Assessment Plan -- Lesson 20

Letter Tt

Subject: English | Class: Nursery | Series: Skillford

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Assessment Objectives

By the end of this lesson, learners should be able to:

1. Point to the capital "T" and the small "t" when asked
2. Say the sound /t/
3. Name three things that begin with /t/ from page 54: tortoise, tiger, train, tea, tomato
4. Repeat the sentence "The tortoise and the tiger are playing near a train."
5. Trace and write "Tt", capital first, then small
6. Write "t" at the end of the word parts on page 55 and hear the /t/ at the end

All assessment for Nursery is oral, observational and practical. Learners write letters, not words; the teacher says each finished word aloud.

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Formative Assessment

1. Letter Spotting (During Day 1)

• Task: Show four letter cards (T, t, f, l). Ask: "Where is big T? Where is small t?" The learner points to each
• Criteria:
  • Points to "T" without help
  • Points to "t" without mixing it up with "f"
• Rating: Yes / With help / Not yet

2. Sound Check (During Day 1)

• Task: Point to the big "Tt" on page 54 and ask: "What sound does it make?"
• Criteria: Says a short, quick /t/ like a ticking clock, without adding "uh"
• Rating: Yes / With help / Not yet

3. Picture Naming (During Day 1)

• Task: Point to each picture on page 54 and ask: "What is this?"
  1. tortoise
  2. tiger
  3. train
  4. tea
  5. tomato
• Criteria: Names at least 3 out of 5 pictures
• Rating: 5 names / 3-4 names / 0-2 names

4. Sentence Echo (During Day 1)

• Task: Say "The tortoise and the tiger are playing near a train." The learner repeats it
• Criteria: Repeats most of the sentence
• Rating: Whole sentence / Part of sentence / Not yet

5. Tracing Observation (During Day 2)

• Task: Watch the learner trace and write the "Tt" rows on page 55
• Criteria:
  • Writes the capital "T" first, then the small "t"
  • Goes down first, then crosses
  • Makes the small "t" shorter than the capital, with a little curl at the bottom
  • Holds the pencil with a pinch grip
• Rating: Neat / Trying well / Needs help

6. Write 't' at the End (During Day 2)

• Task: On page 55, the learner writes "t" in each space. The teacher says the word part, then the whole word: "ca ... cat"
• Criteria: Writes a clear "t" in most spaces and says the /t/ at the end of the word
• Rating: 10-12 spaces / 6-9 spaces / 0-5 spaces

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Summative Assessment

Oral and Practical Check (one learner at a time, about 4 minutes)

Part A: Letter and Sound (2 marks)

1. Point to "T" and "t" on a card with four letters (1 mark)
2. Say the sound of "t" (1 mark)

Part B: Picture Words (3 marks)

• Show the pictures from page 54. Learner names three things that begin with /t/ (1 mark each): tortoise, tiger, train, tea, tomato

Part C: Sentence (1 mark)

• Learner repeats "The tortoise and the tiger are playing near a train." (1 mark)

Part D: Trace and Write (2 marks)

• Learner traces one dotted "Tt" (1 mark) and writes one "Tt" on their own, capital first (1 mark)

Part E: End Sound (2 marks)

• Say "ca" and "ha". Learner writes "t" after each, and you say "cat" and "hat" together (1 mark each)

Total: 10 marks

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Observation Checklist

Learner Name	Points to T and t	Says /t/	Names 3 pictures	Repeats sentence	Writes Tt	Adds final t

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Remediation Plan

• Learners who score below 5/10 should:
  • Tap the table with the teacher and say /t/ /t/ /t/ on each tap
  • Play "Point to it" with the page 54 pictures for two minutes each day
  • Make "T" with two lolly sticks: one down, one across the top
  • Practise the small "t" next to a small "f" so they see the difference
  • Say the sentence "The tortoise and the tiger are playing near a train." with a parent at home