Task 2

Contextual Information
2. 0 Contextual Information
A. I am in a Montessori classroom. We have students ranging in age from three to six. In our
classroom we have different areas. These areas include: math, language, cultural (social studies),
science, practical life, and sensorial. We have a total of 29 students. 11 of these are all day
students (5 year olds), 9 in the morning (3 and 4 year olds), and 9 in the afternoon (3 and 4 year
olds). I have no students who have special needs. We follow the Montessori Method in our
classroom. By following this method, each student learns on an individual basis and lessons are
given to individuals.
B. In our classroom, all students develop at a different rate and we have to keep in mind that we
have 3, 4, 5 year old students. In the Montessori classroom the physical, social, behavioral, and
developmental factors do not affect instruction because each student is taught on an individual
basis. With that being the case, accommodations are made for students based on their
individual need. There are no linguistic, cultural, or health considerations that impact teaching
and learning in our classroom.
C. Most students in our school come from low socioeconomic homes; therefore, they do not have
access to a lot of resources at home.
Step 1: Planning the Assessment
2.1.1 Selecting a Single Assessment
A. W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened. Write narratives to develop real or imagined experiences
or events using effective technique, well chosen details, and well structured event sequences.
W.K.5 With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed. Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
Objective: Students will be able to create a 3-part story (beginning-middle-end) after completing
planning sheet.

B. Assessment(s) of the Objectives:
Pre Assessment Students have successfully completed a planning sheet for each page of their
3-part story.
During As the students complete the work, teacher observation will assess if they are
completing the work. I will be walking around monitoring students and answering
questions/giving help.
Post Once students have successfully completed the planning sheet and their 3 pages,
teacher/peer editing will take place. Pages will be stapled together to create a book. The final
draft will act as the post-assessment. The book will have to make sense and be clear to read.

With this being a multi-day lesson, I chose to pre-assess the students based on previous works.
Each student has at least 2 writing samples from each week. It is easy to look back in their
folders to see how well their writing is progressing. For the assessment during the lesson, I
chose to just take a look at students work while they were doing it. This gave me the
opportunity to redirect if needed or answer questions. For the post-assessment, each child was
dealt with on an individual basis; therefore, every students needs were met to best fit them.
C. Attached here is the rubric. I chose to use a writing checklist as my rubric. I sat down with
children and filled out a rubric with each of them. It was very child friendly. You could either
receive a or a for each category. There were 10 different categories.
D. By using this assessment process, I plan to look at each students 3-part-story to see if they
correctly completed the assignment. This will be done with the use of the rubric and past works.
Using the Montessori method, each student works at individual pace. With this being the case, it
is acceptable to assess each child based on where they are with their own work.

2.1.2 Preparing Learners for the Assessment
A. The instructional strategy that was used as part of my assessment was the rough draft of the 3-
part story. I chose this as the instructional strategy because students could compare each page
of their story to the 3 planning boxes on the planning sheet to each page. This gives students the
opportunity to make sure their story is in the right order before creating a final draft.
B. The learning activities I used for this lesson were to ask students what they were going to write
about as a whole class. Each student got a chance to tell me what he or she wanted to write
about. This gave the class a chance to hear what their friends were writing about so that our
stories would not all be so similar. There were no groupings for this lesson because each
students story was done individually.
C. In this lesson, the ending product was the assessment. With this being the case, all materials
throughout the lesson were used in the final assessment. The materials used throughout the
lessons were: Smart Board, (1) Planning sheet, pencils, (6) pages (a paper with 4 lines for writing
and a box for the illustration 3 for rough draft, 3 for final), (1) piece of copy paper for the front
cover, crayons, colored pencils, markers, and a stapler.
2.1.3 The Two Focus Students
A. Focus Student 1 far exceeds the expectations in writing of what is expected of a kindergarten
student. This student becomes bored easily and finishes the assignments very quickly. Focus
Student 2 is a low writer. This student needs extra help and cannot correctly freely write on
lines.
B. For Focus Student 1, I let them complete the pages as they wished. Once they had completed
the pages, I asked them questions about what they had written and how could more detail be
added to their writing. Focus Student 1 wrote longer pages with more detail on the final draft
than other students in the class. I asked this student to do this because they constantly make
statements such as: This is too easy. I want to do something harder. or This is baby work.
After asking this student to add more details in their story and picture. It took them a little
longer to complete the assignment and they were happy. For Focus Student 2, I asked him to tell
me what he wanted to write. After telling me, I put blanks for each individual word. This helped
him stay on task as well as knowing how to space his words on the paper. On his final draft, the
lines for each word were given to him on the pages as well as the title page.

Step 2: Administering the Assessment and Analyzing the Data
2.2.1 Analysis of the Assessment Data and Student Leaning for the Whole Class
A. The writing checklist that I used asked the following questions:
1. Did I follow the directions? Did I finish my work?
2. Did I write my name and date on my paper?
3. Did I use at least 5 colors on my picture? Did I color my picture neatly? (For this assignment,
I didnt make them use a set number of colors as long as the picture was fairly accurately
colored)
4. Did I use at least 3 details in my picture?
5. Did I stay on topic? Does my picture match my story?
6. Did I use my capital and lowercase letter correctly?
7. Did I space my words correctly?
8. Did I write neatly? Did I use my lines? Do all of my sentences end with a . ? !
9. Did I spell my sight words correctly? Did I sound out words that I do not know?
10. Did I use at least 3 details in my story? Characters, Setting, and Events
B. Again, because of the Montessori method, each child progresses at an individual pace. As a
graphic representation, I will combine all eleven students rubrics into a chart. I expect children
to preform at a level better than their last. The students writing folders reflect the students
current work. The students work progresses as they continue to practice their writing. After
looking at the entire classes work, each student is developing at or above expectation of a
kindergartener.
C. The writing folders served as the data collection process. This is very efficient because it is easy
to see where each child should be by just looking at their past few works in each folder. For
example, I can see if Focus Student 1s writing has improved since 2 weeks ago by looking in his
folder and seeing that he can now correctly hear more sounds when sounding out words.
D. The instructional strategies, learning activities, materials, and resources were very effective. As
stated before there were no student groupings. The reason I know this is because each student
understood the assignment. I could see this by reading their work.
E. Each student engaged in a conversation about his or her story with me. We discussed their story
and anything that needed to be changed before they constructed their final drafts. This helped
students better progress towards the end product.
2.2.2 Analysis of the Assessment Data and Student Learning for Each of the Two Focus Students
A. For Focus Student 1, I learned that this student needed to be asked to write more complex
stories. This student had no difficulty with the assignment. Focus Student 1 exceeded
expectations for the assignment. For focus student 2, I learned that by giving the extra help of
writing the blanks for his words, he could then complete the assignment successfully. Focus
Student 1 better understood how to create a 3-part story with a little extra help.
B. From my observations, my modifications tremendously helped focus student 2 by helping him
construct his 3-part story and correctly space his words. By him telling me what he was going to
write before actually sitting down to write helped him to think before writing. From my
observations, focus student 1 was much more interested in the writing when it had a little more
difficulty than the original assignment
C. I feel that my instructional strategies (the planning sheet) helped students to learn by making
them think the entire story through before beginning to write. This also helped students to
remember their story since this was a multi day lesson. As I looked at the planning sheets, I saw
that this assignment needed to be modified for focus student 1. I modified the lesson for this
student by asking for more sentences and more details. After focus student 2 completed the
first planning sheet without blanks, I saw that this student needed help correctly spacing his
words as well as thinking about what he was going to write out loud. After making this
accommodation, the student successfully completed the assignment.
D. For Focus Student 1, I let them complete the pages as they wished. Once they had completed
the pages, I asked them questions about what they had written and how could more detail be
added to their writing. After asking this student to add more details in their story and picture,
the assignment was more appropriate for their writing level. For Focus Student 2, I asked him to
tell me what he wanted to write. After telling me, I put blanks for each individual word. This
helped him stay on task as well as knowing how to space his words on the paper. On his final
draft, the lines for each word were given to him on the pages as well as the title page. I talked to
focus student 2 about learning to use two finger spaces between each word he writes.
Step 3: Reflecting
2.3.1 Reflecting on the Assessment for the Whole Class
A. After compiling the rubrics for the data analysis this is what I found: Our class needs to work on
lowercase and capital letters.
B. In the future, I think that I would have student to fill out his or her own rubric. Not only would
this remind the students of what they were supposed to have done but it would give them the
opportunity to change anything that they realized they had messed up on. This may help build
the students confidence by correcting themselves instead of finding out they messed up on
something when talking with the teacher.
C. In the future I think that I would still use the smart board for my lesson but I would also develop
a story that had more detail. I think that if I showed a story that had lots of detail and lots of
words, the students might add even more detail to their stories. Since there was no student
grouping for the lesson this time, I may let the students pick a partner next time in order to let
them learn how to give each other ideas.
D. In the future, I may use a rubric for assessment that had ratings instead of and . If students
got ratings instead, next time they could try and get higher ratings than the previous time. This
would better demonstrate their achievement of the learning goals.
2.3.2 Reflecting on the Assessment for Each of the Two Focus Students
A. For focus student 1, my data analysis informed me that this student achieved far above
expectations. For focus student 2, my data analysis informed me that this student has to work
on his sight words, his spacing, staying on topic, and his capital and lowercase letters; however,
other students had trouble with their capital and lowercase letters as well.
B. For Focus Student 1, I let them complete the pages as they wished. Once they had completed
the pages, I asked them questions about what they had written and how could more detail be
added to their writing. Focus Student 1 wrote longer pages with more detail on the final draft
than other students in the class. Along with all of this, I would ask focus student 1 to For Focus
Student 2, I asked him to tell me what he wanted to write. After telling me, I put blanks for each
individual word. This helped him stay on task as well as knowing how to space his words on the
paper. On his final draft, the lines for each word were given to him on the pages as well as the
title page.
C. In the future I think that I would still use the smart board for my lesson but I would also develop
a story that had more detail. I think that if I showed a story that had lots of detail and lots of
words, the students might add even more detail to their stories. Since there was no student
grouping for the lesson this time, I may let the students pick a partner next time in order to let
them learn how to give each other ideas. I may pair focus student 1 and focus student 2
together. With the over achievement of focus student 1 and focus student 2 needing some extra
help, I think that this pair would be helpful to both students.