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I identified all of
the prepositions.
2x points
My directions
make sense. They
would help the
Kindergartener
find the office.
Score: ______ / 30
Teacher Comments:
Name: ________________________________________ Da te: _____________________
Preposition Test
1. Fill in the blanks to complete the definition. You may use the
word bank provided.
Word Bank:
an adverb a pronoun an adjective
_____________, or a noun.
Time:
Space:
Movement:
3. Are prepositions interchangeable? Please explain.
a. at home
b. of time
c. with Wally
d. three pigs
f. obviously not
g. simply perfect
I know the
definition of a
preposition.
I know at least
2 rules for using
prepositional
phrases.
I can give an
example of a
prepositional
phrase.
I know how to
locate
prepositions in
a sentence.
I can write
sentences using
prepositions
correctly.
Was anything confusing? What was your favorite part of the lesson?
Assessment Summary
what they think a preposition is. Next, I will ask them if they know any rules for using
prepositions. I will also ask them to identify prepositions in a few provided sentences.
The quiz would require mostly written responses, eliminating the possibility for
guessing. I will review their responses, but students will not receive scores for their
work. Their responses will allow me to determine how much exposure my students have
prepositions within a sentence, I will assume that they are proficient in the content area.
As a result, I will reduce the time I had intended to spend on the lesson. However, if
they are not at all familiar with prepositions, I will allot time to ensuring that my students
involve identifying prepositions. The rest of the test is subjective, with three written
response questions. The test focuses primarily on the lower-level processes outlined in
Blooms taxonomy. I will use points to grade my fifth graders, as they will soon be
entering middle school. The objective questions will be worth .5 points for each correct
answer, and the subjective questions will receive 1 point for each correct portion. Partial
credit will be given on the subjective portions of the test, as students may be partially
correct.
(objective 5) and identify prepositions in the sentences they have created (objective 4).
I chose to have students write their own sentences using prepositions, because it
showcases higher level thinking according to the action verbs in Blooms taxonomy.
Giving directions is a very authentic use of prepositions, and students are likely to have
experience with it. The assessment will require only a pencil, highlighter, and a general
understanding of the schools layout. I will give students around forty-five minutes to
complete the activity to ensure that students have sufficient time to write the directions
rating scale, because I want students to be able to receive partial credit. Using a rating
scale allows me to incorporate levels of quality. I chose not to use a rubric, because it
I wanted to make sure that I reserved the ability to give no credit on the assignment if
the situation merited it. I retained the validity of my grading tool, by building it around the
objectives for the unit, and the requirements for the performance assessment. I made
the two requirements that are most closely tied to the objectives carry a larger weight to
The self-assessment activity that I created is an exit ticket which student will
complete each day during the unit. Initially, the majority of their checks will appear in the
I dont get it column, but as the unit progresses, students will begin to see progress.
In this way students can assess their own growth, and I can take inventory as to what
The first formative activity will help students work on identifying prepositions
(objective 4) within songs. Students will be given one of three childrens songs (Over the
River and Through the Woods, On Top of Spaghetti, or Yankee Doodle). I will review
their identification to assess how successful they are at identifying prepositions. If they
are struggling, I will teach them the Preposition Song to give them a better feel for some
For the second formative activity, students will be given a box and a toy farm
animal. They will experiment with different positions for the animal in relation to the box.
They will be asked to write down the prepositional phrases they create (objective 3),
then sort them based on whether they relate to space or movement (objective 1). This
will help solidify students comprehension of the multiple purposes prepositions serve.
This will help me figure out which students understand the idea of prepositional
phrases, as well as the different types of prepositions. If students are making mistakes
like using on instead of on the box, I will focus my teaching on prepositional phrases.
However, if students are unable to sort the prepositional phrases, I will revisit the
prepositions within a sentence. I will have students read three sentences and determine
where the prepositions are in respect to nouns, pronouns, adjectives, and adverbs. This
will allow me to assess their ability to identify prepositions (objective 4), while my
students gain a better understanding of the rules for prepositional usage (objective 2).
lesson, it will be a good review. If students are unable to identify a pattern, we will
discuss in more detail the rules surrounding prepositions. If students are struggling with
identifying prepositions we will go back to the beginning to learn about them once more.