Unit Pre-Test

Name:____________________________________ Date:_______________

Directions: For the following questions circle the letter of the best possible answer choice
for each question. *1pt each

1) Fiction means _____________________________________.

a) A made up story

b) A true story

c) A funny story

d) A story based on someone's life

2) A Fractured Fairy Tales is _____________________________________________.

a) A story that is scary

b) A twist on a classic Fairy Tale

c) A classic Fairy Tale

d) A Fairy Tale written by a child

3) Which of the following is not an internal character trait?

a) Funny

b) Mad

c) Smart

d) Brown hair
Directions: For the following questions circle True or False. *1pt each

*True means you think the statement is correct.

*False means you think the statement is not correct.

4) True/False: Sequencing means that a story has no order of events.

5) True/False: Fairy Tales involve characters overcoming a problem.

6) True/False: Fairy Tales only have good characters.

Directions: For the following questions place a check mark next to the 9 elements of
Fairy Tales *1pt each

7) Put a check mark next to the 9 elements of a fairy tale

________ Love _________ Things that come in 3 or 7

________ Robots _________ Problem and Solution

________ Magic _________ Songs

________ Royalty and Castles _________ Talking Animals

________ True Stories _________ Good or Evil Characters

________ Ends with “Happily Ever After” _________ Starts with a joke

________ Begins with Once Upon a Time _________ History

 Answer Key

1) A

2) B

3) D

4) False

5) True

6) False

7) Love, Magic, Royalty and Castles, Ends with “Happily Ever After”, Begins with Once Upon a

Time, Things that come in 3 or 7, Problem and Solution, Talking Animals, and Good and Evil

Characters.
 Unit Post-Test

Name:____________________________________ Date:_______________

Directions: For the following questions circle the letter of the best possible answer choice
for each question. *2pts each

1) Which is NOT an element of a Fairy Tale?

a) Royalty

b) Talking animals

c) Love

d) Robots

2) A story that puts a twist on a classic Fairy tale is a ___________________..

a) Classic Fairy Tale

b) Fractured Fairy Tale

c) Fake Fairy Tale

d) New Fairy Tale

3) Fairy Tales are made up stories which are __________.

a) Nonfiction

b) Fiction

c) Biography

d) Real
Directions: For the following questions write the letter on the line of the best possible
answer choice for each question. *2pts each

4) _______ is what characters must overcome in A. Happily Ever After

a Fairy Tale.

B. Problem

5) _______ is what many Fairy Tales start with.

C. Once Upon a Time

6) _______is what Fairy Tales usually end with.

Directions: For the following questions circle True or False. *2pts each

*True means you think the statement is correct.

*False means you think the statement is not correct.

7) True/ False: Fairy tales have good and evil characters.

8) True/ False: Smart is an internal character trait.

9) True/ False: Sequencing means that a story has an order of events.

 Directions: Sequence the events in the order that they happened in the story The Three

Little Pigs. 1pt

***Place a 1, 2, and 3 on the line next to the prompt to order.

10) Sequence the events of The Three Little Pigs.

__________ The three little pigs each built a house: one of straw, one of sticks, and one of bricks.

__________ The Wolf climbed down the chimney into a pot of boiling water and ran away.

__________ The Wolf went to each Pig’s house to try to huff and puff and blow their house’s down.

Answer Key

1. D

2. B

3. B

4. B

5. C

6. A

7. True

8. True

9. True

10. ____1______ The three little pigs each built a house: one of straw, one of sticks, and one of

bricks.

____3______ The Wolf climbed down the chimney into a pot of boiling water and ran away.
 ____2______ The Wolf went to each Pig’s house to try to huff and puff and blow their house’s

down.

SUMMATIVEASSESSMENT
Planning Worksheet, Data Summary, and Data Analysis Sheet

Teacher Candidate: Megan Gregoire Course/Section: EEU390- 015

Cooperating Teacher: Melanie Shappell Grade Level: 2nd Total Students: 24

Supervisor: Dr. Sychters Semester/Year: Spring 2021

Unit Topic: Reading- Fairy Tales

1. List (bulleted) the content and/or process standards you’ll be assessing.

● 1.3.2.C.-Identify literary elements (characters,setting, and plot) in selected readings

● CC.1.4.2.P-Organize a short sequence of events, using temporal words to signal event
order; provide a sense of closure.
● ELA.2.CC.RL.3- Describe how characters in a story respond to major events and
challenges.
● 16.2.2-3.5S- Describe characters in a story
● ELA.2.CC.RL.9- Compare and contrast two or more versions of the same story by
different authors or from different cultures.

2. Design a pre-test/preliminary and post-test that are both aligned to these content
standards. Check the district objectives (based on the district’s curriculum framework).
● Link to tests:
 ○ Pre-test:
https://docs.google.com/document/d/1Jzq0apiOS4GksGJfW23iLPdPVS_818x39
EJC4sZK9aY/edit?usp=sharing
○ Post-test:
https://docs.google.com/document/d/1VyKFQBfBMO6bo0IEsQhIB5aBFlmoV3a
2nZCA3M-wlz8/edit?usp=sharing

3. Describe how you think your pre-test is aligned to your proposed unit standards
and objectives. If not aligned, what do you need to change for your post-test?
● My pre-test is aligned to my unit standards and objective because I incorporated
questions that align with the content of each standard. I made sure to include at least one
question that directly correlates to a standard and what we are learning each day of our
unit. Even though they are aligned I wanted to make a different post test that has
questions on the same topics, but in a different form so the students are seeing the
information in a different way to really test to see if they understood the content.
● 1.3.2.C.-Identify literary elements (characters,setting, and plot) in selected readings
○ Fiction means _____________________________________.
a) A made up story
b) A true story
c) A funny story
d) A story based on someone's life
● True/False: Fairy Tales involve characters overcoming a problem.
● True/False: Fairy Tales only have good characters.
● Put a check mark next to the 9 elements of a fairy tale
○ ________ Love _________ Things that come in 3 or 7
○ ________ Robots _________ Problem and Solution
○ ________ Magic _________ Songs
○ ________ Royalty and Castles _________ Talking Animals
○ ________ True Stories _________ Good or Evil Characters
○ ________ Ends with “Happily Ever After” _________ Starts with a joke
○ ________ Begins with Once Upon a Time _________ History
 ● CC.1.4.2.P-Organize a short sequence of events, using temporal words to signal
event order; provide a sense of closure.
○ True/False: Sequencing means that a story has no order of events.
● ELA.2.CC.RL.3- Describe how characters in a story respond to major events and
challenges. And 16.2.2-3.5S- Describe characters in a story
○ Which of the following is not an internal character trait?
a) Funny
b) Mad
c) Smart
d) Brown hair
● ELA.2.CC.RL.9- Compare and contrast two or more versions of the same story by
different authors or from different cultures.
○ A Fractured Fairy Tales is
_____________________________________________.
a) A story that is scary
b) A twist on a classic Fairy Tale
c) A classic Fairy Tale
d) A Fairy Tale written by a child
4. Prior to administering the pre-test, set your proficiency levels.
For instance, what will constitute “Target”, “Acceptable” and “Unacceptable”? These
levels should remain consistent on your post-test. Please list proficiency levels below.
(Ex: Target will = 90% - 100%; Acceptable = 70% - 90%; Unacceptable = Below 70%).

● Target = 80-100%
● Acceptable = 60-80%
● Unacceptable = below 60%
5. Administer the Pre-Test and assess its results. Record your results below.

Pre-test

Target Acceptable Unacceptable Total

Number 10 12 2 24
of
students

% of students 42% 50% 8% 100%

6. Given the pre-test data, please analyze the following:

● Student Strengths: Based on the data from the pre-test I found that the students
had strengths in these areas:
○ Knowledge of the genre of fiction
○ Knowledge of sequencing of a story
○ Knowledge of stories including a problem a character must overcome
○ Knowledge of fairy tale characters
● Areas of student struggle: Based on the data from the pre-test I found that the
students had struggles in these areas:
○ Knowledge of fractured fairy tales
○ Knowledge of internal character traits
○ Knowledge of fairy tale elements
● Error patterns:
○ No students got a 100%
○ Question data:
■ 1) 19 correct 5 incorrect
■ 2) 6 correct 18 incorrect
■ 3) 8 correct 16 incorrect
■ 4) 16 correct 8 incorrect
■ 5) 19 correct 5 incorrect
■ 6) 16 correct and 8 incorrect
■ 7) 14- 8/9, 5- 7/9, 4- 6/9, and 1- 5/9
 ○ The questions that the most students got incorrect were questions 2 and 3.
These questions were centered around fractured fairy tales and internal
character traits. Question 7 on fairy tale elements was almost split in half
with 15 students scoring at least 88% and 12 students scoring lower than
77%.

7. How does your analysis of student struggle and error patterns influence the
planning, implementation and assessment of your unit?
For example, based on student strengths, who may need extra challenge in your
planned accommodations? How might you do this? Based on areas of struggle, who
may need adaptations/modifications in your planned accommodations? How might you
do this? Based on error patterns, what might you need to emphasize in your lessons?
● Based on the error patterns I decided to do a lot of practice in those areas and
really focus on the content to be as specific and easy to understand as possible. I
put this focus on fairy tale elements, internal character traits, and fractured fairy
tales. To do this I started my unit with fairy tale elements and had the students
create an anchor chart of the nine elements which will help them to remember
them and will give them something they could look back on to study. Then I
focused on applying the fairy tale elements by doing a fairy tale search as a group
and also having them apply it to a new story independently. To focus on internal
character traits I will be doing repeated practice and showing the students internal
traits in different forms. I start by giving example on an anchor chart, then having
the students list the physical and internal traits on myself to give a real life
example, next doing a internal vs physical trait sort, applying our knowledge to
fairy tale characters, and then having them independently apply this knowledge to
creating a character map of a fairy tale character front the book we read during the
lesson. Then to focus on fractured fairy tales we will be having an entire lesson on
what they are and how to write them and comparing a classic fairy tale to a
fractured fairy tale, then the next day we will be writing a fractured fairy tale as a
class and then they will read a new fairy tale and write their own fractured fairy
tale.
 ● Based on the areas of struggle on the pretest I will make accommodations for
Student A and Student B. These were the two students who scored in the
unacceptable area on the pretest and seemed to struggle the most with the content
on the test. For my accommodations I will have a teacher reading them the post
test one-on-one to keep them on track, focused, and to make sure they understand
the questions. During my lessons I will also make a point to call on them to gage
their level of understanding and intervene when needed to help them with the
content. Based on the pre-test data I dont think there are any students who may
need an extra challenge as the highest score on the pretest was an 86%.
8. Re-design your post-test/summative assessment, if necessary.
● The post test is centered around the same content, but worded in a different way
or different type of question. This allows me to see what the students really
learned and understood from the lesson and what areas may need more
instruction. Another reason I wanted to redesign the post test was because I didn't
want the students to just remember the questions from the pretest I wanted to test
the same content just worded differently and in different types of questions.
● 1.3.2.C.-Identify literary elements (characters,setting, and plot) in selected
readings
○ Which is NOT an element of a Fairy Tale?
a) Royalty
b) Talking animals
c) Love
d) Robots
○ Fairy Tales are made up stories which are __________.
a) Nonfiction
b) Fiction
c) Biography
d) Real
○ True/ False: Fairy tales have good and evil characters.
○ _______ is what many Fairy Tales start with. (matching- answer: C. Once
Upon a Time)
 ○ _______is what Fairy Tales usually end with. (matching- answer: A.
Happily Ever After)
● CC.1.4.2.P-Organize a short sequence of events, using temporal words to
signal event order; provide a sense of closure.
○ True/ False: Sequencing means that a story has an order of events.
○ Sequence the events of The Three Little Pigs.
_____1_____ The three little pigs each built a house: one of straw ,
one of sticks, and one of bricks.
_____3_____ The Wolf climbed down the chimney into a pot of
boiling water and ran away.
_____2_____ The Wolf went to each Pig’s house to try to huff and
puff and blow their house’s down.
● ELA.2.CC.RL.3- Describe how characters in a story respond to major events
and challenges. And 16.2.2-3.5S- Describe characters in a story
○ True/ False: Smart is an internal character trait.
○ _______ is what characters must overcome in a Fairy Tale. (matching-
answer: B. Problem)
● ELA.2.CC.RL.9- Compare and contrast two or more versions of the same
story by different authors or from different cultures.
○ A story that puts a twist on a classic Fairy tale is a _____________.
a) Classic Fairy Tale
b) Fractured Fairy Tale
c) Fake Fairy Tale
d) New Fairy Tale

9. After teaching your planned unit, administer the post-test.

10. Collect the post-test data. Record it below:

Post-Test
 Target Acceptable Unacceptable Total

Number 18 3 3 24
of
students

75% 12.5% 12.5% 100%

% of students

11. Given the post-test data, please analyze the following:

● Student Strengths: Based on the data from the posttest I found that the students had
strengths in these areas:
○ 9 Students got a 100%
○ Knowledge of the genre of fiction
○ Knowledge of sequencing of a story
○ Knowledge of stories including a problem a character must overcome
○ Knowledge of fairy tale characters
○ Knowledge of fractured fairy tales
○ Knowledge of fairy tale elements
● Areas of student struggle: Based on the data from the posttest I found that the students
had struggles in these areas:
○ Knowledge of internal character traits
● Error patterns:
○ Question data:
■ 1) 21 correct 3 incorrect
■ 2) 22 correct 2 incorrect
■ 3) 22 correct 2 incorrect
■ 4) 23 correct 1 incorrect
■ 5) 20 correct 4 incorrect
■ 6) 20 correct and 4 incorrect
■ 7) 24 correct 0 incorrect
 ■ 8) 14 correct 10 incorrect
■ 9) 19 correct 5 incorrect
■ 10) 22 correct 2 incorrect
○ The problem that most students got incorrect was question 8. This question was
centered around internal character traits. This was also an area of struggle on the
pre-test. This area is the area that would need to be reviewed the most but even
though it was an area of struggle for 10 students, 14 out of 24 students still got
this correct and showed a good understanding of this on both their post test and
formative assessment.
12. How does your post-test data compare to your pre-test data?
● In my pre-test data I had 10 students in the target range, 12 students in the
acceptable range, and 2 in the unacceptable range. In my post test data I had 18
students in the target range, 3 students in the acceptable range, and 3 students in
the unacceptable range. On the pre-test no students got a perfect score and on the
posttest 9 students scored a 100 percent. This shows that I had many more students
in the target range on the posttest than the pre-test, which indicates that the
students made progress and learned from the unit lessons and activities.
13. Can you make a case that your instruction has had an effect on student
learning? Why or why not?
● Yes, I can make a case that my instruction has had an effect on student learning
because the number of students that I had in the target range on the posttest almost
doubled the amount of students that were in the target range on the pre-test. On the
posttest 75 percent of the students were in the target range and on the pretest only
42 percent of students were in the target range. There also were 9 students who
scored a 100 percent on the post test and there were no students who scored a
perfect score on the pretest as the highest score was an 86 percent. The students
showed more strengths on the posttest than the pretest and also had less areas of
struggle on the posttest than the pretest. This shows me that the students learned
and comprehended the content that was taught in the lessons because their scores
increased greatly. I was also able to see the knowledge of the students through the
formative assessments and exit tickets that we did each day.
14. After reviewing the data, please describe your remediation plan for students
who demonstrated an unacceptable level of achievement? If all students achieved
at the acceptable level or above, please write a hypothetical remediation plan in
which you both anticipate what skills/concepts students MIGHT have difficulties
accomplishing/understanding and how you’d go about remediating. This might
include re-teaching (with different methodology of course!), adapting the
materials, adapting/revising the assessment, etc
My remediation plan for the three students who were in the unacceptable
range on the post test would be to pull them for small group instruction to review
the concepts over a series of days. As I observed, students J, A, and N are students
who get easily distracted so I believe that they would really benefit from direct
small group and one on one instruction. After interpreting the data on their tests I
found that they all seemed to struggle in similar areas, but some students more
than others. They didn’t all get the same problems wrong, but they had a lot in
common on their test results. So I would focus on reviewing the areas of fairy tale
elements, fractured fairy tales, and internal character traits. Based on the students'
formative assessments after each lesson it seemed as though they had a good
understanding of the content as they all had very minor or no errors. So there may
be an issue with recalling and remembering content. Since they did good on the
formative assessments I wouldn’t completely re-reach the areas I would just
review and discuss the areas.
I would start by reintroducing fairy tales and fractured fairy tales with the
anchor charts so they could see them side by side and see the difference in their
meaning. Then I would have them all repeat back to me what they both mean in
their own words. After that I would reintroduce fairy tale elements and give them
specific examples from the stories we read during our unit such as Cinderella,
Snow White, and The Three Little Pigs. Then I would pull up each of their exit
tickets and SeeSaw activities to review with them and see where they were having
the most difficulties as this would be different for each individual child. At this
point I would work one on one with the students to talk about the activities we did
such as the fairy tale search, fractured fairy tale exit ticket, and character map of
traits. The students showed a good understanding in these areas on their exit
tickets, but when it came to recalling the content for the test they had difficulties.
I would use different formative assessments than the original lesson, these
being more in the moment seeing what the students know and being able to
observe them work directly. I would have them tell me in their own words what
each activity was about like what a fairy tale is and their elements, fractured fairy
tales meaning, and what character traits are. These formative assessments would
be them telling me what they know and understand verbally. These assessments
are more guided than the original lesson and will allow me to directly observe the
students while they work to see what they truly understand and can recall.