Laura Light TWS 4 Assessment Plan

Before every lesson, I would have a whole class discussion either at their desk or on the carpet. I would ask questions regarding the lesson objective to inquire how much is already known about the topic. If the class could answer my questions accurately, then I move forward. If not, then I will take time to teach them about the topic before beginning the lesson. We would also brainstorm different ideas which would give me more knowledge on their level of understanding. These were all ways that I conducted my pre-assessment. My assessment during the lesson was by teacher observation. I would walk around and ask individuals questions during the exploration and experimentation of magnets. This type of assessment allowed me to quickly see who understood the information and who needed more help. My post-assessment was the written explanation of learning in their Science notebooks. This is an open ended way of assessing each individuals understanding by connecting science and ELA. My final and formal assessment was the benchmark test that all students in the second grade had to take. Below you will find a chart where you can see all assessments broken down by unit objectives.

Unit Objectives
Unit Objective 1: The students will be able to correctly describe what a Scientist does after brainstorming and gathering this information in their Science notebooks.

Assessments
Pre-Assessment During Assessment Post-Assessment

Format of Assessments
Pre-Assessment: Teacher inquiry through brainstorming. During Assessment: Observation and discussion of sticky notes. Post-Assessment: What is a Scientist? page in Science notebooks. Pre-Assessment: Teacher inquiry. During Assessment: Observation and Inquiry. Post-Assessment: Science notebooks.

Accommodations
Early finishers can add more detail to their page and continue to number their pages. Slower finishers will be given chances during down time to finish up their writing/drawing.

Unit Objective 2: The students will be able to correctly describe what a magnet is after brainstorming, writing Science notebooks, and watching the magnet video.

Pre-Assessment During Assessment Post-Assessment

ESOL students will be given extra time and encouragement with brainstorming and definitions.

Unit Objective 3: The student will be able to make objects move using a magnet without touching the object

Pre-Assessment During Assessment Post-Assessment

Pre-Assessment: Teacher inquiry. During Assessment: Observation of first writing in notebooks.

ESOL students will be given extra time and encouragement with writing sentences about their experiences.

Laura Light TWS 4 Assessment Plan effectively. Unit Objective 4: The student will be able to explain how the poles of magnets affect each other effectively after experimenting with the bar magnets and ring magnets. Unit Objective 5: The student will be able to correctly compare the effect of magnets on the various objects. Pre-Assessment During Assessment Post-Assessment Post-Assessment: Science notebooks. Pre-Assessment: Teacher inquiry. During Assessment: Observation and Inquiry. Post-Assessment: Science notebooks.

ESOL students will be given extra time and encouragement with writing sentences about their experiences.

Pre-Assessment During Assessment Post-Assessment

Pre-Assessment: Teacher inquiry with various objects. During Assessment: Observation of placement of various objects. Post-Assessment: Science notebooks (Tcharts) and class discussion on the whiteboard.

ESOL students will be given extra time and encouragement with writing sentences about their experiences.