Assignment: Use the instructional plan template to create your lesson design you choose. Answer the highlight questions ask to help with your instructional plan. This is the lesson topic for this assignment. Lesson Topic: I See the Tree – Vowel Team /ee/ In this lesson, students will identify the vowel team /ee/ through classroom connections, media connections, and real world connections. The students will develop a class-made /ee/ tree in which the students will increase their vocabulary with a variety of /ee/ words. Subject(s): English Language Arts Grade Level(s): 1 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, Microsoft Office Instructional Time: 1 Hour(s) 30 Minute(s) Keywords: team vowels, /ee/, ee, tree, phonics Instructional Component Type(s): Lesson Plan,  Worksheet,  Video/Audio/Animation,  Formative Assessment Instructional Design Framework(s): Direct Instruction, Demonstration, Writing to Learn, Cooperative Learning Resource Collection: CPALMS Lesson Plan Development Initiative · Florida State Standard · LAFS.1.RF.3.3 :Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. · LAFS.1.SL.1.1 :Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. LAFS.1.SL.1.1c : Ask questions to clear up any confusion about the topics and texts under discussion. LAFS.1.SL.1.1a : Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). LAFS.1.SL.1.1b : Build on others’ talk in conversations by responding to the comments of others through multiple exchanges LESSON CONTENT · Learning Objectives: What should students know and be able to do as a result of this lesson? • The students will know and apply grade-level phonics and word analysis skills in decoding words with the /ee/ vowel team. • The students will, with guidance and support from the teacher, recall information from the double /ee/ guided practice tree and YouTube video to complete the Double EE Tree Activity Worksheet. • The students will participate in ...

1. Assignment: Use the instructional plan template to create your
lesson design you choose. Answer the highlight questions ask to
help with your instructional plan.
This is the lesson topic for this assignment.
Lesson Topic:
I See the Tree – Vowel Team /ee/
In this lesson, students will identify the vowel team /ee/ through
classroom connections, media connections, and real world
connections. The students will develop a class-made /ee/ tree in
which the students will increase their vocabulary with a variety
of /ee/ words.
Subject(s): English Language Arts
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet
Connection, Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Keywords: team vowels, /ee/, ee, tree, phonics
Instructional Component Type(s): Lesson Plan, Worksheet,
Video/Audio/Animation, Formative Assessment
Instructional Design Framework(s): Direct Instruction,
Demonstration, Writing to Learn, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development
Initiative
· Florida State Standard
· LAFS.1.RF.3.3 :Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Know the spelling-sound correspondences for common
consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for
representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound
to determine the number of syllables in a printed word.

2. e. Decode two-syllable words following basic patterns by
breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled
words.
· LAFS.1.SL.1.1 :Participate in collaborative conversations with
diverse partners about grade 1 topics and texts with peers and
adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics and
texts under discussion).
b. Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.
LAFS.1.SL.1.1c : Ask questions to clear up any confusion about
the topics and texts under discussion.
LAFS.1.SL.1.1a : Follow agreed-upon rules for discussions
(e.g., listening to others with care, speaking one at a time about
the topics and texts under discussion).
LAFS.1.SL.1.1b : Build on others’ talk in conversations by
responding to the comments of others through multiple
exchanges
LESSON CONTENT
· Learning Objectives: What should students know and be able
to do as a result of this lesson?
• The students will know and apply grade-level phonics and
word analysis skills in decoding words with the /ee/ vowel
team.
• The students will, with guidance and support from the teacher,
recall information from the double /ee/ guided practice tree and
YouTube video to complete the Double EE Tree Activity
Worksheet.
• The students will participate in collaborative conversation
with diverse partners to make classroom and real world

3. connections about words that have the vowel team /ee/.
· Prior Knowledge: What prior knowledge should students have
for this lesson?
· Students should know how to work with a partner.
· Students should be able to work independently.
· Students should know how to write simple, complete
sentences.
· Students should know the difference between long and short
vowels.
· Guiding Questions: What are the guiding questions for this
lesson?
• What is something around the room that has the /ee/ vowel
team in it?
• Are all words with a long e spelled /ee/?
• What other real world words contain /ee/?
· Teaching Phase: How will the teacher present the concept or
skill to students?
4. The "Hook": The teacher will have all students sit in clear
view of central board/television screen connected to the
computer. The teacher will ask the students to remember a
minimum of one of the words presented in the video clip they
are about to watch. The teacher will present the two minute /ee/
YouTube video. Double EE YouTube Once the video is
complete, the teacher will ask the students what the students
think today's lesson will be about.
4. The teacher will move the students' focus to the large tree
drawn on the chart paper and introduce the class' double /ee/
tree.
4. The teacher will take four blank leaf cut outs and announce
the following four words. (bee, meet, jeep, queen)
4. The teacher will ask the students if they hear the long e
sound. Then ask if they know what letters (vowel team) make
the long e sound in these words.
4. Say each word and check for understanding (thumbs up,
sideways, down) and address misconceptions or understanding.
4. As each word is approved by the students the teacher will

4. write the word (underlining /ee/) on the leaf cut out and stick it
on the tree using tape.
4. After all four words are on the tree announce to the students
that is it their turn to do the same.
1. Guided Practice: What activities or exercises will the
students complete with teacher guidance?
8. The teacher will instruct students to meet with their partner
(elbow partner - student who sits next to the student at the
table).
9. The students will discuss other /ee/ words to add to the class
tree.
10. After short discussion amongst the partners, the teacher will
pass out the leaf cut-outs. (one to each student)
11. The students will write an /ee/ word on their own leaf. (two
leaves per group)
12. The teacher will monitor by walking around and having
short conferences with students who have misconceptions as
well as acknowledge the students' understandings.
13. The teacher will call on each pair of students to announce
their /ee/ words and stick the leaves to the class tree.
14. Once all of the students have announced their words, the
teacher will review the class double /ee/ tree words.
15. The teacher will announce that it is now the students' turns
to make their own double /ee/ tree independently.
1. Independent Practice: What activities or exercises will
students complete to reinforce the concepts and skills developed
in the lesson?
16. Whole to individual activity: The students will be given
their own double /ee/ tree worksheet. Double EE Tree
Worksheet
17. The students will fill each of the six blank lines with a
double /ee/ word discussed in the guided practice.
18. Once complete, the student will write a simple sentence
using a minimum of two double /ee/ words.
19. The worksheet will be submitted for teacher review and
grading at the end of the lesson.

5. 1. Closure: How will the teacher assist students in organizing
the knowledge gained in the lesson?
Double /ee/ Exit Ticket: The students will list as many /ee/
words as the student can think of independently. Double EE
Word List Exit Ticket
1. Summative Assessment
Classroom connection: The students will receive a leaf for the
Double EE Tree. Leaf Template The students will be instructed
to pair up with their partner to write one double /ee/ word on
each leaf. Prior to the lesson, the teacher will place objects or
signs around the room to help stimulate the students. (Green
writing markers or crayons, bumble bee, see the stop sign, quiet
while the queen is working, etc.) Once the students have written
the double /ee/ word on the leaf, the teacher will call on the
students to announce the words. As a class the students will use
the thumbs up, sideways, or down to decide if each word is
correct. At this time the teacher will evaluate the opinions of
the students as well as the pair of students and their words for
misconceptions and/or understanding.
Whole to individual activity: The students will be given their
own double /ee/ tree with blanks leaves. Double EE Tree
WorksheetThe students will write a double /ee/ word discussed
in the guided practice on each of the six leaves. Once complete,
the students will write a simple sentence using a minimum of
two double /ee/ words. The worksheet will be submitted for
teacher review and grading at the end of the lesson.
Double /ee/ Exit Ticket: The students will list as many /ee/
words as the student can think of independently. Double EE
Word List Exit Ticket
Expected Student Product and/or Performance:
Partners will receive 2/2 on the Classroom Connection Activity.
Students will receive 8/8 (6/6 on words, 2/2 on 2 words in
sentence) on the Whole to Individual Double EE Tree Activity.
Students will receive 10/10 on the Double /ee/ Exit Ticket.
1. Formative Assessment
At the beginning of this lesson the teacher will ask the students

6. a series of questions to determine the level of understanding in
regards to vowel team (long vowel) sounds within words. The
following are questions that can be asked.
• What is considered a vowel?
• What is a vowel team?
• Can there be multiple vowel teams for the same sound? What
are some examples?
• Do all forms of vowel teams "say their name”?
Based on the level of knowledge the students have at the
beginning of the lesson the teacher can determine how much
time is needed to explain the lesson on double /ee/. During the
lesson the teacher will gauge student understanding based on
student individual responses provided during modeling and
guided activities as well as using hand motions such as thumbs
up (I get it), thumbs sideways (half way/I get some but still
need help), and thumbs down (I don’t understand and need a lot
of help) method to questions asked throughout the lesson to
check for understanding.
1. Feedback to Students
The students will be receiving continual verbal feedback
throughout the lesson (modeled, guided, and independent). For
small group exercises, feedback will be given by teacher in
small group conferences. At this time the teacher can discuss
specific misconceptions and/or verbal confirmation of well-done
work. The teacher will give positive redirection for all
misconceptions and possible mini-lesson reteach to small
groups. At this time the group can continue to work on the
guided and independent practice activities. It can be the
teacher’s discretion if a post conference is needed.
ASSESSMENT
· Feedback to Students:
The students will be receiving continual verbal feedback
throughout the lesson (modeled, guided, and independent). For
small group exercises, feedback will be given by teacher in
small group conferences. At this time the teacher can discuss
specific misconceptions and/or verbal confirmation of well-done

7. work. The teacher will give positive redirection for all
misconceptions and possible mini-lesson reteach to small
groups. At this time the group can continue to work on the
guided and independent practice activities. It can be the
teacher’s discretion if a post conference is needed.
· Summative Assessment:
Classroom connection: The students will receive a leaf for the
Double EE Tree. Leaf Template The students will be instructed
to pair up with their partner to write one double /ee/ word on
each leaf. Prior to the lesson, the teacher will place objects or
signs around the room to help stimulate the students. (Green
writing markers or crayons, bumble bee, see the stop sign, quiet
while the queen is working, etc.) Once the students have written
the double /ee/ word on the leaf, the teacher will call on the
students to announce the words. As a class the students will use
the thumbs up, sideways, or down to decide if each word is
correct. At this time the teacher will evaluate the opinions of
the students as well as the pair of students and their words for
misconceptions and/or understanding.
Whole to individual activity: The students will be given their
own double /ee/ tree with blanks leaves. Double EE Tree
WorksheetThe students will write a double /ee/ word discussed
in the guided practice on each of the six leaves. Once complete,
the students will write a simple sentence using a minimum of
two double /ee/ words. The worksheet will be submitted for
teacher review and grading at the end of the lesson.
Double /ee/ Exit Ticket: The students will list as many /ee/
words as the student can think of independently. Double EE
Word List Exit Ticket
Expected Student Product and/or Performance:
Partners will receive 2/2 on the Classroom Connection Activity.
Students will receive 8/8 (6/6 on words, 2/2 on 2 words in
sentence) on the Whole to Individual Double EE Tree Activity.
Students will receive 10/10 on the Double /ee/ Exit Ticket.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:

8. • If a student struggles with writing, the student may dictate
their answers for all forms of assessment to the teacher.
• If a student struggles with lanuague, a picture word bank can
be created to use throughout the lesson and assessments
Extensions:
• The student will write a story containing 10-15 /ee/ vowel
team words with correct story structure and proper spelling.•
The student will create a cross word using 10-15 /ee/ vowel
team words and given clues to each word.
Suggested Technology: Computer for Presenter, Internet
Connection, Microsoft Office
Special Materials Needed:
• Student copies of worksheets listed above.
• Large Chart Graphic Organizer (Chart Paper)
• Access to YouTube – Read Between the Lions /ee/
• Writing utensils
1
Instructional Plan
Grade Level: 1
Subject(s): English Language Arts School: Florida
Date: Theme/Title: I See the Tree-Vowel Team/ ee/
Part 1 Instructional Plan
1. PLANNING
Standards Addressed
List the standards by including the state, number of the
standard(s), and a description of the standard(s).
Florida Standards
LAFS.1.RF.3.3: Know and apply grade-level phonics and word
analysis skills in decoding words.

9. a. Know the spelling-sound correspondences for common
consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for
representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound
to determine the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by
breaking the words into syllables.
f. Read words with inflectional endings.
LAFS.1.RF.3.3: Know final -e and common vowel team
conventions for representing long vowel sounds.
LAFS.1.SL.1.1: Participate in collaborative conversations with
diverse partners about grade 1 topics and texts with peers and
adults in small and larger groups.
1. PLANNING
Learning Outcomes/SMART
Goals
What will students learn?
Instructional Time: 1 Hour (s) 30 Minute (s).
Keywords: Team Vowels, /ee/ee/Tree Phonics.
· In this lesson, students will identify the vowel team /ee/
through classroom connections, media connections, and real
world connections.
· The students will develop a class-made /ee/ tree in which the
students will increase their vocabulary with a variety of /ee/
words.
1. PLANNING
Learning Objectives (at least two)

10. What will students do? All objectives must be measurable.
· The students will know and apply grade-level phonics and
word analysis skills in decoding words with the /ee/ vowel
team.
· The students will; have the guidance and support from the
teacher, recall information from the double /ee/ guided practice
tree and YouTube video to complete the Double EE Tree
Activity Worksheet.
· The students will participate in collaborative conversation
with diverse partners to make classroom and real world
connections about words that have the vowel team /ee/.
1. PLANNING
Bloom’s Revised Taxonomy
Which level(s) of Bloom’s Revised Taxonomy are targeted?
Make sure that you reach the higher levels of Bloom’s
Taxonomy (Evaluating and Creating).
☐ Remembering
☐ Understanding
☐ Applying
☐ Analyzing
☐ Evaluating
☐ Creating
1. PLANNING

11. Real World Contexts
· How will the teacher present the concept or skill to students?
· The "Hook": The teacher will have all students sit in clear
view of central board/television screen connected to the
computer. The teacher will ask the students to remember a
minimum of one of the words presented in the video clip they
are about to watch. The teacher will present the two- minute
/ee/ YouTube video.
· Once the video is complete, the teacher will ask the students
what the students think today's lesson will be about.
· The teacher will move the students' focus to the large tree
drawn on the chart paper and introduce the class' double /ee/
tree.
· The teacher will take four blank leaf cutouts and announce the
following four words. (bee, meet, jeep, queen)
· The teacher will ask the students if they hear the long e
sound. Then ask if they know what letters (vowel team) make
the long e sound in these words.
· Say each word and check for understanding (thumbs up,
sideways, down) and address misconceptions or understanding.
· As each word is, approve; by the students, the teacher will
write the word (underlining /ee/) on the leaf cut out and stick it
on the tree using tape.
· After all four words are on the tree announce to the students
that is it their turn to do the same.
1. PLANNING
Collaboration
· Parents and other older members of the family of a student
will assist students in completing their homework assignments.
· Collaboration help from teacher in afterschool or tutoring.

12. 2. METHODOLOGY
Learning Experience/ Activity
· What activities or exercises will the students complete with
teacher guidance?
· The teacher will instruct students to meet with their partner
(elbow partner - student who sits next to the student at the
table).
· The students will discuss other /ee/ words to add to the class
tree.
Classroom connection:
· The students will receive a leaf for the Double EE Tree “Leaf
Template”. Students will be instruction, to pair up with their
partner to write one double /ee/ word on each leaf. Prior to the
lesson, the teacher will place objects or signs around the room
to help stimulate the students.
· Green writing markers or crayons, bumble- bee, see the stop
sign, quiet while the queen is working, etc. Once the students
have written the double /ee/ word on the leaf, the teacher will
call on the students to announce the words.
· As a class, the students will use the thumbs up, sideways, or
down to decide if each word is correct. At this time, the teacher
will evaluate the opinions of the students as well as the pair of
students and their words for misconceptions and/or
understanding.
· Independent Practice: What activities or exercises will
students complete to reinforce the concepts and skills developed
in the lesson?
· The students will fill each of the six blank lines with a double
/ee/ word discussed in the guided practice.
· Once complete, the student will write a simple sentence using
a minimum of two double /ee/ words.
· The worksheet will be submitted for teacher review and
grading at the end of the lesson.

13. Whole to individual activity: The students will give their own
double /ee/ tree with blanks leaves. The students will write a
double /ee/ word discussed in the guided practice on each of the
six leaves. Once complete, the students will write a simple
sentence using a minimum of two double /ee/ words. The
worksheet will be submitted for teacher review and grading at
the end of the lesson.
· Closure: How will the teacher assist students in organizing the
knowledge gained in the lesson?
Exit Ticket: The students will list as many /ee/ words as the
student can think of independently.
Complete Part 2 Instructional Plan
2. METHODOLOGY
Instructional Strategies
What instructional strategies/methods will you use?
Connect each strategy and method back to the standard(s) and
objective(s) by listing each number of the standard and
objective after each activity.
☐
Constructions

14. Standard:
Objective:
☐
Nonlinguistic Representations
Standard:
Objective:
☐
Cooperative Learning
Standard:
Objective:
☐
Peer Editing
Standard:
Objective:
☐
Discovery
Standard:
Objective:

15. ☐
Practice/Drill
Standard:
Objective:
☐
Discussion/Questioning
Standard:
Objective:
☐
Practicum
Standard:
Objective:
☐
Experiment
Standard:
Objective:
☐
Problem Solving
Standard:
Objective:

16. ☐
Field Study
Standard:
Objective:
☐
Questions, Cues, and Advance Organizers
Standard:
Objective:
☐
Graphic Organizers
Standard:
Objective:
☐
Reflection/Response
Standard:
Objective:
☐
Generating and Testing Hypothesis
Standard:
Objective:

17. ☐
Reinforcing Effort and Providing Recognition
Standard:
Objective:
☐
Homework and Practice
Standard:
Objective:
☐
Reporting
Standard:
Objective:
☐
Identifying Similarities and Differences
Standard:
Objective:
☐
Role-playing
Standard:
Objective:
☐

18. Independent Learning
Standard:
Objective:
☐
Setting Objectives and Providing Feedback
Standard:
Objective:
☐
Journal
Standard:
Objective:
☐
Simulation
Standard:
Objective:
☐
Laboratory
Standard:
Objective:
☐

19. Summarizing and Note Taking
Standard:
Objective:
☐
Lecture
Standard:
Objective:
☐
Viewing/Listening/Answering
Standard:
Objective:
☐
Library Research
Standard:
Objective:
☐
Other (Please specify)
:
Standard:
Objective:
Why did you choose these instructional strategies/methods?
What levels of Bloom’s Taxonomy did your students reach?

20. Explain the activities that support these areas of Bloom’s
Taxonomy. Use the literature provided in course resources
and/or outside resources to support your reasoning for each
strategy.
How will you group students for instruction (individual, small
group, large group, or whole class)? Explain your rationale.
1. MATERIALS
Materials Used
T = FOR TEACHER
S = FOR STUDENT
Include at least one digital material.
T
S
Materials used
T
S
Technology utilized
☐
☐
☐
☐
Cassettes/CDs
☐
☐

21. ☐
☐
Graphing or Scientific Calculator
☐
☐
☐
☐
Slides
☐
☐
☐
☐
Tape Recorder
☐
☐
☐
☐
VCR/TV/DVD/Laser disc
☐
☐
☐
☐
Assistive Technology
☐
☐
☐
☐
Cell Phone/Mobile Device
☐
☐

22. ☐
☐
Digital/Video Camera
☐
☐
☐
☐
Concept Mapping Software
☐
☐
☐
☐
Social Networking
☐
☐
☐
☐
Virtual World (e.g., Second Life)
☐
☐
☐
☐
Interactive Gaming
☐
☐
☐
☐
Interactive White Board (e.g., SMART Board)
☐
☐

23. ☐
☐
Distance Learning/Webcast
☐
☐
☐
☐
Computer Software
☐
☐
☐
☐
Weblog (Blog)
☐
☐
☐
☐
Wiki
☐
☐
☐
☐
Internet Research/Website
☐
☐
☐
☐
Podcast/Vodcast
☐
☐

24. ☐
☐
E-mail
☐
☐
☐
☐
Presentation Software (e.g., PowerPoint)
☐
☐
☐
☐
Virtual Field Trip
☐
☐
☐
☐
Interactive Gaming
☐
☐
☐
☐
Other (Please specify):
Why did you choose these materials?

25. 2. ASSESSMENT/EVALUATION
Assessment Options
☐
☐
Application Exam
Standard:
Objective:
☐
☐
Objective Test
Standard:
Objective:
☐
☐
Concept Mapping
Standard:
Objective:
☐
☐
Observation
Standard:
Objective:
☐
☐
Parent Evaluation
Standard:
Objective:
☐
☐
Contract
Standard:

26. Objective:
☐
☐
Peer Evaluation
Standard:
Objective:
☐
☐
Checklist
Standard:
Objective:
☐
☐
Self-Evaluation
Standard:
Objective:
☐
☐
Performance Task
Standard:
Objective:
☐
☐
Inventory
Standard:
Objective:
☐
☐
Portfolio
Standard:
Objective:
☐
☐
Quantitative Scale
Standard:
Objective:

27. ☐
☐
Rating Scales
Standard:
Objective:
☐
☐
Rubric
Standard:
Objective:
☐
☐
Scored Discussion
Standard:
Objective:
☐
☐
Journal
Standard:
Objective:
☐
☐
Problem-Solving Assessment
Standard:
Objective:
☐
☐
Other (Please specify):
Standard:
Objective:
Why did you choose this assessment(s)? How do the chosen

28. assessment(s) help you determine if your students met the
goals/objectives? In your answer, provide a rationale for each
assessment you plan to use and its connection with each of your
standard(s) and objective(s). Be sure and link each assessment
piece to a specific objective. Make sure you collect student
work samples that can be included as appendices. What do your
pre-assessment, formative assessments, and summative
assessments tell you about the learning of your group of P-12
students?
How will you use this assessment data to inform your
instruction? Use current literature (within the last five years) to
support your rationale.
3. LEARNERS
Differentiation
Address multiple intelligences and/or learning styles when
writing your response.
How will you differentiate curriculum to meet diverse student
needs? List and explain at least two ways that you differentiated
the curriculum to meet diverse student needs.
How will you differentiate instruction to meet diverse student
needs?
List and explain at least two ways that you differentiated the
instruction to meet diverse student needs.
How will you differentiate assessment to meet diverse student

29. needs?
List and explain at least two ways that you differentiated the
assessment to meet diverse student needs.
5. LEARNERS
Diversity
How will you address the needs of diverse students (e.g., IEP,
504, readiness level, cultural/linguistic background)? Choose
one diverse population and explain how you addressed their
special needs.
Student Work Samples
As you implement your Instructional Plan with a group of P-12
students, collect pre-assessment data to help you create your
plan, formative assessment data so you can make sure your
students are reaching your Learning Outcomes and Objectives,
and summative assessment data so you have evidence of student
mastery.