Karisma Cruell

TWS 4

December 2, 2014

TWS 4
Assessment Plan
The chart data that is blacked out represent students being absent or out of the room and not present
during the lesson. Student #20 is a new student and was only present for lesson #5.
Also, I have explanations and examples of my checklists/rubrics/keys used for pre and post assessments
under each chart or post-assessment results. These charts only show how I used them to assess my
students.

Lesson 1
Lesson Objective

Assessments

Accommodations

Students will be able to

identify the life cycle of a
pumpkin, as a class, using the
Pumpkin Life Cycle Booklet,
with 100% accuracy.

Pre: I will ask them, aloud, if

they know what a pumpkin is
and have some of them raise
their hands and tell me what
they know about pumpkins.
During: I will read the big
book Growing Pumpkins
and, afterwards, let them call
out the different stages the
pumpkin forgoes in the life
cycle (I will write them on the
anchor chart). Afterwards we
will complete a Pumpkin Life
Cycle Booklet as a class.
Post: They will call out the life
cycle of a pumpkin to me
again, as a class (we will keep
doing it until every student
participates).

When the students are

completing the booklet, my
early finishers can go ahead
and start coloring in the pages
in the booklet and the
assistant and I will be walking
around assisting the slowerpaced learners. My three
students with IEPs will be
placed up front and I will
make sure I am helping them,
individually, with activities.

Pre and Post Assessments:

The pre-assessment was to engage students and get them to think critically about
pumpkins. Based on the questions I asked the students, they were not knowledgeable of life
cycles but they were aware of pumpkins and knew that pumpkins are orange. I used this
information to determine how much I would stop and discuss each part of the life cycle of a
pumpkin during the story (how often I would incorporate stopping points).
The post-assessment was a way for me to observe how much the students remembered
about the life cycle of a pumpkin and if the information was retained. I made checklists of who
started to say them first, who all joined in, and who just caught on just by copying the rest of the
class.

Determining Student Progress:

The during-assessment was a way for me to teach the students the life cycle through a
read aloud and discussion and the anchor chart was a way for me to determine who all could
recall the life cycle. If the students were able to recall the life cycle then I knew they were
retaining the information.

Post-Assessment Results:
Post-Assessment Results
Students

Full Credit/Participation

Karisma Cruell
1
2
3- high
4
5
6
7
8
9
10
11
12
13
14
15- low
16
17- average
18
19
20
Class Average:

TWS 4

December 2, 2014

94%

Pre-Assessment Checklist: I would have all of their names on the left side of the checklist and
put a check under one of the choices.
Students who answered or raised their hands
Students who did not participate much
to answer
Post-Assessment Checklist: I would have all of their names on the left side and they will get a
check on the right side if they retained the life cycle and could repeat it back to me.
Student names
If they new the life cycle

Karisma Cruell

TWS 4

December 2, 2014

Lesson 2
Lesson Objective

Assessments

Accommodations

Students will be able to retell

key events in the story, If You
Give a Mouse a Cookie, with
support, with 100% accuracy.

Pre: Ask if they know what a

detail is and if they can
remember details from stories
(I may ask them about some
stories previously read in
class). (Anecdotal notes)
During: Students will retell the
story, creating an anchor chart
for events in the story
(Anecdotal notes).
Post: Students will draw a key
detail or event from the story
(I will ask them what their
drawing is and write it in as I
take papers up).

This lesson is based on a read

aloud and we will be using the
smart board for retelling the
story and they will only be in
their seats for the postassessment so everyone should
be working at the same pace.
My three students with IEPs
will be placed so that I am
near them and can make sure
they are paying attention and I
will make sure I am circling
the room and helping them
when needed. Early finishers
will be allowed to go to centers
(stations set up in the
classroom).

Pre and Post Assessments:

The pre-assessment was to engage students and get them to pay attention to information
once I started the story. It went very well and students were able to tell me a little bit about
details from stories. This let me know that, when I stopped at stopping points during the story, I
could easily direct the students to the key details in the story.
The post-assessment was to allow students to be creative while recalling events from the
story. They were able to illustrate a detail of choice from the story as long as they could explain
what their illustrations had to do with the events from the story. If they could explain the detail
of their picture, and it went with the story, I gave them full credit.

Determining Student Progress:

The during-assessment was an anchor chart on the smart board where students would be
required to place each picture of the events in the order they happened in the story. The
importance of requiring students to put the events in order from the story was so students can
think critically by recalling the story that was just read.

Post-Assessment Results:
Post-Assessment Results
Students
1
2
3- high
4
5
6
7
8
9
10
11

Full Credit/Participation

Karisma Cruell
12
13
14
15- low
16
17- average
18
19
20
Class Average:

TWS 4

December 2, 2014

100%

Pre-Assessment Checklist: I would have all of their names on the left side of the checklist and
put a check under one of the choices.
Students who answered or raised their hand to Students who did not participate much
answer
Post-Assessment Rubric: The rubric would determine if they got all 10 points or not for the postassessment.
Out of 10 points- Comments
Students illustrated a picture outlining a
detail, or details, from the story

Karisma Cruell

TWS 4

December 2, 2014

Lesson 3
Lesson Objective

Assessments

Accommodations

Students will be able to

identify common authority
figures using clues that outline
their professions, with 100%
accuracy.

Pre- Probing questions: What

is a community? What is an
example of a community
helper? What is the purpose
of a community helper?
(Anecdotal notes)
During- Create an anchor
chart based on the examples
the students give me after
watching the video and
gaining a broader idea of a
community helper. I will also
have my own printouts of
different occupations in the
community. I will show the
students the picture and call
on someone to tell me what it
is. (Anecdotal notes)
Post- Matching: I will give
each student an envelope with
cutouts of five important
helpers and/or authority
figures in the community.
They will receive a worksheet
with five pictures (including
the names; which they cannot
read yet). The students will
have to glue the cutouts to the
correct picture.

This lesson will be as a class so

there may only be early
finishers for the postassessment. Early finishers
will be allowed to go to a
workstation until the slowerpaced learners are done with
their work. I have three
students with IEPs and I will
be sure they are placed up
front during the lesson and I
will be sure I am near them
during the post-assessment so,
if they would need help, I will
not be far.

Pre and Post Assessments:

The pre-assessment was an engagement for the students, to grab their attention and get
them thinking. Based on the questions I asked students, I would be able to tell if I needed to stop
and discuss the definition of community, describe the idea of a community helper, or explain the
purpose of a community helper. The students caught right on and did an amazing job on the
pre-assessment.
The post assessment was a hands-on activity using glue, which the students love to use.
The majority of student in the class did not need help with matching the community helper to
the pictures of their job descriptions. If the students had all of the cutouts glued in the right
place, I knew they were aware of community helpers and could identify them.

Determining Student Progress:

The during-assessment was set in place to make sure the students were on the right track
and that the video of clips helped learning. If they remembered the community helpers from the
video and not just parts from the video, then I knew they were on the right track of identifying
helpers in the community. The students remembered every detail about community helpers
from the video after we watched it.

Post-Assessment Results:
Post-Assessment Results

Karisma Cruell
Students
1
2
3- high
4
5
6
7
8
9
10
11
12
13
14
15- low
16
17- average
18
19
20
Class Average:

TWS 4

December 2, 2014
Full Credit/Participation

93%

Pre-Assessment Checklist: I would have all of their names on the left side of the checklist and
put a check under one of the choices.
Students who answered or raised their hand to Students who did not participate much
answer
Post-Assessment Key:

Karisma Cruell

TWS 4

December 2, 2014

Lesson 4
Lesson Objective

Assessments

Students will be able to

complete a story map, as a
class, with support, with 100%
accuracy. They will also be
able to address what is
considered good behavior and
bad behavior on the
playground, based on the
story.

Pre: Probing questions:

What are characters?
What is the setting?
What are key details?
During: Recall details from the
story by reviewing playground
behavior from the story and
the beginning, middle, and
end.
Post: Story Map anchor chart
on chart paper (Characters,
setting, key events), as a class.

Accommodations
This lesson will be completed
as a class, so there will not be
any early finishers or anyone
working at a slow pace. My
three students with IEPs will
be placed up front during the
lesson.

Pre and Post Assessments:

The pre-assessment was to introduce the lesson and see what all the students were
already aware of, referring to characters, setting, and details. Based on their answers, or no
answers at all, I knew if I had to explain in depth or if we could move right into the story. The
students were not very knowledgeable of the content, especially the setting, so we had a
discussion before reading the story.
The post assessment was used to see how much students retained from the discussion
and the story. Students should have been able to recall details (which they did), identify the
characters (which they did), and recall the setting (which they did, with support). If students
were able to do those things, with my support, then I knew they were on the right track.
Also, the post-assessment was to introduce something they will be doing all throughout
elementary school and to introduce parts of a story.

Determining Student Progress:

The during-assessment was to recall details from the story and identify good playground
behavior (to address the SSCA standard). The during-assessment was important to determine
what the students retained because, if the students could recall details from the story, they
should be able to help me fill-in the blanks on the story map.

Post-Assessment Results:
Post-Assessment Results
Students
1
2
3- high
4
5
6
7
8
9
10
11
12
13

Full Credit/Participation

Karisma Cruell
14
15- low
16
17- average
18
19
20
Class Average:

TWS 4

December 2, 2014

92.9%

Pre-Assessment Checklist: I would have all of their names on the left side of the checklist and
put a check under one of the choices.
Students who answered or raised their hand to Students who did not participate much
answer
Post-Assessment Checklist: I would have all of their names on the left side of the checklist and
put a check under one of the choices.
Students who answered or raised their hand to Students who did not participate much
answer

Karisma Cruell

TWS 4

December 2, 2014

Lesson 5
Lesson Objective
Students will be able to
compare and contrast the
squares, rectangles, triangles,
and circles by how many
vertices and sides they have,
with support, using shapes as
manipulatives, with 100%
accuracy.

Assessments

Accommodations

Pre: Students will name the

shapes that were placed on
their desks (square, rectangle,
circle, or triangle), when
prompted, out loud.
During: Squares, Rectangles,
Triangles, and Circles math
worksheet (page 635-636).
This will be completed as a
class.
Post: On My Own and
Problem Solving math
worksheet (page 637-638). I
will give the directions aloud
and be circling around to
make sure each student has
the correct answer. We will not
review the correct answer until
each student has an answer on
his or her paper. If more than
half of the class does not get
the correct answer I will go
back and explain the concept
in depth.

Students will be sitting in

there seats and this lesson will
be completed as a class. I will
be circling around to help any
slower learners and any fastpaced workers will be required
to wait for the rest of the class.
I will be near students with
IEPs at all times in case they
need any extra help.

Pre and Post Assessments:

The pre-assessment was to be sure that students could identify the shapes before we talk
about the sides and vertices of the shapes. Students were already aware of what sides and
vertices mean but it was necessary for them to identify the shapes first. If they were able to
identify the shapes (which they did), I knew that we could move on.
The post-assessment came with the lesson in the math book. It was a worksheet where
students had to identify shapes by the sides and vertices and color the selected ones. If students
were able to color the correct shapes without asking me for help, I gave them full credit.

Determining Student Progress:

The during-assessment was identifying the sides and vertices of the shapes (square,
rectangle, circle, triangle) and recognizing the shapes based on the sides and vertices. If students
could complete the worksheet, with support, then they should have been able to identify shapes
based on the sides and vertices. If the students do well on the during-assessment (which they
did with my support), then I knew I could go on to the post-assessment without any further
explanation.

Post-Assessment Results:
Post-Assessment Results
Students
1
2
3- high
4

Full Credit/Participation

Karisma Cruell
5
6
7
8
9
10
11
12
13
14
15- low
16
17- average
18
19
20
Class Average:

TWS 4

December 2, 2014

93.8%

Pre-Assessment Checklist: I would have all of their names on the left side of the checklist and
put a check under one of the choices.
Students who answered or raised their hand to Students who did not participate much
answer
Post-Assessment Key: