Evidence Set Three: Assessment Plan Learning Goals Assessments Format of Assessment Adaptations Pre-Assessment: Label steps in life cycle Fill in diagram Students who seem behind the other students in the class based on information Formative Assessment: Student led conversation, oral gathered from informal assessments and question and answer, independent observations will get small group or Learning Goal 1: worksheet on retelling of a story individual assistance in help learning the TLWBAT identify the with life cycle, life cycle diagram, skill. Students who struggle with the life cycle of a plant, and 3D plant with labels, planting of independent assignments will get addition how it changes, and the pinto bean plants, journal of teaching in a small group or one-on-one steps in planting. observations of plants. help. They will then be given the opportunity to complete another independent assignment to see if they Post-Assessment: Label steps in life cycle have grown and have mastered the skill. Fill in diagram Pre-Assessment: Fill in the blank Students who seem behind the other True or False students in the class based on information Learning Goal 2: gathered from informal assessments and TLWBAT identify the observations will get small group or Formative Assessment: Students led conversation, oral characteristics of plants individual assistance in help learning the question and answer, guided including the parts of a skill. Students who struggle with the flipchart, independent worksheet on plant and the jobs of the independent assignments will get addition tops and bottoms, morning message plant parts. teaching in a small group or one-on-one question, diagram on worksheet. help. They will then be given the opportunity to complete another independent assignment to see if they Fill in the blank have grown and have mastered the skill. Post-Assessment: True or False Pre-Assessment: Fill in the blank Students who seem behind the other True or false students in the class based on information Learning Goal 3: gathered from informal assessments and TLWBAT identify observations will get small group or what plants need to Formative Assessment: Student led conversation, oral individual assistance in help learning the grow and survive. question and answer, independent skill. Students who struggle with the craft. independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the
Evidence Set Three: Assessment Plan Learning Goals Assessments Format of Assessment Adaptations Learning Goal 1: TLWBAT identify the life cycle of a plant, how it changes, and the steps in planting. Pre-Assessment: Formative Assessment: Post-Assessment: Label steps in life cycle Fill in diagram Student led conversation, oral question and answer, independent worksheet on retelling of a story with life cycle, life cycle diagram, and 3D plant with labels, planting of pinto bean plants, journal of observations of plants. Label steps in life cycle Fill in diagram Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the opportunity to complete another independent assignment to see if they have grown and have mastered the skill. Learning Goal 2: TLWBAT identify the characteristics of plants including the parts of a plant and the jobs of the plant parts. Pre-Assessment: Formative Assessment: Post-Assessment: Fill in the blank True or False Students led conversation, oral question and answer, guided flipchart, independent worksheet on tops and bottoms, morning message question, diagram on worksheet. Fill in the blank True or False Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the opportunity to complete another independent assignment to see if they have grown and have mastered the skill. Learning Goal 3: TLWBAT identify what plants need to grow and survive. Pre-Assessment: Formative Assessment: Fill in the blank True or false Student led conversation, oral question and answer, independent craft. Students who seem behind the other students in the class based on information gathered from informal assessments and observations will get small group or individual assistance in help learning the skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one help. They will then be given the
Q79354-1.4.g1-UG-Example-of-Candidate-Assessment-and-Analysis.docx