grow. Eleven students mentioned that seeds had something to do with the process of growing pumpkins. Common answers included that pumpkins come from pumpkin patches and that you have to put the seeds in the ground. This assessment tested what individual students knew and allowed me to see a few misconceptions about pumpkins as several students mentioned that pumpkins come from a store or a tree. The assessment led me to know what to teach in order to help students correct their misconceptions. B) During Assessment: As we watched the video and went through the PowerPoint pictures the class participated well in the discussion of the life cycle. They were able to answer the questions that I asked about what comes next in the life cycle of a pumpkin. C) Post-Assessment: During the post-assessment I was able to observe seventeen of the twenty-six students and the way that they sequenced their cards. Eight students were able to complete the post-assessment without any help. Nine students were able to sequence at least four of the six cards with little or no help. A few students switched the sprout and the vine and also the green pumpkin and the orange pumpkin. If I were to do this lesson again I would do less parts of the life cycle and stick to four major parts such as the seed, sprout, flower, and pumpkin. I think that 6 parts was too much for most of the kids to remember. The cards were also slightly tricky because the orange pumpkin was only slightly bigger than the green pumpkin. I started observing their sequencing before they colored and in order to better see if the students understood that the green pumpkin comes before the orange pumpkin I couldve waited and then regardless of the right size just based the assessment on whether or not they put the green pumpkin first. It may have also been more effective if I wouldve had the students glue down their cards on a piece of paper so that I could ensure that I got to check all of the students work. It was difficult to get around and see all the students work before they rearranged their cards as they worked on coloring and writing the words.

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Lesson 4: ELA
Lesson 4 Objective: Students will be able to successfully sequence five cards that show the items the old lady ate.
Assessments of the Objective Pre-Assessment: Every student took a computer assessment the first week of October. The data from this assessment shows that all but one of the students needs to work on recalling facts/details in a story. During-Assessment: Teacher will base the questions that she asks during the interactive readaloud off of the students answers to previous questions. Post-Assessment: Students will cut cards that show pictures of the things the old lady ate. After cutting the cards, students will glue them on a retelling mat. Format of Formative Assessments Pre-Assessment: Computer Assessment During Assessment: Teacher observations Post-Assessment: Placement of cards on sequence on retelling mat Scoring of Assessments Accommodations

Pre-Assessment: Computer program determined what students needed work on recalling facts/details

ESOL/Speech: Teacher will use picture cards that also contain words.

Average and Above Average Learners: During Assessment: If Students will label students seem to have the pictures out to difficulty teacher will ask the side.
simpler questions and provide explanations. If students need a challenge teacher will ask questions that require deeper thinking. As class works through the whole-group activity teacher will observe the students involvement in the lesson to see whether or not she need to further explanations or if the class needs to retell the story another time allowing other students to have a turn to hold the cards and retell.

In order to provide assistance to those students that I need it I will make sure I am available to them while they are working. Students that finish early will draw a picture of the old lady on the retelling mat.

Post-Assessment: To meet the objective students have to correctly place at least five cards. Teacher will individually check students work and record how many each

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student gets in order.

Alignment with the Objective

The pre-assessment data from the computerized test showed that the class needed to work on recalling facts and details. One way to practice this is through sequencing a story. The pre-assessment and objective are aligned. Through observations I will question the students according to their comprehension of the story as we read to make sure they are going to be prepared to complete the post-assessment. The postassessment will determine whether or not the students meet the objective. Through the students work sequencing the things the old lady ate on the retell mat I will be able to see if the students can recall important details from the story which aligns with the objective and also the other assessments.

Analysis and Reflection of Assessments:

A) Pre-Assessment: Students took a computerized test that provided data on what areas of ELA and math the students needed to work on. Based on the test and my observation all of the students needed to work on retelling details in a story. B) During Assessment: After the read-aloud we retold the story as a class several times by completing an activity where the students all had an opportunity to participate. I wore a night gown with ribbons on it, and I handed out visual cards that had clothespins on them. The students all had a chance to hold a card and come up and pin it on my nightgown in the correct order. The students had difficulty with the clothespin, but it was good practice for their fine motor skills. As we went through and did the retell as a class the students helped one another figure out what comes next. If the students said the wrong card I would simply guide and prompt them to the correct card. In order for all the students to have a turn I had to complete this activity three times, and this repetition helped the students recall the sequence which prepared them to work individually. C) Post-Assessment: Students cut out cards for the sequencing activity that were the same pictures as the ones on the larger cards that I used for the whole group retell. Students glued the cards on a chart numbered one to eight. Fifteen students correctly glued down all eight cards, and an additional two got at least five in sequence which means a total of seventeen (65%) students met the objective for the lesson. Students that finished early went on the color their pictures, draw a picture of the old lady on their retell mat, and there were several students that had time to begin writing labels to match the retell cards. Four students completed the assignment entirely as they finished labeling their

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pictures also. There were four students that were able to correctly sequence three of the things the old lady ate, but they placed all of the other cards out of order. There was one student that worked very slowly and only had time to put one card down. This assignment was a good indicator of whether or not the students could sequence the events in the story.

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Lesson 5: Math Lesson 5 Objective: Students will correctly place given shapes on a piece of paper according
to directions given by the teacher.

Assessments of the Objective Pre-Assessment: Teacher will individually work with students to see if they can identify shapes and position them according to directions that she gives them. Place the circle above the square. Place the circle below the square. Place circle beside the square. During Assessment: Teacher will observe students as they sing the Shape Hokey Pokey. Post-Assessment: Students will complete an activity where they create a scarecrow by following directions that contain positional phrases given by the teacher. In following these directions their pictures will make a scarecrow if they follow the directions correctly.

Format of Assessments Pre-Assessment: Checklist During Assessment: Teacher Observations PostAssessment: Scarecrows

Scoring of Assessments Pre-Assessment: Teacher will check to make sure that students place the circle correctly in relation to the square. Teacher will accept the circle being on top of and under the square as above and below. During Assessment: Depending on students participation and how well they act out the song, the class will do the song more than one time if they need further practice. Post-Assessment: Teacher will grade students work individually to see if their positioning of the shapes was logical to the directions given. In order to meet the objective students have to correctly place all of the shapes.

Accommodations Teacher will hold up shapes as students work to show them which shapes to use for those students that may have difficulty identifying the shapes. Teacher will also repeat directions more than once to allow students time to process directions and complete the tasks.

Alignment with the Objective

Completing the pre-assessment will allow me to see if the students are familiar with basic positional phrases. From the pre-assessment I will know how in depth I need to teach positional phrases. Their participation in the Shape Hokey Pokey will allow them to physically practice positional phrases to prepare them for the post-assessment. The post-assessment is directly aligned with the objective as students will be following directions that include positional phrases to create a scarecrow. Their work on the postassessment will determine if they met the objective for the lesson.

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Analysis and Reflection of Assessments:

A) Pre-Assessment: Many of the students were able to complete the preassessment with ease. All of the students were able to identify the circle and the square. Fifteen of twenty-three students were able to show above, below, and beside which gave me the general idea that the students could use some more practice with this concept. Eight students werent able to identify all three of those positional phrases, and one student couldnt demonstrate any of the positional phrases. B) During Assessment: The students acted out positional phrases and were eager to participate. They seemed to really enjoy the Shape Hokey Pokey, and they did a good job following directions as we went through the song. C) Post-Assessment: The students were given all materials in a bag and followed directions to complete their scarecrows. I had the students take out one shape from their bag at a time so that they didnt get their shapes confused with the person sitting next to them. The students worked at a various paces but the students that worked faster didnt have to wait too long on their peers. Eighteen students were able to follow directions to complete the post-assessment. This activity may have been more effective if I wouldve had them create something non-representational because the students started to realize that they were creating a scarecrow which may have affected their performance during this lesson.