TWS 4 Assessment Plan

Overview of the Assessment Plan

I chose to do my showcase lesson on the sound of the letter b. The Common Core standard that I used was indicator ELA-Literacy.RF.K.2, demonstrate understanding of spoken words, syllables, and sounds. My lesson objective was, students will articulate the sound of the letter b. To meet this objective, this lesson included a pre-assessment, during assessment, and a post-assessment.

Pre-Assessment
Before I began the lesson, I wanted to see if my students were already familiar with the sound that the letter b makes. Earlier in the day, I pulled them aside one by one, showed them the letter on a card, and asked them to articulate the letter sound. I assessed this by using a checklist. The purpose of doing this pre-assessment was to gather up an idea of how many students could already articulate the sound. This information helped me decide how deep I needed to go in to the lesson. If most of the students already knew the letter sound, then there was no need to have a lengthy lesson. The letter b is a more simple sound compared to others. It is one sound that most students are able to articulate without having been taught beforehand; exposure to simple words at home is enough for students to be able to notice the sounds.

During Assessment
I used another assessment as a transition to my post-assessment. As children were leaving the carpet, I had them one by one come and whisper in to my ear the /b/ sound. For this assessment, I used a separate checklist. The purpose of this assessment was to hear the students articulate the sound while it was fresh on their minds. Some students did not know the sound at first but this helped me to see the changes taking place before they moved on to their final assessment.

Post-Assessment
When the lesson was complete, students went back to their seats to complete a worksheet. On the sheet were pictures of simple objects. The students job was to circle objects that began with the letter sound b. This means that they had to look at the picture, hear the word, say the word, and listen for the letter sound of b. Their completion of this sheet identifies that the students can successfully articulate the sound when seeing a picture of an object that starts with the letter b. By using this assessment, I could determine who was able to apply what they learned and who was still struggling and needed extra help. However, this worksheet proved to be a faulty assessment for this lesson. The reasoning for this will be discussed in latter TWS components 6 and 8.

Accommodations
Some students may need assistance to articulate the correct letter sound. I will allow for some assistance in the pre-assessment and during assessment because it is likely for students to get the letter b confused with the letter d. After the completion of the post-assessment, students who scored a 1 or a 0 will be called in to a small group for assistance. Two students in particular will

need to review the letter more often than others will. One is believed to have some type of learning disability but is too young to be tested. The other is an ESOL student. She is also being accommodated by attending an ESOL class.

Checklists
I created checklists for each assessment. I did this by using the class roster as a guide and I numbered each student. For each checklist, there is a key indicating how to read it. Lesson Objective(s) Assessments Format of Formative Assessments Pre: Individually, students will be asked to articulate the sound of the letter b. I will use a checklist to show the preassessment data. During: As a transition, students will come over to me and whisper the sound of the letter b in my ear before they can move on to the post assessment. I will use a checklist for this data. Post: Students will have a worksheet to complete. They will complete this assessment by themselves with their blinders up. Once they have finished they will turn their papers in to me. I will them have another checklist to show the results. Accommodations Students who need to make corrections to their worksheets will be allowed to do so during center time individually with me so I can talk with them and figure out why they missed certain answers. There are a few particular students who will need one on one help at an appropriate time during the day. I will have them tell me the beginning sound of each picture shown on the worksheet. I will spell out the word for each picture indicating the phonics of the word while pointing to the letters. Every other day students are learning new sounds. However, each day students review every sound that has already been taught. This gives them extra practice as well.

Students will Pre-Assessment articulate the sound of the letter b During Assessment Post-Assessment

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

Pre 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 2 0 2 2 2 1.79

During 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 0 2 2 2 1.88

Post 2 2 1 1 1 2 2 2 0 1 0 1 2 2 1 1 1 2 1 2 0 1 2 1 1.29

Gain 0 0 -1 -1 -1 0 0 0 -2 -1 -2 -1 0 0 -1 -1 0 1 0 0 0 -1 0 -1 -0.5

Pre-Assessment Scoring Key

0 The student could not articulate the letter sound 1 With a little assistance the student articulated the letter sound 2 The student immediately articulated the letter sound.

During-Assessment Scoring Key

0 The student could not articulate the letter sound 1 With a little assistance the student articulated the letter sound 2 The student immediately articulated the letter sound.

Post-Assessment Score Key

2 All correct answers 1 6-7 correct answers 0 less than 6 correct answers

The pretest mean was 1.79. The during assessment mean was 1.88 and the posttest mean was 1.29. The average gain was a negative 0.5 points. I will discuss reasons for the loss of points in the TWS components 6 and 8.