Assessment Plan Table

Lesson Lesson Objectives Assessments Format of Formative Assessments Accommodations

Pre: Students were read a book I will try to incorporate all learning styles. Pre: Whole group about pumpkins, and were asked discussion; checklist Each child will be able to see the text, see if all pumpkins looked the same. the words written that describe the
differences, they will be able to see/feel the differences, and they are going to be creating the differences themselves. There is one little girl who has a physical During: . The student will disability. I will have different types of successfully recall differences During: Whole pumpkins at each table. This allows her to among a particular type of plant Group; Observation stay in her seat, and draw from where she by observing different types of is. checklist pumpkins and they will be For early finishers: For early finishers, I recorded on a chart. can have them create their own personal pumpkin. They would need to make it the way they see themselves. Then, we could later compare the differences in the class Post:The students will create his pumpkins. This is where I would tie in the or her pumpkins demonstrating SSCE standard and discuss how everyone that there are differences among Post: Individual; is pumpkins, and write the Handout where they different. For slower-pace learners: difference that they drew. (If they created three For slow paced learners I will have them drew a green pumpkin, they different pumpkins do as much as they could, then finish it the would need to write green under next day during center time.

For students with special needs:

The Students will successfully acknowledge that there are Lesson One: differences How are among a pumpkins particular type of different? plant by observing and demonstrating the different types.

their pumpkin.)

Lesson

Lesson Objectives

Assessments

Format of Formative Assessments

Accommodations

Pre: Using 2D shapes I will ask the students to Pre: Individual; relocate them according checklist the positional phrase that I say.

The student will During: The students will use positional reenacted the postional Lesson Two: phrases to phrase story, and placed Positonal correctly place the pumpkin accroding Phrases their 2 dimensional to the postional phrase. shapes where I ask Each student got to them to be placed. reenact each page.

For students with special needs: I am trying to incorporate all learning styles. Each child will have a chance to interact with the (during) activity. For my IEP's the children who are visually impaired, they will be moved closer to the smartboard, as well as the children During: Whole Group; who have a hearing imdediment. observation checklist For early finishers: For my early finishers, I can have them create a figure of any kind using 2 dimensional shapes. For slower-pace learners: For my slower paced children, they will be allowed to finish during their center time.

Post: The students will create a scarecrow face Post:Small Group; made of shapes by visiual artwork, placing them by the checklist correct positional phrase.

Lesson

Lesson Objectives

Assessments

Format of Formative Assessments

Accommodations

Pre: If I placed these objects Pre:Individual; Q into the water, which ones & A discussion; would float? Which ones would For students with special needs: checklist sink? Why? For my IEP's the students who After an engaging hands on activity done as a whole Lesson Three: group, the students Will it sink or will use their float? information from our (Predictions) whole group activity to make predictions on whether an object will sink or float.
are visually and hearing impaired, they were closer to me while I was doing each activity. For early finishers: We did this in small groups together.I called out each object to test, so that we all would be on the same object at the same time. We also finished at the same time. For slower-pace learners: Students who worked slower were waited on. I had them put their eyes on me so that I knew they were finished. They did this quietly until everyone was done filling in their information.

During: As a whole class we will make a prediction on each object, and whether it will sink or float. After testing each object, we will draw it under sink or float. What did the floaters have in common? Sinkers? Post: In small groups students will explore more into objects that sink or float by making predictions on objects, and recording their results. Discussion will follow assessment.

During: Whole Group; sink or float activity; observation checklist

Post:Small Groups/ Individual; handout, checklist

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Lesson Objectives

Assessments

Format of Formative Assessments

Accommodations

Pre: The students did a retelling of events with my cooperating teacher.

Pre: Whole Group; observation checklist

For students with special needs: This lesson is based off auditory and visual learning. Students will need to listen and participate in all activities, so they can retell the story. My students with IEP's of hearing and visual impairments, they will be moved closer to me during the lesson. For early finishers: For my early finishers, they will draw the old lady on their sequencing paper. For slower-pace learners: My slower paced students will have time to finish this activity during learning stations.

During: I will repeat the sequence every time something else is added. Students will be able This allows them to hear the During: Whole Lesson Four: to sequence six/9 sequence multiple times, and allows me to take note Group; observation Recalling of cards that show the checklist events items the old lady of who understands the sequencing. After reading ate. the story, will sequence the events in the story with assistance. Post: Students will cut cards that show pictures of the Post: Gluing the things the old lady ate. After correct order of the cutting the cards, students events; checklist will glue them on a sequencing chart.

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Lesson Objectives

Assessments

Format of Formative Assessments

Accommodations

Pre: Every morning the students say the Pledge of Allegiance, and I observed recognition of the flag.

Pre: Whole group/Individual; observation; checklist

The students will recall details about Lesson Five: the American flag The by filling out Importance of information in the American their individual Flag book called: The American Flag.

During:As a whole group we will create a chart describing the different parts of the American Flag.

For students with special needs: For my IEP's they will get be moved so that they can see and hear more clearly. For early finishers: Early finishers will get During: Whole to go back to their learning stations. Group; observation For slower-pace learners: My slower-paced learners will get to finish checklist their work, because they are working at their work stations if they are not in my small group. Therefore, all students will get to finish their work.

Post:The students will recall details about the American flag Post: Small by filling out information in group/Individual; their individual book called: Fill in the blank The American Flag

Lesson 1: For lesson 1 my pre-assessment was evaluated in a checklist format. If the student was in the general area of the answer they received a check mark. During the lesson if the students answered questioins correctly I recorded notes. Their post assessment was a visual art piece where they had to draw and color different characteristics that pumpkins can have. If there were any early finishers, they were told to write the description of the pumpkin they drew.

Lesson 2: My pre-assessment for lesson 2 was for them to move shapes according to the positional phrase that I said. I just assessed two postional phrases, because I knew from my teacher that they did not have any previous knowledge on this content. During the lesson I took note of who knew the position that was being asked. The post assessment was a visual arts piece that they constructed by listening to the positional phrases that I called out. The final product was a scarecrow.

Lesson 3: The pre-assessment for lesson 3 was done by my cooperating teacher. She gave me the information, and I recorded it down. The post assessment was a handout where they made a prediction, tested an object, then circled yes or no if they were correct. The handout was identical to the activity that we did, so the content was familar and they had an example to follow. This was a hard copy that gave me documentation.

Lesson 4: I used information from my teacher's lesson to use as my pre-assessment for Lesson 4. During the lesson I took note of who knew the order of events. For the post assessment the students had to order the objects in the order that the lady ate them on a 1-9 numbered mat. This gave them the order that they should go, and how they needed to be placed. Also in the middle for early finishers they were asked to draw the old lady.

Lesson 5: My pre-assessment for lesson five was the recognition of the American Flag. I asked them if they could point where the American Flag was located in the classroom. During the lesson I observed who could give me information from the text about the American Flag. From that information we created a chart that broke down the flag into parts describing each part. The post assessment was a book that they had to fill in the blank with information regarding the American Flag. The information came from the activity that described the flag.