Kindergarten Lesson Plan Step Template
STEP Standard 3 – Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.
Save your time - order a paper!
Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlines
Order Paper Now| Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives. |
| Teacher will assess a student’s ability to comprehend text, orally or aloud by another person by asking wh – questions. When answering questions, a student must understand the meaning of each question form and quickly discriminate between the question types. When a student is asked a “who” question they must quickly comprehend who means “person”, when means “date”, where means “location” etc. Assessment can be literacy text related, or just simple questioning of pictures and flashcards that fit the kindergarten level.
Highly Proficient will be able to answer all questions and give specific key details of the literacy text and proficient can answer the questions without necessarily having to give full detail of text or picture but be correct with answer. Partially proficient can answer some questions right and others not. Minimally proficient can somewhat grasp the concept but does not make sense entirely and may need to focus on one question format at a time. For a student with poor comprehension picture cards can be used to aid question comprehension and have the student pair the correct picture with the response. For the lesson teachers must vocally emphasize the question to increase a student’s auditory attention to the type of question form being asked.
|
| Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “ |
|
| (Bears Class Assessment Data) | Number of Students |
| Highly Proficient (90%-100%)
|
5 – E. R, E. Vargas, J.T, L.O, M.G, N.S, S.D (recalled story events answering “wh” questions, used sequencing of key details “first, then, the end) |
| Proficient
(80%-89%)
|
10 – E. Villar, J.J, M.B, J.R. O, M. S, V.M, A.R, J.R, S. L, X. G |
| Partially Proficient
(70%-79%)
|
1- D.N (IEP – “piggy house, eat you, blow that, can answer “wh-questions 1 to 2-word answer)
|
| Minimally Proficient
(69% and below)
|
|
| Pre-Assessment Analysis: Whole Class | |
| The IEP student will need picture prompts and one format of “wh questions” at a time to not confuse him. The class can all do the lesson and the IEP student will need additional support in which will need differentiated instruction of questioning techniques to one at a time same question format. All students can listen to the story and participate in the activity of Boom Cards, and then recording of story to recall key details of story. |
| Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives. |
|
|
© 2020. Grand Canyon University. All Rights Reserved. Page 1 of 1
STEP Standard 4 – Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.
Grade Level: Kindergarten
Unit/Subject: Reading Comprehension
