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Find out moreEmma Heinlen 4/18/12 Miss Tara Koch, Kindergarten, Pinewoods Elementary Math: Patterns Florida Gulf Coast University, EDE 4936 CRN 10317

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Table of Contents

Section 1: Philosophy Statement________________________________________ Pages 3-4 Section 2: Contextual Factors__________________________________________ Pages 5-13 Section 3: Topic and Learning Objectives________________________________ Pages 14-17 Section 4: Assessment Plan___________________________________________ Pages 18-35 Section 5: Design for Instruction: Unit Plan and Lesson Plans________________ Pages 36-64 Section 6: Instructional Decision Making ________________________________Pages 65-67 Section 7: Analysis of impact on Student Learning _________________________Pages 67-82 Section 8: Reflection and Self-Evaluation ________________________________Pages 82-84

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Section 1: Philosophy Statement It is important to use a mix of traditional and constructivist teaching strategies to best suit the student. Progressivism as well as humanism also sits as strong beliefs for me. A teacher should be willing and eager to do research to find suitable techniques to teach those students. I believe in using a balance of both formative and summative assessments. There should be no heavy weight on only summative or only formative but a mix of the two. When doing the research on the best techniques, it is important for a teacher to focus on strategies for all students, including ELL and ESE students. I believe that repetition is useful in some contexts. When practicing letter-sound correlation or basic math facts, students can be successful using repetition. I believe that every student works best when receiving positive reinforcement. Decreasing bad behaviors is always necessary in the classroom and one of the best tools to do so is with positive reinforcement. What is also important is the appreciation of strengths in every student. If a student is very talented in mathematics, then that student needs to be reminded and praised for those strengths. Students need to be confident as well as feel secure in their classroom. Every student has the capability of behaving correctly and is inherently good. By offering positive praise, the students will decrease bad behaviors. I will teach to students‟ interests as well as foundations. Students should be able to have the freedom to explore their passions so that learning is enticing and the teacher should be able to merge their interests with core curriculum. In a standards-based classroom, I will teach to the standards be sure to listen to the students about what they find specifically interesting in the unit. I will use time for exploration as well as provide extra material for students who express the desire to learn their specific interests.

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It is important to teach students, especially in elementary school, key moral goals. This includes being responsible for one‟s own learning. Students should also care about themselves and their peers. Bullying or picking on other students should never be acceptable and should always be dealt with appropriately using individual discussion. The classroom should be a safe place for everyone‟s learning. There should be time set aside to develop bonds between teacher and students as well as student peers. Students should be expected to respect their learning as well as their learning environment. My teaching philosophy is a student-centered philosophy using a mixture of traditional and constructivist teaching strategies. I believe that it is important to do research as a teacher to discover the most effective way to teach a differentiated classroom. It is important to focus on the needs of all students and make sure that the classroom is a safe place to promote the learning of every student.

Works Cited Positive reinforcement. (2007). Techniques, 82(4), 10+. Retrieved from http://go.galegroup.com/ps/i.do?&id=GALE%7CA162102890&v=2.1&u=gale15690&it =r&p=AONE&sw=w

and . The school has 54 students enrolled in Pre-K.3% with a steady increase and the drop-out rate is 1. 40. Pinewoods Elementary is an A school and has been for the past seven years.Of these students. a full-time gifted program. Pinewoods Elementary is a Reading First school. 16 middle schools.000 students in the school district. There are 44 elementary schools. 13 special centers. there are 8. is the 9th largest district in Florida and America‟s 40th largest school district.3% with a steady decrease though it maintained the same percentage from the previous year. Florida. It is close to Stoneybrook. The district mission statement is “To ensure that each student achieves his/her highest potential” with a vision to be a “world-class school system”. a golf and living community.600 students identified as LEP and nearly 70% of the K-12 students enrolled in the school system participate in the Free and Reduced Lunch program. Within the district. 879 enrolled in K-5th. At Pinewoods Elementary 48% of the students participate in the Free and Reduced Lunch program. School Information: Pinewoods Elementary is located on 11900 Stoneybrook Golf Drive in Estero.4% Hispanic.5 Section 2: Contextual Factors Community and District Information: Lee County. There are 93 „traditional‟ schools and 26 charter schools. For the 2010-2011about 90% of the schools tested earned an A or a B. the school district is 48. and . 1. 3.5% Multi-ethnic. and three high tech centers and community schools. There are about 82.6% Asian. and 13 high schools.4% Black.8% White. As of October 2010. located in southwest Florida. There are four k-8th grade schools. 30. Pinewoods has ESOL education. The graduation rate from 2009-10 is 80.2% Indian.61% are minorities. 15.

Retrieved from http://pin. teaching is an art that is honored and learning is celebrated.learning for all.6 exceptional education programs. whatever it takes. the Pinewoods family. WITHIN Pinewoods. The Pinewoods mission statement is: WE.html Classroom Factors: .net/missionstatement. AN infectious creativity. The vision of Pinewoods Elementary is to become a model Quality Professional Learning Community. and supportive volunteers. COMMITTED to the integrity of diversity and unification. inspires the best and brightest to collaborate in the education of all our students. we believe in a community of life-long learners and the empowerment that comes from true collegiality. (2011). cultivated by open-minded leadership. As leaders in our profession.leeschools. Pinewoods mission statement. Pinewoods Elementary... we value the enriching voices of our parental partnerships. are dedicated to developing a nurturing community that offers all students relevant opportunities that promote high academic achievement through critical thinking and problem solving strategies. business alliances. Pinewoods.

7 Computers Boo ksh elf Cubbies Teacher Center Smartboard There are six students per desk and the teacher rotated the students‟ seating after winter break. recite the classroom mission statement. The students also all have a partner with which to work. and work together to help the teacher write the morning message. The numbers correlate with the student number. which have numbers on them. The students all come up and sit on their carpet squares. The schedule is very specific and quick because of the average kindergartener‟s attention span being as short as it is. The arrangement allows the teacher to circulate and create a small group table for reading instruction. The students go from announcements straight into morning meeting and whole group instruction. They are also positioned easily to make several different walking paths. Whole group reading is straight from the Readwell curriculum. The teacher will . Morning Meeting allows the students to work together to do lunch count.

The students then transition into science or social studies. For dismissal my cooperating . Once they get back. help with clean-up. The next content areas are spelling and writing prompts which are created through a collaboration of kindergarten teachers. and other content area. art. patterns. There are choices for each group of students and the students are organized based on proficiency. the students transition into reading centers. and music. There is an eight day special cycle in which five days are dedicated to physical education and three days are dedicated to media. For this part. These two teachers work together to create plans and for end-of-day dismissal as well. and then walk the students back to their classrooms. weather. When the students get back from playground. then the other teacher will stay for the last 15. Once the students get back from specials. After whole group instruction. Whole group math is directly from EnVision math curriculum. they go into small group math and centers until we prepare for dismissal. students go to specials. days of the week. Calendar math consists of reviewing the months of the year. We will do the story activity until it is time to walk to lunch. After math.8 go through the Readwell and Spalding curriculum and add several Smartboard activities geared toward improving phonemic awareness. All of these locations are in the same vicinity which is very convenient. The schedule for small group reading will continue until 10:10 when the students exit for playground time where they play with another teacher‟s kindergarten class. The lessons are created by a different pair of kindergarten teachers. This way the teacher can take one group easily to work on small group reading. they take turns as called upon to wash up and eat a snack as the teacher reads a story. they have about thirty minutes for calendar math and whole group math. The two teachers take turns walking the students to lunch or picking them up weekly. the students go back to their carpet squares for a story or activity. There are thirty minutes set aside for lunch time so one teacher will walk the students to lunch and stay for 15 minutes.

Students receive rewards for reaching multicolored and get a note home for reaching red. These both help with reading and comprehension skills Planet Turtle is the activity that the students use for computer centers during math. The teacher will put them back at green at the end of every day. There is a star chart that ranks from multicolored to red. and the other kindergarten teacher walks the afterschool and car pickup students.9 teacher walks all the bus students. Planet Turtle. and Earobics. Students have several behavior rules. There are six computers at the computer center plus the teacher computer and smartboard. the students can also receive a star to put in the box. There are eight . Throughout the day for good behavior. The students as a whole can receive an apple slice that will create a whole apple and allow every child to get a prize from the treasure chest over a period of time. they get a prize from the treasure chest. There is a bookshelf with several library books and books for teacher use as well as another bookshelf for reading center and math center choices which are contained in boxes. Starfall is for Fridays. The planning room has storage for all of the manipulatives that the teachers have collected over the years. There is a back planning room which four kindergarten teachers share. Each student has 15 stars and when they run out. The students have access to Starfall. During Monday through Thursday for reading centers. These four kindergarten teachers have a volunteer that comes in to help them prepare various art projects or projects that just take a lot of time to work on preparing. There is a paper cutter as well. This volunteer is a first grade mom who volunteered for the kindergarten teachers last year. certain students can go on to Earobics depending on rotation. It is a game-based math program in which the students have the opportunity to play against each other. These prizes are directly put into their backpacks.

Student #3 English This student went to pre-k and came in as a reader. Student #2 Spanish English This student is language proficient. Student Spoken Home Observations Languages Student#1 Spanish This student is language proficient. The star student of the week gets to sit in the little rocking chair and pull sticks to help regulate turns for whole group activities. though. a caboose. She does her homework in the beginning of class. Each student has a responsibility for the week for classroom management. She is . He is healthy now. one in charge of the light switch.10 slices to the apple. She is quiet and observant. He does his homework in the beginning of class. This student missed several weeks of school in the beginning of the year because he has a hole in his heart. but receives notes home for parents in Spanish. Every student gets to be a star student and it is a cycle based on student number. One student is in charge of being line leader. Students must make a hand signal to use the bathroom and another hand signal to get water. lunch people. He is in a lower socio-economic level and does not bring snack for snack time so he receives snack from the teacher. Student Characteristics: The classroom includes 18 boys and girls with one additional immersion student. but receives notes home for parents in Spanish. a banker. another two are mail carriers. There are 9 girls and 10 boys. and two more are nurses. There are librarians. and other various jobs.

She receives notes home for parents in Spanish. She loves to please the teacher and wants to be a good role-model and helper for the other students. Student#5 English This student was enrolled in Pre-k but came into kindergarten as a non-reader and needs some differentiation for review. She wears glasses and needs to be reminded to put them on. Student #9 English This student needs redirection frequently and often is hesitant to fail so she lacks the motive to try.11 excelling rapidly in reading and writing. She is very quiet and shy. He is a proficient writer and reader and he may test Gifted in the future. Student#7 Spanish This student is an English language learner and needs reinforcement. She is in a lower socio-economic level and does not bring snack for snack time so he receives snack from the teacher. Student #4 Spanish This student is language proficient. He loves everything about trains. She is one of the younger . but receives notes home for parents in Spanish. She loves animals and knows a lot about them. Student #6 English This student came into school as a reader and is excelling in reading and writing. He lacks some of the support at home and needs to be reminded to ask mommy and daddy for help. Student #8 English This student loves to talk and sometimes needs redirection. She does her homework in the beginning of class occasionally.

She often gets rewarded for good behavior. She is immature emotionally.12 students in the class and sometimes needs an extra push to excel. She receives extra materials for differentiation to challenge her. is able to think critically about stories we read and is growing quickly as a writer. She still struggles with writing. He often comes to school tired and needs to be set on track. He comes into class very sleepy . Student #13 English This student went to Pre-K and came in as a reader. particularly during whole-group time on the floor. Student #15 English This student has a hard time sitting still for a long period of time and needs redirection. Student #10 English This student is one of the youngest in the class. Student #12 English This student needs more phonogram practice. Student #11 English This student is a Jehovah‟s Witness and does not celebrate holidays. He spends a lot of his time at the skate park with other kids and sometimes his language needs to be corrected. Student #14 Spanish English This student is language proficient. He is able to stay on task without much redirection. but it is apparent that the amount of parent involvement has helped her to grow academically. but receives notes home for parents in Spanish. He needs minor redirection. He spends some time focused and unfocused.

He excels in writing and math and also receives extra materials for homework.13 some days. Student#16 English This student went to Pre-K and came into kindergarten as a reader. He is doing well during small reading group and is able to think critically. .

This is a two week unit with whole group. . They will be identifying shrinking and growing patterns.14 Section 3: Topic and Learning Objectives Description of the content: Math Topic 13. Students will be identifying color. identifying. and completing different types of patterns. and number patterns and will be using predicting techniques to complete different patterns. Students will predict what will come next based on their observations of the repeated attributes in the pattern. shape. and centers to teach material. students will be recognizing.Extending and Creating Patterns In this unit. small group. size.

4. .1 Identify and duplicate simple number and non-numeric repeating and growing problems.K.A.15 List of SSS: MA.

5. 6. Students will identify growing and shrinking patterns and predict what comes next. children will solve problems by looking for and using the repeating parts to describe the pattern. Given four multiple choice questions. . 2. The students will demonstrate knowledge through these activities. children will recognize and extend the repeating parts of size patterns one out of two correctly. shrinking patterns. 3. Children will recognize and extend shape patterns. The students will circle the patterns and find the outliers. Given one multiple choice question and two free response questions. size patterns.3. 4.5 and 6 all fit into the Knowledge category of Blooms Taxonomy. children will identify and represent one out of two number patterns on number chart. Given one multiple choice question and one constructed response question. children will identify growing and shrinking patterns and predict what comes next one out of two correctly. children will recognize and extend shape patterns two multiple choice and one constructed response correctly. Given three multiple choice questions and one constructed response question. Many of the objectives require the students to be able to recognize and identify different types of patterns as well as recognize patterns.2. and color patterns. Given two multiple choice questions.16 List of Learning Objectives: 1. children will recognize and extend color patterns three out of four correctly. number patterns. Given one multiple choice question and one constructed response question. Types and Levels of the Learning Objectives: Objectives 1. The students will be identifying growing patterns.

and continue patterns on their worksheets in small group. 2. and 6 all fit into the Application category of Blooms Taxonomy. 2. Objectives 1. 4.17 Objectives 1. The students will use this knowledge of different types of patterns for their Standford Achievement Test 10 that they will need to take at the end of the year. They will need to extend number patterns and predict what comes next in the patterns. This will firmly show that the students are grasping the material. for example. and 4 help the students synthesize what makes a pattern. they are putting their bits of knowledge together to extend the pattern correctly. and 5 all reach the comprehension stage so that the students will be able to learn the material and understand how to be able to identify the different patterns and understand what makes a pattern.3. 5. The students will need to apply their knowledge of the different types of patterns during whole group activities each day and then will have to apply their knowledge during small group as well. When they extend the pattern.4. The objectives suit the level of complexity that the kindergarten students can use to develop their knowledge successfully. Why the Learning Objectives are Appropriate: The learning objectives clearly cover every type of pattern and helps the kindergarten students develop their knowledge of pattern. Objectives 1. They have to use the knowledge they gained when learning about the different types of patterns to create more patterns. The objectives are all part of the EnVision curriculum and correlate with the unit on patterns. Students will be asked to classify what types of patterns are which so they are aware of why one pattern is called a shape pattern and the other is called the growing pattern. . 3. 3. .2.

The pre-assessment has a total of eight questions that will be tested in the kindergarten testing setting that the students are familiar with. They each of a „secret-work folder‟ that will be taken out and the pencil passers will give each of their table-mates a pencil. I will remind the students that it is a pre-test and it is okay if they do not answer them all correctly. If I note confusion. The pre-assessment will be given in the afternoon following the students‟ specials. shape. color. and growing/shrinking patterns. I will project the test onto the Smartboard and the students will be able to see one question at a time so that they know which question I am giving directions for. This assessment gives a clear-cut picture of understanding of the material and prepares students for the SAT10 exam. I will give the direction another time. I will collect the assessments and then check for understanding so I will be able to know what to spend the most time on during instruction of the unit. number. These different aspects of pattern will be covered during our unit on patterns and the multiple-choice and constructed response assessment that will show their previous knowledge will be retested in the post-assessment after the material has been taught. There are six students at each table. . I will give the direction out loud two times and then will circulate to see how the students answer the question. This allows for the students to learn about every type of pattern and understand the variations.18 Section 4:Assessment Plan Overview of Assessment Plan: Pre-Assessment Plan: This kindergarten-level multiple-choice and constructed response assessment has a mixture of size.

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The teacher can focus on struggling students as well as higher-level students during the in-class worksheet activities. These in-class activities are completed in small group based on skill level as well as whole-group depending on time restraints. This form of assessment allows students to receive personal attention during instruction. This part of instruction is a review of the material learned through the EnVision interactive story and through the teacher‟s instruction. Those students who are seen struggling in math-related activities will receive the opportunity to use manipulatives as needed during small-group lessons. The students will be formally assessed using the worksheet activities. Post-Assessment Plan: .20 Formative Assessment Plan: Students will be doing daily in-class activities that will be observed and analyzed to monitor student progress.

This assessment gives a clear-cut picture of understanding of the material and prepares students for the SAT10 exam. They each of a „secret-work folder‟ that will be taken out and the pencil passers will give each of their table-mates a pencil. I will collect the assessments and then compare the results to those from the pre-test.21 This kindergarten-level multiple-choice and constructed response assessment has a mixture of size. If I note confusion. This allows for the students to learn about every type of pattern and understand the variations. I will give the direction another time. There are six students at each table. shape. The post-assessment will be given in the afternoon following the students‟ specials. color. The post-assessment has a total of 15 questions that will be tested in the kindergarten testing setting that the students are familiar with. number. . I will project the test onto the Smartboard and the students will be able to see one question at a time so that they know which question I am giving directions for at the time. and growing/shrinking patterns. These different aspects of pattern will be covered during our unit on patterns and the multiple-choice and constructed response assessment will verify learning of the material at the end of the unit. I will allow time for the students to review their work at the end of the test. I will give the direction out loud two times and then will circulate to see how the students answer the question.

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I will use and Repeat. Pre-Assessment Topic 13 Pre-Test Students will sit down as a whole class to complete the six question test.24 Learning Objective Assessments Format of Assessments Adaptations Learning Objective #1: Given one multiple choice question. The teacher will circulate the class to verify that the students have answered the questions appropriately. Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. More time and . Question number 1 targets this objective. children will recognize and extend color patterns one correctly. Formative Assessment I will assess priorknowledge through ELL students will review key the problem of the day vocabulary: Pattern and ask topic-specific questions.

The teacher will circulate the class to verify that the students have answered the questions appropriately. Post-Assessment Topic 13 Test Students will sit down as a whole class to complete the 15 question test. Small groups are differentiated. . Question number 1 and question number 1 on the free response Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. I will then use the Smallgroup Topic 13-1 EnVision Worksheet to solidify knowledge and spot-check for errors manipulatives will be allotted for smallgroup activity. Given one multiple choice question and one student-response question. children will recognize and extend color patterns two out of two correctly.25 the VLA to direct questioning to the whole class.

Pre-Assessment Topic 13 Pre-Test Students will sit down as a whole class to complete the six question test. More . The teacher will circulate the class to verify that the students have answered the questions appropriately.26 target this objective. Formative Assessment I will assess priorknowledge through ELL students will review key the problem of the day vocabulary: Pattern and ask topic-specific and Repeat. children will recognize and extend shape patterns one out of one correctly. Question number 2 targets this objective Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. Learning Objective #2: Given one multiple choice question.

Post-Assessment Topic 13 Test Students will sit down as a whole class to complete the 15 question test. Question number 2 and question number Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. I will use the VLA to direct questioning to the whole class. The teacher will circulate the class to verify that the students have answered the questions appropriately. I will then use the Smallgroup Topic 13-2 EnVision Worksheet to solidify knowledge and spot-check for errors time and manipulatives will be allotted for smallgroup activity.27 questions. Given one multiple choice question and one constructed response question. Small groups are differentiated. . children will recognize and extend shape patterns both questions correctly.

The teacher will circulate the class to verify that the students have answered the questions appropriately.28 2 on the free response target this objective. children will recognize and extend the repeating parts of size patterns one out of one correctly. Pre-Assessment Topic 13 Pre-Test Students will sit down as a whole class to complete the six question test. Question number 3 targets this objective. Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. I will use the VLA to direct questioning to the and Repeat. More time and manipulatives will be allotted for small- . Learning Objective #3: Given one multiple choice question. Formative Assessment I will assess priorknowledge through ELL students will review key the problem of the day vocabulary: Pattern and ask topic-specific questions.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. Given one multiple choice question and one constructed response question. . Post-Assessment Topic 13 Test Students will sit down as a whole class to complete the 15 question test.29 whole class. Question number 3 and question number 3 on the free response target this objective. I will then use the Smallgroup Topic 13-3 EnVision Worksheet to solidify knowledge and spot-check for errors group activity. children will recognize and extend the repeating parts of size patterns one out of two correctly. The teacher will circulate the class to verify that the students have answered the questions appropriately.

30 Learning Objective #4: Given one multiple choice question. Small groups are differentiated. . Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. More time and manipulatives will be allotted for smallgroup activity. children will solve problems by looking for and using the repeating parts to describe the pattern one out of one correctly. The teacher will circulate the class to verify that the students have answered the questions appropriately. I will then use the Smallgroup Topic 13-4 and Repeat. Formative assessment I will assess priorknowledge through ELL students will review key the problem of the day vocabulary: Pattern and ask topic-specific questions. Pre-assessment Topic 13 Test Students will sit down as a whole class to complete the six question test. Question number 4 targets this objective. I will use the VLA to direct questioning to the whole class.

The teacher will circulate the class to verify that the students have answered the questions appropriately. Learning Objective #5: Pre-Assessment Topic 13 Pre-Test Students will sit down as a whole class to Students with attention problems .31 EnVision Worksheet to solidify knowledge and spot-check for errors Given one multiple choice question and one free response questions. Post-assessment Topic 13 Test Students will sit down as a whole class to complete the 15 question test. Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. Question number 4 and question number 3 and 4 on the free response target this objective. children will solve problems by looking for and using the repeating parts to describe the pattern one out of two correctly.

Small groups are differentiated. More time and manipulatives will be allotted for smallgroup activity. children will identify growing and shrinking patterns and predict what comes next one out of one correctly. I will use the VLA to direct questioning to the whole class. and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. I will then use the Smallgroup Topic 13-5 and Repeat. . Question number 5 will target this response. Formative Assessment I will assess priorknowledge through ELL students will review key the problem of the day vocabulary: Pattern and ask topic-specific questions. complete the six question test. The teacher will circulate the class to verify that the students have answered the questions appropriately.32 Given one multiple choice question.

Learning Objective #6: Given one free Pre-Assessment Topic 13 Test Students will sit down as a whole class to complete the six Students with attention problems and ELL students will . children will identify growing and shrinking patterns and predict what comes next one out of two correctly.33 EnVision Worksheet to solidify knowledge and spot-check for errors Given one multiple choice question and one student response question. The teacher will circulate the class to verify that the students have answered the questions appropriately. Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. Question number 5 and question number 5 on the free response target this objective. Post-Assessment Topic 13 Test Students will sit down as a whole class to complete the 15 question test.

children will identify and represent on number chart and number line one out of one correctly. I will then use the Smallgroup Topic 13-7 and Topic 13-8 EnVision Worksheet to solidify and Repeat. More time and manipulatives will be allotted for smallgroup activity. Formative Assessment I will assess priorknowledge through ELL students will review key the problem of the day vocabulary: Pattern and ask topic-specific questions. The teacher will circulate the class to verify that the students have answered the questions appropriately. Small groups are differentiated. have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. Question number 5 on the free response targets this objective. question test.34 response. . I will use the VLA to direct questioning to the whole class.

children will identify and represent on number chart and number line one out of two correctly. Question number 6 and Question number 7 on the free response targets this objective. The teacher will circulate the class to verify that the students have answered the questions appropriately. . Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question. Post-Assessment Topic 13 Test Students will sit down as a whole class to complete the 15 question test.35 knowledge and spotcheck for errors Given one multiple choice question and one free response question.

The problem of the day was correlated to the topic at hand but was used before the unit was taught so it is more basic knowledge that the students have learned previously in the year but will need for the unit.36 Section 5: Design for Instruction: Unit Plan and Lesson Plans Assignment: The unit was designed to encompass twelve days including the assessment. Some groups needed more direction than others so this makes it simple to do. Students in the classroom were divided based on skill level into three groups ranging from five to seven students. . Students received instruction using models and manipulatives. The unit was designed to begin with a quick problem of the day which we teach in whole group on the flood. The information was repeated on day 4 and 6 so that the teacher could review and check for understanding and also because spring break intersected the unit and number patterns were often more difficult to grasp than shapes and colors. This unit was taught in the afternoon in approximately 45 minutes. the front of the sheet on the Smartboard. Students learned in whole group. Various students were selected to come up and finish the activity. The students that were not working in the teacher group were completing centers that were related to the current and previous objectives in the unit. The students were then participating in specifically designed pattern centers while the teacher worked with small groups in order to make sure that student understanding was strong. and in pairs or independently. Instruction thoroughly covered the six objectives by focusing on each objective during whole and small group lessons. The students then watched the brief Envision Math lesson and answer questions when called. in small group. Then comes the new vocabulary and the students went on to complete as a class in whole group. The teacher completed daily worksheets with students to check for that understanding.

The final objective was that the students will identify and represent numbers on a number chart. The fifth objective was that the students will identify growing and shrinking patterns and predict what comes next. The second objective was that the students will recognize and extend shape patterns one out of one correctly. The students did well identifying the shape and size patterns. because the copier had shaded the grey color close to the white. as seen by the overall objective two and three means of 88. The results of objective one are a little bit disappointing. . The fourth objective was that the students will solve problems by looking for and using the repeating parts to describe the pattern. Six students missed color patterns and we have used color patterns in our Math Calendar consistently throughout the year. The first objective was the children will recognize and extend shape patterns one out of one correctly. The third objective states that the students will recognize and extend the repeating parts of size patterns one out of one correctly. Shape and size are simpler for the students to grasp as they are already familiar with the term and concept of pattern. However it may have been due to confusion.37 Narrative of Pre-test Results by Objective: The pre-assessment was a selected-response test of six questions that each covered the individual objectives.89%.

student number 5. student number 9. because the test was given at the end of the day. Student number 15 and 16 received a perfect score on the pre-test.38 Results of Pre-Assessment: Narrative of Overall Results: It can be seen in this graph that certain objectives were more easily attainable by some students during the pretest. The students that had ESOL needs also performed lower because of the lack of knowledge of vocabulary terms. From there-on. the students were doing well on the shape and color patterns. The results demonstrate that the students have the general understanding of . and student number 12 needed more time or more attention when taking the test. Student number 1. but demonstrated evidence of the lack of knowledge of number patterns and growing patterns. student number 7.

Three students were able to get the answer correct.39 patterns. Objective four: Children will solve problems by looking for and using the repeating parts to describe the pattern. Their problem required them to know how to circle the repeating part of a pattern. The students need extra focus during the lessons on this objective. . but do not know how to communicate those results into number terms. This one is the only one that has the first part of the pattern circled. Few of the students understood the vocabulary such as „repeating part of the pattern‟. and the rest of the students had various answers. however the most frequent incorrect answer was letter D. This graph demonstrates a significant lack of prior knowledge among the students.

. The students had one question in which they had to count an increasing number of blocks and select which one would come next in the pattern. Manipulatives can be used during the lessons for those students who are still struggling with the concept of a growing pattern. The students. to five. It increased from one. with their basic knowledge. The most frequent incorrect answer was C which had five blocks. may have been set on guessing the answer that was last in the pattern. This may have been because they had not been listening to the direction. or because they did not understand the material. Eight students were able to answer this question correctly. to three. and so the next set of blocks should have been seven.40 Objective 5: Children will identify growing and shrinking patterns and predict what comes next. and nine answered this question incorrectly.

so for the students who could not grasp that it was a decreasing pattern. The number four is one higher than three. to seven. Many students answered with two and four. These numbers went from nine. to three. The choices were zero. two. that answer was plausible for them. meaning only three of the students were able to answer the question. Two is less than three in the decreasing numbers. Pre-assessment Data and its Effect on Instruction: . two was plausible for the students who were not focusing on the increments of decreasing numbers. The students needed to look at a shrinking number pattern on a number chart and answer what number was supposed to come next in the pattern. or even had a strong connection with numbers. Fourteen of the students were not able to answer this question correctly. one. to five. Because the last number given was three. and four. This problem was extra difficult to solve for the students because they were not familiar with shrinking patterns. however it is decreasing by every other number.41 Objective 6: Children will identify and represent number patterns on a number chart.

These are patterns that are easier for the students to see and the color and shape patterns are patterns that they have practiced before this unit. The class as a whole scored quite high for a pretest. The students performed well for objectives one. however additional center activities and manipulatives can be used to assist in instruction. It would be more effective to analyze a longer pre-assessment with more questions per objective. During the video lesson. The mean for objective one was 65% with a standard deviation of 49%. . This implies that the 88% of the students were able to answer the question correctly. The students received the required instruction. and three. two. I created several pattern-specific centers where the students were able to use manipulatives in a self-guided learning activity. Objective two had a mean of 88% and a standard deviation of 33%. For a pre-assessment. The Envision plan is formulated in a specific way. This standard deviation percentage is high because there is only one question per objective. This showed that most of the students have mastered the material already and had known what the term pattern means.42 The pre-assessment data was helpful in creating and modifying the instruction. The direction of the instruction throughout the unit was from that point more focused on the weaker objectives. however this was not permitted. and had shape centers to work with. however only two of the seventeen students were not able to answer the question correctly. The students who did not answer correctly and have record of needing some extra work for math lessons needed more supervision during centers to make sure that they were working actively to master the material. I also made sure to direct the questions toward these students. 65% of the students getting the question correct are fairly high. There was a standard deviation of 33% which still seems high.

student number four. The standard deviation was 39%. student number five. This one was a size pattern and the two students who answered this question incorrectly were different students than the students in objective two. the students completed a review activity that had several different color and shape patterns where they had to learn where the beginning of a repeating pattern was. student number seven. This is due to the lack of students who answered the question correctly and because the students either met their objective or didn‟t meet it. Eight students were able to answer the question correctly. That is another significant standard deviation. and where to find the part of the pattern which was considered the „repeating part of the pattern‟. We worked in centers and I called up these students to review using the patterns on the Smartboard. The students had not been taught about the meaning of „repeating part of a pattern‟. Students that needed specific focus on this problem were student number one. the same as objective number two.43 Objective three had a mean of 88% and a standard deviation of 33%. There were supplemental size pattern centers for the students to work on during the small group lessons. This had a standard deviation of 51%. student number nine. Nine students answered . During that day and the following day. student number 11. The students all had difficulties with this material without the knowledge of what they were aiming to complete. and student number 12. There were no percentages other than 100% or 0%. The students were able to see the changes in the sizes of the size pattern. The students had a lack of knowledge of vocabulary that also impacted their ability to complete the exercise. This objective also had low percentage of students who answered incorrectly. Objective five had a mean of 47% meaning that only 47% of the students were able to answer correctly. Objective four had a mean of 18% which is significantly low. another high deviation.

This is the most contextually difficult lesson to teach. He spent time answering questions at the Smartboard as well as received individual focused attention during small group math lesson. In order to count down. In order to make sure that the students were able to gain this knowledge. This content is the most difficult for the students. with only three students answering correctly. Overview of the Unit: Day 1 Topic: 13-1: Color patterns Activities: . A little bit less than half of the students were able to answer this question correctly. This shows that many students would need extra work in their counting and building of growing patterns and shrinking patterns. Objective six has a mean of 18% and a standard deviation of 39%. The students will need to receive supplemental practice and emphasis for this lesson‟s material. I created a growing pattern center activity that used interlocking blocks so the students could independently during math center time. The students had a consistent struggle with this material because they were learning not only the patterns but also how to identify whether the pattern is increasing or decreasing. Most students missed the question.44 incorrectly. I used a strategy with my fingers and other manipulatives to help students skip count and be able to recognize the growing or shrinking number patterns given during these assessments. Student number 5 has difficulty being able to identify random numbers and this lesson was particularly challenging for him. The students worked with manipulatives during small group math to be able to see how to count down.

color pattern Do outside of pattern sheet using smartboard projection (objective 1) Project Video Learning Activity on Smartboard(objective 1) Work in small groups to go over inside of pattern sheet (objective 1) Math centers related to color patterns coincide with small groups(objective 1) 13-1 Quick check (objective 1) Day 2 Topic: 13-2: Shape patterns Activities: Problem of the day 13-2 Teach vocabulary: Shape Pattern Do outside of pattern sheet using Smartboard projection whole group (objective 2) Project Video Learning Activity on Smartboard(objective 2) Work in small groups to go over inside of pattern sheet (objective 2) Math centers related to shape patterns and color patterns coincide with small groups (objective 1 and 2) 13-2 Quick check (objective 2) Day3 Topic: 13-3: Size patterns Activities: Problem of the day 13-3 .45 Problem of the day 13-1 Teach vocabulary: Pattern. repeat.

46 Teach vocabulary: Size Pattern (objective 3) Do outside of pattern sheet using Smartboad projection whole group (objective 3) Project Video Learning Activity on Smartboard (objective 3) Work in small groups to go over inside of pattern sheet (objective 3) Math centers related to shape patterns and size patterns coincide with small groups (objective 2 and 3) 13-3 Quick check (objective 3) Day 4 Topic: 13-3 review Teacher will review material using Smartboard activities whole group (objective 1. size patterns.2. and 3) Shape patterns. size. and color patterns will be covered (objective 1.2.2. and 3) Day 5 Topic: 13-4: Problem Solving: Look for a Pattern Activities: Problem of the day 13-4 Teach vocabulary: repeating part of a pattern Do outside of pattern sheet using Smartboard projection whole group circling repeating parts (objective 4) Project Video Learning Activity on Smartboard (objective 4) . and 3) Small group centers and computer activities using shape. and color patterns (objective 1.

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Work in small groups to go over inside of pattern sheet (objective 4) Math centers related to identifying the repeating parts of patterns using shape, color, and size patterns coincide with small groups (objective 1, 2, 3, 4)

13-4 Quick check (objective 4) Day 6

Topic: 13-4 review Teacher will review material using Smartboard activities whole group Identifying repeating parts of patterns in shape and color patterns on Smartboard Small group centers and computer activities using shape, size, and color patterns (objective 1, 2, 3, 4) Day 7 Topic: 13-5 :Growing Patterns Activities: Problem of the day 13-5 Teach vocabulary: growing pattern Do outside of pattern sheet using Smartboard projection whole group (objective 5) Project Video Learning Activity on Smartboard (objective 5) Work in small groups to go over inside of pattern sheet (objective 5) Math centers related to building growing patterns (objective 5) 13-5 Quick check (objective 5) Day 8 Topic: 13-6: Growing and Shrinking Pattern

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Activities: Problem of the day 13-6 Teach vocabulary: growing pattern, shrinking pattern Do outside of pattern sheet using Smartboard projection whole group (objective 5) Project Video Learning Activity on Smartboard(objective 5) Work in small groups to go over inside of pattern sheet (objective 5) Math centers related to building and drawing growing patterns and shrinking pattern (objective 5) 13-6 Quick check (objective 5) Day 9 Topic: 13-7: Number Patterns Activities: Problem of the day 13-7 Teach vocabulary: number pattern Do outside of pattern sheet using Smartboard projection whole group (objective 6) Project Video Learning Activity on Smartboard (objective 6) Work in small groups to go over inside of pattern sheet (objective 6) Math centers related number patterns on a number chart (objective 6) 13-7 Quick check(objective 6) Day 10 Topic: 13-8: Number Patterns on a Number Line Activities:

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Problem of the day 13-8 Teach vocabulary: number pattern, number line Do outside of pattern sheet using Smartboard projection whole group (objective 6) Project Video Learning Activity on Smartboard (objective 6) Work in small groups to go over inside of pattern sheet (objective 6) Math centers related to number patterns on a number chart and on a number line (objective 6)

13-8 Quick check (objective 6) Day 11

Topic: 13-9: Solving Problems using Number Patterns Activities: Problem of the day 13-9 Teach vocabulary: extend, number pattern Do outside of pattern sheet using Smartboard projection whole group (objective4, 6) Project Video Learning Activity on Smartboard (objective 4, 6) Work in small groups to go over inside of pattern sheet (objective 4, 6) Math centers related to extending number patterns (objective 4, 6)

13-6 Quick check Day 12 Topic: Topic 13 assessment Activities: Florida Test practice assessment Whole group (objective 1, 2, 3, 4, 5 6)

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Florida test individual (objective 1, 2, 3, 4, 5 6) Alternative Assessment individual (objective 1, 2, 3, 4, 5 6)

Activities:

Content: 13-1 Color Patterns Activity 1: Students for day 1 had two different activities during the teacher center. The teacher center consisted of a sheet in which the students need to color the last part of the pattern with the correct color. They were each handed their selection of colors so that they could make their own choice about what color to use for the activity. Some of the students that were not at the teacher‟s table were at the computers where they were doing different activities depending on their levels. This added to the differentiation for the students and the students were able to improve their weaker skills or challenge them. The other two centers that the third group was working on were one with colored blocks and one with links. The students were divided to be able to make the working and learning easier. There were sheets of patterns that the students needed to complete in order to be able to develop their knowledge. The students had a fairly concrete knowledge of color patterns, but this activity helped confirm and assist with their knowledge. The pre-assessment had one question that targeted the objective. The students needed to identify the color bird that came next in the pattern. The activities helped teach how to create and extend color patterns. The contextual factors of the classroom meant that those students have already practiced the material and those who were struggling students were broken up into different groups when they come to the teacher center so it is easier to differentiate. The

The worksheet is an assessment during the activity.51 materials for this activity consist of crayons. children will recognize and extend color patterns two out of two correctly. Students understood this topic because of their prior knowledge. but it needed a little more reinforcement. the Smartboard. 1B. Sunshine State Standards: MA. 2. and student work mats. Goal 3 Standards Numeric Problem Solvers Critical Thinkers Cooperative Workers . the envision math computer software.1 Identify and duplicate simple number and non-numeric repeating and growing patterns.K. 1A. Objectives Students will be able to: Given one multiple choice question and one student-response question. The problem of the day acted as a beginning assessment and the quick check acts as the ending assessment.4.

pg 235 Smartboard Computers Crayons Pencils Colored squares and Workmats Colored links and workmats . we are going to learn about color patterns and how to find out what the next color will be. Formal: Students will be working in small groups in order to complete the 13-1 EnVision worksheet. Materials: TE Topic 13-1 . Who remembers where we have practiced color patterns? We will also be using some new color centers that I made for you. We have been practicing this.52 3.” 5. 4. Assessment & Evaluation Initial: The students will state the color patterns given in the Problem of the Day and work whole group Video Learning Activity Informal: Students will work in whole group to complete the Video Learning Activity as I help instruct and ask questions to the students to verify understanding. Introduction to Lesson: “Today.

Introduce new centers . yellow. How would you organize them? Take some think time to decide and raise your hand when you think you know how you would do it.53 6. Teacher Presentation or Facilitation: (includes reviews and practice) Problem of the day “Take a look at our problem of the day. (yellow. Now let‟s pick a stick to see who will come up to the Smartboard and answer the question”. red. red. How would you organize them by shape”? Outside of Paper “Look at these color patterns. green. One student will come up to describe and draw his or her way to organize the items. green) What comes next? How did you figure it out? Let‟s look at the next one and say it together. red. yellow. red. yellow. We need to organize the shells that are at the bottom of the page. Let‟s say them together. yellow) What comes next”? Video Learning Activity Ask questions as prompted by the VLA. “You can organize these shells by color or by shape. yellow. red. ( red. Technology Integration: Smart Board – Video Learning Activity 7. green.

because these are very difficult. We will go to number four through six. Closure:I will check the back as students finish up. Then I will check to make sure you are doing it correctly. so the teacher will briefly introduce the centers during whole group and remind students to be working actively and that the teacher will be watching. interventions. The students take colored links and recreate the patterns from the pattern sheets. The students have done the second pattern center as well. notes. do the 13-1 Quick Check Specific accommodations. but you need to take your time. Two Color Pattern Making Centers The first pattern making center uses colored squares and pattern sheets.54 Center rotation Teacher center: Today we are going to say the patterns for numbers one through three on the worksheet and color the object with the correct color. etc… Students will echo phrases and vocabulary words several times during the lesson. Proximity to the teacher dung whole group lessons Pairs during centers Small groups organized by skill level Content: 13-4 Problem Solving: Look for a Pattern . The students have done this before. so there will be a brief review. if time permits. We will then.

. the envision math computer software. The activities helped teach how to find the repeating parts of patterns and extend those patterns. crayons. in order to confirm that the students will be able to understand the material. The materials for this activity consisted of counters. This Smartboard activity was done whole group and was done on day 7 as well.55 Activity 2: Students for day 6 were working on developing their knowledge of finding the repeating parts of a pattern in order to continue extending the pattern. so I decided to continue the practice onto day 7‟s material. they still maintained their computer center that teaches them based on what they have already mastered as a whole. The problem of the day acted as a beginning assessment and the quick check acts as the ending assessment. but in addition to the centers they had a Smartboard activity where they were circling the repeating part of the shape and color patterns. The worksheet was an assessment during the activity. The students had one center activity in which they created color patterns and then identified the repeating part of the patterns. and student work mats. The teacher‟s center sheet consisted of math problems in which the students had to circle the repeating part of patterns using different colored counters. They had centers to help practice this material. The pre-assessment had one question that targeted the objective. The students who were prone to needing more time. received that time during their teacher center activity. This topic was very challenging for the students. In addition. the Smartboard. The students needed to circle the repeating part of the pattern. The contextual factors of the classroom meant that those students had already practiced the material and those who are struggling students were broken up into different groups when they came to the teacher center so it is easier to differentiate.

Formal: Students will be working in small groups in order to complete the 13-4 EnVision worksheet. 2. 3. Objectives Students will be able to: 1B. 4. Goal 3 Standards Numeric Problem Solvers Critical Thinkers Cooperative Workers Solve problems by looking for and using the repeating parts to describe the pattern. Sunshine State Standards: MA. Materials: TE Topic 13-4 . we are going to learn about the 5.K. Assessment & Evaluation Initial: The students will state the color patterns given in the Problem of the Day and work whole group Video Learning Activity Informal: Students will work in whole group to complete the Video Learning Activity as I help instruct and ask questions to the students to verify understanding.1 Identify and duplicate simple number and non-numeric repeating and growing patterns. pg 241 .56 1A. Introduction to Lesson: “Today.4.

Technology Integration: Smart Board – Video Learning Activity Smartboard Computers Crayons Pencils Colored squares and Workmats Colored links and workmats .” 6.57 repeating parts of patterns and practice finding and continuing those repeating parts. What does repeating mean? This is a hard part to figure out. so we need to make sure that we are all paying attention.

so there will be a brief review. We need to draw the beads that come next. Now let‟s pick a stick to see who will come up to the Smartboard and draw the next beads in the pattern”. Video Learning Activity Ask questions as prompted by the VLA. .58 7. The students take colored links and recreate the patterns from the pattern sheets. Let‟s circle the repeating part”. Outside of Paper “ We have these different charts and I will create a pattern using our colors. I will call on the students that are sitting quietly to come to the board and circle the repeating part of the pattern. . One student will come up to describe and draw the next parts of the pattern. Let‟s say the pattern together and then take some think time to decide what should be next. Teacher will make two more simple patterns and the students will be asked to come up to help the teacher circle the repeating parts. Teacher Presentation or Facilitation: (includes reviews and practice) Show evidence of Differentiated Instruction by highlighting or using bold type. Introduce new centers The students have done the second pattern center as well. Problem of the day “Take a look at our problem of the day. Raise your hand when you think you know how you would do it. I see the pattern starts with red and green and the same two colors repeat again and again.

interventions. Proximity to the teacher dung whole group lessons Pairs during centers Small groups organized by skill level . if time permits. We will go to number four through six. Two Color Pattern Making Centers The first pattern making center uses colored squares and pattern sheets. because these are very difficult. We will then. do the 13-4 Quick Check Specific accommodations. Closure: I will check the back as students finish up. etc… Students will echo phrases and vocabulary words several times during the lesson. The students have done this before. so the teacher will briefly introduce the centers during whole group and remind students to be working actively and that the teacher will be watching. Then I will check to make sure you are doing it correctly. but you need to take your time. 8.59 Center rotation Teacher center Today we are going to say the patterns for numbers one through three on the worksheet and color the object with the correct color. notes.

Sunshine State Standards: MA. Student number 5 needed more practice because of his struggles with numbers.K.4. The color pattern activity was review and the growing pattern activity helped the students work towards mastering growing patterns. The activities helped teach how to identify and continue growing patterns. The problem of the day acts as a beginning assessment and the quick check acts as the ending assessment. The centers for this day consisted of a cube growing pattern activity as well as one of the color pattern activities. 1B.60 Content: 13-5 Growing Patterns Activity 3: Students for day seven were working on growing patterns and shrinking patterns. The worksheet is an assessment during the activity. He was able to receive extra time during the teacher center. The pre-assessment had one question that targeted the objective. which is topic 13-5. the Smartboard. and student work mats. 1A.1 Identify and duplicate simple number and nonnumeric repeating and growing patterns. They needed to count the increments and then circle or draw the following part of the pattern. Goal 3 Standards Numeric Problem Solvers Critical Thinkers Cooperative Workers . The materials for this activity consist of interlocking cubes. They had a teacher‟s center sheet that the student needed to circle the following part of a growing pattern. the envision math computer software. The contextual factors of the classroom mean that those students have already practiced the material and those who are struggling students are broken up into different groups when they come to the teacher center so it is easier to differentiate. The students needed to identify the row of blocks that comes next in the patterns.

we are going to learn about growing patterns and how to find out how many objects the next set will have. Introduction to Lesson: “Today. Assessment & Evaluation Initial: The students will state the patterns given in the Problem of the Day and work whole group Video Learning Activity Informal: Students will work in whole group to complete the Video Learning Activity as I help instruct and ask questions to the students to verify understanding. Formal: Students will be working in small groups in order to complete the 13-5 EnVision worksheet. 3. Objectives Students will be able to: Identify growing patterns and predict what comes next. pg 243 Smartboard . Materials: TE Topic 13-5 .61 2. We will be using some new growing pattern centers that I 5. 4.

Problem of the day “Take a look at our problem of the day. Teacher will call students using the sticks.62 made for you. Teacher Presentation or Facilitation: (includes reviews and practice) Show evidence of Differentiated Instruction by highlighting or using bold type. The students will then circle and then draw the next stack of blocks to come into the pattern. Technology Integration: Smart Board – Video Learning Activity 7. . Outside of Paper Students will come to the board and write numbers below how many cubes are on the outside of the sheet. How many squares are in the pattern? How many circles are in the pattern? What shape comes next in the pattern?” Students will be called upon in order to answer the questions above. Introduce new centers. Video Learning Activity Ask questions as prompted by the VLA.” Connecting cubes Student work mats 6.

do the 13-5 Quick Check. notes.63 Center rotation Teacher center “Now we must look at the questions and find which number of objects comes next in the growing pattern. etc… Students will echo phrases and vocabulary words several times during the lesson. Proximity to the teacher dung whole group lessons Pairs during centers Small groups organized by skill level . What number should come next? Now circle it.” The teacher will continue through the rest of the paper with the students in order to finish. interventions. Count the number of butterflies in the first problem. The students have done this before. Specific accommodations. so the teacher will briefly introduce the centers during whole group and remind students to be working actively and that the teacher will be watching. Closure: I will check the back as students finish up. The next center is a growing pattern center in which the students need to stack the cubes and create the next part of the pattern. We will then. 8. if time permits. Math centers The first pattern making center uses colored squares and pattern sheets.

He has difficulties knowing his numbers and has a history of struggling with vocabulary. the student received supplementary help with number review as . The problem of the day and the quick check were both projected onto the Smartboard in order to make the lesson more interactive for the students. Section 6: Instructional Decision Making Student number 1 was one of the most concerning students in the classroom. The lack of support at one home has been a struggle as well. During math centers.64 Technology: Technology was used using primarily the EnVision math video learning activity as well as the Smartboard activities. This student is an ESOL student. Objectives number 5 and 6 both have to do specifically with numbers and recognizing patterns with those numbers.

The student also was one of the few that had a history of rarely completing homework at home. This student was instructed specifically not give answers. as well as conceptualize the material for objective 5 and objective 6. Student number 7 also received during center time an emphasis of vocabulary and repetition of instructions for the small-group instruction. As a result. had gotten objective 2 correct for the pre-test and the post-test. The student missed one of the two questions on the post test for objective 5 and had a loss of 50% and for objective number 6. the student had a 100% gain for objective number 1. the student had a gain of 100%. so the frequency of the words and the use of the context was aimed at making it easier for the student to grasp the material. His extra help used word/picture cards that required him to practice his knowledge of vocabulary and growing patterns and then that moved on to number patterns. so she received help from a student in one of the third grade classes to complete her homework during morning time. She misses the extra practice that many of the other students may receive with parents. but rather act as if a junior teacher. The student was able to use the terms correctly and worked on the . The student was able to grasp most of the material and had an overall gain of 42%. raising his pretest score of 33% to 75%. The primary challenge that the student faced was his understanding of the vocabulary. Student number 7 is an English language learner who also has challenges grasping material due to lack of academic vocabulary. The student was also given paper shapes to practice making shape patterns and growing and shrinking patterns during one day to be taught with one of the parent volunteers in the back room during center time.65 well as growing and shrinking patterns and number patterns. This was geared to strengthen the student‟s goal of mastery of objective 2 and objective 3. had a 50% gain for objective 3 and 4. These extra practices started from the second day on until the test. The student was therefore able to practice terms that are used through the whole unit.

7% to a posttest percentage of 75%. The student showed that the extra work was beneficial. meaning she missed one of the two questions. she went up from 0% mastery to 100% mastery. For objective four. This student demonstrated. This was used to strengthen her knowledge in order to master objective number 6. demonstrating mastery of the material. and recognition of patterns. however the use of numbers and number knowledge resulted in average performance of objectives five and six. so the student was receiving that extra supplemental material during whole group. Specifically. the student earned 0% mastery on the pre-test demonstrating no mastery and earned 100% mastery on the post-test. the student received 0% mastery on the pre-test and a 50% mastery on the post-test. Objective six was a challenge for not only this student. For objective number two. The student was able to strengthen her knowledge in order to master objective number 4. demonstrating that she has completely mastered the content. On objective 6. gains of 58%. but many of the students. She also had manipulative number cards to create number patterns using a timeline. meaning she missed one question on the post-test. The student faced difficulties with objective 5 which showed a 0% mastery on the pre-test and a 50% mastery on the post-test. These all were used specifically during centers. For objective number three. as sending home extra work would have been ineffective and incomplete.66 Smartboard during the repeating parts of patterns activity where the student was able to practice circling the repeating parts of the patterns provided with the rest of the class. number order. the student had mastered the material during the pre-test and her post-test also reflected mastery since she received a 100% for both the pre-test and the posttest. bringing her pre-test percentage from 16. her mastery of objective one went up from 0% mastery to 50% mastery. . because they have to have a significant knowledge of numbers. as a result.

5. It is apparent that. The students did well for objectives 1. 5. This pre-assessment helped me see the overall weakness of the students‟ prior knowledge of objectives 4. and 3 which demonstrated a need for less focus on these objectives during the lesson.67 Section 7: Analysis of Impact on Student Learning Whole Class Results: I was able to administer the pre-test during the students‟ test for the previous unit at the end of the day. During centers. As a result. This helped them practice the material in a fun and interesting way in with pairs. the students had the opportunity to use manipulatives from pattern cards to blocks and cubes to practice the concepts for each lesson. I also decided to use manipulatives for the lessons in order to help students master their objectives. . the students had weaknesses of their background knowledge for objective 4. and 6. Objectives 4. I was able to use the Smartboard to assist the students with their practice of finding the repeating parts of patterns. overall. 2. 5 and 6 were specifically challenging for the students which presented a need of emphasis on the material given during these lessons. and 6. Pairs were assigned so the students could check each other‟s work.

Few students needed these tools during small group teacher center. He did make gains of 50% since his pre-assessment score was 17%. These pattern creating activities gave the students time to interact and check their learning with their partners. Objective 1: As the pre-assessment results show.68 The students made gains from Unit 13 of 34%. I was able to see that many of the students were excelling at recognizing color patterns. This student had one of the two lowest pre-assessment scores in the class. The mean for the Pre-test was 51%. . so his knowledge of the material increased significantly. practice using colored blocks and colored squares to create patterns was used during small group center time. They were monitored to verify that they were learning the material and were using the shapes appropriately. One student did not meet the criterion. There were 15 students who did meet the performance criterion for the unit. This student received 67% on the post-assessment not meeting the 70% minimum. This is a topic that the students have had practice with during their calendar math time for several months. For the students who did miss this problem.

00% 60.00% 80.00% 0.00% 40. Pre-Test Results for Objective 2 120.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 2 . I used one color pattern center from the previous day and one shape pattern center in which the students created shape patterns and then stated the shapes that came next in the pattern verbally to their partners. The students worked well in their groups and were able to receive the extra practice for reinforcement. The students had a question in which they had to find the next shape to come in the pattern.69 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4 Pre-Test Results for Objective 1 Perrcent correct 1 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 2: The pre-assessment indicates that the students already have mastered shape patterns.00% 20.00% 100.

00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 .00% 0. I worked with the students repeating „large small‟ based on the size and they were able to work speedily through the material.00% Pre-Test Results for Objective 3 80.00% Objective 3 40.00% 60. they can find out what comes next easily. This lesson was easier to grasp due to the repetition of the vocabulary from the previous days.00% 20. I tried to show them that if they state the patterns.70 Objective 3: Students were able to recognize size patterns and understand the vocabulary stated in order to find what came next in the pattern.00% 100. They had two size pattern activities to work on during centers which required them to repeat the different parts of a size pattern. 120.

00% 100. Their scores were significantly lower than the other previous objectives. I also worked in small group teacher center using manipulatives to help teach the lesson. We used the Smartboard activity on two days to emphasize the material to make it easier for the students to understand. and then . Students did not know the vocabulary to find the „repeating part‟ of the pattern. so I made a plan to find a Smartboard activity that we could do whole group to practice circling the repeating part of the pattern. Students needed to build a growing pattern so the students were given connecting cubes in order to practice growing patterns during centers.00% 80.00% 60. Pre-test Results for Objective 4 120. the students‟ results drastically decreased for objective 4.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 4 Objective 5: Seven out of fifteen students were able to answer the pre-test question for objective 5.71 Objective 4: Compared to the previous results. I used a strategy of teaching the students about creating steps to be able to tell if the pattern is getting bigger or smaller.00% 40.00% 0.00% 20.

Pre-Test Results for Objective 5 120. The students had to finish the pattern and check with a partner. In order to emphasize this part of the unit.00% 0.00% 40. I noticed previously that a student had continuously struggled with numbers.72 to write the number after counting the blocks to find out what comes next. Students struggled because of their lack of practice identifying decreasing and increasing numbers as well as noticing a pattern with numbers.00% 20. We also used the stackable cubes during teacher center to allow the students to have the time to create growing patterns. .00% 60. The students were able to work in centers using number cards and making patterns. I brought out a number line and number cards to help the students recognize skip counting as well as decreasing and increasing numbers.00% 100. Only two students were able to select the correct answer.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 5 Objective 6: This was the most challenging objective on the pre-test for the students.00% 80. so he went home with number flash cards to work on with each parent.

The class average score went up significantly from the pre-test to the post-test and every individual student made gains.00% 100. The standard deviations all went down. I administered this twelve question test at the end of the day during the math period. This happened because so many students did poorly on the pre-test.73 Pre-Test Results for Objective 6 120. as well.00% 80.00% 0. and many made significant gains.00% 60. No students had losses for objective 6. however some students did not make any gains for the assessment.00% 40.00% 20. . however objective 4 did not go down significantly and objective 6 had a standard deviation that actually went up by slightly less than 3%. Each student made gains in every objective with the exception of student number one for objective 5 and the class with number patterns for objective 6.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 6 The post-test showed that the students were able to develop their knowledge of patterns.

and white. The students as a whole are able to do color patterns. grey. however the grey cars almost seemed white. they had to recognize that the grey color was in fact grey. Post-test Results for Objective 1 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1 Objective 2: Only two of the students did not master objective two.74 Objective 1: The post-test scores for objective one demonstrate that the majority of the students mastered the assessment objective. They had to receive a 100% for objective 1. As the students colored in their cars. The cars were shaded black. Each of the students that did not make the goal missed . I realized that the student-response question was difficult. They needed to get both questions correct and receive 100%. Four students only received a 50% for this objective. The students who could not tell the difference between the shades may have led to their error.

They also performed well on the quick check at the end of the lesson for objective two. Post-test Results for Objective 2 120.00% 80. The other student simply missed the multiple choice question. It required the students to answer one out of the two questions correctly.00% 40.00% 20. All of the students with the exception of student number one were able to get both questions correct. the students would master the material. I used a craft stick center for practicing size patterns as well as the Envision sheet activity that helped the students be able to practice and duplicate the different size patterns.00% 100. . Using the strategy to whisper the sizes helped the students be able to recognize the patterns and answer the questions correctly and allowed them to better comprehend what they were learning by not only looking.00% 0.00% 60. but saying and hearing. One student had an illegible answer for the student response question.75 one of the two questions and received 50% for objective two.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1 Objective 3: All of the students mastered assessment objective three. Using the shape centers during lessons helped confirm that overall.

the students were instructed to circle it. Three students received 50% for objective number four. Twelve students received 100% for objective number four. The next time it happened. The objective requested that the students were to solve one out of the two questions correctly. All of the students mastered the assessment objective with the exception of student number 12.76 Post-test Results for Objective 3 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1 Objective 4: Objective four is one of the biggest struggles for the students. The students needed to identify the repeating part of a pattern. One student received a 0% for objective number four. He should have spent more time in the teacher center or should have received a little extra practice. I emphasized this part of the unit by using the Smartboard activities to help the students practice using techniques to figure out what the repeating part of the pattern was. This student has a history of becoming easily distracted. They were instructed to identify the first shape and then find when it happened again. The students struggled throughout the lesson. leading me to do the Smartboard activity during the following day. . They had to learn a concept that they were not familiar with at all.

the students needed to answer one out of the two questions correctly. I also instructed them to write a number for how many cubes are attached so they can have a quick visual of how much the pattern is growing. All of the students mastered the objective. however five of the students were only able to answer one question correctly.77 Post-test Results for Objective 4 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1 Objective 5: In order to master objective number five. During whole group lesson. Post-test Results for Objective 5 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1 . I used the connecting cubes to help demonstrate growing and shrinking patterns. I showed the students a strategy of making steps in order to see if the pattern is growing or shrinking. Eleven of the students were able to answer both questions correctly. and the students were able to use connecting cubes in their centers to practice.

The students who had scored particularly low on the pre-assessment made remarkable growth and demonstrated mastery of the material. The students needed to have more number sense. If I had realized that this would have continued to be a difficult objective. Although this is a growth of almost 34%.78 Objective 6: I knew that objective six was going to be the biggest struggle for the students. This student received 33% on the pre-assessment and went up to 67% on the post-assessment. Nine students were able to answer both questions correctly. one of . Student number 12 had a concerning gain. Student number 5. I would have had additional supplemental material. Four students did not meet the criteria for the assessment objective. Students have difficulties with numbers and recognizing how much the number patterns increase or decrease because of their lack of familiarity with numbers and subtraction and addition. the student is still scoring a 67% on the post-assessment. Three students were able to get one of the two questions correctly. Post-test Results for Objective 6 120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1 Pre-test to Post-test Comparison: Each student demonstrated gains from pre-assessment to post-assessment. It would have been more beneficial to spend extra days on this objective or to have practiced numbers and subtraction right before the unit.

as well. making it easy to compare the pre.assessment and postassessment results. demonstrating that the supplemental activities were beneficial to his learning. These students had demonstrated a curiosity for the material and had consistently completed their homework. Pre-test to Post-test Gains 120% 100% 80% Posttest 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Pretest Gains Subgroups: I chose to compare gender for objective number one. This is an objective that many of the students were familiar with in the preassessment. showing gains of 58%. The other student with the most growth was student number 7 who received a 17% on the pre-assessment and 75% on the post-assessment. Student number 11 had significant gains. The students were equally divided with eight girls and eight boys. This student had a significant gain of 50%. however there was a group to be analyzed who made improvements from the pre- . This student had a pre-assessment grade of 33% and a post-assessment grade of 92% demonstrating a growth of 58%.79 the students who were receiving supplemental activities had a pre-assessment grade of 17% and a post-assessment score of 67%.

student number 16 did better on the pre-test than the post-test for objective number one.80 assessment to the post-assessment. Both the boys and the girls had a mean of 63% for the pre-test. Three girls scored 0% and three girls scored 50% on the pre-assessment for objective one. Both groups significantly increased their mean from the pre-assessment to the post-assessment. Girls Objective 1 120% 100% 80% 60% 40% 20% 0% 2 3 4 6 7 9 10 13 Pre-assessment Post-Assessment Boys Objective 1 120% 100% 80% 60% 40% 20% 0% 1 5 8 11 12 14 15 16 Pre-assessment Post-assessment It was interesting to notice that the mean for the girls was the same as the boys for the pre-assessment. I noticed that student number 6 in the first sub-group did do better on the pre-assessment than the post-assessment for objective number one. The girls‟ mean did manage to increase to 81% and the boys‟ mean increased to 94%. as well. The standard deviation for . In the second sub-group. Five of the girls scored 100% on the pre-assessment and the post-assessment for objective one.

one of the students who were receiving supplemental activities had a pre-assessment grade of 17% and a post-assessment score of 67% with a gain of 50%. Growing and shrinking patterns was a struggle for the student to grasp. Objective five has varied results as well. The standard deviations demonstrated that the boys‟ scores and the girls‟ scores both became closer to the mean for the post-assessment than the pre-assessment. but with the use of a variety of materials. . and was a more challenging topic for the students to grasp. didn‟t master the material.81 the girls decreased from 52% to 26% while the standard deviation for the boys decreased from 52% to 18%. however student number 5 still had a low score. was able to master the content and was able to understand the concepts taught about color patterns. the student was able to understand the concepts. Student number 5 demonstrated for objective one a gain of 100% from 0% on the preassessment to 100% on the post-assessment by answering both questions with complete mastery of the material. going from 0% on the pre-assessment to a 50% on the post-assessment for objective five. Objective one is an objective that has an assorted group of results. Individuals: Student number 5 and 11 both demonstrated a gain from the pre-assessment to the post assessment. Both gains are high. The student demonstrated mastery according to the assessment objective. Student number 5. The student. Student number 5 had a gain of 50%. and even did worse on the post-assessment objective than the pre-assessment. This learning objective had a variety of percentages for both the boys and girls with students that mastered the material. using the supplemental material. Student number 11 had a pre-assessment score of 33% and a post-assessment score of 92% demonstrating a gain of 58%.

Student number 11 had a gain of 100% from 0% on the preassessment to 100% on the post-assessment on objective number five. however. Two students received 100% on the pre-assessment.82 Student number 11 demonstrated for objective one a gain of 100% from 0% on the preassessment to 100% on the post-assessment. part of the Envision math unit and could not be changed. but the students all demonstrated previous knowledge of the material. It was. The students started out with no prior knowledge as seen by the lack of students who mastered the objective. Section 8: Reflection and Self-Evaluation The students were most successful in mastering objective 3. 14 students received 0% on the pre-assessment. The student was able to answer the two questions correctly for the post-assessment. The student was able to develop his knowledge appropriately and successfully. The student was able to answer not only one question. The . Student number 11 had results that showed significant growth during the lessons. The students were taught a technique in order to finish the pattern and identify the next parts of a pattern. This objective may not have been needed to be included in the unit. The student that did not receive 100% did make gains from 0% to 50%. The students were least successful with mastering objective 6. but both questions correctly for the growing and shrinking patterns. The whispering technique may have been one the reasons why the students were able to do well with this objective. Student number five will need more support with numbers. Both students demonstrated growth and mastery of the material. They were taught to whisper „big‟ and „small‟ depending on the size of the shape in the pattern. and the lessons demonstrated that using objects makes it easier for the student to recognize patterns.

The students had to revisit older material that they had not been using consistently. The objective was challenging for the students to master. Throughout the unit. The students needed to apply number order and number sense as well as addition and subtraction to solve for the next number in the pattern. I will develop more awareness of the students‟ previous knowledge as well as their weaknesses so I can better suit the needs of the students. I need to be able to foresee struggles that specific students may have had. I could have also changed the morning work from reading some days to math in order to manipulate that time for review. The use of manipulatives helps the students affirm knowledge by experiencing the content in a different way. I also need to dedicate the use of manipulatives in not only centers but in all teaching. shapes. In order to improve my teaching skills. or sizes. They were instructed to first recognize if the pattern is growing or shrinking and then look at if they were skip-counting or not. I also .83 students made gains of 53% with an average of 13% on the pre-assessment and an average of 66% on the post-assessment. This would have heightened the possibility that the students would master the material significantly. The students made significant improvements on their class average with gains of 53%. The students had less strong knowledge in numbers than colors. Manipulatives were not used during the Video Learning Animation and were not used during one of the review days. Manipulatives are something that needs to be watched to make sure that they are being used properly. I realized that there are points that come across where it would have been beneficial to take more time or use practice sheets for review before teaching the numbers part of the unit. They would need a stronger basic knowledge base of numbers to exceed in this part of the unit and that would take more time. Time is a key element in securing the students‟ knowledge of decreasing and increasing number patterns. I need to manage my time better or do more checks for knowledge from the students to ensure that the math time was not wasted.

In order to communicate the more difficult material. assertiveness. but I surely have room for improvement. I used many different types of manipulatives that the students enjoyed to teach many different pattern activities. if I had been more assertive. possibly. I was able to practice lesson planning. Lesson planning was important to teaching the material and having a successful and interesting learning experience for the students. . In order to analyze the material. I still have room for improvement.84 need to work on using hands-on material to teach more challenging contexts. the context was mastered by the students. The students had not practiced numbers for a while. I developed more of a confidence and a teacher „with-it-ness‟. Overall. and not specifically as procrastination or the lack thereof is concerned. and I think I did complete my overall goal as well as learned much about the importance of data and analyzing the growth of each student to help improve the areas of weakness. I grew significantly from the beginning of this unit to the end and was able to identify and analyze my weaknesses as well as my strengths and the weaknesses. One of the biggest challenges throughout was using my assertiveness to practice classroom management during whole-group activities. strengths. so they had to refresh their memories to gain the knowledge of the last part of the unit. In order to meet my professional goals. and improvements with my students. It was important to use the material I had analyzed in order to attempt to create appropriate student-centered work stations. and organization. Organization was the most important part of completing my Teacher Work Sample. I needed to use my lessons that I had created as well as assertiveness. for example. the information had to be computed ahead of time. The students who did not understand some of the harder material would have done better. This assists students of all grade levels in developing a concrete knowledge before moving on to other units.

Analysis of whole class and individual student learning in a Kindergarten Classroom for Math learning.

Analysis of whole class and individual student learning in a Kindergarten Classroom for Math learning.

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