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TWS 6 Analysis of Student Learning

Lesson 1: Science
Lesson 1 Objective: Students will be able to correctly identify 3 examples of evidence of fall
through drawings. Pre-Assessment: For my pre-assessment, I had planned to conduct a survey where I put pictures of a tree representative of each of the seasons up on the SMART board, and then question students to see which season they thought each tree represented. As I performed my pre-assessment I told the students to only raise their hand for one of the four pictures, whichever they thought represented fall. The students raised their hands multiple times, and I think they also copied each other and would raise their hand just because they saw lots of other people raising their hand. My pre-assessment did not give me good data. I dont think that it gave accurate information concerning what the kids knew about fall.

Students

*=below average *=average *=above average

Alan Anterrio Antonio Bailey Camelle

During Assessment: Leaf Reports (10/3)

Drawing/Size/ Color= 3 parts

Post-Assessment: What can you tell me about fall? (10/4/13)

= met objective

+ means they could explain why -means lots of help

2/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 2/3 2/3 2/3 2/3 3/3

*Caitlin
Cameron Clara Jane Daniel

*Israel
Jacob Janya Kayson KyLee

Leaves turn colors and fall off Change colors, fall down **lots of prompting Apples, fall off (leaves) Blossoms, leaves fall down Apple tree is better; growing some blossoms Leaves fall down, birds fly south, animals grow more fur, pumpkins, apples on trees **knew why Leaves fall down, change colors Fall down (leaves, when they change colors they get brown and fall, gets cold, wear long sleeves and pants Green, red, orange Looked at leaves with magnifying glass, falling down no leaves on it, apples on trees *hard to understand (speech) Leaves change colors, come off trees, fly to warm sun, gets cooler Turn colors, fall off, get cooler ** lots of prompting(had to give two options; does it get cooler or warmer?) Leaves fall down, change colors

2 22 1 1 5+ 2 4+ 1 1 2 4 32

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LaTajiah Luke Madden Myles Noah Nolan

3/3 2/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3
Absent

Riser Samiyah

*Sam
Tyana Tineaja Vada

Nothing on trees, red, change colors, apples grow *no eye contact, no response, lots of prompting Fall down, birds fly warmer places **lots of prompting Leaves fall down, turn brown, turn colors, fly south, grow fur Leaves fall down (wind), birds fly away from cold Birds fly because they like warm weather, leaves change pretty colors, brown, then fall off (spoke in good complete sentences) Long sleeves, leaves change and fall to ground, animals grow fur, birds fly, colder Change colors, birds **lots of prompting Thanksgiving, leaves come down from trees, leaves change colors Leaves come down, turn colors, mentioned birds with prompting Leaves on ground, colors, wear different clothes Leaves fall down, trees get bare in winter, change colors **with prompting birds, cooler, long clothes

3 24 2+ 4+ 6+ 23 33 5+

*19 students completed all three parts of the leaf report

*12 (46%) students met the objective

The data collected from the leaf report shows that 19 out of 25 (76%) students were able to complete the three parts of their leaf report by drawing a picture of their leaf, identifying the size of their leaf, and identifying the color of their leaf. Overall the students did well in the completion of their leaf reports as all twenty-five completed at least two parts or more. For the post-assessment, I asked students what they could tell me about fall. I had originally planned for students to draw three things that show evidence of fall on the back of their leaf reports, but we ran out of time at the end of the lesson. I ended up going back the day after my lesson, and I went to individual students and asked them to verbally tell me about fall. The post-assessment data showed that 12 out of 26 (46%) students identified at least three or more evidences of fall. Although the original objective was not met as students did not draw evidence of fall, twelve students did meet the objective in that they were able to verbally identify three or more evidences of fall. I

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have nothing to compare this post-assessment data to as the pre-assessment did not go as planned.

Levels of Performance
It is important to understand that all students perform differently and have different strengths and weaknesses. Identifying students at different levels of performance allows the teacher to be able to know how to differentiate instruction to meet the needs of students on different levels. Understanding how a student that performs below average works and learns allows the teacher to make accommodations for that student and overcome challenges to their learning. The goal is to keep their difficulties in learning from affecting the learning that takes place during a lesson. Understanding how a student that performs on an average level allows the teacher to see ways in which they could challenge average students to begin doing above average work. Accommodations are necessary for students on all levels, even your above average learners. Understanding the strengths of an above average learner helps teachers identify how they can challenge that student to further develop their strengths by providing them an extension of learning in lessons. The goal is to increase learning and challenge students without frustrating them, and in order for this to occur teachers have to understand levels of performance and how differentiation plays a role in all areas of curriculum.

*=below average *=average *=above average

Israel Sam Caitlin

Students

During Assessment: Leaf Reports (10/3/13)

Drawing/Size/Color= 3 parts

Post-Assessment: What can you tell me about fall?

(10/4/13)

+ means they could explain why -means lots of help

*required a lot of help

2/3

3/3 3/3
*required no help

Looked at leaves with magnifying glass, falling down Thanksgiving, leaves come down from trees, leaves change colors Leaves fall down, birds fly south, animals grow more fur, pumpkins, apples on trees **knew why

3 5+

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Quantitative Data
Below Average Israel was able to complete both the drawing and size portion of the leaf report, but he didnt have time to finish the report. When questioned about evidence of fall Israel was able to identify one evidence of fall. Israel did not meet the objective for this lesson. Average Student Sam was able to accurately complete the three sections of his leaf report. When drawing his leaf, Sam traced it, so his leaf drawing was an accurate shape and was detailed. He was able to identify that his leaf was medium sized and yellow. He was able to meet the objective for this lesson as he was able to recall 3 different changes that occur during fall. Sam did meet the objective for this lesson. Above Average Student Caitlin was able to accurately complete all three sections of her leaf report, and she was able to verbally tell me more than five evidences of fall. She also used complete sentences in her responses, and she was able to explain why certain changes occur in fall. Her picture of her leaf was life-like as she included spots on the green leaf where it was turning red. She drew what she saw. She identified that her leaf was medium sized and that the leaf was green and red. Caitlin met the objective and exceeded my expectations for this lesson.

Qualitative Data
Below Average

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Israel seemed to be distracted and confused and throughout the lesson. He required a lot of help from me to complete his leaf report. Even in giving him assistance, he still had difficulty. In asking him to give me evidence of fall he responded to me in incomplete sentences and thoughts. Average Sam is a very active student and learns well when moving around. Through this lesson he was very engaged as there were many different components. Sam identified that Thanksgiving occurs in fall which is an aspect of fall that many of his peers didnt recall. Above Average Caitlin was very engaged and focused throughout the lesson. She is selfmotivated and stayed on task when working on her leaf report.

Lesson 2: Social Studies

Lesson 2 Objective: Students will be able to distinguish between tools that a firefighter uses
and tools that other community helpers use by correctly placing six tool cards on a chart.

Students

*=below average *=average *=above average

Alan Anterrio Antonio Bailey Camelle

Pre-Assessment: What do firefighters do? Can you tell me one tool that they use? (10/16/13)

Rescue people, -Put out fire, water hose Put out fires, rescue dogs, ladder Blow out fires, fire tools Absent Put out fires, ax Ride on fire trucks, wrench Help people, ladder Save people, water --,-- **trouble comprehending, pictures wouldve been helpful Put out fires, water hose Climb the ladder, spray water

*Caitlin
Cameron Clara Jane Daniel

*Israel
Jacob Janya

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Kayson KyLee LaTajiah Luke Madden Myles Noah Nolan Riser Samiyah *Sam Tyana Tineaja Vada Students

Put out fires, orange pipe (water hose) Put out fires, fire hose Help people when they get hurt, -I dont know, hose and ladder Rescue people, ladders Put out fires, hose Put out fires, hose Put out fires, ladder Save people, ax and he knew why and how they use them --, ladder Put out fires, hose Put out fire, ladder Work, water Put out fires, hose

*=below average *=average *=above average

Alan Anterrio Antonio Bailey Camelle

During Assessment: Observation of Yes/No Chart Activity

(10/17/13)

Post-Assessment: Write sentence and draw picture based off of the chart.
(10/17/13)

=completed chart accurately

= met objective

Firefighters use helmets. Absent Firefighters can put out fires. Firefighters use helmets. Firefighters put out fires. Firefighters use helmets.

*Caitlin
Cameron Clara Jane

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Daniel

*Israel
Jacob Janya Kayson KyLee LaTajiah Luke Madden Myles Noah Nolan Riser Samiyah

Firefighters use helmets. Firefighters put out fires.

Firefighters can put out fires.

Firefighters plan a rescue. put out fires help people

*Sam
Tyana Tineaja Vada

put out fires Firefighters use helmets.

*all 15 of the observed students met the * 12 students wrote a sentence and objective drew a picture about firefighters
The assessment done during the lesson determined whether or not the students met the objective for this lesson. As students worked to place firefighter tool cards in a yes/no chart, I went around and checked off whether or not they placed all six cards correctly. I was only able to check 15 out of 25 (60%) students work. All fifteen correctly placed all six cards, and therefore met the objective for the lesson. Although I wasnt able to check off all twenty-five students based on the data from the fifteen students I checked I would say that most of the students had a very good understanding of tools a

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firefighter uses after the lesson. Twelve of the twenty-five (48%) students were able to write a sentence about firefighters based off of the chart we created as a class and draw a picture to match their sentence.

Students

*=below average
*=average *=above average
Israel

Pre-Assessment: What do firefighters do? Can you tell me one tool that they use? (10/16/13)

Post-Assessment: Write sentence and Observation of draw picture based Yes/No Chart off of the chart. Activity (10/17/13) (10/17/13) =completed chart accurately

During Assessment:

Sam Caitlin

--,-- **trouble comprehending, pictures wouldve been helpful Put out fires, hose Put out fire, ax

*required help

Didnt complete

Didnt complete

Firefighters can put out fires.

Quantitative Data
Below Average Before the lesson, Israel was unable to tell me anything about what firefighters do or tools that they use. Israel did meet the objective for the lesson with help from me. Israel correctly identified the three tool cards that are used by firefighters. He didnt continue on to write a sentence about firefighters. It was evident that learning took place as Israel was unable to identify anything about firefighters prior to this lesson, and at the end he could identify three tools that firefighters use. Average

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Whenever I questioned Sam during the pre-assessment he was able to answer both of the questions. He told me that firefighters put out fires and they use a hose. Sam was also able to successfully place the six tool cards in the Yes/No chart which showed that Sam met the objective for the lesson. Sam didnt write a sentence about firefighters to complete the post-activity. Above Average Prior to the lesson Caitlin told me that firefighters put out fires and that one of the tools that they use is an ax. Caitlin was able to place all of the tool cards in their right place in the chart, and she was able to write a sentence based off of the chart that we created as a class. Caitlin met the objective for this lesson.

Qualitative Data
Below Average Israel participated during whole group instruction by coming up and placing a tool card on the chart. Israel was unable to complete the Yes/No activity by himself but with my help and verbal questions he was able to identify the tools that firefighters use. I verbally assessed him using the pictures and ignored the chart. I would point to a picture and he would say yes if a firefighter used it and no if a firefighter didnt use it. Israel used the pictures in the activity to show the tools that a firefighter uses but couldnt recall the names of the tools. Average Sam participated throughout the lesson. He had a little trouble staying on task at the end to complete writing a sentence about firefighters. Above Average Caitlin didnt require guidance from me to complete the activities. After given instructions she was able to complete all of the activities independently. Caitlin stayed on task and was successful throughout the lesson.

Lesson 3: Science
Lesson 3 Objective: Given visual cards students will be able to correctly sequence the
cards to show the life cycle of a pumpkin.

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Students

*=below average *=average *=above average

Alan Anterrio Antonio Bailey Camelle *Caitlin Cameron Clara Jane Daniel *Israel Jacob Janya Kayson KyLee LaTajiah Luke Madden Myles Noah Nolan Riser Samiyah *Sam Tyana Tineaja Vada Students

Pre-Assessment: Where do you think pumpkins come from? How are pumpkins made? How do pumpkins grow?
(10/24/13)

Seeds, seeds, water Grass,--, water Ground, seed, water Pumpkin patch--, plants Absent Pumpkin patch, --, on a vine Halloween, planting pumpkin seeds, put seeds in ground and water them Gardens, seeds, water --, --, seed Outside, in the ground, bigger Halloween, pumpkin place, grow on trees Garden, stem --, --, -Pumpkin patch, patch, garden Halloween, apple pie, put it in the grass Pumpkin seeds, seeds, water Pumpkin patches, --,-Absent Pumpkin patch, grown from a seed on a vine, through vine Pumpkin patch, --, seeds Pumpkin patch, seeds, water Gate, stems, in the ground Garden, God, seeds, water and sun Pumpkin store, trees, out of trees Pumpkin place, seeds, water Pumpkin patch, seeds, and water Post-Assessment: Sequencing the 6 life cycle of a pumpkin cards
= met objective

*=below average *=average *=above average Alan

1 2 4 3 5 6 *switched 3 and 4

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Anterrio Antonio Bailey Camelle *Caitlin Cameron Clara Jane Daniel *Israel Jacob Janya Kayson KyLee LaTajiah Luke Madden Myles Noah Nolan Riser Samiyah *Sam Tyana Tineaja Vada

1 2 3 4 5 6 *with help 1 2 3 4 5 6 *with help 1 2 4 3 5 6 *switched 3 and 4 1 2 3 4 5 6 1 2 3 4 5 6 *told cycle verbally

1 2 *with help _ _ _ _ _ _ *tried to help _ _ _ _ _ _ * tried to help 1 2 3 4 5 6 *with help 1 2 3 4 6 5 *switched 5 and 6 1 2 3 4 6 5 *switched 5 and 6 1 2 4 3 5 6 *switched 3 and 4

123456 1 4 2 3 5 6 *got it with a little help 123456 123456 1 2 4 3 5 6 *switched 3 and 4 *8 students met the objective for the lesson

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In order to meet the objective the students had to be able to correctly sequence six cards showing the life cycle of a pumpkin. During the post-assessment I was able to observe seventeen of the twenty-six students sequence their cards. Eight students (31%) were able to meet the objective. Six students were able to sequence at least four of the six cards with little or no help. A few students switched the sprout and the vine and also the green pumpkin and the orange pumpkin.

Students

Pre-Assessment:
Where do you think pumpkins come from? How are pumpkins made? How do pumpkins grow?
(10/24/13)

Post-Assessment:
Sequencing the 6 life cycle of a pumpkin cards

*=below average *=average *=above average

Israel Sam Caitlin

Outside, in the ground, bigger Garden, God, seeds, water and sun Pumpkin patch, --, on a vine

1 2 *with help

1 2 3 4 5 6 1 2 3 4 5 6

Quantitative Data
Below Average For the pre-assessment Israel said that pumpkins come from outside, that they are made in the ground, and the way that they grow is bigger. During the sequencing activity Israel was able to sequence the first two out of six cards. In the previous lesson Israel was able to complete the post-assessment with help from me and through conversation, but this time he had trouble completing the assessment even with help from me. He was able to recall that the seed came first and he was able to place the sprout after the seed. I tried to guide him by questioning him to see what would come next but he wasnt able to sequence the rest. Israel did not meet the objective for this lesson. Average Prior to the lesson Sam told me that pumpkins come from God, they are made in a garden, and seeds, water, and sun are necessary for them to grow. Sam was able to sequence all six of the life cycle cards, and therefore he met the objective for the lesson. Above Average

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When I questioned Caitlin about where pumpkins come from Caitlin said a pumpkin patch, and she told me that they grow on a vine. At the end of the lesson Caitlin was able to sequence all six of the life cycle cards, and she was also able to label all of the cards with the correct words. Caitlin met the objective for this lesson.

Qualitative Data
Below Average Israel was engaged and put effort into completing the activity, but he appeared confused and had difficulty. Although he stayed on task he worked slowly. Average Sam stayed on task very well during this lesson, and he worked well independently. I didnt have to offer Sam any help during this lesson. He also had time at the end to color and label his life cycle cards. Above Average Caitlin worked efficiently during this lesson and had time to color and label all of her life cycle cards. She didnt seem to have any problem labeling the cards as she completed the labeling with no help from me.

Lesson 4: ELA
Lesson 4 Objective: Students will be able to successfully sequence five cards that
show the items the old lady ate.

Students

*=below average *=average *=above average

Alan Anterrio Antonio Bailey Camelle

Pre-Assessment: Computer test showed students needed work with retelling

Post-Assessment: Retell Chart (10/31/13) / = met objective

*= needs work

* * * * *

Got all correct! Completed labels Got all correct! Began writing labels Got all correct! Got all correct! Completed labels Absent

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*Caitlin
Cameron Clara Jane Daniel

*Israel
Jacob Janya Kayson KyLee LaTajiah Luke Madden Myles Noah Nolan Riser Samiyah

* * * * *
*from observation

Got all correct! Completed labels Got all correct! Began writing labels Absent 6 pictures correct! Got all correct! 3 correct; first three 3 correct; didnt finish Got all correct! Completed labels Got all correct! Began writing labels Got all correct!

*Sam
Tyana Tineaja Vada

* * * * * * * * * * * * * * *

1 correct; didnt finish; kept encouraging but had trouble focusingAbsent 3 correct; first three Got all correct! Got all correct! 3 correct; first three; began writing labels Got all correct! Got all correct! Began writing labels 5 correct! Messed up first 3, began writing labels Got all correct! Began writing labels

*17 out of 23 (60%) students met the objective for the lesson

In order to meet this objective students had to be able to correctly place at least five of the cards on the sequence chart. Sixteen out of twenty-three (70 %) students met the objective for this lesson.

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Students *=below average *=average *=above average Israel Sam Caitlin

Pre-Assessment: Computer test showed students needed work with retelling

Post-Assessment: Retell Chart (10/31/13)

*= needs work

* * *

Got all correct! Got all correct! Got all correct! Completed labels

Quantitative
Below Average When Israel had a chance to come to the front during the lesson he correctly placed the card on the nightgown. Israel successfully placed all of the cards on the retell chart in the right order, and therefore he met the objective for this lesson. Average While completing the whole-group retell Sam was in the very first group of students to go and he had the very first card. When I asked the class what came first, Sam immediately held up the bat card. Sam was also able to complete the retell mat by correctly gluing down all eight cards. Sam met the objective for this lesson. Above Average

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During whole-group instruction Caitlin knew where the place the card she was given during the retell. Caitlin sequenced all eight cards correctly, and she also colored the cards, drew the old lady, and labeled all of the cards. Caitlin met the objective for this lesson.

Qualitative
Below Average In order for Israel to start working I had to re-explain the directions and then help him get started. I told him to ask the student beside him for help if he needed it because I knew the student was capable of helping and guiding Israel. Working with the person beside him he was able to correctly glue down all of his cards. It took Israel a while to use the scissors to cut out the picture cards. Israel stayed on task as he worked on the retell activity. Average After sequencing on the retell chart, Sam had time at the end to color his picture and draw the old lady. Sam was engaged and stayed on task throughout the lesson. Above Average During the lesson Caitlin was engaged and worked efficiently. She sequenced the events, and she had extra time at the end to color, draw, and label her picture. Caitlin spelled the words correctly when she labeled her pictures. Caitlin needed little guidance from me.

Lesson 5: Math
Lesson 5 Objective: Students will correctly place given shapes on a piece of paper
according to directions given by the teacher. Pre-Assessment: Students identified the square and circle by pointing. Students then positioned shapes as teacher gave instructions. (11/20/13) Post-Assessment: Scarecrow Activity (11/21/13)

*=below average *=average *=above average

Students
Alan Anterrio

=followed directions
accurately =met objective

Above
No

Below
No

Beside
Yes Absent

(placed rectangle in the middle

of the square)

Areheart 17 Antonio Bailey Camelle *Caitlin Cameron Clara Jane Daniel Harrison *Israel Jacob Janya Kayson KyLee LaTaijah Luke Madden Myles Noah Nolan Riser Samiyah *Sam Tyana Tineaja Vada No Yes (on top) No Yes (on top) Yes Yes (on top) Yes (on top) Yes (on top) No Yes (on top) Yes Yes Yes Yes Yes (on top) No Yes (was a guess) Yes (on top) Yes Yes (on top) No No Yes (on top) Yes (under) Yes (under) Yes Yes Yes Yes (under) Yes (under) Yes (under) No Moved Yes Yes Yes No Yes Yes (under) Yes (under) No Yes (under) Absent Yes Yes (under) No No Yes (under) Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

placed rectangle at the top of

the square

Absent
Misplaced triangle and circles

(placed rectangle in the

middle of the square)

(placed rectangle in the

middle of the square)
Placed in the squares above the circles instead of below/placed rectangle vertically on top of square Didnt place four squares on the face

placed triangle at the top of the

rectangle

(placed rectangle in the middle

of the square)

(placed rectangle at the top of

the square)

Absent

Placed all but two squares correctly

(place rectangle in the middle

of the square)

In order to meet the objective for this lesson the students had to follow directions given and place all shapes according to positional phrases. Eighteen out of twenty-two students (82%) placed all of their shapes right according to the directions given.

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Students

Pre-Assessment: Students identified the square and circle by pointing. Students then positioned shapes as teacher gave instructions. (11/20/13)

PostAssessment: Scarecrow Activity (11/21/13)

*=below average *=average *=above average

Above Israel Sam Caitlin No Yes (on top) Yes (on top) Below No Yes (under) Yes Beside No Yes Yes Absent

Quantitative
Below Average When I pre-assessed Israel before the lesson, Israel was able to identify the square and the circle, but he was unable to use the two shapes to show me above, below, or beside. Israel was absent the day of the lesson so I have no further data on Israel from this lesson. Average Sam identified the square and the circle. Sam showed me above and below by placing the circle on top of the square for above and the circle under the square for below. Sam met the objective for the lesson as he correctly placed all of the shapes.

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Above Average Prior to the lesson Caitlin was able to identify above, below, and beside. She met the objective in that she placed all of the shapes where they were supposed to go in order to complete her scarecrow.

Qualitative
Below Average Israel was absent the day of the lesson. Average Sam followed the directions and listened in order to complete the scarecrow activity. Sam stayed on task and kept up with the directions being given. Above Average Caitlin worked fast and efficiently, and she patiently waited on her peers to finish so that we could move on to the next set of directions. Caitlin seemed to enjoy being able to do an activity that used arts and crafts.