Sara A Molle Mott Elementary Part 1: Pre-Assessment Student Goals: -Counting to 25/writing numbers to 27 -E !

lore and tal" about basi# s$a!es -%es#ribe !atterns in t$e en&ironment -'se #ommuni#ation to organi(e and #lari)y mat$emati#al t$in"ing by dis#ussing* listening* and as"ing +uestions ,$e student-s #urrent le&el o) !er)orman#e was determined t$roug$ &arious )orms o) assessment. Student A was obser&ed o&er a two-wee" !eriod. /bser&ations )o#used on t$e student-s be$a&ior* s!ee#$* !arti#i!ation* and a##ura#y in Mat$. A tea#$er #onsultation was also used to determine !er)orman#e* along wit$ a Mat$ diagnosti#* grou! wor"* inde!endent in #lass wor"* and $omewor". ,$e )ollowing !re-assessment do#umentation was used as guidelines to w$at t$e student already "nows in t$e #ontent area o) Mat$. ,$e gat$ered !re-assessments &ary in w$at needs t$ey meet. Page 1 and 2 were a !art o) Mat$ diagnosti# t$at t$e student-s tea#$er administered to t$e #lass to determine t$e students- le&els o) !er)orman#e. 0t s$ould be noted t$at mani!ulati&es were used )or t$is diagnosti# test. Pages 1-2 a##om!any two lessons. 3ot$ lessons address using mani!ulati&es )or addition senten#es. ,$e )irst lesson 4!ages 1-55 addresses number stories and using #ounters to #om!lete t$e addition )or t$e told story. ,$e se#ond lesson addresses t$e strategy 6a !art !lus !art e+uals a w$ole7 w$ile using mani!ulati&es. ,$e student was obser&ed during t$ese two lessons to determine $is grou! and inde!endent wor" et$i#. ,$e student-s 0EP notes are !ages 18-159 t$e student-s tea#$er !ro&ided t$ese notes. ,$e goals sele#ted )or t$is assignment deri&ed a)ter re#ei&ing in)ormation )rom

t$e student-s 0EP. Pre-assessment do#umentation )or t$ese s!e#i)i# goals begins on !age 21 and #ontinues on to !age 22. /n 2/27/2811* t$e student !arti#i!ated in a one on one !re-assessment baseline o) #ounting to 28. %uring t$is !re-assessment t$e student sat #om)ortably in t$e :eading area in t$e #lassroom. ;e was gi&en a w$ite board* eraser* and a mar"er. ,$e student was )irst as"ed to identi)y t$e numbers drawn on t$e w$ite board. ,$e student res!onded +ui#"ly w$en numbers 1-18 were s$own but needed !rom!ting 4e.g. ,$e number 1 and 2 ma"e t$e number..5 )or t$e number 12. ;e identi)ied t$e numbers 11* 1<* 15* and 1= but $ad di))i#ulty wit$ 1>* 17* 12* and 28. ,$e #$art on !age 21 s$ows t$e numbers t$e student "new &ersus t$e numbers we will wor" on during instru#tion so t$e goal will be met. ,$e se#ond #$art demonstrates t$e student-s !er)orman#e o) being di#tated a number and writing t$at number. ,$e student almost rea#$ed t$e goal o) numbers 1-28 but $ad di))i#ulty writing t$e number 28. Sin#e $e #om!leted t$is !reassessment wit$ ease* t$e goal was e tended to 25.