Lesson Week Reflections

Section 1: Background Information

1. Discuss briefly in a paragraph the focus of your lessons (learning objectives) in all three
content/lessons.
a. During lesson week, I had the opportunity to implement one science lesson, one
math lesson, and one ELA/social studies lesson. I had academic learning
objectives for each that stated what the children would be engaging in for this
lesson to assess their understanding of what they were learning. In the content
area of science, the academic learning objective stated, “By completing the
weather handout during Weather Tables, TSW be able to hone in on one specific
type of weather that they learned about by writing/drawing about the clothes to
wear during that weather, the activities you can do in that weather, and safety tips
and advice for being in that weather. In this lesson, the students learned all about
different types of weather (snowy, windy, rainy, sunny). In the content area of
ELA, the academic learning objective stated, “By completing a picture re-tell,
TSW be able to show comprehension and understanding of a story by sorting
pictures of the story into sequential order in which they occurred.” During this
lesson, the students were read a book called, “Fire! Fire!” by Gail Gibbons. This
book talked about fires starting in different settings such as an apartment or a
barn. It explained step-by-step what occurred to put out the fire. The students used
the pictures that were copied from the book to explain what happened in
sequential order. In the content area of social studies, the academic learning
objective stated, “By completing the authority figures handout, TSW be able to
illustrate and explain an authority figure in the school setting, home setting, and
community setting. In this lesson, the students engaged in numerous activities and
discussions that talked about different authority figures and their roles in different
places. Finally, in the content area of math, the academic learning objective
stated, “When presented a ten frame, TSW be able to split the ten frames in half
and align the two rows of five into a horizontal line and count from one to ten one
by one while pointing to each dot.” During this lesson, the students were
introduced to a number rack which is a counting tool. The students learned that
you can use the beads on the rack to represent the number of dots on the ten
frames.

2. Discuss how you pre-assessed to know students were ready for each content lesson.
Readiness is critical in moving forward. This could have been a pre-assessment you
developed or by observing what children had been learning.
a. Every day, observations are being made for every content whether they are formal
or informal. In the content area of science, a pre-assessment was given the week
prior to lesson week. I gave each student a piece of paper that had four boxes on
it. Box one was labeled, “sunny,” box 2 was labeled, “rainy,” box 3 was labeled,
“snowy,” and box 4 was labeled, “windy.” I guided the entire assessment. I
explained that in box 1, the students needed to think about sunny weather. Then, I
explained that they needed to draw what they think of in the first box. After a few
 minutes, I moved to the next box and we completed the same task for the type of
weather, rainy, then snowy and then windy. In the content area of ELA, there
were numerous pre-assessments that took place in the classroom related to the
academic learning objective for my lesson. Together, we read a book only by
looking at the pictures in it. We did not read any words. After reading the book, I
met with each student throughout the rest of the week and had them tell me what
was happening in that same book just by looking at some of the pictures in it. In
the content area of social studies, a pre-assessment was also given a week prior
that was also used again during lesson week. The students were read facts about a
specific authority figure without being told who it was. They had to listen to the
facts and try and guess what type of person it was. Examples would be a nurse, a
doctor, a teacher, a principal, a police officer, a firefighter, etc. In the content area
of mathematics, pre-assessments have also been implemented during the weeks
prior. Considering this is Unit 2, Module 2, Session 2 of BRIDGES, a lot of the
same concepts and ideas have been learned in other sessions. They have used ten
frames in different ways, counted from one to ten, and also used objects to help
count.

3. Describe your formative assessments and scoring guides for each content.
a. Science: My formative assessment for science was completing a handout on
different types of weather and drawing/writing about the clothes to wear in that
weather, activities you can do in that weather, and safety tips and advice for that
specific type of weather. The students were scored on if they could accurately
draw about clothes to wear, activities to do, and tips and advice for being safe in
the weather. A checklist was used that is shown below.
b. Math: My formative assessment for math was demonstrating counting a specific
number of beads using the number rack. The students would be given a ten frame
with a certain number of dots on it. The students would have to count the dots on
the ten frame and then count that same number of beads using the number rack. A
checklist was used to account for whether or not the student was successful or not
successful with the task.
c. Language Arts: My formative assessment for language arts was completing a
picture re-tell using pictures from a book that was previously read to the students.
The students were assessed on sorting the five pictures into sequential order to
successfully re-tell the story. A checklist was used to account for if the students
were successful with ordering the pictures in correct order 1-5.
d. Social Studies: My formative assessment for social studies was completing a
handout that required the students to illustrate and talk about an authority figure in
a school setting, home setting, and a community setting. A checklist was used to
collect data on whether or not they could successfully elaborate on an authority
figure in each of the three settings.

4. Describe the 2 children based on your observation logs

a. Student 1 is an overall great student. She is verbally involved and participates
often. She is always seen giving her best efforts. She seems to enjoy learning and
the work that she engages in. She sometimes has a difficult time following
 direction, but that is only due to her want to talk excessively with her peers. When
she is redirected to get back on task, she often does. She appears tends to struggle
with speech and letter sounds due to her being an ELL. She receives intervention
every day in the mornings. With math, she does not struggle as much. She tends
to understand each concept that is taught to her after being redirected once.
b. Student 2 is an overall great student as well. He participates in class and attempts
at all of his work. He often has a hard time paying attention due to minor
distractions in the classroom. He has to be redirected often and directions need to
be repeated more than once or twice. He struggles more with phonics and letter
identification than he does with math. Math is his stronger area. He receives
intervention every day from outside sources.

Section 2: Reflection in Action

1. What were the formative assessment results each day in each content lessons? How
would you use it the next day in your planning? (You may want to create some table each
table that shows each child’s results. Did you expect these results? Why or why not?

Science Checklist

Student Name What to Wear Activities to Do Tips and Advice

Emma OK OK OK
Mateo OK OK OK
Addie OK OK OK
Mya OK OK OK
Blake OK OK OK
Gemma OK OK OK
Taylor OK OK OK
Jimmy OK X X
Franklin OK OK OK
Perry OK OK OK
Jaxon OK OK OK
Isabella OK OK OK
Bryce OK OK OK
Kylie OK OK OK
Camzen OK OK X
Shania OK OK OK
Torence OK OK OK
Lyanis OK OK X
Ivan OK X X
Meleny OK OK OK

Results: The above graph represents data collected after the formative assessment that assessed
the students on drawing/writing about a specific type of weather in regard to what they would
wear for that weather, activities they could do in that weather, and tips and advice for that
weather. The first column is the student names. The second column is for, “what to wear.” The
third column is for, “activities to do.” The fourth column is for, “tips and advice.” After each
student completed the handout, they verbally explained their work and then I collected it to
further review. Overall, I was pleased with the results. It was evident that every child knew what
types of clothes to wear during their specific type of weather. Everyone demonstrated it
perfectly. For the activities to do column, only two students did not produce accurate work.
Lastly, for the tips and advice column, only three students did not produce accurate work. Two
of these students were the ones who did not produce accurate work for the activities to do
column. Overall, I was pleased with these results. The students were excited to share their work
and they put a lot of time and effort into them.

Math Checklist

Student Name Completed Assessment Successfully

Emma YES
Mateo YES
Addie YES
Mya YES
Blake YES
Gemma YES
Jimmy NO
Taylor YES
Isabella YES
Franklin YES
Perry YES
Jaxon YES
Bryce YES
Kylie YES
Shania YES
Camzen NO
Torence YES
Lyanis NO
Ivan YES
Meleny YES

Results: The above graph represents data collected from the assessment given during the math
lesson. Overall, I was pleased with the results produced by the students. Only three students did
not produce accurate work, but those three students typically receive extra intervention. The
students displayed outstanding skills of using the manipulative the correct way and counting in
the correct manner as well.
Social Studies Checklist

Student Name At Home In School In Community

Emma OK OK OK
Mateo OK OK OK
Mya OK OK OK
Addie OK OK OK
Blake OK OK OK
Gemma OK OK OK
Jimmy OK OK NO
Taylor OK OK OK
Franklin OK OK OK
Jaxon OK OK OK
Isabella OK OK NO
Perry OK OK OK
Blake OK OK OK
Kylie OK OK OK
Camzen OK NO OK
Shania OK OK OK
Torence OK OK OK
Lyanis OK NO NO
Ivan OK OK OK
Meleny OK OK OK

Results: The above graph represent data collected from the social studies assessment that was
implemented into the lesson. The students were asked to draw/write about an authority figure at
home, in school, and in the community. Once they drew/wrote about each, they were asked to
verbally present their work and then I collected the handout for further review. Overall, I was
pleased with the results. It was evident that the students all knew who the authority figures were
at home. Also, most of the students knew who the authority figures were in school considering
most of them drew their teacher and/or their principals. Only two students did not display
accurate work for the school section. Lastly, only three students did not display accurate work
for the community section. The other seventeen students were able to draw and describe people
such as police officers and firefighters as community authority figures.

Language Arts Checklist

Student Picture 1 Picture 2 Picture 3 Picture 4 Picture 5

Name
Emma YES YES YES NO NO
Mateo YES YES YES YES YES
Mya YES YES YES YES YES
Addie YES YES YES YES YES
 Blake YES YES YES YES YES
Gemma YES YES YES YES YES
Jimmy YES NO NO NO NO
Taylor YES YES YES NO NO
Franklin YES YES YES YES YES
Jaxon YES YES YES YES YES
Perry YES YES YES YES YES
Isabella YES NO NO YES YES
Bryce YES YES YES YES YES
Kylie YES YES YES YES YES
Camzen YES YES NO NO YES
Shania YES YES YES YES YES
Torence NO NO YES YES YES
Lyanis YES YES NO NO NO
Ivan YES NO NO YES YES
Meleny YES YES YES YES YES

Results: The above graph represents data from language arts assessment that was implemented
during lesson week. The students were individually worked with to complete a picture re-tell of a
book they read that day and the week before. The teacher showed them five pictures, they
reviewed each picture, and the student was informed that he or she needed to put the pictures in
order in which they occurred. Once again, I was pleased with the overall results. Most of the
students could complete the task perfectly. Five students only confused two pictures. Only one
student confused four pictures.

2. What type of feedback did you give to the children each day? Be specific with what you
shared with the 2 specific children that you observed. Was this feedback appropriate for
the needs of the children? Why?

 Science
o Student One: This student had a lot of questions during the completion of this
task. She repeatedly asked if she was drawing correctly and spelling words
correctly. This partially has to do with her being a perfectionist. She hates
messing up and making mistakes. When she would ask me questions, I would
simply tell her that she is doing a great job and to keep trying her best. When she
would ask me how to spell words, I would help her sound them out using her har
for consent, vowel, consent separation.
o Student Two: This student often gets distracted and talks a lot during tasks. He
was given verbal redirection the entire time. When he would begin to complete
the task, I would give him verbal praise and explain to him that I liked the way he
was working nicely and getting his task complete. I would ask him questions
pertaining to what he was drawing and asking him to explain them to me to
hopefully get his thoughts flowing and hopefully writing.
 Mathematics
o Student One: During the completion of the task, the student was working nicely
the entire time. I was constantly giving her verbal praise explaining that I loved
how quietly she was working and focusing on her task. She had a question during
the completion of the task and it was to ensure that she was starting with the beads
on the correct side. She was. After she was finished, I had her explain to me what
she did step-by-step and asked questions such as, “How did you know to do that.”
I then gave her further examples to work on.
o Student Two: This student was struggling to complete the task. He was getting
distracted and not focusing. He would not reference his ten frame before using the
number rack. I was giving him constant redirection throughout the completion of
this task. I even did an example for him using a different number. I explained to
him why I was doing what I was doing and how he could also do it. After he did
complete the assessment, I asked him to verbally explain what he did. He was
answering incorrectly, so I informed him even more.

 Social Studies
o Student One: During the completion of this lesson, the student took her time to
draw and write about the different authority figures. She did not ask any questions
during this lesson. I engaged in conversation with her during the completion of it
to ask what she was drawing and writing about. She explained nicely. After she
was finished, she shared her work and verbally explained it. Feedback was given
verbally immediately after she finished explaining. She was asked numerous
questions to enhance her think and asked to think of ways people in the
community help since she was incorrect of her drawing and writing for that
section.
o Student Two: This student was having behavioral issues during the completion of
this task. He was messing around and not completing the task. He had to be
redirected two times before he began his work. Once he began, verbal praise was
given often for staying on track. After he completed his task, he was asked to
share his work and explain what he wrote and drew about. He did a nice job
sharing and verbal feedback was given verbally right away. He was asked
numerous questions to get his thoughts and ideas going considering he too was
inaccurate on hs description of an authority figure in a community.

 Language Arts
o Student One: Verbal feedback was given during and after the completion of this
assessment. The student was asked numerous questions and she answered them
nicely. After the completion of this assessment, she was also given verbal
feedback and praise. She was praised on the illustrations she did have in order.
However, she mixed two illustrations up. She was shown the correct way to align
them and why.
o Student Two: During the completion of the assessment, the student struggle to
stay on task. Constant redirection was given. He was verbally encouraged to give
his best efforts and simply try. When he did complete the assessment, afterwards
 it was reviewed with him verbally. He was also physically shown the correct
order of the pictures to retell the story.

3. How did you or will you help students use this feedback?
a. After implementing these lessons, the feedback given to the students was used to
help guide instruction through the next lessons. These lessons were not just one
and done. As an entire class, we continued to use the number racks in math,
discuss the weather in morning meeting, discuss authority figures, and practice
retelling books through pictures. The results of the assessments helped to
determine which students need more work in certain areas and were used during
learning center and work places. The parents were also informed about the results
of the students learning and progress and were informed ways to practice at home.
Materials are constantly sent home with the students not as homework, but as
extra practice.
4. Describe what you learned about teaching and learning related to assessment and
feedback?
a. After the completion of lesson week, I quickly realized that it is important to give
appropriate assessments to your students that obtain the correct amount of time
and requirements. If a task is too long, Kindergarteners will lose focus and not
complete the task to their best ability. Also, I have learned that it is crucial to
engage in conversation with your students as much as possible and as quickly as
possible. In kindergarten, you typically do not give written feedback simply
because most of the students cannot read and will not read the feedback. Instead,
it is beneficial to the learner to explain what they did and then show them
physically the correct way or other solutions.
5. What would you have done differently during this lesson week? Why? Be specific about
teaching and instruction.
a. If I could do something differently, I would revisit my science lesson and
elaborate a little more on tips and advice for being safe in the certain types of
weather, or simply change that column to something else. I felt that the students
struggled when trying to demonstrate their work during the assessment. I would
have liked to have found a different book to read or even videos to show. Also,
having the students physically demonstrate certain things is a way for learning to
occur. I personally felt that I did not touch on this aspect of the lesson enough and
I should have.

Student Perception Survey

Questions

My YSU teacher asks 20

me about my
feelings.
Miss Brown teacher 19 1
really cares about.
Miss Brown is nice to 20
me.
We stay busy most of 19 1
the time.
Miss Brown helps 18 2
each of us to know
about what we
should be doing.
When Miss Brown is 17 3
teaching, we all listen
and do what she
asks.
Miss Brown explains 18 1 1
things in class.
My class understands 17 3
each topic in class.
Miss Brown explains 20
things until we
understand.
Miss Brown makes 19 1
sure we all do our
best.
Miss Brown makes us 16 4
all think.
Miss Brown makes 19 1
learning just right,
not too hard and not
too easy.
Miss Brown makes 19 1
class interesting.
Miss Brown makes 18 2
me want to learn
more.
What we learn is 18 2
related to my real
life.
My class is allowed to 20
talk about ideas with
Miss Brown.
 Miss Brown likes it 18 2
when we ask
questions.
Miss Brown asks the 19 1
class questions to
make sure we
understand.
Miss Brown reviews 19 1
what we learned
after each lesson.
Miss Brown tells us 16 4
how our earning in
one subject to help
us in another subject.
Miss Brown lets me 20
know how I am doing
in my learning, so I
can understand
better.

What did you learn about yourself? What will you do differently for the unit and for student
teaching?

During lesson week, I felt confident in my teaching style. When I began teaching my first
lesson of the week, I immediately felt that I had control of my students and that they were
responding to me well. This made me feel that the lessons were going to flow nicely and that the
students were going to work and behave well. I felt that we had a positive rapport with one
another which sets the tone for the rest of the week. I felt that I aligned my lessons to the
standards appropriately. I also felt that I incorporated an appropriate amount of movement into
the lesson so that the students were not always just sitting at their tables or at the carpet. It kept
them going. Also, I felt that my assessments aligned nicely and that most of the students were
able to understand and complete them to their best ability. It was evident that the students were
not afraid to ask for help or clarification when needed, and it made me feel good knowing that
they wanted my help and assistance.
There are also numerous things I wish to improve on after teaching lesson week. At some
point in the lessons, I would lose kids meaning their attention would go elsewhere. I sometimes
felt that instead of redirecting them more, I was more focused on teaching my content and let
them slide a little bit. I wish to focus on that more during unit week. Also, during unit week I
plan on implementing brain breaks into my lessons to break up the materials. Some of the
lessons can become lengthy, but you do not want to lose the focus of the students. Therefore,
giving them a mental and physical break will be beneficial. Overall, I want my students to enjoy
their learning time with me. I want the learning to be engaging, fun, and beneficial to every child
no matter what he or she may need.