Mary Margaret ONeal PPAT Task 2 Textbox 2.

0: Contextual Factors In my 2nd grade classroom, there are twenty-three students. I teach every subject area: Reading, Math, Science, Social Studies, and Writing. I have three students who need to wear glasses to see the board. I also have four students who are English Second Language students and two of those students receive speech assistance twice a week. I have a student who is in the special education class but is in our class for socialization. Another student attends the special education class for reading help. In addition, another student attends extended resource three times a week. The students who need assistance create challenges during instructional time. Instructions have to be repeated multiple times for each group and four students have to have their test read to them to meet their IEP needs. To meet these needs, I have the students repeat the information back to me so that I know they understand the information. After whole group teaching or instruction, I make my way around the room giving assistance to each group. This allows for one on one attention that many students need to get the most of their learning experience. Two of my students that attend the special education class both have problem socializing with other around them. This affects the classroom because their behavior is handled separately. A handful of my students come from homes where their parents have to work late so the students are staying with relatives most of the time. This affects the students behavior in the classroom. This causes disruptions for the other students in the classroom. After school activities are in full swing this time of the year so that has an effect on many of my students. Many days, students come in worn out and tired because of the activities they had the day before that wore them out. This creates a potential problem if I do not get the students up and moving to help keep them away. Allowing my students to change positions, from the carpet to their seats, helps keep them going and awake. I also try to incorporate many hands-on activities for the students to interact with so that they are up and moving and interacting with one another. Textbox 2.1.1 Standard: Math 2.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Objective: Students will be able to tell time from analog and digital clocks to the nearest give minutes, using A.M. and P.M. Assessments: Students will answer ten questions about their clock. There will be three questions about reading an analog clock, three questions about reading a digital clock, and four questions about determining if the activity should be completed in the A.M. or P.M. This will be the final assessment.

This assessment align to the standard because it assess the students knowledge on time in 5 minute intervals, the ability to read an analog and a digital clock as well as telling the different between A.M. and P.M. This meets the learning goal because it covers every part of the objective. This assessment is formatted the same way as their homework assignments. This will make the information familiar to the students but the questions will be different. The rubric that was made for these assessment divides the score of the test of by the content of the questions: digital clocks, analog clocks, and telling time in A.M. and P.M. This rubric will be used for the parents to understand how the information was divided up on the assessments. To provide evidence of student learning, students will be given a pre-assessment before the unit begins. This will include telling what an analog clock is, what a digital clock is, and if they can tell the different between A.M. and P.M., as well as a question about how many minutes each number on the clock means. This will show what information the students already know for this unit. Throughout this unit, students will also have clocks to use on their desk. Randomly throughout the day, the students will be asked to set their clock to a certain time. The students will show their time and the teacher will use anecdotal notes on who did not give the correct analog time. This information will be used to help the students individually. The information from these assessments will be used to give an overall grade of if the students know the unit information. Textbox 2.1.2 Throughout this unit, the teacher will use whole group instruction as well as small group learning. Students will be given directions and examples as whole group but the teacher will also work with each table so that everyone has an understanding of the information. Giving instructions whole group and then working independently with the table groups will help the students get started on their work and then any questions or problems that they may have can be addressed while the teacher walks through the small groups. If a question is reoccurring among the groups, the teacher can call the whole groups attention and explain the issue that a few people are having. This way, the teacher is constantly working with all the students while working with the small groups. The students sit in groups with similar reading levels. This grouping pattern is helpful because most of the students who might have trouble many times are at the same table. As a teacher, you can talk to the table as a small group to give instructions that are more direct and go at a slow pace. This will keep from disturbing students who are working on another problem. Many resources are used to prepare the students for this assessment. Technology will be used, such as the SMART board, to provide interactive activities dealing with time. The students will also use their math textbooks for homework. The assessment information will be

pulled from similar problems that are on their homework. The teacher will also ask the students randomly throughout the day to set their clocks to a certain time. They will do this with an analog clock and will also be asked to hold up a note card telling the time that our classroom clock says. These are all materials that will help the students learn how to tell time. It will also provide them with different ways to read time so that they can tell time on any clock, not just a clock that they are use to. Textbox 2.1.3 The first focus student that I chose is a student that catches on fast and also completes activities quickly and efficiently. Focus student 1 has a high reading level and is very independent in their work. The second focus student I chose is an ESL student who needs more hands on attention with their work. Focus student 2 has a lower reading level, because of their language barrier, but works hard to understand what the lesson is about. For Focus Student 1, this assessment will not need any modifying. This student will listen to directions the first time and understand what to do when it is time to get to work. Focus Student 1 will have the directions read aloud to ensure that the directions are heard. Focus Student 1 will be given work to complete as an early finisher. Focus Student 2 will need more attention during the assessment. The accommodations that will be made for Focus Student 2 will be extended test time, and the test will be read aloud. The test will be read to this group and will be read slowly so that everyone has time to complete the question before moving on. Focus Student 2 successfully completes their work when given time to do so. Textbox 2.2.1 The rubric-scoring guide aligned with the learning goal because it gave specifics for each type of question and how much each question would be worth. This rubric allows the parents to see what area their student would have trouble with. This rubric will be stapled to their test so that the information can be easily compared. This would allow the parents to help their student at home with a section where they may be struggling. The learning goal points out each section that is scored on the rubric. The pie chart shows that the students were successful at completing this assessment. The blue section represents the students that missed very few questions, if any at all, and scored satisfactory on this assessment. The red section shows that only a small percentage of students received 15-11 points on this assessment. Students who scored 4-10 points are group in a section that needs improvement. These students have not mastered telling time. No students received an incomplete on this assessment. Students who received an incomplete would have received 0-3 points on this assessment. Overall, this information shows me that my students completed this assessment successfully but there are a few that would need to be retested on this information.

This data collection process is very simple to understand. The pie chart matches the rubric information. This information also shows that a majority of the class mastered the skill of telling time. This was also an efficient way to get information from every student. The instructional strategies were varied throughout this unit. Students were allowed hands on activities, small group activities, and whole group teaching. All of these were effective because students were interacting with their classmates and helping one another. The small grouping strategy worked well because students with similar learning styles can help one another. Students with similar learning levels work well together to better understand the information. Textbox 2.2.2 Overall, ocus Student 1 and Focus Student 2 have made great progress. Focus Student 1 completed the assessmnt with no mistakes. The student met the overall learning goal. The student worked indepenently on this assessment with no oral assistance needed. Focus Student 2 also completed this assessment successfully. Focus Student 2 completed this assessment with few mistakes. The assessment was read to this students and extended time was provided to complete the assessment. Adding modifications for Focus Student 2 helped the student be successful with completing the assessment. Have the assessment read to this students helped him had better understand the questions and information. Focus Student 1 did not need any modifications. The instructional strategy worked for Focus Student 1 and Focus Student 2. Both of these students thrive off working in small groups. Allowing them to with students on similar levels helps those tasks to be completed successfully. Focus Student 1 is in a group that gains more small group instruction from the teacher. Grouping students who need small group attention together allows the students to get the attention they need for a longer period of time. Focus Student 2 is in a group that completes activities successfully when given instructions as a whole group. The learning activities provided the students with hands on experiences, small group work, and independent work. Have a variety of activities allows the students to work with the information or skills in many different ways. This will get eth students use to using it in everyday activities. Textbox 2.3.1 The data collected from this assessment will allow me to better instruct my students for the next unit. I have learned from this data that my students enjoy working together in small groups and that they benefit from this type of learning environment. Allowing the students work together helps them help each other. Students learn by watching what others do so allowing the student to learn from one anothers experiences will help them succeed. In the future, I will allow my students to have a word bank to answer their fill in the blank questions. Some students need a simple trigger to remember information and a word bank will help in that area.

I will also try grouping my students differently to see how that affects their small group work. Having different learning levels in each group can push students to work together to complete the task. I would only change one factor at a time to see how the students react to the changes. Another way of assessing the students could help the student learn the information better. One way of assessing the students would be to complete a quiz on an iPad. This would be a fun interactive way to see what information the student knows and what they might need help with. This quiz could tell the student when they were right and when they were wrong so that they can work the problem again and correct their answer. This way, the activity will be personal for the students as well as effective to teaching the students what they need to know.

Textbox 2.3.2 Focus Student 1 and Focus Student 2 both did very well on this assessment. For these two students, the teaching strategies that were used are very effective. Seeing the positive feedback from this assessment makes me what to use the same teaching strategies but to better them by adapting the small groups. Focus Student 1 will be a great leader and will help the other students in the group gain the understanding of the subject. Focus Student 2 is a great learner and loves being with his classmates. He would be positively influenced by his small group and would learn more for them to help him if the teacher was busy. I would modify the way the information was presented on the assessment to see if that helped each focus student.