Allison Taylor Lawrence

TWS 4-Assessment Plan

Unit Objectives

Assessments

Format of
Assessments
Pre-Checklist to
indicate if
students can
identify and
tells a
thermometer
measures
temperature.
DuringChecklist
Students will
show me if they
can show
temperatures
on their
thermometers
PostSummative
Students must
make a 80% or
greater on their
worksheet to be
considered
master of the
objective

Accommodation
s
Extend time

Unit Objective
1
When given
their own
thermometer,
students are
able to
determine and
display the
temperature
asked of them
with 80%
accuracy.

Learning whole
group and
independently
by identifying
and displaying
temperatures
on their own
thermometers.

Identifies
Thermometer

Tells what a
Thermometer
Measures

A
B

X
X

C
D
E
F
G

X
X
X
NO RESPONSE
X

X
X: WITH
ASSESSTANCE
X
X
X
NO
X

Shows they can

measure
temperature
from my
response
100
100

Student Letter

Students were
also given a
worksheet that
asked them to
identify the
temperature of
the
thermometers
being displayed.

One-on-one
explanation on
how to read
their own
thermometer.
After their quiz
we revisited
measuring
temperature in
the negatives.
Repetitive
instruction of
displaying
temperature
every morning
during morning
meeting

90
100
90
90
100

H-(HIGH)
I
J
K
L-(MIDDLE)
M-(LOW)

X
X
X
X
X
X

N
O

X
X

X
X
X
X
X
X: WITH
ASSESSTANCE
X
X: WITH
ASSESSTANCE
X

100
100
100
100
100
90
80
90
90

Summary: I believe that my students were familiar with the

thermometer before my lesson, so this made it easier when teaching.
Although, I do believe that I should of spent more time on negative
measurements and what that looks like on the thermometer. Students
also had to tell me how knowing the temperature is beneficial in reallife scenarios.
Students summative work below:

High Level Student

Middle Level Student

Low Level Student

Looking at this students work I believe that they do need further
assistance in forming sentences. Although, they did remember to
include a sign for number 5, where as many students forgot to do
this. I also believe that I mistook 0 to be the letter D for number 4. I do
believe however he has mastered this objective based on the results
above.

Unit Objectives

Assessments

Unit Objective
2
Ability to tell me
two facts about
snow and sleet
that we
discussed with
80% accuracy.

After pairing up
into groups
students
actually made
snow and were
asked to use
their senses to
describe their
snow.
They were then
asked to
independently
record two facts
based on their
experiment
about snow.

Format of
Assessments
Pre- checklist
Students were
to verbally
respond to what
they predict
they will hear,
see and feel
about snow in
their notebooks.

Accommodation
s
Extended time
to answer
questions
Journal Prompts
for questions
provided as a
guide.

Duringchecklist
Participation
and
communication
of senses as
they were doing
their
experiment.
Post- Document
Students were
to turn in a fact
about sleet and
a fact and snow.

Student Letter

Response to
prediction

A
B

X
X

C
D

NO RESPONSE
X

Participation in
experiment and
communication
about senses
X
X: WITH
ASSESSTANCE
X
X

Sleet and Snow

facts
100
100
100
100

E
F

X
NO RESPONSE

G
H-(HIGH)
I
J
K
L-(MIDDLE)
M-(LOW)

X
X
X
X
X
X
NO RESPONSE

N
O
P

X
NO RESPONSE
NO RESPONSE

X
X: WITH
ASSISTANCE
X
X
X
X
X
X
X: WITH
ASSESSTANCE
X
X
X

100
100
100
100
100
100
100
100
NO RESPONSEin notebook
0
80
90
90

Summary: My low-level student did not participate through much of the

lesson and his grades on performance showed. This opened my eyes to
the importance of classroom participation. The students who followed
along and where active learners tended to complete the facts with
ease.
Students Work Below:
High Level:

Low Level Student:

Even after repeated requests for him to put information in his
notebook, he did not. He received a 0 for his homework and a 0 for this
portion of his notebook. I later discussed with him sleet and snow and
he was able to tell me that sleet is cold and snow is wet.
Unit Objectives

Assessments

Unit Objective
3
Students are to
rely on the
information
learned through
readings,
classroom
discussions,
charts, and
videos we did
over the week
to illustrate the
weather
conditions of
different
seasons with
80% accuracy

As a group we
made a preassessment T
chart describing
the different
weather
conditions of
spring and
summer/winter
and fall.
We then
focused on
reading
literature,
writing/listening
to short stories,
and watching
videos that

Format of
Assessments
Pre- Checklist
Students
received an X if
they completed
all of their Tcharts
describing the
seasons. They
were to at least
have one fact
for each.
During- over a
weeks time
Checklist
Students were
to complete a
drawing in their
notebooks for

Accommodation
s
Students who
had a hard time
keeping track
where given
another
students chart
to copy.
Students had
extended time
to work on their
artwork if they
needed it.
Expectations
were explained
about the
artwork before
they were asked

directed
different
weather
conditions of
each season.
Students took
all of that
information
from the KWL
charts and T
charts and
illustrated each
seasons
weather on a
sheet of paper.

each season.
Post- Checklist
Students where
to accurately
demonstrate
what a tree in
each season
would look like
in their
notebooks.
Spring: flowers
Summer:
green leaves
Fall: yellow and
orange leaves
Winter: brown
twig branches.

Students letter

Completed Tchart

Drawings

A
B

X
X

C
D
E
F

X
X
X
All except some
of Fall
X

X
X-SIMILAR
COLORS
X
X
X
X

G
H
(HIGH)
I
J
K
L
(MIDDLE)

X
X
X
X with
assistance
All except some
of summer and
spring

to draw.

TreesCompleted with
me in small
groups
X
X
X
X
X
X

X-SIMILAR
COLORS
X

X
X
X

X
X
X

0
NO WINTER OR
FALL AND NOT
MUCH
DIFFERENCE

BETWEEN
SPRING AND
SUMMER
M
All except some X
X
(LOW)
of Fall and
SIMILAR SPRING
Winter
AND SUMMER
N
X
X
X
O
X
X
X
P
X
X
X
Summary: I believe that I should have focused less on the setting and
what activities you do for of each season and focused more on what
each season looked liked. Many of my students just drew an activity
they would do during that season instead of focusing on what the
environment should look like.
High, Middle and Low analysis: My high level student seems to have
excelled in this lesson. Although, because of absences one every week
my middle level student just fell behind in her work. She understood
the objective and mastered the objective, but failed to complete or
include all of her assigned work on time. My low-level student did very
well, although, I do believe because he get frustrated easily he did not
take the time to put different colors in his artwork of the seasons.
Students work below:

high-level student

high-level student

high-level student

highhigh-level student

Middle Level Student

middle-level student

low-level student

Middle Level Student: Because the student had such trouble

remembering the different colors of spring and summer I worked oneon-one with her in completing this worksheet.

Low-level student: because there was not a big difference in his

pictures of spring and summer in his notebook I had him complete a
worksheet with me as I discussed the differences in color and weather
conditions.

Unit Objectives

Assessments

Format of
Assessments
Pre- Checklist
Students will
receive an X if
they are able to
make a
connection of
what each
symbol means
to what it
means for the
state or location
of people on the
map

Accommodation
s
For those who
need a refresher on
weather tools I
will give a
review of the
weather tools
comparison
chart they have
in their
notebook. They
can use this in
their notebook.

Unit Objective
4
Students will
discover what a
meteorologist is
and how they
impact the lives
of people
everyday. They
will explain how
we are
meteorologists
everyday when
we use weather
pictures in our
calendar to
explain what
the weather is
like. They will
explain the
benefits of a
meteorologist
with 80%
accuracy and
predict the
weather looking
at a map with
weather
symbols with
80% accuracy.

As a group we
will discuss
what a
meteorologist is
and their
benefits on
daily life.

During over a
weeks timeCompletion of
Students will
their writing
then work
Writing needed
independently to include:
to write a letter Two weather
to a
tools
meteorologist
Two weather
telling them
vocab words
how life would Five sentence in
be without them total.

If a child needs
more structure
for their writing
I will create a
template for
them to use in
their pre-write.

Students will
then become a
meteorologist
and look at a
weather map
with symbols
and predict the
weather

Extended time
on writing if
needed.

Post- Checklist
Student were to
answer this
question Why
are
meteorologists
important

Students Letter

Reigniting of
Weather
Syllable

A
B
C

X
X
X

Completion of
Writing
ALL WITH
ASSISTANCE
X
X
X

Question
Completion
X
X
X-WITH

D
E
F
G
H
HIGH
I
J
K
L
MIDDLE
M
LOW

X
X
X
X
X

X
X
X
X
X

ASSISSTANCE
X
X
X
X
X

X
X
X
X

X
X
X
X

X
X
X
-X

-X
LOTS OF
ASSISTANCE
N
X
X
X
O
X
X
X
P
X
X
X
Summary: Overall this lesson went great!! We talked about
meteorologist all week long, so I believe that allotting that amount of
time was efficient. I do however believe that I should of gave more
facts about snow and sleet so that they would have more to rely on
when writing their own.
Analysis of students work: I believe that all students mastered the skill,
but I had to do a lot of one-on-one with each student. My low-level
student still needs assistance in writing cohesive sentences, but did
provide key vocabulary words. My middle-level student had to
complete hers for homework due to absences, so because of parental
assistance I could not determine growth in her writing. My high-level
student did achieve the objective, but I would love to see him use my
descriptive and creative words.
Students work samples:

high-level student

low-level student

Unit Objectives

Assessments

Unit Objective
5
Review/Test

We will review
for a day and I
will give them a
study guide so
that they can be
completely
prepared to ace
their test.
They have also
had 3 quizzes
on the material
they can use to
study as well.

Students will
pass test with
80% or higher
accuracy.

Student Letter
A
B
C
D
E
F
G
H
(HIGH)
I
J
K
L
(MIDDLE)
M
(LOW)
N
O
P

Weather Unit Test

Grade
90
100
97
97
90
67
90
97
93
73
87
100
77
87
93
100

AVERAGE: 90% a B average

Test below:

Format of
Assessments
Summative
Assessment:
Test

Accommodation
s
Extra Time if
needed

Summary: Overall my students did very well the average was an 85,
so I was very proud of my students. I believe if I was to teach this unit

again I would focus more on the vocabulary associated with the

seasons instead of what the seasons where to look like.