Kolb EDUC 461 Fall 2014

Assessment Plan: Letter L

Lesson Objective

Students will identify and

write the letter L correctly
with a 75% success rate.

Assessments

Accommodations

Pre-Assessment: Students
will be asked to write the
letter in the air with their
fingers without any
instruction from me.
During Assessment:
Students will be monitored as
they do the worksheet.
Post-Assessment: Students
will write the letter L
themselves on their
whiteboards.

-For students who are having

trouble with writing the letter
L I will use a yellow
marker and the students will
trace over the yellow marker.
As I am using the yellow
marker, the students will
watch more closely at the
movements again.
-I will model the correct way
to make the letter L and
then model the wrong way to
write the letter.
-For students who finished
early, I will have them
illustrate and spell something
that starts with the letter L
by listening to sounds of each
of the letters.

B) The pre-assessment was for students to see if they knew the motion of making the upper and
lowercase letter L. I wanted the students to use their kinesthetic movements for making the
motions up in the air with their fingers. The pre-assessment addressed the students that needed
that kinesthetic movement to recognize letters and numbers. The post-assessment was used to
test the students on if they can write the letter without any further instruction from me on how to
write it. The students were using their whiteboards for the post-assessment because it is not a
worksheet and it is more interactive assessment as well as a creative assessment since we use the
whiteboards for other assessments.
C) The assessments that I used was the writing in the air before I showed them how to write the
letter L, the worksheet which they would do on their own but I would give them feedback or
go over the movements again, and the white board assessment was for them to do it on their own
without any instruction of the movement of how to write the letter. For the pre and post
assessment I used a checklist for each student with the three students that I will be using for the
rest of my assessments. The three students are highlighted according to ability. The during
assessment is the worksheet I picked up because I wanted to see if they used their finger spacers,
the uppercase touched the top and bottom line, and the lowercase did the same.
D) Look at Table attached.

Post Results:

High:

Middle:

Low: