# 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: - ∙ Ask students to reflect on how they felt about the session. - Example questions: - “How did you feel when you were reading the words?” - “Was writing the sentence easier or harder than before?” - “What did you enjoy the most about today’s activity?” - 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.