Assessment Plan -- Lesson 24

Different Spellings of Long Vowel Sounds

Subject: English | Class: Prep | Series: Skillford

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Assessment Objectives

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

1. Read the word pairs on page 39 aloud
2. Say that one long vowel sound can be spelled in two different ways
3. Point to the letters that make the long vowel in a word
4. Choose a spelling from the bank to complete a word

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Formative Assessment

1. Read and Listen (During Day 1)

• Task: Children read the words in each box on page 39
• Criteria:
  • Reads the words clearly
  • Says the long vowel they hear
• Rating: Excellent / Good / Needs Practice

2. Which Letters? (During Day 1)

• Task: Teacher says a word (day, light, juice, toe). Child points to the letters that make the long vowel.
• Criteria: Correct letters each time
• Rating: All correct / Most correct / Needs support

3. Activity Time (During Day 2)

• Task: Children complete the eight words on page 39 using the spelling bank
• Criteria: Correct spelling in at least 6 out of 8 words
• Rating: Excellent / Good / Needs Practice

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Summative Assessment

Oral and Written Test

Part A: Questions (2 marks)

1. Name two spellings that make the long "a" sound. (1 mark)
2. Name two spellings that make the long "i" sound. (1 mark)

Part B: Choose the Spelling (8 marks)

Use ai, ay, ey, igh, oe, ui, ew or oo.

1. sn___l (1 mark)
2. d___ (1 mark)
3. mon___ (1 mark)
4. l___t (1 mark)
5. m___n (1 mark)
6. t___ (1 mark)
7. j___ce (1 mark)
8. f___ (1 mark)

Total: 10 marks

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Remediation Plan

• Children who score below 5/10 should:
  • Read one sound box from page 39 every day with the teacher
  • Say each word slowly and point to the letters that make the long vowel
  • Match word cards to the spelling bank in small groups