Session 12

	Session 12
Session Title	Midline Assessment Day
Objective	∙ Assess students’ progress in reading, writing, and speaking since the baseline assessment. ∙ Identify areas where students have shown improvement and areas that still need more focus. ∙ Create a relaxed and positive assessment environment to make students feel comfortable and confident.
Topics/Concept	∙ Basic reading, writing, and speaking skills (with a focus on the progress made since the baseline). ∙ Confidence in applying learned English concepts.
Material Required	∙ Same assessment sheets used in the baseline (now modified slightly for midline, reflecting more practice). ∙ Pencils and erasers. ∙ Flashcards (optional, for the speaking task).
Methodology	∙ A non-stressful, supportive assessment session where students will complete tasks involving reading, writing, and speaking. ∙Emphasize the learning process and progress, ensuring that students feel motivated and confident.

Session Plan 90 Min

Intro Activity

Introduction to the Midline Assessment:

Greet the students warmly and explain that today’s session is a "midway check-in" to see how much they’ve learned since the baseline assessment.
Reassure students that this is not a test but a way to celebrate their progress and identify areas they may still need some practice in.
Let students know they’ll be completing the same tasks as in the baseline (reading, writing, and speaking) but with more focus on what they’ve learned so far.

Main Topic/ Activity

∙ Hand out the midline assessment sheets:

∙ Use the same assessment format as the baseline, but this time, make slight adjustments to ensure it reflects the students' progress.
For example, you could add a few slightly more complex questions or tasks to assess their advancement (e.g., introducing a few more words to spell, slightly more complex sentence structures to write, or more varied questions to answer orally).

Example questions for the midline assessment:

Write the words ‘cat’, ‘dog’, ‘sun’, and ‘mat’.
Read the sentence: "I like to play with my cat."
Answer the question: "What is your favorite food?"
Draw a picture of an object that starts with the letter ‘B’ (e.g., "ball" or "bird").
Write the sentence: "I see a dog."

∙ Reading Task:

∙ Read each task aloud, just like in the baseline, and allow students time to write or respond.
For example, ask them to read the word or short sentence aloud, like "I like to play" or "sun."

∙ Writing Task:

∙Ask students to write simple sentences or words, encouraging them to apply what they’ve learned about blending sounds and forming words.
Example: "Write the word ‘mat’" or "Write the sentence ‘I like to play with my dog.’"
This will show how well they can apply their learned skills in writing.

∙ Speaking Task:

∙ Ask students to read the words or short sentences aloud (e.g., “I see a dog.” or “I like ice cream.”).
They can also answer basic questions orally, just as they did in the baseline, but now with slightly more complexity in the questions.
Example: “What do you like to do after school?” or “What is your favorite animal?”

∙ Wrap-Up (Review of Tasks):

∙ Once students finish, allow them to hand in their sheets.
Offer encouragement and praise for their efforts throughout the session. Remind them that the goal was to show how much they’ve learned, not to “get everything perfect.

Expected Learning Outcome:

Knowledge building-Skill Building-

Review Questions/Assessment/Tasks

∙ Reflection on the Midline Assessment:

Help them identify areas where they felt confident and areas, they found challenging.

∙ Feedback to Students:

∙ Give individual feedback based on their progress from the baseline.
Celebrate their strengths and encourage them by pointing out areas for continued practice.
Example: “You did a great job writing the word ‘dog’! Next, let’s practice writing words with more letters.”

Follow up Tasks

∙Teacher’s Reflection:

Review the midline assessment sheets and compare the results with the baseline to see students' progress.
Identify patterns of improvement or areas where students still need further practice (e.g., specific sounds, blending words, or writing more complex sentences).

∙ Providing Feedback to Students:

∙ Offer feedback during the next lesson, praising their growth since the baseline and identifying key areas for further development.
Use the insights from the midline assessment to plan focused activities for future lessons that target areas where students need more practice.

∙ Next Session Focus:

∙ In the next lesson, provide activities and tasks that reinforce the areas identified in the assessment as needing attention (e.g., blending, pronunciation, writing).
Plan fun and engaging exercises to build confidence and continue learning at the right level for each student.