Assessment Plans:

It is extremely important for teachers to do assessments both formative and informative. It is a great tool to use for teachers to keep track of student progress within a specific standard. It is very helpful to keep written record of the progress students have made to be able to have a reference point for the improvement they make. There are many different ways to pre and post assess students. For the majority of the lessons I used a verbal pre assessment technique with the students to take inquiry of what they already knew about the subject I was planning on teaching. This gave me a good idea about how in-depth I needed to make the lesson plans to ensure students take content away from my teaching. The reason I assess the way I did was because I was in a Montessori clinical placement I thought it would be easier to have verbal conversations with the students to assess their prior knowledge on a subject. It was better for me to share dialog with the students because they ages vary as well as the academic level of each child. I feel as though if I had pre assessed the students with a written assessment that it would have been harder for me to gauge the knowledge that the student have on the topic. My during assessments were done by observing the students participation in the activities for the lesson. The majority of my post assessments were done by asking student to write specific information that was taught during the lesson so I can see who comprehended the material and who did not.

Lesson One: Stress relieving yoga

Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: I will ask students individually to explain in their own words what it means to me to be stressed. I will record their answer. During Assessment: I will observe to make sure students are participating in the yoga activity to the best of their ability. Post Assessment: After the yoga exercise students will write on a slip of paper a way to Use of Formative Assessment I will use a check list for the pre, during, and post assessment to keep track of the classs data. I will write down what students think the word stress means for the preassessment. Students will receive a check mark if they participate in the yoga activity. Accommodations

Objective 1 Students will identify a way to reduce or prevent stress at the conclusion of the lesson.

Before the lesson I will meet with our two students with special needs shadow teachers to explain to them the activity the group will do, and I will ask that they help their student participate to the best of the students ability. Any students that do not grasp the concept of stress relieving activities

reduce or prevent stress and turn their answer in to me.

we discussed in the lesson I will met with them for a more in depth one-on-one teaching session.

Lesson Two: Adjectives

Lesson Objective Assessment(s) of the Objective(s) Use of Formative Assessment Accommodations

Students will be able to correctly describe a noun using four adjectives.

Pre-Assessment: Ask each student what an adjective is. Their answers will be recorded in order for me to identify the students that do not know prior to the lesson what an adjective is. During Assessment: Students will participate as a whole group to describe three items I have in a bag using adjectives. We will then go around the circle and have each student describe themselves using one adjective. Post Assessment: After making Monster Heads out of construction paper students will list four adjectives to correctly describe their monster creation.

Recording and analyzing this data will indicate whether or not students understand that adjectives are used to describe nouns. Student comprehension will be formally assessed by observing each students monster and the four adjectives they chose to describe it.

Any student having trouble comprehending the concept of adjectives and what they do will receive one-on-one assistance during independent lesson time. If a student does not complete the monster activity they may do so once they have completed their assigned lesson during independent work time. Early finishers can write a short story about their monster using adjectives. If the two students with special needs are not in their physical training session during the lesson time I will explain the lesson and activity to their shadow so the students will have individual guidance.

Lesson Three: Seasonal Weather Conditions

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment Observing, recording, and analyzing students responses for the post assessment will indicate whether or not the class comprehends how to correctly illustrate weather conditions for each season. Accommodations

Students will be able to correctly identify weather conditions that correspond with each season at the conclusion of the lesson.

Students will be assessed three times during the lesson. Pre assessment- Ask students to name the four seasons record their answers During assessment- Observe students ability to work collaboratively in groups during outdoor activity Post assessment- Students will write 2-3 sentences in their science journals depicting weather conditions that correspond with each of the four seasons.

: If students struggle with writing, they can have the teacher write their words for them as they dictate. There are a variety of visual and auditory cues meant to build learning in this lesson. If a student cannot see the board, invite them to move closer. If a student has auditory discrimination problems, invite him or her to sit closer to the front, or have this student work with a partner who can repeat something the student may have missed the first time. Early finishers can use crayons and colored

pencils to draw pictures for each of the seasons in their science book under their descriptive weather condition sentences.

Lesson Four: Estimation and Measurement

Lesson Objective Assessment of the Objective Use of Formative Assessment By observing, recording, and analyzing students responses, for both the pre and post assessments, it will be clear which students did and did not grasp the concept of estimating and measuring the length of an object. Using formative assessments I will be able to identify the students who have difficulty grasping the concept so they can receive additional individual help. Accommodations

Students will be able to correctly estimate and measure length to the nearest inch at the conclusion of the lesson.

Students will be assessed three times during this lesson. Pre assessment- Show each student two objects, one at a time, and ask them to estimate the length. Note whether or not units of measurement are used. During assessment- Observe students as they record estimations and measurements for each strip of paper. Post assessment- Assess each students Measurement Masterpiece by checking for realistic estimates, accurate measurements, and correct

Students who have trouble seeing or hearing can sit closer to the board. The two students in the classroom with special needs are usually gone to OT during the time allotted for the lesson. If the student/students with special needs are present, I will speak with their shadow assistants prior to review the lesson so they can assist the

addition.

student if need be. Early finishers can estimate and measure the lengths of different items in the classroom. Slower paced learners will be allowed to come back to their unfinished work during independent lesson time.

Lesson Five: Thanksgiving Interview

Lesson Objective(s) Assessment(s) of the Objective(s) Use of Formative Assessment Observing, recording, and analyzing responses for the post assessment will indicate whether or not students are able to correctly compare and contrast two similar topics. Accommodations

Students will correctly compare and contrast their Thanksgiving traditions with a partners traditions to find similarities and differences.

Pre assessment- ask each student individually to name things that come to mind when they hear the word Thanksgiving. During assessment- observe student participation with a partner Post assessment- students will complete a Venn diagram with a partner; it will be collected and checked for comprehension similarities and differences.

Early finishers will be able to begin their independent lesson for the afternoon. Any student who does not finish in the allotted time will be allowed to continue working during independent lesson time or once they are check off for a lesson. The two students with shadows are usually

gone from the room during the lesson time, but if they are present I will review the lesson with the shadows before starting so they understand what is expected of the student. In the event of a student being absent causing an uneven number for pairing I will step in as a partner to the students without partner.