Alee Chapman

ECED 329

TWS 4 Standard
A. Assessment Plan
Over View: My syllable/fall lesson was centered on the students being
able to tell me what happens in the fall as well as clap the different
syllables found in the book. The main point of this lesson was for
students to be able to learn how to clap out syllables, while the pre,
during, and post assessments were centered on students being able to
recall what syllables were through clapping and verbally talking about
the words that were used. The during assessment was very vague in
whether children knew what happened in the fall. My pre and post
assessment relates back to my objective because students needed to
be able to clap the syllables in the words that were given. Students
were expected to clap out their syllables, while respecting each other.
For students who have IEPs, I will follow the directions for each specific
child. For children who are placed away from a group due to their
behavior, I will be sure to keep an eye on that child to make sure they
are grasping the information.
B. Description of pre-, during-, and post-assessment
Pre-Assessment
For my pre-assessment, I went to each student during his or her
workstation time and asked them what a syllable was and I got various
answers. I used a checklist where I asked the students if they knew
what happened in the fall as well as if they knew what syllables were. I
used a checklist with numbers 1-5 and I would circle whichever number
the student matched up with. This pre-assessment helped me get a
better idea of where my students were, and what I needed to point out
during the reading to insure that they were successful on their postassessment.
During Assessment
I conducted my during-assessment before I read Fletcher and the
Falling Leaves. At an appropriate time, I asked them what a syllable
was and had some students try to tell me. I used a checklist using
numbers 1-5 and I decided which number matched up with their
knowledge. Then I told them what it was and done an example of it. I
practiced doing syllables with the colors red, brown, and yellow. We all
clapped the syllables together and they understood how many

syllables were in each color that was named. I would pick on different
students to answer these questions. Some students are ones who were
volunteering to answer, while others were ones who seemed to be off
task. This helped me make sure all my students were paying attention,
and reviewing the importance of syllables.
Post-Assessment
After I finished reading the book, students remained on the carpet to
do their post assessment. The students were able to tell me what
characters were in the story as well as what colors they saw
throughout the story. After we discussed these things, I had the words
on the board. I clapped the syllables in each word, then we done the
syllables in the words together, and then I had them practice the
syllables by themselves. While the students are practicing the words
by themselves, I called out the word first because some of the words
were a little challenging.
A. Overview of the assessment plan
Lesson Objective
Assessment of the Objective

After reading Fletcher and

the Falling Leaves, the
students will recognize and
be able to count the
number of syllables in
words with 85% accuracy.

Before: Ask what happens in

the fall to the leaves.
Discuss what colors the
leaves are that is brought in
by the teacher. Ask what
they think syllables are?
During: The teacher will
observe which students are
participating with counting
out the syllables.
After: The teacher will have
students clap the syllables
of the characters in the
story as well as the color
names that we saw.

Use of Formative
Assessment

If students are successful:

They will be able to help
other students that are
struggling. They can also
get their letter books out
and begin reading them.
If students are struggling:
We will continue to review
words by clapping the
syllables.
I can help the student who
struggling by pulling the
student aside and make
sure that he/she
understands the concept o
syllables.

B. Grading:
Pre-Assessment= For the pre-assessment, I checked to see if
students were able to tell me something about the fall or if
they knew what a syllable was. Depending on the childs

answer to the question, they were given a 1-5 on the preassessment checklist.
During Assessment= For the during assessment, I graded
students based upon whether students were participating in
clapping out the syllables. Depending on the childs answer to
the question, they were given a 1-5 on the during assessment
checklist.
Post-Assessment= I graded the post assessment based on
whether the students could clap out the syllables without the
teacher. Depending on the child's involvement, they were
given a 1-5 on the post-assessment checklist.
Post-assessment results.

Students Name

Assessment Scale
(1-5)
1
2
3
4
5

Alayshia
BroDarrien

Jerry

2
1

3
2

Notes

In his own world

Sitting

Distracted

Messing with arm

Does nothing

Jumps around

5
Inaejah

2
5

Toddre

Waving arms

5
Tayah

Makayla

Bentlee

Ziya

5
5
5
5
Jeremiah

2
5

Kaliyah W.

2
5

Johanna

2
5

Michaias

2
5

Kaleigha J.

Tyanna

Nolan

Arianny

5
5
5
5
Ari

Does half of them

5
Eddie

2
5

Anna

2
5

Vincente

2
5

Beatriz

Gets confused

5
Myron

Miangel

Josie Beth

5
5
Isaac

2
5

Does none

TWS 4
Assessment Plan Overview
Over View: My bully lesson was centered on the students being able to
tell me what bullies are and how do we keep bullies away. The main
point of this lesson was for students to be able to learn about what a
bully is, while the pre, during, and post assessments were centered on
students being able to recall what a bully is. The during assessment
was very vague in whether children knew what a bully is. My pre and
post assessment relates back to my objective because students
needed to be able to answer questions about what a bully is. Students
were expected to answer questions about statements and decide if it
was a buddy or a bully statement. For students who have IEPs, I will
follow the directions for each specific child. For children who are placed
away from a group due to their behavior, I will be sure to keep an eye
on that child to make sure they are grasping the information.
Pre-Assessment
For my pre-assessment, I went to each student during his or her
workstation time and asked them what a bully was and I got various
answers. I used a checklist where I asked the students if they knew
what a bully is. I used a checklist with numbers 1-5 and I would circle
whichever number the student matched up with. This pre-assessment
helped me get a better idea of where my students were, and what I
needed to point out during the lesson to insure that they were
successful on their post-assessment.
During Assessment
I conducted my during-assessment after we watched the Sesame
Street video call The Good Birds Club. I asked them how does Big Bird
feel about himself at the beginning of the story? How does Big Bird feel
when the Good Bird Club leader makes fun of the way he looks? When
the Good Bird Club birds were mean to Big Bird, was he mean back to
them? Why did Big Bird keep changing himself? What did Elmo and
Abby do to help Big Bird solve his problem with the Good Bird Club?
What did Big Birds friends do to help him feel happier? The students
enjoyed answering these questions and it let me know if they were
paying attention. I used a checklist using numbers 1-5 and I decided
which number matched up with their knowledge. I would pick on
different students to answer these questions. Some students are ones

who were volunteering to answer, while others were ones who seemed
to be off task. This helped me make sure all my students were paying
attention, and reviewing the importance of bullying.
Post-Assessment
After I finished asking questions, students went to their desks to do the
post-assessment. The students were given a worksheet that said Bully
or Buddy. The instructions were Read each statement. If it describes a
buddy, color in the happy face. If it describes a bully, color in the sad
face. I displayed a copy of the paper on the Elmo, which was projected
onto the smart board. We did the first question together. The rest of
the questions, I read aloud and the students decided which face to
color in.
A. Overview of the assessment plan
Lesson Objective
At the end of this lesson, the
students will have a better
understanding of what a
bully is and how we can stop
bullies with 100%
understanding.

Assessment of the
Objective
Pre: Ask the students if they
know what bullying is?
During: Watch Sesame
Street video called The
Good Birds Club. The
teacher will ask several
questions about the video
to see if the students
understand how Big Bird
was bullied.
After: The teacher will give
each student a buddy or
bully worksheet so that
they can decide which
statement is made from a
buddy or bully.

Use of Formative
Assessment
For students who finish
early, they can get their
letter books out and begin
to read them silently.

B. Grading
Pre-Assessment= For the pre-assessment, I graded students by if
they were able to tell me something about what a bully is.
Depending on what the childs answer to the question, they were
given a 1-5 on the pre-assessment checklist.
During Assessment= For the during assessment, I graded
students based upon whether students were participating in

answering the questions about the Sesame Street video.

Depending on the childs answers to the questions, they were
given a 1-5 on the during assessment checklist.
Post-Assessment= I graded the post assessment based on
whether the students answered the buddy or bully questions
correctly. Depending on the childs answers to the buddy or bully
worksheet, the student was deducted 10 points for every
question they got wrong.

A. Post-Assessment results
Students Name
Assessment Scale (15)
Alayshia
1
2
3
4
5
BroDarrien
1

*student was not at

school

Jerry
1

*student was not at

school

*student was not at

school

*student was not at

school

Inaejah
Toddre
Tayah
Makayla
Bentlee
Ziya
Jeremiah
Kaliyah W.
Johanna
Michaias

Notes

Doesnt know
Doesnt know
Doesnt know
Hurt your feelings
Pull your shirt
Biting people
Mean and pushes
Girls in the hallway

Kaleigha J.

Tyanna
1

Push you and beat

you up

Do mean things to
you

Nolan
Arianny
Ari
Eddie
Anna
Vincente
Beatriz
Myron

Call names

Miangel

Doesnt know
Mean to you
Copies you
Somebody that
punches you
Somebody that hits
They hit you
Being rude

*student was not at

school

Josie Beth

Hurts somebody

Isaac

When they kick