Summative Assessment: When counting up the tally of everyone’s letters, see which students reached the goal, fell short, or went beyond. If teachers choose to assign everyone different letters, take into consideration that some letters are not as common as others (i.e, A vs. Z).

• Evaluation Criteria (Rubric Style):
  • Student identifies their letter(s) more than the standard five times in their text (Excellent)
  • Student identifies their letter(s) at the standard five times in their text (Good)
  • Student is unable to identify their letter(s) at the standard five times in their text (Needs Improvement)
  • NOTE: Despite not being the highest grading, students will NOT be counted against for meeting the required standards at the Good level. This grading material is designed to see which students are prepared for a more enhanced lesson, and which are at the required standard.
• The basic standard for this lesson is for students to be able to identify the upper and lowercase forms of their given letter(s) at least five times. Those who go beyond the required amount shows confidence in their ability while those who cannot reach the goal will require extra assistance in becoming familiar with the letter(s)
• Alternative Teaching can be used to group together students who’ve previously shown signs of struggle with letter identification. This way, they have easy access to the help they need.

Means of Engagement:

• Flexible Response Options - If students cannot give their answers verbally, they can turn in the written tallies they've done on their paper. If the teacher has allowed students to keep tally of their letters with physical manipulatives, students are allowed to use it to help present their work. 

Formative Assessments:

• The teachers will monitor the class and see which students (or groups) take longer to reach the lesson’s objective.
• Teachers take note of the students who ask for extra help, as they may not yet be as confident in identifying the letter(s)

Evaluation Modification:

• If a student is seen to be struggling, allow them to choose a different text to look through. Alternatively, they can be assigned a different letter to search for.
• Goals are allowed to be arranged for those who are struggling to reach the standard. Ex. Five letters can be changed to three, or have a student focus on either uppercase or lowercase instead of both. If the teacher has chosen to give the student(s) a list of letters (a,b,c,d) reduce it one letter in order to not overwhelm them