Apple Unit Plan

Ms. Ditzhazy
Objectives
• Science Objective: Using the observations
made of the four seasons, correctly order the
life-cycle of an apple tree (what an apple tree
looks like in each season). Students at
proficiency will glue all four stages in the
correct order on the Apple Tree Life Cycle
assessment.
• ELA Objective: Student can read the word
you. Students at proficiency will find and
circle the word “you” with no assistance on
the Word Hunt assessment.
Standards
• K-ESS2-1: Use and share observations of local
weather conditions to describe patterns over
time.
• CCSS.ELA-LITERACY.RF.K.3.C: Read common
high-frequency words by sight (e.g., the, of, to,
you, she, my, is, are, do, does).
• CCSS.MATH.CONTENT.K.CC.B.4.C:
Understand that each successive number
name refers to a quantity that is one larger.

• Math Objective: Place objects labeled 1 to 10

in the correct sequence to show that that each
number represents an amount that is bigger
than the last. Students will order number
cards 1-15 and paste them on a sheet of
construction paper. Proficiency: correctly
sequence numerals 1-10.
Life Cycle of an Apple Tree Assessment Sample
This is Student 1’s Post Assessment.
Student 1 received a score of 4.

4= All four seasons are in correct

sequence – proficiency level

1= The four seasons are not

sequenced properly.

Students cut out the four trees then

glued them in order, starting at
whichever season they chose.
Students were given full credit if
they put the pictures in order from
left to right OR right to left.
 Life Cycle of an Apple Tree
Student # Gender Pretest score Post - test score
#1 F 1 4
#3 F 1 4
#4 F 1 4
#5 F 1 1
#6 F 1 4
#7 M 1 1
#8 M 1 4
#9 F 1 4
#10 F 1 4

Life Cycle of an
#11 M 1 4
#12 M 1 1
#13 M 4 4

Apple Tree Data

Key
scored a 1
#14 M 1 1
scored a 4
#15 F 1 4

(Pre & Post) #16

#17
#18
F
M
M
1
1
1
1
4
4
#19 F 1 4
#20 F 1 4
#21 M 4 4
#22 F 4 4
#23 F 1 4
#24 F 4 4
#25 F 1 4
#26 M 1 4
#27 M 1 4
#28 M 1 4
#29 F 1 4
Life Cycle of an Apple Tree Graph (Pre & Post)
Life Cycle of an Apple Tree Pre vs Post Assessment Data
4

3.5

2.5

1.5

0.5

0
#1 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 #23 #24 #25 #26 #27 #28 #29

Pretest score Post - test score

Life Cycle of an Apple Tree Data Analyses
Pre-test Post-test

• 14% or 4 students met proficiency • 82% or 23 students met proficiency

• 86% or 24 students were below • 18% or 5 students were below

proficiency proficiency

• Gender Breakdown: • Gender Breakdown:

• Males: 17% or 2 students at proficiency; • Males: 75% or 9 students at proficiency;
83% or 10 students below proficiency 25% or 3 students below proficiency

• Females: 12% or 2 students at • Females: 88% or 14 students at

proficiency; 88% or 14 students below proficiency; 12% or 2 students below
proficiency proficiency

28 total students in the class

12 boys & 16 girls
Life Cycle of an Apple Tree Data: Interesting Finds
• Of the 23 students who were not proficient on the pretest, 19 students improved
from a 1 to a 4, meeting proficiency! This could mean 19 students who likely did not
know the life cycle of an apple tree (the seasons) before the unit learned it by the
end.
• 5 students received a 1 on the pre and post test. I may need to provide these
students with more practice and exposure to the life cycle of an apple tree (the
seasons). This may include videos, hands-on experiences, or visuals to help them
make connections.
• All 4 students that were proficient on the pretest were also proficient on the post-
test.
• A higher percentage of girls were proficient on the post-test than the boys
(88% -girls, 75% - boys). I am interested to see if this trend continues on other
assessments.
Differentiation
After Pre-test After Post-test

• For students not yet at proficiency:
• Seasons song, life cycle of an apple
tree book, whole group interactive
reading of books including the life
cycle of an apple tree, and bucket
work
• For students not yet at proficiency:
• Continue to practice seasons songs.
Also, students review the seasons
daily during calendar and as they
learn about other life cycles involving
seasons.

• For students at proficiency:

• All of the above as review plus books
and activities about the life cycle of an
apple and the life cycle of a pumpkin
Word Hunt Assessment Sample
This is student 24’s post assessment. Student
24 received a score of four.

4= Student found and circled the sight word

“you” – proficiency level

1= Student circled something other than “you”

Students were given verbal directions, “Find

the word “you” and circle it.”
 Student # Gender Pre-Test Post -Test RETEST
#1 F u 4
#3 F u 4
#4 F 4 4
#5 F e 4
#6 F 4 yes 4
#7 M 4 4
#8 M u 4
#9 F u 4
#10 F 4 4
#11 M 4 yes 4

Word Hunt #12

#13
M
M
4
apple
4
4

Assessment Data
Key #14 M is 4
scored a 1 #15 F u 4
scored a 4 #16 F 4 4

(Pre & Post) #17

#18
M
M
4
4
4
4
#19 F 4 4
#20 F is 4
#21 M yes 4
#22 F 4 4
#23 F e yes
#24 F yes 4
#25 F apple yes
#26 M 4 yes 4
#27 M yes cake
#28 M 4 4
#29 F 4 4
 Word Hunt Assessment Data
Word Hunt "you" Assessment
4

0
#1 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 #23 #24 #25 #26 #27 #28 #29

Pre-Test Post -Test RETEST

Word Find Data Analyses
Pre-test Post-test

• 50% or 14 students met proficiency • 73% or 22 students met proficiency

• 50% or 14 students were below • 21% or 6 students were below

proficiency proficiency

• Gender Breakdown: • Gender Breakdown:

• Males: 58% or 7 students at proficiency; • Males: 75% or 7 students at proficiency;
83% or 10 students below proficiency 25% or 3 students below proficiency

• Females: 44% or 7 students at • Females: 81% or 13 students at

proficiency; 56% or 9 students below proficiency; 19% or 3 students below
proficiency proficiency

28 total students in the class

12 boys & 16 girls
Word Hunt Data: Interesting Finds
• The number of students at proficiency jumped from 14 (50%) on the pretest to
22 (73%) on the post test. This may mean that the songs, word work, and word
building we did helped 8 more students learn to find and recognize the word
“you.”
• Three students regressed form a 4 to a 1 from the pre to post test. When those
three students were re-evaluated, they all went back up to a 4.
• Seven students found and circled only a letter on the pretest (either the letter u
or e). This old me that these students may not know the difference between
words and letters. After lots of instruction about the difference between a word
and a letter, there were zero students who inly circled a letter on the post test.
• Again, a higher percentage of females were proficient than males on the post
test (81% females, 75% males)
Differentiation for learning sight word “you”
After Pre-test After Post-test

• For students not yet at proficiency:
• Students will receive extra exposure to the
sight word “you” during enrichment, re-
reading the paper books that they use to
highlight sight words and practice reading.
We will also have them differentiate from
previous sight words (“I” and “is”).
• For students not yet at proficiency:
• We will continue to review the “you” song,
practice reading it daily off the word wall,
using in during writing, and filling it in on
the morning message.

• For students at proficiency:

• Work on writing and spelling the word
during word work and enrichment. This may
include using white boards, writing in
shaving cream, cutting and pasting the letters
in order, etc.
Number Sequencing Assessment Sample

This is student 23’s post assessment. Student 23 received a score of 4.

4= correctly sequenced more than 1-10
3= correctly sequenced 1-10 – proficiency level
2= correctly sequenced 1- 6,7, 8, or 9
1= correctly sequenced 1-5
0= numbers are not in sequence or sequences
less than 5
Students cut out number cards, sequenced
them, then glued them in sequence on
construction paper. Students who sequenced 1-
15 correctly on the pretest did not have to take
the post assessment.
Number Sequencing Assessment Data Sequencing 1-15 Assessment
Pre-Test Post-Test Accommodations on post assessment KEY
Student # Gender Correctly Sequenced Pretest score Correctly Sequenced Post-Test Score scored a 0
#1 F 1-5 1 1-5 1 Gave her 1-5, then 6-10, and then 11-15
#3 F 1-11 4 1-15 4
scored a 1
#4 F 1-11 4 1-15 4 scored a 2
#5 F 1-5 1 1-15 4 scored a 3
#6 F 1-15 4 1-15 4 scored a 4 but did not reach 15
#7 M 1-15 4 1-15 4 scored a 2 and reached 15
#8 M 1-11 4 1-12 4
#9 F 1-15 4 1-15 4
#10 F 1-15 4 1-15 4
#11 M 1-15 4 1-15 4
#12 M 1-15 4 1-15 4
#13 M 1-10 3 1-15 4
#14 M 1-10 3 1-15 4
#15 F 1-11 4 1-11 4
#16 F
#17 M 1-9 3 1-7 3
#18 M 1-6 2 1-15 4 Gave him 1-7 then 6-9
#19 F 1-15 4 1-15 4
#20 F 1-15 4 1-15 4
#21 M 1-15 4 1-15 4
#22 F 1-15 4 1-15 4
#23 F 1-11 4 1-15 4
#24 F 1-6 2 1-6 2
#25 F 1-6 2 1-10 3
#26 M 1-15 4 1-15 4
#27 M 1-2 0 0 0
#28 M 1-11 4 1-15 4
#29 F 1-15 4 1-15 4
 Number Sequencing Assessment Graph
Sequencing 1-15
4

0
#1 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 #23 #24 #25 #26 #27 #28 #29

Pretest score Post-Test Score

 Number Sequencing Assessment Analyses
Pre-test Post-test
• 78% or 21 students met proficiency • 89% or 24 students met proficiency
• 67% or 18 students were above • 81% or 22 students were above proficiency
proficiency (scored a 4) (scored a 4)
• 11% or 3 students met but did not exceed • 7% or 2 students met but did not exceed
proficiency (scored a 3)
proficiency (scored a 3)
• 22% or 6 students were below
proficiency • 11% or 3 students were below proficiency

• Gender Breakdown: • Gender Breakdown:

• Males: 58% or 7 students at proficiency; 42% • Males: 83% or 10 students at proficiency; 17% or
or 5 students below proficiency 2 students below proficiency
• Females: 80% or 12 students at proficiency; • Females: 93% or 14 students at proficiency; 7%
20% or 3 students below proficiency or 1 student below proficiency

27 total students in the class

12 boys & 15 girls
(our E.I. student is with her E.I. teacher during math)
Number Sequencing Assessment Data: Interesting Finds
• No students regressed in score! YAY!
• Of the 6 students below proficiency on the pretest, 3 improved and 3 stayed the
same.
• Of the 3 students who scored a 3 (met but did not exceed proficiency), 2 of them
improved to a 4.
• Student #5 jumped from a score of 1 to a score of 4!
• Again, a higher percentage of girls were proficient on the post test (females 93%,
males 83%). In the future, I need to be sure that my instruction is reaching males
and females equally.
• As a look back, I noticed that the only pretest where there was a lower percentage of
males at proficiency than females was the sequencing assessment. On the other
pretests, there was a higher percentage of males at proficiency than females.
Differentiation for Sequencing 1-15
After Pre-test
• For students not yet at proficiency:
• reinforced in calendar as we count how many
days of school have passed and when we count
up to today’s date. If students are really
struggling (receive a pre-assessment score of 1
or 0), they will have a focus group during
enrichment time where they will focus on
learning the numerals (putting the correct
number beads that match the numeral) then
ordering flash cards
• For students at proficiency:
• Students will practice writing the numbers
correctly, sequencing higher numbers in their
data binders, and practice counting to higher
number. Students will also learn patterns in
counting.
After Post-test
• For students not yet at proficiency:
• reinforced in calendar as we count how
many days of school have passed and
when we count up to today’s date. If
students are really struggling (receive a
pre-assessment score of 1 or 0), they will
have a focus group during enrichment
time where they will focus on learning the
numerals (putting the correct number
beads that match the numeral) then
ordering flash cards
What I learned….
Life Cycle of an Apple Tree Word Hunt Sequencing 1-15

• What worked: • What worked: • What worked:

• The “you” song • Repeated exposure during calendar
• Life cycle of an Apple Tree Book
• Building the word “you” • Practice with numerals during morning work
• Seasons song
• Using the word “you” in morning message • 10 Apples Up on Top craft and book with visuals
• Chart
• What did not work:
• What did not work: • What did not work:
• The number of worksheets used as word work
• Book The Seasons of an Apple Tree by Gail • Only 1 direct instruction
Gibbons • Not having a visual while singing the song each time
• Lack of time to interventions for lowest
• Asking students what the four seasons are • The “do da lee do” in the “you” song students
before teaching them
• What I would change: • What I would change:
• What I would change: • Change the song to “Y-o-u spells you, you, you” • Make time for interventions
• Teach the difference between a season and a • Referring to a visual of the sight word every time we • More direct instruction on sequencing and
holiday sing or discuss it numerals
• Use a different book to show them the life cycle • Find more creative ways to practice the word during
of an apple tree of find a video word work
What I learned about myself as a teacher:
• Planning: I learned that it is best if I plan for the entire week in one sitting so I
see how the lessons will build, spiral, and connect through out the unit.

• Presentation: When the students cannot see me, they start to misbehave, even if
I am standing right behind them. I need to be sure to position myself so the
students can see me as I teach.

• Management: I learned that pointing out model students in song often corrects
misbehavior faster than reminding misbehaving students the proper way to
behave.

• Flexibility: Between assemblies, parents coming in, and pacing gone awry, plans
are also changing. Through this unit, I learned when to move activities to a later
time in the day, push them to the next day, or cut them out completely.
If I do this unit again, I will…
• In the future, I will assess students on their knowledge of numeral ID first, then
assess sequencing.

• I will continue to use the Word Hunt assessment because I got valuable
information from it, like who know the difference between a letter and a word
and who can identify the word “you”.

• I will also assess sight word knowledge and help them record it on graphs.

• Be sure to involve students in analyzing their own assessments and comparing

their pre to post assessment. From there, we could work together to set a goal
and make a plan to help them reach it.
That is all!
Questions?