(Week Six) ASSESSMENT PLAN

Assessment Plan for first grade Science – Animals and their habitats

• Purpose and Learning Outcome –
  

1. Purpose – The purpose of my assessment plan is to track, and collect data from student progress in the specified course area. In doing this, the areas in which students need improvement in, will be identified.
2. Learning Outcome – The learning outcome for the assessment plan is as follows; first grade students will be able to identify and match animals to their natural habitat. They will be able to make the sounds and recreate their living habits in a model scale.

• Assessment Context - The activity which students will be given, will consist of flashcards containing pictures of animals, and flashcards containing the habitats which the animals live in. Students will be given the opportunity to match the animal with the habitat. This activity will demonstrate the students learned knowledge, by their ability to match the animal to the habitat. As well as using technology watching videos of the animals as eat, sleep and create their homes.
• Holistic Rubric – *Blooms Taxonomy – Blooms Taxonomy may be used to adjust the level of cognitive rigor in assignment.
  Example of Assessment Plan Table

Learning Goals	Assessments	Format of Assessment
Students will link animals to habitats.	Pre – Assessment Formative Assessment Post Assessment Finale Assessment	Games- representing animals & habitats. Puppets representing animals & habitats Flash Cards – match animals to habitat.  Create a model of their animals habitat.

Assessment Plan Blog 2

Holistic Rubric

Level	Sample Objectives	Example Questions
Remember	Students will be able to Identify and match different animals to their natural habitat.	Students will be able given a set of flash cards representing animals and habitats, cards must be matched together.
Evaluate	Students will be able to identify the animals and their habitat. They can also listen to a recording of the sounds and tell what animal that is making that sound.	Which card matches the alligator? Tropical river Which card matches a cave in the forest? Black bear. listen to a bear growl and know that it is a bear by using their sense of hearing.
Create	Students will create their own picture or model   representing a chosen animal within its habitat.	Why is this your favorite animal? What does this animal do that is special to the enviroment?

• Testing Constraints – The testing constraints which will be imposed upon in the assessment are, to have the same animal on two different cards, but in different situations to see if students can still pick out the natural habitat.

Reference

Scholastic Books. (2013) Retreived on 1/27/13. From www.scholasticsbooks.com

Testing Pre-K Letter Development

Sounds and Letter Time Development for Three/Four Year Olds

The goal of developing Sound & Letter Time was to create a comprehensive method of

phonemic awareness instruction that would engage young children, thereby effectively helping
them gain and practice critical early literacy skills. The curriculum is designed to:
           Teach critical phonemic awareness skills, including: beginning and final sounds, oral
blending, oral segmentation, and proper articulation.
           Reinforce alphabet recognition skills by reviewing letter names and sound relationships.

        The program consists of four magnetic boards with colorful magnetic picture cards that can be used to play a variety of games such as dominoes, bingo, and concentration. These games important phonemic awareness concepts: initial/final sounds, blending, segmentation, letter-names and letter-sounds relationships. The games and skill requirements range from easy to difficult, advancing gradually, to ensure that as children learn they are able to progress to more advanced tasks.

Test Questions:

1. Naming: by showing a variety of picture cards to the children

and asking them to name each picture out loud. Example “L” what is the letter and what words begin with this letter?

 

2. Games and Activities: Several different games were played with the children,

according to the age and ability level of each group. Example, place index cards on the floor spelling out a child’s name but leave one letter out asking that child what is the letter that you need to finish spelling your name.

 

3. Knock, Knock: Ask one of the children to leave the room placing all index cards on the floor ask the child to identify the child who is missing by looking at the index cards each child is holding, trick have different children hold different names of other children to change it around. Example, Mary stands outside the room, nut all the children are standing holding an index card with names on it even though Mary is not there her card is can that child still recognize the child and name?

 

                                                                     Essay Question

1.     Ask each child to look at their own name and write down the vowels that are in their name and according to the alphabet whose name would be first in line.

 

     As with phonemic awareness, all children, particularly preschool and kindergarten age children can benefit from alphabet recognition instruction. Children must become expert users of the letters they will see and use to write their own words and messages. Without affirms knowledge of letters, children will have difficulty with all other aspects of early literacy. However, according to a report from, 34 percent of children entering school cannot recognize letters of the alphabet by name.

 

Rosenmom69.blogspot.com

Reference

Scholsatic Games & Books. (2012) www.scholastic.com

 

Teaching 2- and 3-Year Olds

We often get questions from teachers and parents looking for advice on teaching 2- and 3-year olds, so we'd like to share some ideas on planning a class for these very young learners. It's important to understand that children from 2-3 years old have very limited vocabularies in their first languages, and from the age of 2 are generally just beginnings to string together utterances of more than one word. As such, your main focus with such young learners is not on language production, but language comprehension. You'll want to engage the children in interesting, comprehensible activities while providing them with lots and lots of English input. Don't pressure the children to speak...they will when they are ready.

Here is a suggested lesson plan for working with this age group.

Name-Spelling Game

Using letter flash cards, teach your preschool child to spell his name.

 

Materials

 

·       Index cards

·       Pen or marker

·       Directions

 

Print each letter in your child's name on an index card.

Lay them out to spell your child's name.

Mix them up and have her try to put them back in the proper order.

 

Knock Knock!

 

Have the student’s line up and knock on the classroom door before coming in to join the lesson. This is a small signal to the children that they are transitioning to a new setting with new activities. Signaling transitions really helps young children stay calm while preparing them for something fun and new.

 

If they are speaking, ask a simple question like, "What's your name?" To make sure they understand the question, you can point to yourself first and say "My name is ______. " Next point to the student and ask, "What's your name?" Use gestures whenever possible to help make the language understandable.

 

If the student is not speaking much yet, is relatively new to the school, or is just not in a great mood (maybe they just woke up from a nap), a friendly "hello" and "come in" works just fine. Have music playing in the background to create a warm atmosphere in the classroom.

 

 

 

References

Read more on FamilyEducation: http://fun.familyeducation.com/spelling/activity/36706.html#ixzz2HJvCYfIb

Assignment Two, Week Two

Elizabeth C. Rosen

December 16, 2012

Literacy, Language & Physical (small motor skills) Domain:  

 

I feel as a Universal Pre-K and Nursery school  teacher that the first and one of the best places to start when it comes to teaching children how to read is to begin with their own name. A child’s name has personal value and meaning to them, it gives them a sense of being. When learning their own name, they will be able to place their belongings in the correct areas and folders, know where to find their belongings. Knowing their name on objects lets the child understand that these are things that belong to them and only them.

 

Measurable Learning Outcomes for a Hypothetical Unit of Study: Pre-K/Nursery school

 

Write At Least Three Measurable learning Outcomes for a Hypothetical Unit of Study and Grade Level of Your Choosing.

 

Grade Level: Pre-K/Nursery School

 

1st Measurable Learning Outcome: The student will identify the letters of his/ her name with 100% Accuracy.

 

2nd Measurable Learning Outcome: The student will recite aloud the letters of his/ her with 100% accuracy.

 

3rd Measurable Learning Outcome: The student will write the letters of his/ her name with 100% accuracy.

Learning Activities to Support Learning Outcomes:

 

1.)  Fishing for Letters: Each Child will have a laminated name card with their picture on it (except their own picture). For example we can use a school bus or an apple. Using a magnetic fishing pole, with magnetic alphabet letters, students will have the opportunity to fish for letters and match those same letters to letters on their name card.

 

2.) When children have completed task number one, by matching letters they have fished for, they will recite each letter of their name as they transition from Large-group time by choosing where they want to play during free-play.( this is allowing the children understand where they are in the play centers and who they are with)

 

3.)  When children have chosen the center they would like to play in, they will sign in on a clipboard using their name tags as a point of reference and hang up their name cards that they matched letters when playing the fishing for letters game, and recited during Large-group time.

 

Reference:

 

Magnetic Alphabet fishing set. http://www.lakeshorelearning.com