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    Assessment Plan 1

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    api-177378486
    The document outlines an assessment plan for teaching students to write the letter "L". It includes pre, during, and post assessments. The pre-assessment involves students writing the letter in air without instruction. The during assessment monitors students on a worksheet. The post-assessment has students write the letter on whiteboards independently. Accommodations like tracing and modeling correct/incorrect forms are provided for students struggling.

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    Assessment Plan 1

    Uploaded by

    api-177378486
    40 views2 pages
    The document outlines an assessment plan for teaching students to write the letter "L". It includes pre, during, and post assessments. The pre-assessment involves students writing the letter in air without instruction. The during assessment monitors students on a worksheet. The post-assessment has students write the letter on whiteboards independently. Accommodations like tracing and modeling correct/incorrect forms are provided for students struggling.

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    The document outlines an assessment plan for teaching students to write the letter "L". It includes pre, during, and post assessments. The pre-assessment involves students writing the letter in air without instruction. The during assessment monitors students on a worksheet. The post-assessment has students write the letter on whiteboards independently. Accommodations like tracing and modeling correct/incorrect forms are provided for students struggling.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    40 views2 pages

    Assessment Plan 1

    Uploaded by

    api-177378486
    The document outlines an assessment plan for teaching students to write the letter "L". It includes pre, during, and post assessments. The pre-assessment involves students writing the letter in air without instruction. The during assessment monitors students on a worksheet. The post-assessment has students write the letter on whiteboards independently. Accommodations like tracing and modeling correct/incorrect forms are provided for students struggling.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Kolb EDUC 461 Fall 2014

    Assessment Plan: Letter L


    Lesson Objective

    Students will identify and


    write the letter L correctly
    with a 75% success rate.

    Assessments

    Accommodations

    Pre-Assessment: Students
    will be asked to write the
    letter in the air with their
    fingers without any
    instruction from me.
    During Assessment:
    Students will be monitored as
    they do the worksheet.
    Post-Assessment: Students
    will write the letter L
    themselves on their
    whiteboards.

    -For students who are having


    trouble with writing the letter
    L I will use a yellow
    marker and the students will
    trace over the yellow marker.
    As I am using the yellow
    marker, the students will
    watch more closely at the
    movements again.
    -I will model the correct way
    to make the letter L and
    then model the wrong way to
    write the letter.
    -For students who finished
    early, I will have them
    illustrate and spell something
    that starts with the letter L
    by listening to sounds of each
    of the letters.

    B) The pre-assessment was for students to see if they knew the motion of making the upper and
    lowercase letter L. I wanted the students to use their kinesthetic movements for making the
    motions up in the air with their fingers. The pre-assessment addressed the students that needed
    that kinesthetic movement to recognize letters and numbers. The post-assessment was used to
    test the students on if they can write the letter without any further instruction from me on how to
    write it. The students were using their whiteboards for the post-assessment because it is not a
    worksheet and it is more interactive assessment as well as a creative assessment since we use the
    whiteboards for other assessments.
    C) The assessments that I used was the writing in the air before I showed them how to write the
    letter L, the worksheet which they would do on their own but I would give them feedback or
    go over the movements again, and the white board assessment was for them to do it on their own
    without any instruction of the movement of how to write the letter. For the pre and post
    assessment I used a checklist for each student with the three students that I will be using for the
    rest of my assessments. The three students are highlighted according to ability. The during
    assessment is the worksheet I picked up because I wanted to see if they used their finger spacers,
    the uppercase touched the top and bottom line, and the lowercase did the same.
    D) Look at Table attached.

    Post Results:

    High:

    Middle:

    Low:

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