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TWS 4 Assessment Plan

A. Overview of Assessment Plan

Before the unit begins, the students will be asked to write an all about
book. I will only explain that they are writing about something they
know all about. This assessment is to see how many students are
familiar with the process of writing and what they need to think about
when writing an all about book. I will take up the books they created
and assess the topic they chose, what they wrote about, and what
pictures they drew. This will allow me to accommodate my lessons to
what the students showed that they needed work in. I will verbally
converse with the students that do not have the writing ability to show
me the pre-assessment. In the duration of the unit, I will have the
students verbally answering questions and work collaborative groups. I
will also work in whole group instruction and have the students
participate in examples that I guide. This will allow me to see who
needs one-on-one instruction and who can move on. At the end of the
unit, I will have the students write an all about book. All of the students
will have the same topic and I will work with the whole class step by
step, but they will do the writing and illustrating themselves. I will work
one-on-one with the students that need accommodations while the
others are writing their book. I will take up the all about books and
assess them so that I can evaluate my teaching and what the students
need extra help with.
B. Pre-Assessment
Before I begin my writing unit, I will instruct the students to simply
write an all-about book. The only thing I will tell them is, write a book
about something you know all about. I will give them writing paper
that allows them to write a title, draw a picture on the cover page,
write their name, and then the following pages will have a place for
them to draw a picture and write a few sentences. I will not answer
questions pertaining to the assessment objective. I will give students
about fifteen or twenty minutes to complete their book. After the
students are finished, I will collect them and have a checklist to see
what the students know.
C. During Assessment
Throughout the week I will be giving class examples and then letting
the students help me fill in the pictures and sentences about the topic.
I will assess the students by their responses, ideas/suggestions, and
the writing assignments I ask the students to complete. I will ask them
to write or draw some topic ideas that they come up with. They will
also have to draw or write at least one fact that their whole group
came up with about Dentist. Throughout the week, we will also be

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creating a chart that reminds us of what we need to do before and

while writing an all-about book.
D. Post-Assessment
On the last two days of the unit, the students will begin writing an allabout book on Dr. Seuss, since it is Dr. Seuss week. I will work with
them in whole group and we will come up with sentences and pictures
to write all about Dr. Seuss. The students will be the ones to give me
the sentences and what to draw. They will go to their seats and work
independently on what we just talked about. I will have the ideas that
the students came up with on the SMARTboard for a visual aid, but the
students will have to write the sentences and draw their own pictures.
The completed all-about book on Dr. Seuss will be assessed through a
checklist as I go through each book.
E. Assessment for Student Progress
Pre-Assessment: I will look over my checklist from the pre-assessment
to see how many students know a lot about all-about book, know some
about all-about books, or know nothing about all-about books. This will
let me know what areas I need to focus on in my future lessons during
the unit. It will also give me an idea about which students I will need to
work one-on-one or small group with.
During Assessment: I will be able to determine through the students
verbal and written responses whether they understand the concept
that is being presented or if they need extra instruction. I will be able
to prompt the students in different ways to see which way works best
for most students. Based on the ideas and suggestions I get from the
students will also tell whether I will be able to move on to the next
concept or if I need to go back and review the last one again.
Post-Assessment: I will be able to compare the checklist from the preassessment and post-assessment to see the direct student progress
and who did not show progress. I will also be able to look through each
students book, write down the strengths and weakness for each
student, and pair up the students accordingly so that they may help
each other out in future writing lessons. If there is a mistake or concept
that is commonly missed then I will know I need to go back and review
it before moving on to the next concept of writing.
Assessment Plan Table: Kindergarten
Unit Objectives

Assessments

Unit Objective
1:
After whole group
discussion,

Pre-Assessment
During
Assessment
Post-Assessment

Format of
Assessments
Pre: At the
beginning of the
lesson, I will ask
the students to

Accommodation
s
Group discussion
to keep every at
the same pace.
Repeat
and

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students will be
able to
brainstorm
places, people,
things, and topics
that they know
well and can
teach others
about with 90%
accuracy.

Unit Objective
2:
After group
discussion and
examples
students will be
able to think
about topics that
they can write
down throughout
the day with 90%
accuracy.

Pre-Assessment
During
Assessment
Post-Assessment

write a book
about something
they know all
about, without
giving them any
instruction on
how to do it.
During: I will
write down topics
that they
students suggest
and then ask
them if they are
experts at that
topic and if they
can teach
someone else all
about it.
Post: I will have
the students
write their topics
down on a piece
of paper so that
they can ask
themselves the
questions about it
and remember it
for the next day.
Pre: I will ask the
students what
other ways can
we gather things
to write about
besides
brainstorming
them.
During: I will
read a book and
ask the students
to tell me a little
bit about what
they learned
throughout the
book.
Post: I will then
ask the students

modify
instruction
as
needed. Provided
example
and
visual aid.

Whole
group
instruction
to
keep everyone at
same
pace,
repeat
and
modify
instruction
as
needed,
independent
study to promote
higher thinking.

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how they would
use the book to
write an all-about
book. Check each
students
notepad at the
end of the day to
see if they found
any ideas to write
about throughout
the day.

Unit Objective
3:
After whole group
discussion and
activity students
should be able to
identify his or her
audience that
they want to
write to with 90%
accuracy.

Unit Objective
4:
After whole group
and partner

Pre-Assessment
During
Assessment
Post-Assessment

Pre-Assessment
During
Assessment
Post-Assessment

Pre: I will ask the

students a series
of questions that
relates the topic
of the writing to
the audience. For
example, I will
ask, would I
write about
football for a
YMCA basketball
team?
During: I will
record some topic
suggestions on
chart paper and
have the
students pick the
audience for it.
Post: I will
conference with
each student
while they are
drawing or
writing their
audience on their
notepad to see
what audience
they chose and
why.
Pre: I will ask the
students to
remind me of
what they had to

Repeat and
modify
instruction as
needed, model
example and
provide visual
aid, one-on-one
conferences

Whole group
instruction,
collaborative
learning within

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discussion,
students should
be able to plan
out their writing
before they begin
with 90%
accuracy.

Unit Objective
5:
After a class
model and
individual
practice, students
should be able to
sketch pictures
that go along
with each part of
their story with
90% accuracy.

Pre-Assessment
During
Assessment
Post-Assessment

do before writing
a how-to book. I
will also ask them
what they think
they have to do
when writing an
all-about book.
During: I will
give an example
of a topic for an
all-about book
and what I need
to gather before
groups so that
writing. I will talk
the students
about another
learn to working
example and
with others and
have the
share view
students help me
points, provide
and suggest what visual aid through
I should gather
the SMARTboard
before writing.
Post: Each table
will discuss the
facts that they
need gather on a
certain topic that
I give them. After
a few minutes
they will share
with the class
what facts they
gathered.
Pre: I will bring
Repeat and
up the example
modify
that we did the
instruction as
day before on the
needed, use of
SmartBoard and
examples and
talk about what
models,
pictures that
independent
would go along
work with one-onwith the ideas
one conferences
and facts we
and/or small
came up with.
group instruction
During: I will go
through each fact
that the class

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came up with on
the SmartBoard
and have the
students tell me
exactly what to
draw for each
fact.
Post: The
students will
sketch pictures
for their own
facts that they
come up with to
go along with
their topics that
they choose.

Pre-Assessment Checklist

Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Did they
stick to
topic?

Did they have

pictures/senten
ces

Did
pic./sent.
relate?

Is it
teaching all
about
_____?

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23
24
Post-Assessment Checklist

Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

Did they
stick to
topic?

Did they have

pictures/senten
ces

Did
pic./sent.
relate?

Is it
teaching all
about
_____?