You are on page 1of 9

Task 2 Contextual Information: My classroom is a second grade classroom with 24 students.

In this second grade classroom we teach the content areas of English Language Arts, Math, Science, and Social Studies as well as writing. The classroom contains one student who is in the classroom for only 15-30 minutes of the afternoon who has autism.This student starts off in our classroom, eats lunch, and has recess with the class and somedays is in the class for mathematics. One physical need that one students in my classroom has is the need for a hearing aid. To accommodate for this need we have to wear a microphone during instruction time inside the classroom. From what I can tell from the classroom there are not any real need for social and behavior factors that impact instruction time. Last, developmental needs that my cooperating teacher and I have noticed are one particular student who continues to regress. This student will not do work independently but needs someone who can sit next to them to read them the problems on that test. As far as school and community factors that impact the teaching is support. I believe both the school and the community needs support for students, parents, and teachers. The more support we get outside of the classroom the better our classroom becomes. 2.1.1 The national content standard is: CCSS.MATH.CONTENT.2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The pre-assessment ( see assessment plan attached at the end) for telling time to the nearest five minutes is first to see what students know and where you should start. The series of lessons for this unit does not start with five minute intervals but yet hour, half hour, quarter hour, five minute, and finally, am and pm, A simple quick pre-assessment that requires anecdotal note-taking by the teacher would simply start off with each of the lessons above (hour, half hour, quarter hour, and five minute) and state a time. At this point, you do not need to scaffold because your assessing what they know. For example my first times could be 5:00 or 7:00. Scan the carpet, students will have their own manipulative clock, and show the teacher the time. Quickly take note who may have the minute and hour hand mixed up or does not have the concept already at all. You can do this all the same day or before teaching each lesson and do a quick informal review of the day before and then build the knowledge by asking the next stage of the lessons. As a post assessment, this would need to be a unit test of everything that the children have learned about the stages of time. Since the national standard requires students to be able to tell time to the nearest five minute interval and tell am and pm task the unit test needs to reflect this. This post assessment should have can the students read the time to the five minute interval, can they write the time to the five minute interval, and last can they understand what task are done in the am or the pm with both digital and analog clocks. The students will need to master this national standard at 80%. I will assess this by providing an assessment with multiple directions and times that require students to complete similar task we have done all week. I will communicate to the students each day that this is the same material that will be on the test for time. On a Smartfile, I will add each day a page that says what's on my test? So by the review day, before the day of the test, students will have a chance to practice and ask

I plan to collect evidence from each students whether they have mastered the skill about time to the nearest five minutes and that they can tell task for am or pm. telling and writing time. The teacher uses observation and anecdotal note-taking to check for understanding.questions about specific skills. **REPRESENTATIVE PAGE** Assessments for Time:  Pre-Assessment: To introduce each lesson for time during the unit give each student a manipulative clock and ask to tell the time. until the unit is finished. and activities done in the am and pm.  The post assessment consist of vocabulary. I will collect this data by giving a unit task that has the same learning goals as the national standard of second grade telling time. . the next day to the half hour and etc. For example the first time would be time to the hour. Test is posted below.

2 In preperation for this assessment I will use direct. little and big clocks. . I will use direct instruction because this strategy is effective for providing information or developing step-by-step skills. This is also used in the interactive instructional strategy. indirect instruction. It also works well for introducing other teaching methods. This way students are being directed by the teacher for instruction and learning the time skill. or actively involving students in knowledge construction. Using manipulatives. can help students use a hands on approach to telling and writing time. and interactive instruction strategy. I will also used indirect instruction through playing games that involve the skill so they are indirectly problem solving the find the answer with a partner.2.1.

Since they have been using it all week. Focus student 2 needs further instruction and can receive either extra problems on the test (that are just practice) or adding problems on the practice that are to the minute mark. Next. If a student scored below a 60% they were to be retaught and retested. Last. On a normal basis focus student 1 receives the retest by having the cooperating teacher or student teacher read the original test over to focus student 1 and guided instructions. The objective to the lesson was that students were to be able to write and tell time to the nearest five minute interval. For the test day. 2. Focus student 2 is willing to help focus student 1 when needed and able. Focus student1 is also currently going through the SIT process. the students can play a fun problem solving game with their group partner. This is teacher directed so that children are learning exactly what is required. The average is then took of both test. is a interactive example sheet of the skill the students are learning. Focus student 1 is pulled multiple times throughout the day for RTI. They are able to do the problem in there heads in hopes of getting the answer the problem. etc. clocks. I would need to modify the assessment after focus student 1 takes it the first time. give students a small manipulative clock to use during the test. etc to show students what they are doing. play a song that matches the highest skill the students will need even if it has already been played before.1 The rubric/scoring guide (at the end) was very simple. examples. Overall the students had to reach these objectives with 80% accuracy.2. because the unit test assessed times to the five minute mark and activities for am and pm. The teacher will need to walk around and monitor and pull problems for students who are still struggling with the concept. Focus student 2 is a exceeding student who finishes very quickly and wants to move on but does not disrupt anyone around them. they can take the problem and physically move the hands to find the time on the test. The district policy states that any student without an IEP does not receive modification unless they make a under 60% on the original assessment. This song will help the students who are visual and audio learners approach the skill to telling time. This is like scaffolding students into the next step of learning. The second activity to include in each lesson is a powerpoint that can explain in vocabulary words. This can introduce a concept that will not be taught whole group but immersing focus student 2 into what they will learn in the third grade. This will require technology as in a computer and projector. The scoring guide aligned with the learning goals. This way it gets students motivated and less stressed out before the test. This allows again for students to practice the skill more but go back if needed by asking their partner for help.3 Focus student 1 is developmentally behind in all subject areas. Next.The first learning activity is a song that matches the skill set for the day. The second objective was that students were to be able to tell activities for am and pm as well. speech. 2. the students will be sent back to their desk so that way they can try the work independently.1. Last. I could use the test to check for mastery as it perfectly aligned with .

learning activities. Scoring Guide for Telling time Questions 1-8: Vocabulary for telling time (this is went over before the test) Score: _________ Questions 9-11: Telling the time Score: __________ Questions12-14: Writing the time Score: __________ Questions 15-17: AM or PM: Score:__________ Graphic Representation of Telling Time Lesson Unit Test 100% 90-99% 80-89% 70-79% 60-69% Below 60%** . Therefore if the student made an 80% then they reached mastery of telling time to the five minute mark. If they agree with their answer they place a check beside the question if not they changed it and circle the number to show that they have changed their answer. have to recheck their work. student grouping. the students are allowed to check over their work. Each stage of the lesson were taught differently in some way. Since the number of students assessed were 23 and I could quickly see the number of who reached mastery level. The data collection process was very helpful and effective. and materials and resources were all very effective. the students were given a time and asked to draw the time on an iPad. My instructional strategies. and the ones who need to be retested for mastery. On other days the students were allowed to play a game with a partner to again through teacher observation check for understanding before the unit test. This means that my teaching strategies and goals were effective.standards. As in one day. I can see all this by my graphic representation that is laid out for me a table. The rubric goal was to check for at least 80% mastery. I used a table system as (at the end of section) my graphic representation of the data collected from the test. I could quickly glance to see as a whole group who reached mastery and the ones who need to be re-evaluated. Since the school has a cart of 30 each child had their own. It shows me exactly how well the class did as a whole. Then again. as a treat. It is effective because I can see as a whole if my teaching styles and instruction strategies were effective or not. Before taking up all test. This teaches them that they are responsible for checking over for careless mistakes and giving students a second chance for a better grade.

** ---Only one student needed to be retaught and retested. but the fact they can not stay focused or remember the instructions when taking a test. It also helped focus student 2 think more in depth about how to teach something like time to a student who was struggling. I also realized that from retesting focus student one that they do much better when working one on one with a teacher during the test. It was not that they did not know or understand the materials. One impact I noticed on my modification is that foci student two helped student one a lot. Focus student one and two were together and help focus student two teach the material to focus student two through games and other activities. Focus student two made a 100 on the assessment. The learning activities such as games. and much more allowed students to have a way to do another extra activity for more individual practice. I could not continually pair them to focus student one to help with understanding because then focus student two got bored and was not being pushed to the next level of thinking. Since focus student two could do the activity for the whole week by the second day. classwork. I had to push focus student two further than to the five minute mark and do harder task. Also. 2.2 I learned that when pairing focus students one (end) and two together they work great and focus student two (End) helps focus student one stay on task. allowing for a retest for the students showed me that it was better for students like focus student one to have that one on one time with a teacher to help guide the material.5 2 8 5 3 1 ** If below 60% please indicate how far below 60%. By allowing students to sing songs allowed for a connection to the material. but 15 of 24 passes mastery level.2. and I am seeing the material for math still remaining too easy for this student. The progress of focus student two was expected. homework. Morning work in time will be given each morning and gone over then at the end of two more weeks we will give another time test since we need 9 more students to understand time. I engaged each student in the first part of the assessment. I noticed that most of them simply got the hands mixed up. They were able to relate the material and guide the in a way that was more on focus student one's level. including focus student one and .

Focus student one and two also were allowed as whole group to participate in a game throughout everyday of the unit to stop and jot a time when the timer goes off. by going over as whole group their vocabulary cards they did in the beginning of the unit. The students had to do this multiple times during the day to prepare for the unit test. They had to look at the time on the actual clock. and draw the time on a journal entry sheet. then write the digital time.two. Focus student 1 Work Sample . move their clocks to the time.

Focus Student Two Sample Work .

I would continue to use both indirect. the student driven classwork.1 The whole class works very well as partnerships. but during classwork pulling strategy groups to assist is any confusion. and I will continue to use this in each math lesson and possibly others that it can be done in. I plan to provide an entire day of review that is very similar to the test. and given form B as a retest. This way students are aware what they test will look like. so I will research this prior to the test date and try to utilize this resource in extra review time for time. I will modify whole group instruction by doing the lesson with direct instruction.3. whereas focus student two needs to be challenged in some way because the work is way to easy to him.3. This will be like a form A and B that are available through the textbook online. and a game to wrap up the lesson through partnerships. This way we will not have as many who do not reach mastery. I would modify grouping during games but pairing more of my lower scoring students with higher scoring ones or based on how well they do during each lesson. and interactive instructional strategies in my lessons through the learning activities. direct. This makes sense for focus student one to do better in a less stressful environment because they are going through the SIT process. Then the next day the unit test will be given. Since the school I am in recently received iPads there are many resources that can make students learn through this technology. Afterwards the students who need to be retaught will be during RTI time. focus student one works better with a teacher or monitor by their side guiding them.2.1 Based on my data analysis. 2.. the teacher driven how to do. Focus student one needs to be tested with an instructor for each assessment and focus student two needs a more challenging test for each unit for modifications during every unit. The first form will be the review test that they are allowed to take home. the direct instructional lesson. For future assessments. . If I had an assessment that I could give to each student individually with more than just whole group testing then I could focus on what notes I have taken during the two weeks of the lesson and guide that child in the direction they need. My learning activities for each lesson would include some type of fun introduction.