4. Assessment Plan ( Lesson Plan 4) (LO 2.

3) (APS 3)
TWS Standard

The teacher uses multiple assessment modes and approaches

aligned with learning goals to assess student learning before,
during, and after instruction.

Task
I believe that my assessments are appropriate for measuring my 4-K students
learning because I have different and constant activities in each letter lesson. My
objective is for the students to be able to recognize the letter and say its name, tell me the
sound the letter makes short/long depending on what letter I taught, and develop a
progress in their artistic development skills fine and gross motor skills. For example,
cutting, coloring, pasting, painting, ect. All of my activities per letter lesson involve the
letter sound or name in some way.

Prompt
Each letter lesson has different criteria of assessment. Although, they are measured
differently, they all have the same basic objectives.
Pre-assessment: For every lesson I do use a puppet (Alli the alligator) to introduce the
letter. Introducing the letter involves what the letter looks like (capital and lowercase),
what the letter sounds like (short or long depending on the letter I am teaching), words
that begin with that letter and the sound we are focusing on. All of the assessments done
during the pre-assessment are formative checklist. Assessment is based on recognition of
the letter and ability to say its name, ability to say the sound the letter makes, and
participation.
During-assessment: For each letter I do a shared reading of a book that is about
something that starts with the letter of the day, for example letter C I read If my crayon
box that talked by: Shaine Derolf. Or I read a story that has a lot of words in it that begin
with the letter of the day for example on letter B day I read Brown bear brown bear what
do you see? By reading the books to them or having the smart board read it to them we
as a class are able to point out words and listen to the sound the letter makes in the words.
Students then tell me when recognize a word in the text that begins with the letter of the
day. During this assessment students are always assessed based on letter recognition,
letter sound, and ability to tell me one word that begins with the letter of the day.
Sometimes, depending on the reading, they are assessed on content of the story or moral
of the story (Letter C). All of the assessments done in the during-assessment are
formative checklists that measure letter identification, letter sound, ability to name one
word that begins with letter, and sometimes meaning of story.
Post-assessment: This assessment varies depending on the activity I do. Although, each
assessment guidelines are different, every post-assessment is created using a formative
checklist. And the checklist always includes some form of guideline on artistic
ability/fine-gross motor skill abilities.

A. Provide an overview of the assessment plan

Lesson Objective(s)
Ability to recognize
and name letter.
Ability to verbally
say letter sound.

Assessment(s) of the
Objective(s)
Pre: Students were
graded by checklist on
three criterias:
1. Participation during
puppet performance of
the introduction of
letter, letter sound, and
objects that begin with
that letter.
2. Telling me the letter
name and sound
(repeat after me)
3. Ability to name the
objects I presented
During: Students were
graded by a checklist
on these criterias:
1. Participation during
reading (media)
2. Identified letter in
story/or letter sound
3. Understood the
moral of the story with
prompting.
Post: This activity was
done one on one and
students were graded
by a checklist of these
criteria:
1. Ability to tell me
what letter we worked
on today and the sound
that letter makes
2. Followed (verbal)
directions given by me
on how to do the
activity.
3. Ability to tell me
their favorite
color/name correctly.

Use of Formative
Assessment
(TWS section 7)
If students did not
respond well to the
media given story, I
will for the next
letter do a big book
or read the story to
them myself.
If students were
unable to identify
the letter or the
sound it makes I
will teach them the
motion that goes
with each
letter/sound.
If students were
unable to follow
directions during
post activity I will
tell them the
directions again
before leading
them to my table.
If students are
unable to tell me
their favorite color
I will teach them
one-on-one the
color names and
identify them.

Accommodations
Students sat
according to how
many letters they
had priorknowledge of
before I arrived.
Each row on the
carpet is as
followed, first
row: can only
identify 1-5
letters, second
row: can identify
up to 15 letters,
and third row can
identify up to 20,
last row: can
identify all of
their letters.

B. Describe the pre- and post-assessments that are

aligned with your lesson objective(s).
Pre-assessment: The pre-assessment of every letter will be the same. I
will check them on participation during puppet performance, ability to
tell me the letter when I show them and the letter sound, and ability to
tell me one object that begins with that letter. This will all be done on a
check (X) or check-minus (-X) scale. I also include a comment section,
so if something alarms me I can go back and revisit it one-on-one with
the student.
Post-assessment: This assessment varies depending on what letter I
am teaching for the day. For example in this assessment I taught the
letter C and assessed them based on letter/sound recognition, ability to
follow directions, and color/quality of activity. They were to verbally tell
me what their favorite color was. I made this into a check (X) or checkminus (-X) scale. I also included a comment section, so I could go back
when needed.
B.

Discuss your plan for determining student progress

during the lesson(s).

All pre, during, and post assessments have a column for checking
the childs ability to recognize the letter and verbally say the letter and
the sound that the letter makes. I believe that this is important for me
because if a child cannot do this after the pre assessment, but could do
it after the post assessment, it usually means that this child learns best
when having an activity they are using their hands for in coloration
with learning the letter and the sound it makes. This data helps me
when teaching the next letter to the class, or going back and reviewing
a letter in particular with a student who is struggling.

C. Post-assessment results.
Pre-assessment (puppet show) for letter C: (X=CHECK)
Student Letter

Participation

A
B
C
D

Absent
X
X
X

Letter recognition Letter

sound
Absent
-X
X
X

COMMENTS
Absent
Said 3 but
held up 4
fingers

F
G
H
I
J
K
L
(MIDDLE)
M

X
X
X
X
X
X

X
X
X
XXXX

X-

N
(LOW)
O
P
(HIGH)
Q
R
S
T
Totals:
Percents:

X
X

X
X
X
X
2 out of 19
10%

X
X
X
X
Letter Name:
Sound:
2 out of 19
5 out of 19
10%
26%

Could not say

letter sound,
even after I
said it over
and over with
examples
No response

Total at 100%:
54%

Overall I feel like many of them understood the letter and sound after the preassessment and puppet show. I do however hope that the percentiles go up after the
during and post activity.
During-assessment (book): for letter C
Student Letter

Participation

Identifies Letter
C/sound in text

A
B
C

Absent
X
X

Absent
XX-

Understands the
moral of the
story
Absent
X
-X

-X

Comments
Absent
Did remember
moral with
prompting
Did remember
moral with

prompting.
E
F
G
H
I

X
X
X
X
X

X-X
X
X
X-

X
X
X
-X

J
K
L
(middle)

X
X

X
X
X

X
X
-X

M
N
(low)
O
P
(high)
Q
R

X
-X

X
X

X
X

XX

X
X

Absent
X

Absent
X

Absent
-X

S
T

X
X

X
X

X
-X

3 out of 18

Letter:
2 out
of 18

Sound:
5 out
of 18

Moral:
7 out of 18

Did remember
moral with
prompt.
Total who got
100% correct:

16%

11%

27%

38%

8%

Totals:

Percentiles:

Did remember
moral with
prompt
Did remember
moral with
prompt.

Absent
Did remember
moral with
prompt.

Overall based on one more child being absent the letter recognition was the same,
yet more children could not point out or recognize the letter C or its sound in the text. I
believe this is because the text did not have many C words except for the word crayon or
color. Although, I do believe that I will focus next time on a book that has more words
that start with the letter we are focusing on for the day.
Post-assessment: (Making the crayon boxes) Letter C activity
Student letter

Letter name

Letter sound

Following
directions

Color quality

A
B
C
D
E

X
X
X
X

X
X
X
-

X
X
X
X
X

X
X
X
X
X

Ability to
tell me their
favorite
color.
X
X
X
X

F
G
H
I
J
K
L
(middle)
M
N
(low)
O
P
(high)
Q
R
S
T
Totals:

Percentiles:

X
Absent
X
X
X

X
Absent
X
X
X

X
X
Absent
X
X
X

X
X
Absent
X
X
X
X

X
Absent
X
X
X

X
-

X
X

X
X

X
X

X
X

X
X

X
X

X
X

X
X

X
X

Absent
X
X
X
4 out of 18

Absent
X
X
X
4 out of 18

Absent
X
X
X
1 out of 18

Absent
X
X
X
0 out of 18

Absent
X
X
4 out of 18

22%

22%

5%

0%

22%

Overall I feel like my letter recognition went down, but my sound recognition
went up.

Letter C: Pre-assessment checklist

Whole Class

During-assessment for letter C: Book Reading

Whole Class

Post-assessment for letter C:

Whole Class

My example for Letter C post-activity

Student Samples:

Student Letter P (high)

-Background behind name was yellow

-Chose brown; brown was not one of the colors I had in front of them
-Knew how to place hand down w/o my help
Student Work Sample Post-assessment

Student Letter L (middle)

-Paid attention
-Rolled up sleeves himself
-Noticed paint was cold
- Smudged fingers from not knowing/following directions on how to place them.
Student work sample Post-assessment

Student Letter N (low)

Goes to speech
Has a hard time focusing on my words
Looks a little confused when I give him directions