Karisma Cruell

TWS 6

November 18, 2014

TWS 6
Analysis Of Student Learning
A. Whole Class
There are going to be certain students that were not present in the room
during most lessons because they are out of the classroom with an aid or
the teachers assistant. The work was completed while they were out of the
room.
Also student numbers seven and eight are both waiting to be tested for
special education. Those two students will have several blanks under
assessment results.

Lesson #1 Science

Objective: Students will be able to identify the life cycle of a pumpkin, as a class, using
the Pumpkin Life Cycle Booklet, with 100% accuracy.
Students
Pre-Assessment
DuringPost-Assessment
(numbered in
Assessment
alphabetical
order)

3
high

9
10
Not present during lesson

11

12
13
Not present during lesson

14

15
low

16

17
average

18

19
All students present during the lesson participated very well. I only had two
students (number 7 and number 8) that were not academically present during
the lesson. Those two students are both waiting to be tested for special education.

Karisma Cruell

TWS 6

November 18, 2014

The students were also assessed on a later date to see if they remembered the life
cycle of a pumpkin and they were very successful.

Lesson #2 ELA
Objective: Students will be able to retell key events in the story, If You Give a Mouse a
Cookie, with support, with 100% accuracy.
Students
Pre-Assessment
DuringPost-Assessment
(numbered in
Assessment
alphabetical
order)

3
high
4
Absent

7
8
Absent

9
10
Absent

11

12
13
Not present during lesson

14

15
low
16
Not present during lesson

17
average

18

19
This lesson was my best lesson taught in Kindergarten. All of the students
present during the lesson completed great work and participated extremely well.
Each student also got a chance to participate in the during-assessment on the
SmartBoard.

Lesson #3 Social Studies

Objective: Students will be able to identify common authority figures using clues that
outline their professions, with 100% accuracy.
Students
Pre-Assessment
DuringPost-Assessment
(numbered in
Assessment
alphabetical
order)

Karisma Cruell
1
2
3
high
4
5
6
7
8
9
10
11
12
13
14
15
low
16
17
average
18
19

TWS 6

November 18, 2014

Not present during lesson

Not present during lesson

Not present during lesson

This lesson was a review to help perfect their skills of identifying helpers and
authority figures in the community. All of the students present participated very
well and caught on to content very well (with the exception of student numbers 7
and 8).

Lesson #4 ELA
Objective: Students will be able to complete a story map, as a class, with support, with
100% accuracy. They will also be able to address what is considered good behavior
and bad behavior on the playground, based on the story.
Students
Pre-Assessment
DuringPost-Assessment
(numbered in
Assessment
alphabetical
order)

3
high

7
8
Absent

Karisma Cruell
9
10
11
12
13
14
15
low
16
17
average
18
19

TWS 6

November 18, 2014

Not present during lesson

Absent

Not present during lesson

Absent

This lesson was an introduction to story maps (setting, beginning, middle, and
end) and it went very well. None of the students present during the lesson knew
the setting section of the story map so it was explained to students thoroughly.
Student participation during this lesson was very successful.

Lesson #5 Math
Objective: Students will be able to compare and contrast the squares, rectangles,
triangles, and circles by how many vertices and sides they have, with support, using
shapes as manipulatives, with 100% accuracy.
Students
Pre-Assessment
DuringPost-Assessment
(numbered in
Assessment
alphabetical order)
*Student #20 is a
new student*

3
high

5
6
Absent

7
8
Not present during lesson

9
10
Not present during lesson

11

12
13
Not present during lesson

14

15
low

Karisma Cruell

TWS 6

16
17
average
18
19
20

November 18, 2014

This lesson was a review for students. They were already aware of the sides and
vertices and the names of the shapes the content was based off of.
This was student number 20s first time present during any of my lessons, as he
is a new student in the class. The students that do not have marks under preassessment are the ones who did not participate in the identifying of the shapes.

B. Individuals

It is important to analyze data from a high, average, and low performing

student in order to track their progress. Analyzing data helps with teaching
because the teacher learns how to accommodate each student based on
their progress. It also helps the teacher with preparing lessons and reviews
to make sure each student is catching on and making progress. If students
are not making progress, the teacher will need to approach the content
different for those students.

Three Students Assessment data:

o Key for lesson 2:

o Key for lesson 3:

o Key for lesson 5:

Karisma Cruell

TWS 6

High Student Assessment Data

o Lesson 1

November 18, 2014

Karisma Cruell

TWS 6

o Lesson 2

o Lesson 3

o Lesson 5

November 18, 2014

Karisma Cruell

TWS 6

Average Student Assessment Data:

o Lesson 1

o Lesson 2

November 18, 2014

Karisma Cruell

TWS 6

o Lesson 3

o Lesson 5

November 18, 2014

Karisma Cruell

TWS 6

Low Student Assessment Data:

o Lesson 1

o Lesson 2

November 18, 2014

Karisma Cruell

TWS 6

o Lesson 3

o Lesson 5

November 18, 2014

Karisma Cruell

TWS 6

November 18, 2014

The assessment for lesson 4 was done as a class,

since it included content student have never done
before, and the story map below.

1. Quantitative:
Student 1 (high): The work student 1 completed was always
correct in work. I never had to assume her answers or what she
was meaning through illustrations.
Student 2 (average): I had to help student 2 with a few things
but majority of the work completed by the student was about
90% accurate. This student is a little talkative so I had to make
sure the student was on task at all times.
Student 3 (low): Student 3 had a hard time staying on task and I
had to constantly remind the student to stay with the class (you

Karisma Cruell

TWS 6

November 18, 2014

may notice all of the scribbles on the work). I had to help the
student a little more. The work she completed without my
support was about 75% accurate.
2. Qualitative: All three of my chosen students had amazing
participation. All three students participated 100% during every
lesson.