ASSESSMENT COVER PAGE

Course Name: Planning and Assessment in Early Course Code:

ECE 3503
Childhood Education

Instructor Name:
Liz Taylor
Task Title:
Plan or Proposal
Due Date: Week Date Submitted: 16th\April\2018

Student Name: Ayesha Hassan Al Ali with Fatima Mohammed Hassan

Student ID: H00328412 Section:

Late Penalty:

Unless special circumstances are agreed with the course teacher regarding late submission, work submitted 1
working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work submitted more than 3
days late will get a zero mark.

Academic Honesty:

Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the penalties
for cheating or plagiarism include dismissal from the HCT.
(For more information please refer to Academic and Student Regulations, HCT Academic Honesty Policy, Student
Handbook)

Student Declaration:

This assignment is entirely my own work except where I have duly acknowledged other sources in the text and
listed those sources at the end of the assignment. I have not previously submitted this work to the HCT. I
understand that I may be orally examined on my submission

v. 2015-02-16 1
 INTEGRATED WEEKLY PLAN
Class: KG2 c Unit Theme: Transportation
ENGLISH
Themed Little blue truck leads the way By Alice Schertle.
Book
Themed The journey home from grandpa’s https://www.youtube.com/watch?v=wKcrsv_t8Ko
Poem/Song
Letter/Sound L blends

Literacy Blot- blow- blue- clap- clip- clock- flat-flip-flag-glad-glass-glow-plan-plug-plus-slow-slam-

Vocab slant

Content Car-Bus-train-Truck-Plane
Words

Math Vocab Count- Forward –in sequence

Field Trip Take the students around in the school and look at different transportations that they use.
Ask some other older students and teachers about the transportations that they use in their daily
life.

DAILY CIRCLE TIME

Morning Start with greeting the students and Writing down the day and the date and the weather on the
Circle board after discussing. Discuss about what have they done in the previous day and what are
they going to do in this day. Ask a general question like how do you feel today and give
students a chance to express their feelings.
Closing Go through what they have done during the day. Ask students about what have they learned
Circle today and what activities did they do. Go through what they have learned quickly to catch up
before they go home. Give students any notes they need for the next day.

ENGLISH
Literacy Readiness Skills: listen to, say and blend syllables in words
New
Speaking and Listening: recite chants, short poems, rhymes and perform plays in groups in
English LOs
English
listen and respond to various text that are read aloud
Reading and writing area / story reading/Memory cards.
English
Center

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDA

Whole Y

v. 2015-02-16 2
 Group - Introduce the song -Sing The -Revise the L -Read little blue Sing The
‘The journey home journey home blends from the truck leads the journey
from grandpas’ and from grandpas’ PowerPoint. And way with the home from
sing it with the song with let students give students and grandpas’
students with performing examples of the l discuss the song.
performing movements blends. incidences that -Revise the
movements. -Introduce the -Use are happening in l blends -
-Revise the sound and concept of directionality left the story with the revise and
the shape of the letter blends and to right, top to students. retell little
L and some words introduce the L bottom when blue truck
that start with the blends and show engaged in leads the
letter L. some L blends reading little way story
words on the blue truck leads with
PowerPoint with the way. students.
pictures. -introduce the
story and discuss
the cover, author
and let students
guess what
would happen
from looking at
the illustrations.

Finish any
Identify and circle the Identify some Have different Students will uncomplete
letter L from different words that has pictures of words draw some d work for
words and collection the l blends and that has the incidences that the previous
of letters. match them with different l blends they liked from days and
the correct blend and students little blue truck make sure
on a worksheet color the pictures leads the way students
by sticking the according to a story. have done
words into the key that is color the
correct box. coded: for activities.
example words
Small that start with Bl
Groups should be
colored with
blue.
1- Formative
Assessment: Use
Happy face\sad
face card. The
students raise up
the happy face
when they are
done with their
work and they
v. 2015-02-16 3
 need you to
come and check
for them and if
they need help or
they don’t
understand what
to do they raise
the sad face.
None
SEN
Student(s)

MATH/SCIENCE
Number Sense :
New state the forwards number sequence from 1-100 in English
Math LOs

Math  Number cards/ Legos/ number chart/ whiteboard/ whiteboard markers.

Center
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
Take the In the classroom Put counting to Prepare 1 to 100 Revise reading
students into the sit as a circle and 100 song by 1’s number cards little blue
playground use the ball to and do workout and distribute truck leads the
during the count the with the studentsthem as 20’s way but
morning circle numbers from 1- while counting each time. Let concentrate on
time and 100. Pass the to 100. students organize the number of
combine them ball around the themselves cars that are in
with another kg2 students and https://www.yout according to the the story so
classroom and each student say ube.com/watch? numbers they each time
do the morning the number. v=SxgCA1qOW have in a there is a car
routine for all of 20&t=7s forward the teacher
Whole
them. Let the sequence from 1- points at it and
Group
students’ form a 20 and then 21- the students
circle with the 40 until they count with her
other class and reach 100. Each so they would
them let them sit time after they know how
down. Put finish the many cars are
counting to 100 students say the there in the
song and give numbers out story.
students a ball. loud to revise
https://www.you them and make
tube.com/watch? sure that they are
v=CyYh1raLGB correct.
s

v. 2015-02-16 4
 The student that
hold the ball will
count with the
song and they
pass it around so
they all would
count up to 100.
Provide number Re-do the Provide an Catch up on the Catch up on
chart for the previous activity empty chart and previous day the previous
students with but with let students work activity and if a day activity,
missing numbers providing the in groups. Each group of students let students
and give them number chart time give the is finished finish what
cut outs of the with more students a set of provide a paper their work and
missing missing numbers 20 numbers and with a chart for give the
numbers. so it would be the students need numbers from 1 students that
Students need to challenging for to arrange the to 100 with haven’t started
guess where do the students and numbers. providing only yet the
this number they need to Whenever they two numbers in number chart
belong and they stick the finish one set each set of ten so they would
stick it in the numbers that are they put it aside numbers and the write the
appropriate missing to where and then the students need to missing
place. do they belong teacher gives complete the numbers to get
them the other chart to get to to 100.
set so they would the 100 numbers.
try to complete it
Small
up to 100.
Groups
2-Formative
Assessment: Use
the talk to each
other strategy,
while students
are working
together trying to
put the numbers
in the correct
order they would
discuss about
which one is the
correct order,
depending on the
teacher’s
observations she
will be able to
know which
child knows how
to arrange and

v. 2015-02-16 5
 which one would
need help.

None
SEN
Student(s)

SCIENCE
Matter :compare a variety of materials on the basis of their physical properties
New
Science LOs

Science Discuss with the students about the different transportations that we use in our daily life and
Around discuss about how they were before and how have they developed. Compare between the
You (SAY) transportations that are being used around us according to their physical properties like for
example what do they use to move, how do they move, are they on the ground or in the air or
on the sea.
Provide pictures of different transportations that are being used.\provide real objects that
represent ways that are used to transport\ provide puzzles of pictures and things that are used
Science
to move from somewhere to the other\ provide recycled materials for the students so they
Center
would try to create a transportation vehicle using the materials that are provided.

LEARNING CENTERS(areas in the classroom-corners)

In the science center, provide recycled materials for the students so they would try to create a
Creativity transportation vehicle using the materials that are provided.\ Art center: provide colors and
papers for the students and let them draw a transportation way they like.
Math center: students work together to try to arrange the numbers accordingly.\ English center:
Students work together when they don’t understand something and they help each other to
Collaboration
finish the work they have\ Art center: Students share their materials together so they all would
be able to use them.
Math center: provide the number cards for the students and let them try to arrange them by
themselves without giving them a hint or clue so they need to try to arrange them from the
Critical
lowest to the highest.\Story reading: Ask students why do you like this vehicle or how do you
Thinking
think it was built? How does it move? Do You think if we changed this thing it could move?
Can we transform a chair into a transportation way?
Story reading: Ask students how do they move around or how do they come to school?
Community

English center: Try to find items and things around them that beings with the l blend.\Math
Outdoor center: Students play together and count from one to one hundred while playing (jumping on
the rope, passing the ball) \ Science center: students connect between transportations that we

v. 2015-02-16 6
 have studied and they can see them in real life around them with being able to describe their
physical properties.

School Wide Activity

The transportation day. Each class has a transportation vehicle that he is responsible of and
children from other classes go around the classrooms to discover what do each class have and
they get some information about the vehicle and they do a simple craft.

INTEGRATED WEEKLY PLAN

Class: KG2 Unit Theme:
When I grow up
ENGLISH
Themed When I Grow Up by Andrew Daddo & Jonathan Bentley
Book
Themed When I grow up song - https://www.youtube.com/watch?v=zlkFiGS0Yrg
Poem/Song
Letter/Sound R blends

Literacy Brown- brush – bride – princess – prince – pray - crown – crab- crack – grass – grasshopper-
Vocab green

Content Grow- teacher- dentist – pilot –baker- actor

Words
v. 2015-02-16 7
 Math Vocab Count- Lowest – highest – numbers – order

DAILY CIRCLE TIME

Morning The teacher greet the students and then review the calendar, weather and ask the students about
Circle the day. Sometimes they sing the morning songs for example; this the way I brush my teeth
song.
After that she introduce the new lesson.
Closing Go through what they have done during the day. Ask students about what have they learned
Circle today and what activities did they do. Go through what they have learned quickly to catch up
before they go home. Give students any notes they need for the next day.

ENGLISH
Literacy Readiness Skills: listen to, say and blend syllables in words.

New Speaking and Listening: recite chants, short poems, rhymes and perform plays in groups in
English LOs English.

Listen and respond to various text that are read aloud.

Reading and writing area / story reading/Memory cards.
English
Center

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDA

Y
- Introduce the song -Sing the ‘when I -Revise the R -read when I - Sing The
‘When I grow up’ and grow up’ song blends from the grow up story when I
sing it with the students with performing video. And let again grow up
with performing movements students give - give students song.
movements, by showing -Introduce R examples of the the chance to -Revise the
them the video blends and show R blends. read the story R blends,
-Revise the sound and some R blends - Use with the help of by
the shape of the letter R words through directionality left teacher  Bringing
Whole
and some words that music video to right, top to - students
Group
start with the letter R. (https://www.yo bottom when Students will
by showing them utube.com/watch engaged in recognize the R together.
different letters on the ?v=eYXNu5hMl reading when I blends words  Hold up or
board and ask them to II), after the grow up story that are point to
point out the letter R, video the teacher -introduce the mentioned in the each blend
and then ask them to ask questions story and discuss story together and review
give me some words like what you the cover, author with the teacher
begins with R. saw on the and let students and write it on making the
video? How guess what the board. sound.
many R blends would happen

v. 2015-02-16 8
 are there? Can from looking at  Have
you give me the illustrations. students
example for R
blend? -Read when I share words
And then the grow up story to they
teacher write students and matched to
them on the discuss the each blend.
board. incidences that
are happening in - revise and
the story with the retell when
students. I grow up
Ask each student story with
what they want students.
to be when they
grow up. And
why?
The students will be As groups the Students will Students will cut Finish any
given worksheets, to students will find draw a picture of and paste the uncomplete
Identify and circle the The flashcards themselves when right blend to d work for
letter R from collection (picture & they grow up and finish the word the previous
of letters and circle the word).that are design it with with the picture, days and
objects that begins with hidden under the glitter, cotton, for example they make sure
the letter R. chairs, once they buttons etc. will cut ‘CR’ students
find the paste in next to have done
flashcards they 3-Formative ‘ayon’ and the the
will read the Assessment: Use picture to finish activities.
words and then doodle it the word crayon.
paste it on the assessment
right blending strategy so the
sound begins. students would
Small
draw what do
Groups
they want to be
when they grow
up and it would
show you how
much they
listened to your
story and which
career did they
choose from the
ones that were
mentioned or if
they like another
one.

v. 2015-02-16 9
 none
SEN
Student(s)

MATH/SCIENCE
state the forwards number sequence from 1-100 in English
New state the backwards number sequence from 1-100 in English
Math LOs Students will be able to order numbers 1 to 100 from lowest to highest and highest to lowest.

Math Ziploc bags filled with different numbers of counters, numbers card (1-30), laminated cards
Center includes 4 numbers, numbers clip, labeled cups, numbers mat
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY
-Revise the Introduce the Repeat the same Ordering the Revise the
numbers by concept of activity, giving numbers what was
counting 1 to ordering each child a flashcards on the taught, by
100 by watching numbers by number card board from asking the
and singing giving each child from 0 to 30 lowest to highest students to
along to the a number card (number of and highest to count 1 to
Count to 100 from 0 to 30 student) Ask the lowest with the 100.
video. (number of class to hold up help of the
student) Ask the their number, teacher.
class to hold up Give them 60
Whole their number, seconds to
Group Give them 60 organize
seconds to themselves from
organize highest to
themselves from lowest.
lowest to
highest. After
they finish the
teacher check the
order by
counting
together with
students.
Students choose Provide Students will be Provide Catch up on
a bag and count laminated cards given cups that laminated the
the objects in it, includes 4 are labeled with numbers mat and previous day
Small (Ziploc bags numbers in a numbers, plastic bag with activity, let
Groups filled with series with a line students will numbers (1-50), students finish
different for the 2 missing order the cubs students will the missed
numbers of numbers, students from highest to order numbers activities.
counters) Then will clip the lowest. from least to
they can trade missing number. greatest and 5-Summative
bags with a assessment:
v. 2015-02-16 10
 partner, count (lowest to greatest to Provide an
and compare to highest). least . empty a4
check their 4- Formative paper that has
counting. Assessment: a chart with
Use listening 100 blanks
and asking with number
questions one written in
strategy. While the first blank
students are and one
working the hundred in the
teacher listens last blank. Let
to what they are students write
saying to each the numbers
other. The from one to
teacher would one hundred
also ask individually
students’ and then check
questions like student’s
why did you work.
put this number
here? What
number is the
least and which
one is the
greatest ?

none
SEN
Student(s)

SCIENCE
Investigating Scientifically: identify the five senses and their corresponding body parts.
New
Science LOs

Science Tell the students that we are going to learn about their five senses. Ask if anybody can tell
Around you the five senses. Review the senses and what they do, then play the Five Senses video
You (SAY)
https://www.youtube.com/watch?v=vXXiyIGqliE.
 Have students just listen to the words, then play it again and allow them to join in with the
singing. After watching the video ask the students again about what they saw, asking
question like what do we do with our eyes? With what sense we smell the flower? etc.

Science On the science center items will be provided and objects and food so students can explore it.
Center Also a worksheet will be given, the worksheet include a chart of the five sense, the students
v. 2015-02-16 11
 will explore the items and then draw the item next to the right sense for example; if the
students took the flower and smell it, he will draw a flower next the nose sense.

LEARNING CENTERS / change

Story: students will imagine draw a picture of themselves when they grow up and design it with
Creativity glitter, cotton, buttons etc.

Math: students working together as group to order the numbers and work together to arrange
them self in order according to the numbers. With partners count and compare to check their
counting. / English: As groups the students will find The flashcards (picture & word).that are
Collaboration
hidden under the chairs, once they find the flashcards they will read the words and then paste it
on the right blending sound begins.

Math: asking student why they order the numbers this way. / Science: asking about the five
Critical senses and what we can do with them?
Thinking

Story telling: Ask each student what they want to be when they grow up. And why?
Community

School Wide Activity

When I grow What do you want to be when you grow up? Each kg2 class chose one job and bring in props
up that go along with their job. The teacher take the students on a tour around the
classes and let them explore the job and the props, moreover do the craft activity
for each job for example; for the police man the students make the police man hat.

v. 2015-02-16 12
 The first idea that would come into a person’s mind about assessment is an exam. While in education,

assessment is defined differently. As educators assessment for us is a way for the teacher to know how well is

she doing while teaching her class and how much her students are benefited from her. We use two types of

assessments to check students work. We have the formative assessment which is considered an informal way of

checking students understanding during the lesson so the teacher would be able to adjust her lesson plan to let

the students have better teaching experience while summative assessment is used to evaluate how much this

student know about a certain topic. It is mostly used to grade students and give them marks. These are some

formative and summative assessments that were used during my teaching practice with KG2 students.

1-Formative Assessment

The first formative assessment was being done during the first week. The first week’s theme is

transportation and in the English lesson the students are learning about the L blends. The curriculum area is

literacy readiness skills. The learning outcome for this lesson is to listen to, say and blend syllables in words

(“Abu Dhabi Education Council,” 2014). The formative assessment that was being used to assess whether

students understood the concept of blends and specifically the l blends was providing happy and sad face card

for each student. The students would work on the worksheet that is provided for them. To do the worksheet

successfully the student should be able to recognize the names of the objects that are listed in the worksheet and

with which L blend do they start with whether it starts with the Bl or Cl blend. They need to classify the

pictures by coloring them according to the key that is mentioned in the top of the worksheet. So the teacher

would tell the students about the worksheet and how should they solve it and she would describe for them the

happy and sad face card uses. The students that need help or still didn’t understand what the teacher explained

for the whole class would raise the sad face card so the teacher would be able to see him and go and help him.

During that time the teacher would give the child some feedback and she would know what part the student

v. 2015-02-16 13
 misunderstand so she would be able to help him. Other students would show the happy face which means that

they have finished so the teacher would go and correct their work, they would get some feedback if they got

some mistakes the teacher would give them some help. While going around and checking students’ work the

teacher would mark and put some notes on students worksheets and at the end she will be able to know which

students need more help in this topic and whether she can move to a new lesson or reteach the same lesson.

2-Formative Assessment

The second formative assessment was being done during the first week. The first week’s theme is

transportation and in the math lesson the students are learning counting from one to one hundred. The

curriculum area is number sense. The learning outcome for this lesson is to state the forwards number sequence

from 1-100 in English (“Abu Dhabi Education Council,” 2014). The formative assessment that was being used

to assess whether students can count from one to one hundred was talk to each other strategy (“56 Different

ways to Gather Evidence of Student Achievement”, n.d.). It focuses on students working with each other’s to

finish a main task which was stating the numbers from one to one hundred as groups. The task was mainly for

the students to discuss and show their knowledge and for the teacher to observe students and take note of which

student know and which student have some mistakes. So depending on the teacher’s observations she will be

able to write notes and know which student knows better and which student needs help. Grading the students

would be accountable on the notes that she took and some questions that she would ask to know how much the

students know and whether the learning outcome was achieved or they need more work on counting so students

would memorize the numbers better.

3-Formative Assessment

The third formative assessment was being done during the second week. The second week’s theme is

when I grow up and in the English lesson the students read a story about the theme which is called when I grow

v. 2015-02-16 14
 up. The curriculum area is speaking and listening. The learning outcome for this lesson is to listen and respond

to various text that are read aloud (“Abu Dhabi Education Council,” 2014). The formative assessment strategy

that was being used is called doodle it (“56 Different ways to Gather Evidence of Student Achievement”, n.d.).

After reading when I grow up story for the students the students are asked to draw what would they like to be in

the future. They can choose whether they want something from the story or something from their imagination.

The teacher would use doodle it strategy to make sure that students were listening to the story while she was

reading to them and if they were listening to some of the words and things that are connected to the character

they would choose because they would draw it in the picture. At the end when the teacher would get the papers

from the children or while she is roaming around in the classroom she will be able to see what the students are

drawing. So if they are drawing people dressed as characters in certain jobs or they are drawing some items that

are connected to a certain job that would mean that the students have been listening to their teacher and the

story and if they are drawing something that is not connected at all and if she asked them a question and they

were not able to answer it would mean that they were not engaged and they were not listening.

4-Formative Assessment

The fourth formative assessment was being done during the second week. The second week’s theme is

when I grow up and in the math lesson the students were learning about counting to 100 forward and backward

and ordering the numbers from one to one hundred. The curriculum area is number sense. The learning outcome

for this lesson is to state the forwards and backwards number sequence from 1-100 in English and order the

numbers from 1 to 100 from lowest to highest and highest to lowest (“Abu Dhabi Education Council,”

2014).The formative assessment strategy that was being used is called listening and questioning. While students

are working the teacher listens to what are they saying to each other and what are they discussing about the

activity. Students sometime share what they know to help each other. Moreover the teacher would go around

the classroom and ask students some questions about the activity that are related to the main concept to check

v. 2015-02-16 15
 their understanding like why did you put this number here or which one is the least and which one is greatest?

Why do you think that? These questions would be a clue for the teacher so she would know how much students

understand the concept and do they need to work more on it.

5-Summative Assessment

The first summative assessment was being done during the second week. The second week’s theme is

when I grow up and the summative assessment was being done to assess students understanding of number

sense concept which is counting to one hundred and knowing which number comes before and which number

comes after. Moreover the students by this stage should know how to order the numbers and write them. The

teacher would provide an empty a4 paper that has a chart with 100 blanks with number one written in the first

blank and one hundred in the last blank. Let students write the numbers from one to one hundred individually.

The teacher would give students the time they need and after collecting their work the student would check

what have they done and in a checklist the teacher would check whether students know the order of the numbers

and how to write them from one to 100. So if the students are developing the concept or mastering she would

put a tick beside his name but if he needs more work to improve himself she would put a black dot and

depending on that the teacher would know how her students are developing.

6-Summative Assessment

The second summative assessment is an assessment that is not related to the two weeks plan that was

created. It would be to assess English and math together. Focusing on how to write the number names from one

to ten. In English the learning outcome would be to assess whether students know how to use upper case and

lower case letters, write on the three lines, write the letters correctly. For math the assessment would assess

whether the students know the number name and how to write it. The teacher would provide A4 sheet for each

students that has the three lines for each row to write on. The teacher would write the number icons on the board

v. 2015-02-16 16
 like 1-2-3-etc. and the students will have to write it on their papers with the number name like 1-one. After

finishing the teacher would check the students work and in a checklist she would check whether they achieved

what is needed from this task. After finishing the checklist the teacher will be able to know how she can focus

on the students to develop their weakness areas in both English and math.

v. 2015-02-16 17
 References

56 Different ways to Gather Evidence of Student Achievement. Google. Retrieved from

https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?

start=false&loop=false&delayms=3000&slide=id.p

ADEC (Abu Dhabi Education Council) 2014. Learning outcomes. Abu Dhabi: ADEC

v. 2015-02-16 18