EDT 346E WEEKLY LITERACY LESSON PLAN KEY ASSESSMENT WITH TECHNOLOGY: Week 6

Student Performance Objective: The preservice teacher will demonstrate the following:

How to identify accurately the reading behaviors that stand out as strengths and needs of the student on an
ongoing basis.

How to create appropriate individual literacy lessons based on the students strengths and needs.

How to develop a complete understanding of assessments and diagnostic teaching as a means of gathering
information, analyzing, and gaining insight.

The preservice teachers ability to meet the objective will be determined based on the evaluation below.
The preservice teacher will demonstrate these abilities by creating complete lesson plans using the edTPA-based
literacy lesson plan and strategies and assessments from the applicable literacy texts such as BADER Reading and
Language Inventory, Intervention Strategies, 50 Literacy Strategies, Words Their Way, and 315E texts
appropriately and correctly, and using them to tutor an elementary school student. No online or other sources are
permitted.
NAEYC Standards

OSTP Standards

3a: Understanding the goals, benefits, and uses of assessment

including its use in development of appropriate goals,
curriculum, and teaching strategies for young children

3.1: Teachers are knowledgeable about ass

their purposes, and the data they generate

3c: Knowing about and using observation, documentation, and

other appropriate assessment tools and approaches, including
the use of technology in documentation, assessment, and data
collection

3.3: Teachers analyze data to monitor stud

learning, and to plan, differentiate, and mod

3d: Understanding and practicing responsible assessment to

promote positive outcomes for each child, including the use of
assistive technology for children with disabilities

3.5: Teachers involve learners in self-asses

setting to address gaps between performan

4a: Understanding positive relationships and supportive

interactions as the foundation of their work with young children

1.3: Teachers expect that all students will a

potential

4b: Knowing and understanding effective strategies and tools

for early education, including appropriate uses of technology

4.2: Teachers use information about studen

performance to plan and deliver instruction
achievement gap

4d: Reflecting on own practice to promote positive outcomes

for each child

1.2: Teachers understand what students kn

do, and use this knowledge to meet the nee

6c: Engaging in continuous, collaborative learning to inform

practice

4.6: Teachers create and select activities th

help students develop as independent learn
problem-solvers

6c: Engaging in continuous, collaborative learning to inform

practice; using technology effectively with young children,
peers, and as a professional resource

7.2: Teachers Take responsibility for engage

purposeful professional development. Scho
and student achievement.

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

6f: Using technology effectively with young children, peers,

and as a professional resource

4.7: Teachers use resources effectively incl

to enhance student learning.

If you do not receive at least the cut score of 2.5 with no criteria receiving 1 point, you cannot continue further in the ECE
program. You are permitted to re-do and re-submit the key assessments that you do not pass. Any resubmission will not
affect your grades on the key assessment assignments.

Procedures: You will create a weekly lesson plan for each tutoring session based on the edTPA-based literacy
lesson plan template, including at least 1 different assessment and at least 2 different literacy strategies each week.
You MUST have a new lesson for each week of sessions, even if there is some continuation of a previous lesson
plan, and you MUST implement only strategies and literacy assessments from your ECE literacy courses.
Professionalism Expectation: This is a formal lesson plan that may be shared with your cooperating teacher and
other school faculty, as well as other Block 3. Therefore, your writing must demonstrate correct grammar,
spelling, and punctuation. Your final score will be lowered by 10-25% for numerous and repeated writing errors.
Note: You are required to complete the entire lesson plan template. For the weekly reflection, please see the
separate reflection assignments.

Teacher Candidate: Jane Lotarski

Student: Haylee Combs
Grade: 2nd grade
Dates: 4/22/15 & 4/24/15

Lesson
Plan 9

PLAN

Strategy Title &

Complete Source;
Description of
Strategy:

1st Strategy

2nd Strategy

K-W-L Chart (50 Literacy Strategies pg.

60): The student activates their prior
knowledge about a certain topic by
recalling facts and asking questions. They
organize what they know, want to learn,
and have learned in a chart format.

Open Mind Portraits (50 Literacy

Strategies pg. 77): Students choose a
character from a text (usually the main
character) and use a open mind portrait
template of the character to draw what
the character is feeling in response to the
different events in the text.
[Since I didnt tutor on 4/17/15 because
of testing, I didnt get to do this strategy
so in Im doing it this week instead]

Assessment Title &

Complete Source

1st Assessment

Graded Reading Passages (Bader pg, 23,

57-74)

Addl Literacy Assessments (optional)

Description of
Learner: Include
reading levels,
assessment data, any
differentiations; add
new information to each
lesson plan _____

No accommodations needed
Bader: Instructional Reading Level: 3rd grade
DSA: Early Within Word Pattern Stage
Running Record: The Girl Who Loved Wild Horses, by Paul Goble (gr. 3.7)

Independent Reading Level: 3.0

Accuracy: 90%

Errors: 10/100

Error rate: 10%

Quick comprehension score: 75%

Cloze Procedure: The Lorax, by Dr. Seuss (gr. 3.5)

Instructional level: 3.0

Correct replacements: 68%

Errors: 4/13

Multidimensional Fluency Scale:

The Giant Germ, by Joanna Cole (gr. 3.1)

From the rubric she scored 10/16

Timed Repeated Reading: The Empty Envelope, by Ron Roy (gr. 3.5)

Common Core ELA

Standard: Identify
strand, grade, number
(e.g., RL4.3) & include
entire standard + any
applicable subcategory.

WPM: 93

Accuracy: 93.7%

1st Strategy

CCSS.ELA-LITERACY.RI.2.1

2nd Strategy

CCSS.ELA-LITERACY.RL.2.3

Ask and answer such questions as who, Describe how characters in a story
what, where, when, why, and how to
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

demonstrate understanding of key details in

a text.

respond to major events and challenges.

1st Strategy

2nd Strategy

The student will ask and answer such

questions as who, what, where, when, why,
and
how
to
demonstrate
their
understanding of key details in an
informational text about whales by adding
at least three details/questions in both the
What I want to learn and What I
learned column of a K-W-L chart.

The students will be able to describe

how characters in a story respond to
major events and challenges by creating
open-mind portraits of the main
character in Should I Share My Ice
Cream? by Mo Willems, and drawing
and discussing at least three pictures that
tell what the characters are feeling in
response to the different events of the
story.

Student Learning
Objective (central
focus): ABCD

Audience: Who
(the student)

Behavior: What
(standard)

Condition: How
(strategy & text
titles)

Degree:
Measureable
outcome _____

Instructional
Materials, Equipment
& Technology: List
titles & sources of all of
the texts (including
reading levels),
materials & technology
you & your tutee will
use during the lesson &
attach materials or
photos to lesson plan.
_____

Functional Language:
List literacy terms &

1st Strategy

The
Wild
Whale
Watch, by Joanna Cole
(gr. 3.1)

Computer to complete
the K-W-L chart

www.readwritethink.org
(K-W-L Creator)

Paper

Crayons

Markers

1st Strategy

2nd Strategy

Assessment(s)

Are You Ready

To
Play
Outside? by Mo
Willems (gr. 1.5)

Should I Share
My Ice Cream,
by Mo Willems
(gr. 1.5)

Piggie
and
Gerald
open
mind
portrait
templates

Crayons

Markers

Graded
Passage
Examiners
Copy
(3EA)
pg. 63

Graded
Passage
Examiners
Copy
(3EB)
pg. 64

2nd Strategy

academic language you

will use to help the
students understand the
literacy strategies &
content (terms from the
strategy & the standard,
e.g., discuss, analyze,
compare-contrast;
predict, question,
decode, etc.).

Key Vocabulary: List

vocabulary from the
text &/or activity that is
at the students
instructional &
frustration level (at least
4 words). _____

Demonstrate

Describe

Recall

Major

Organize

Events

Detail

Challenges

Question

Respond

1st Strategy

2nd Strategy

Whale

Portrait

Mammal

Character

Column

Piggie

Ideas

Gerald

Questions

Feeling

Mood

Event

Template

INSTRUCT & ENGAGE

Independent Reading:
Text must be at the
students independent
reading level OR at
his/her instructional or
frustration level if you
are reading it aloud.

Text(s): Title & Author + Reading Level:

Tutus Arent My Style, (gr. 2.7) by Linda

Skeers
The Dark, by Lemony Snicket (gr. 3)

You read aloud

Tutee read aloud

You both read silently

(What will you read?_____
______________________)

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Literacy Assessment
(NO scaffolding):
Purpose: Why student
is completing
assessment
Directions: Step-bystep, complete
instructions
Closing: Conclude the
assessment, transition
to next activity _____

Literacy Assessment

Additional Literacy Assessment(s)

Purpose: Remember on our very first day

of tutoring when we read those passages
and I asked you to retell them to me? Well
today we are going to do them again. This
is just for me to see if we have made any
progress throughout out our sessions
Directions: All you have to do is read the
passages I provide at your normal reading
speed. We will each have a copy and I will
be taking notes on my copy while you read.
Take your time and remember to pay
attention to the punctuation!
Closing: Thank you for reading those
passages! You have worked so hard during
our tutoring sessions and I definitely see
the progress youve made! Now lets do our
fun activity.

Literacy Strategies

Opening: Elicit
students background
knowledge about
concept & strategy in
multiple ways (not just
questions). _____

1st Strategy

2nd Strategy

Good morning! When choosing an activity

for us to do this week, I remembered that
you mentioned that you liked whales. I
brought in a book today called The Wild
Whale Watch. Would you like to draw a
picture of a whale?

Happy Friday! Have you ever heard the

word portrait before? If so, what is a
portrait? A portrait is a picture or photo
of a person or thing. Today we are going
to do an activity called Open Mind
Portrait, where you will draw in the
mindset of a character. If you were
going to draw a picture of yourself, what
would it look like? Please draw me a
self-portrait (picture of yourself) and I
will draw one too!

[Provide student with crayons and markers

and allow student to draw a picture]
What a lovely picture youve drawn! Please
tell me about it.
[Allow student to share]
Thank you for sharing! I like whales too
but I know there are a lot of facts that I
dont know about them. Do you think this

[Allow student to draw a picture of

herself]
What a lovely self-portrait you drew! If
you were going to describe this selfportrait to me, what would be some of
the characteristics? For example, some

book contains facts that you dont know

about whales?

of the characteristics of my self-portrait

are that my eyes are blue and that I have
red curly hair.

[Allow student to respond]

I agree! Have you ever heard of a K-W-L
chart? K-W-L charts are used to organize
ideas and facts that you know and learn
about while reading a text. The K-W-L
chart we are going to use is on the
computer where we will type and organize
the information.
[Show student chart]
The K stands for What I KNOW, the W
stands for What I WANT to learn, and
the L stands for What I Learned. I think
we should use a K-W-L to organize our
thought, ideas, and the facts we learn while
reading the book. Lets get started!

[Allow student to describe

characteristics]
Think about all the events that have
happened to you today or this past week.
I remember an event that happened to
me yesterday. At my school, I was
walking back to my car and it started to
rain. It rained so hard that I was soaked
by the time I arrived at my car. This
made me angry because I had to get in
my car and go to work all wet. This
event affected the way I was feeling,
didnt it? So do you agree that the
different events in your life affect the
way you feel? Are there any events that
stand out in your mind that have
happened to you today or this past
week?
[Allow student to share]
Thank you for sharing. Now we will
move on to our activity.

Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step
instructions on how you will implement the instructional plan in the procedures below. Describe exactly what
you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or
bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Teacher Modeling:
How you alone will
describe & demonstrate
the entire strategy to the
students (no
participation from
students) including
examples &

1st Strategy

2nd Strategy

Before I start reading about whales, I need

to think about what I already know about
whales. Hmm, I know that whales are
mammals! Since this is a fact that I know, I
am going to add to the K column because I
remember that the K stands for What I

Lets read the book, Are You Ready to

Play Outside? by Mo Willems. While I
am reading I want you to think about
the different events in the story affect
the characters moods and how they

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

scaffolding._____

know.

react to the events.

[Show where to type then type fact to K

column]

[Read story aloud]

Now that I have added something I know

about whales to my chart, I need to add
something I want to learn about whales. Let
me think.I wonder what the largest whale
is? That is something I want to learn while
reading the book. I am going to add that
question to the W column because I
remember that the W stands for What I
want to learn.

Here I have two portraits of the

Characters in the book, Gerald and
Piggie. I am going to choose one that I
want to create my Open Mind Portrait
of. Hmm I think I will choose Pigge.
First, I will write the title of the book at
the top of the portrait.
[Write title at the top of portrait]

I remember that at the beginning of the

story, Piggie was excited and happy to
see his friend Gerald. To show this
emotion, I am going to draw a picture
Since I havent read the book yet, I cant of Gerald in the portrait.
add anything to the What I learned
column. The facts and ideas I will add to [Draw picture of Gerald]
this column will be the answers to my
questions from the What I want to learn Now when I look back the portrait, I
column because it will be new information will remember that Gerald represents
that I learned from reading the text.
that Piggie was happy and excited.
[Show where to type then fact into W
column]

Guided Practice:
During this part of the
lesson, the teacher and
the students practice
together. You will assist
the students, takes turns
& participate along with
the class. _____

1st Strategy

2nd Strategy

I need your help filling out the chart with

facts and ideas that you know and what you
want to learn about whales. What is a fact
that you already know about whales?

Lets do some together. What was

another event that had an affect on the
way Piggie was feeling?

[Allow student to respond]

[Allow student to respond. Some

possible answers are the rain, the
worms, and Gerald.]

Great! I know that about whales too! Since

we both know this fact should we add it to
the chart? What column should we add it
to? Thats right, the K column.

[If the student is having difficulty

responding, ask supporting questions
that will help them remember the
events of the story: What happened
[Allow student to type fact into the K when it started raining? What other
characters affected the way he felt?]
column]
Are there any facts that you want to learn
about whales?

[When the student presents an event to

represent a mood/feeling, draw it on the
portrait]

[Allow student to respond]

Awesome! I would like to know that as
well. What column should we add that to?
Thats right, the W column.
{Allow student to type question into the W
column]

When you look at the portrait, what can

you tell me about the way Piggie was
feeling?
[Allow student to respond]
Thank you for helping me with Piggies
portrait.

Is there anything you would like to add to

either column?
[Allow student to type facts and questions
to chart]
Those are some interesting facts and
questions. Now its time to read our book.
While we are reading, think about the
questions that we put in the W column
because those are the questions that we want
to learn the answers to. Also try to
remember any other new facts that you learn
while reading the book.
[Read book aloud]
There were a lot of facts in that book! I
know so much more about whales now. I
now know the answers to the first question
in W column: What is the largest whale?
The largest whale is the blue whale. I am
going to add this fact to the L column
because I remember that the L stands for
What I learned.
[Type fact on chart]

Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do
to complete the activity
& meet the objective.
_____

1st Strategy

2nd Strategy

I want to know what you learned about

whales from the book we just read. Your
goal is to add at least three more facts to the
L column. Any new fact that you learned
you will type into the L column. If you cant
remember anything look at the questions
you asked about whales in the W column
and think about the answers you found in
the book. Remember the K stands for What
I KNOW, the W stands for What I WANT

Now its time to try it on your own.

Here I have another Gerald and Piggie
book. We will read through the book
and then you will choose a template of
either Piggie or Geralds open mind to
draw whats in their heads just like we
did with the book, Are You Ready To
Play Outside? Remember to write the
title of the book at the top of the
template. You can draw as many things

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

to learn, and the L stands for What I

Learned.
[Allow student to type new facts in the L
column]

as you like but you should draw at least

three pictures that tell what the
characters are feeling throughout the
book. When you are done, you can
share what you drew! You may begin!
[Student
reads
independently]

Closure (Assess): How

will the students
demonstrate their ability
to meet the objective,
including how you will
measure & document
this ability? Attach
assessment documents
to lesson plan where
appropriate. _____

and

works

1st Strategy

2nd Strategy

Now that you have filled out the chart, can

you share the new facts you learned the
answers to the questions you found?

You look about finished with your open

mind portrait. Are you ready to share?
Awesome!

[Allow student to respond]

[Allow student to share]

Those are very interesting facts! Thank you

for completing the KWL chart! Now you
know even more fun facts about whales!

What did you notice about the how the

character was feeling throughout the
story? Did their mood change? Tell me
how? Great job. Your explanations have
shown me that the different events of
the story changed how the characters
felt. You did a wonderful job with your
open mind portrait! I hope you have a
wonderful weekend!

[Student has met the goal if she recorded at

least 3 new facts or answers to questions
from the W column]

[Collect students self portrait. The

student has met the objective if she has
drawn and discussed at least three
pictures that tell what the characters are
feeling in response to the different
events of the story.]

Point deductions for writing errors, not following directions, etc.: ____ points
Comments:

EVALUATION CRITERIA

Accomplished (4)

Skilled (3)

Developing (2)

Ineffective or Not
Met (1 or 0)

Demonstrates
understanding of
effective literacy
instruction

Provides correct,
brief description of
strategy (1-2
sentences) &
complete title &
source of strategy;
provides accurate
description of
students
instructional &
independent reading
abilities, as well as
ongoing, correct
literacy
assessments

Provides general,
brief description of
strategy & complete
title &/or complete
source of strategy;
provides general
information of
students reading
levels

Provides incomplete
description of
strategy &/or
incomplete title &/or
incomplete source
of strategy or 1 of
these elements is
absent; special
needs &/or
accommodations
information is
incomplete

Activity description
&/or special needs
&/or
accommodations
information is
incomplete,
inaccurate &/or
absent

Demonstrates
understanding of
Common Core &
Student
Performance
Objectives

Appropriate CCSS
ELA standard (grade
level & content) is
selected &
completely cited;
objective is in
correct ABCD format
(4 features)

Appropriate CCSS
ELA standard (grade
level & content) is
selected &/or
completely cited;
objective contains
3+ correct of ABCD
format

CCSS ELA standard

(grade level or
content is
appropriate) is
selected or
completely cited;
&/or objective
contains 2+ correct
of ABCD format

CCSS ELA standard

is inappropriate
either grade level
&/or content
incomplete, &/or
absent; objective is
incomplete,
inappropriate,
unclear &/or absent

Lists contain all

necessary texts,
technology &
materials other
included in lesson
plan, including titles,
reading levels &
sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete &
clear; strategy
materials are
attached

Lists contain
technology element
& all but 1-3
necessary materials
included in lesson
plan &/or only 1-3
missing titles,
reading levels &/or
sources (with at
least one title
included for
independent
reading); all
materials are
correct, complete
&/or clear; strategy
materials are
attached

Lists contain >3

missing but
necessary materials
included in lesson
plan &/or >1-3
missing titles,
reading levels &/or
sources; &/or
strategy materials
are attached

Instructional
materials lists &/or
materials
themselves are
incomplete,
inappropriate,
unclear &/or absent

Lists of functional
language & key

Lists of functional
language &/or key

Lists of functional
language or key

Lists of functional
language &/or key

Audience
Behavior
Condition
Degree

Demonstrates
effective
instructional
planning:
Instructional
Materials
Attach materials to
this lesson plan that
you will distribute to
your student

Demonstrates
understanding of

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

functional
language & key
vocabulary

vocabulary are
appropriate &
complete &
integrated into
lesson plan

vocabulary are
appropriate &/or
complete &
integrated into
lesson plan

vocabulary are
appropriate or
complete &
integrated into
lesson plan

vocabulary are
incomplete,
inappropriate,
unclear &/or absent

Demonstrates
ability to elicit
students
background
knowledge

Both openings
appropriately elicit
students
background
knowledge &
prepares them to
learn strategy &
content in multiple
ways (not just
questions)

Both openings
appropriately elicits
students
background
knowledge &
prepares them to
learn strategy &
content (no yes/no
questions)

One or both
openings elicit
students
background
knowledge &/or
prepare them to
learn strategy &/or
content

One or both
openings are
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

You provide
complete & correct
step-by-step
directions of the
activity, provide
complete examples
& model each step
ALONE for both
strategies; modeling
of technology
element is present &
correct

You provide
complete and
correct step-by-step
directions of the
activity, provide
examples & model
>75% of the steps
ALONE for both
strategies; modeling
of technology
element is present &
correct

You provide
incomplete but
correct step-by-step
directions of the
activity &/or
examples &/or
model < 75% of the
steps ALONE for
either or both
strategies; modeling
of technology
element is
incomplete &/or
incorrect

Modeling is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies; modeling
of technology
element is
inappropriate or
absent

Guided practice
includes roles for
you & students with
complete directions
with you scaffolding
the activity by
participating WITH
the students for both
strategies; guided
practice of
technology element
is present & correct

Guided practice
includes roles for
you & students with
general directions
with you scaffolding
the activity by
participating WITH
the students for
either or both
strategies; guided
practice of
technology element
is present & correct

Guided practice
includes role for
students with no role
for you &/or you are
monitoring but not
participating, &/or
the directions are
incomplete
directions for either
or both strategies;
guided practice of
technology element
is incomplete &/or
incorrect

Guided practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies; guided
practice of
technology element
is inappropriate or
absent

From your students

responses, you
should be able to
determine if they
have sufficient
background
knowledge to
complete the
strategies & meet
the objectives

Demonstrates
understanding of
scaffolded
instruction
through modeling
of activity
Your modeling must
demonstrate the
activity & match the
objective

Demonstrates
understanding of
scaffolding
through gradual
release with
guided practice
Your guided
practice must
demonstrate include
each step of the
activity & match the
objective

Demonstrates
understanding of
scaffolding &
gradual release
with independent
practice
Your independent
practice must
restate the
directions & match
the objective

Demonstrates
ability to assess
students progress
with closure
Your closure must
ask students to
demonstrate their
ability to complete
activity & must
match the objective.

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
complete directions
for both strategies;
independent
practice of
technology element
is present & correct

Independent
practice allows
students to
demonstrate ability
to complete the
activity ALONE, with
you providing
general directions
for either or both
strategies:
independent
practice of
technology element
is present & correct

Independent
practice allows
students to
demonstrate ability
to complete the
activity with your
assistance &/or with
you providing some
directions for either
or both strategies;
independent
technology element
is incomplete &/or
incorrect

Independent
practice is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies;
independent
practice of
technology element
is inappropriate or
absent

Closure requires
students to
demonstrate
measurable ability to
meet the objective
for both strategies

Closure requires
students to
demonstrate ability
to meet the
objective for either
or both strategies

Closure requires
students to
demonstrate
understanding of the
objective for either
or both strategies

Closure is
incomplete,
inappropriate,
unclear &/or absent
for either or both
strategies

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear &
complete directions
& closing with
transition to next
activity

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
complete purpose of
assessment, clear
&/or complete
directions & closing
with transition to
next activity

Assessment is
research-based &
evaluates students
abilities in
comprehension,
word study &/or
fluency; you provide
general purpose of
assessment, &/or
general directions
&/or incomplete
closing with
transition to next
activity

Assessment &/or
purpose, directions
&/or closing is
incomplete,
inappropriate,
unclear &/or absent

Attach any
documentation
instruments (e.g.,
checklists, rubrics,
etc.) to this lesson
plan.
Demonstrates
ability to determine
future instruction
with literacy
assessment(s)
Attach assessment
documentation
instrument to this
lesson plan where
appropriate

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

TOTAL POINTS _____ ( 1/2 for final score)

_______/20 points possible

_______ Key Assessment Score

Point deductions for writing errors, not following directions, etc.: