UnitPlanAssessment in the classroom for educators

planning assessment for early childhood classroom

1. ISATU KANDEH
COLLEGE OF EDUCATION
ECE 450: INSTRUCTIONAL METHODOLOGIES: LANGUAGE ARTS AND THE CREATIVE ARTS
OCTOBER 20, 2024
Unit Plan Assessments
Grade Level Grade one
Theme Bugs
Summary and
Rationale
We will be working on our reading levels and having discussions about the texts we have read as we progress through
this subject. I want them to concentrate on expanding their vocabulary. We'll stick to the topic of insects. It is well
known that reading and literacy are crucial learning objectives for English Language Arts classes. To find out where
the kids are, evaluations will be given.
Standards 1. ELA 2.1: Capable of posing and responding to queries on specifics in the readings.
2. ELA 2.3: Knowledgeable about the locations, any events that occurred in a reading, and how to describe the
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2. characters.
3. ELA 2.4: Reading comprehension of material at level and purposeful fluency.
Lesson 1 Lesson 2 Lesson 3
Objectives Students will complete a worksheet
and respond to many questions on the
book after I read a narrative from an
insect-themed book to them.
The who and what questions can be
answered by pupils once they have
read. By creating a sketch of their
favorite scene, kids will demonstrate
to me that they can recall some of the
story's most important facts.
In the tale we are working on,
students will read at their reading
level and mark key sight words.
Multiple Means of Expression
Formative
Assessments
1. Assign students ongoing tasks to
gauge their level of tale
understanding.
2. Keep posing the book-related
what, when, where, and why
questions.
3. notes made during insect-themed
school activities.
1. Assign students to read journals to
them.
2. Make inquiries throughout the
interview.
3. a meeting with the instructor to
discuss if the gaps are being filled.
1. Show them a list of sight words
and ask them to identify which ones
start with which letter.
2. Request that pupils spell sight
words correctly by writing them
down on white boards and showing
the teachers.
3. I'll be evaluating the pupils' word
pronunciation during read-alouds in
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3. the classroom.
Summative Assessment
I plan on giving the kids several tests as part of the summative evaluation to make sure they understand what they are reading. In addition,
students will take a test from me covering the sight words they will read in the book. This is a continuing process that is crucial since it allows
us to assess whether or not the students are learning the material for the upcoming session. The book that follows might begin when it appears
that readers are prepared to move on.
Accommodations Rationale
For kids who struggle with word learning and answering questions, we can provide several worksheets and books as accommodations. We may
turn the assignment into a memory game where students must identify matching words and pronounce them as they are discovered, as opposed
to assigning them to complete a worksheet. They will be less anxious when working because this is a game. As an alternative to using a bigger,
more difficult-to-read book, we might have the kids learn vocabulary in a smaller one. For the students, we may provide a variety of books with
easier language that teach about insects. We cannot just dump in the tough material and expect the kids to ace it; instead, we must scaffold the
learning of a lesson. Gaining experience requires starting small and working your way up the ladder. It's really beneficial to the pupils. We can
better serve every student in the class by utilizing the unit's evaluations to identify areas of need and areas of availability. By knowing what
they have learned from a prior session, we can better prepare them for the ones that lie ahead.
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4. REFLECTION
I got to consult with my mentor teacher in advance of the pre-assessment I had scheduled for first grade. I gave her a copy of my pre-assessment to
check if there were any changes I should have made or additions I should have made. After reviewing it with each other, she thought it appeared
excellent; her only worry was that it would be too difficult for certain people or insufficiently difficult for others who might be more experienced.
Though I did make some changes along the route, everything worked out as intended throughout installation. My modifications included giving the
less proficient kids extra time, challenging the more advanced students with more questions, and letting the students who finished early help me
explain phonics to the less proficient students by providing examples. A classmate or other youngster may occasionally be easier for a child to grasp
verbally than an adult.
During my pre-assessment, I was able to discover and address accommodations for early finishers, special needs kids, and English language learners.
By discussing with the instructor in advance whether children in this class were English language learners or had special needs and required
adjustments, I was able to recognize and meet their requirements. The pre-assessment results showed reading comprehension and phonics
competency and also indicated which children required further work in these areas. The pre-assessment data, in my opinion, suggests that the small
groups' next tasks should involve me showing the kids how to do the comprehension exercise so they will understand what I am aiming to achieve.
Upon their satisfactory completion of that lesson, I would then go to the following one. By keeping the outcomes of the data I have collected and
examined private, I have put ethical and responsible assessment techniques into effect. I will share the information I have gathered with my mentor
teacher in order to help create a plan that will help the kid or students succeed and get any further assistance they may require if I believe they need
more time or practice with reading comprehension and/or phonics. Along with sharing my results with the kids' families, I will also let them know
which areas their child has mastered and which still require improvement.
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