CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

PROGRAM: Bachelor of Science in Early Childhood Education

ECH-480
COURSE: START DATE: 1/10/2022 END DATE: 3/6/2022

COOPERATING SCHOOL NAME: Rice Elementary School

Colorado
SCHOOL STATE:

Mary Glaze
COOPERATING TEACHER/MENTOR NAME:

GCU FACULTY SUPERVISOR NAME: Virginia Jorden

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 285
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49
There is no evidence that
the performance of the
Teacher Candidate met this
standard or expectations
for a Teacher Candidate
during student teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations
for a Teacher Candidate
during student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and
expectations for a Teacher
Candidate during student
teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
Proficient Distinguished
(Target level for Teacher (Usually reserved for master
Candidates) Teacher Candidates)
80 to 92 93 to 100
The performance of the The performance of the
Teacher Candidate meets Teacher Candidate
this standard and consistently exceeds this
expectations for a Teacher standard and all
Candidate during student expectations for a Teacher
teaching. Candidate during student
teaching.
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 1: Student Development Score

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 95
needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student growth and 95
development.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 95
opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies for making content 95
accessible to English language students and for evaluating and supporting their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. 95

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 95
the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural 95
backgrounds and differing perspectives students bring to the learning environment.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 95
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students. 95
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 95
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 95
(e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local 95
and global issues and create novel approaches to solving problems.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 95
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 95
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 95
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 95
and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to demonstrate knowledge and 95
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 95
interest.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 95
purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply 95
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 95
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 95
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for 95
analysis, reflection, and problem solving.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 95
engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 95
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 95

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )

see attachment
 CLINICAL PRACTICE EVALUATION 2D

TEACHER CANDIDATE NAME Kristin Knutson STUDENT NUMBER 20663684

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.

Total Scored Percentage:

95.00 %

AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty Supervisor and
Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.

I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.

GCU Faculty Supervisor E-Signature

Virginia Jorden esigned on Friday, March 4, 2022 2:47 PM
Teacher Candidate: Kristin Knutson

Cooperating Teacher: Mary Glaze, Rice Elementary School, Wellington, CO

Faculty Supervisor: Virginia Jorden

Observation/Evaluation #2: Pets: identify a pet, identify how to take care of a pet
and be able to identify how a pet makes you feel.

Date of Post-Observation
Conference: February 25, 2022

Standard 1: Student Development

One of Kristin's strengths is her ability to create developmentally appropriate instruction using
multiple modalities to teach content. A review of her STEP project on pets shows how she
incorporated visual, auditory, kinesthetic and tactile modalities into her unit. I was lucky
enough to observe one of her lessons on pets. In the observed lesson, Kristin appealed to the
student's tactile and auditory sense. Students held their stuffed animal and presented
verbally according to the items Kristin included in her own "I Do." In the observed lesson, she
appealed to students' auditory sense by reading the story with so much expression that
students were naturally drawn into it. She expressively showed the pictures as well. In her STEP
lessons, Kristin included numerous manipulatives, such as dice, unifix cubes, flashcards, videos,
pictures, stick puppets, stuffed animals, paper bag puppets, and decorations/craft supplies for
each student to make a pet rock.

Kristin's strength also lies in her ability to design lesson plans that meet the diverse needs of
her students, differentiating instruction as needed. Her STEP project explained in great detail
how she planned differentiation in each lesson. I observed that in some instances, Kristin
differentiated by prompting a student with the presentation questions when needed. She
commented that after her first small group lesson, she adjusted the lesson based on the
children's progress. She found the lesson to be more effective when children were grouped
according to ability level.

Kristin has had multiple opportunities to collaborate with families and colleagues. She greets
families every day at drop-off and pick up. She greets all children with their first name and
comments on how they are doing. She is able to answer parent questions at this time. She
participated in professional development opportunities during contract hours and after
contract hours. She attends staff meetings and collaborates with other early childhood teachers
to plan, share ideas, and discuss data.
Standard 2: Learning Differences

Another of Kristin's strengths is her ability to design, adapt, and deliver instruction based on the
abilities and learning styles of her students. Each day of her STEP 5-day lesson plan contains
multiple means of engagement for ELL learners, students needing extra support, early finishers,
and gifted students. I was impressed that she included different differentiation activities for
each lesson over the 5 lesson period. Kristin provided opportunities for her students to learn in
multiple ways the STEP project. I also saw several ways that students could learn in the
observed lesson. Students participated in the lesson by speaking about their beloved stuffed
animal. She showed two videos of her own cat, thus helping children to connect to her own
self. Kristin used the Pet Movement cards which gave her students exposure to vocabulary
words while they moved like the named animal. Kudos to Kristin for also taking part in each
movement, including rolling over on the rug. All students, especially auditory learners, enjoyed
her reading of What Pet Should I Get? Vocabulary words were noted and explained before
reading the story and children responded as soon as they hear the words in the story. Finally,
she sparked their curiousity by showing her pet shop box and having children wonder what was
in it and how it might be connected to the story.

She adapted her instruction midway through the showing of stuffed animals when the circle
discussion arrived at a child who needed extra support. Kristin noted the child's hesitancy and
therefore prompted with the questions students were to answer as they described their pet.
Kristin might consider using a hand-size visual to help students know the 4 things they were to
include. The visual could be passed from one to the other when it was that child's turn.

Kristin and her CT provided numerous examples of how Kristin meets this standard.

use of KWL Chart and use of unifix cubes to provide visuals for counting, students in small groups working on
different skills, vocabulary words introduced weekly and displayed on whiteboard, smartboard, library center and
writing center, use of document camera, white board and smartboard to display animals that can be pets, how to
care for pets, what pets eat, and how pets make us feel, videos on house pets, where pets live, and how to care for
pets, lesson extensions for early finishers, lesson extensions for home and activities in the community, i.e. visit to an
animal shelter.

Standard 3: Learning Environment

Kristin's CT was impressed by the way that Kristin manages the learning environment. She
commented on Kristin's ability to establish a classroom where students feel safe and confident
in expressing themselves. She noted Kristin's thoughtfulness and her modeling of respect by
listening to the students. I observed Kristin showing respect for her students, and in turn,
their respect for her. I observed that students felt comfortable taking turns when seated in a
circle with their stuffed animals and remained quiet while other students had their turn. Kristin
allowed for movement during the lesson. Students congregated in a circle showing their
stuffed animals, moved to the rug area to listen to the story, engaged in movement as Kristin
described the animal movement cards, such as rolling over, or slithering like a snake, and then
returned to their desks for independent practice.

Kristin provided additional examples of how she meets this standard.

Incorporates movements during transition time, students make use of stuffed animals in the
dramatic play area and a doctor kit to play with as a vet; next week the class will be reading Dr.
Seuss books and participating in spirit days all week; I am aware of the different cultures in the
classroom and provide Spanish and sign language versions of some of the words during
calendar time.

Standard 4: Content Knowledge

The observed lesson was a perfect example showing how Kristin links prior knowledge, familiar
concepts and students' experiences to new learning. Before introducing the pet unit, she
incorporated a KWL chart and asked the children what they already knew about pets and wrote
their answers on the whiteboard. Kristin is extremely patient giving her pre-K students time to
formulate their thoughts and express them. Using picture books, short videos, songs, and
images is part of Kristin’s routine. I observed her using all of these mediums in both
observations.

This standard stresses vocabulary instruction. Kristin commented that after reading the story all
week, the children are able to recall the vocabulary words and definitions. She displays the
words in various places during the week. She gives students an opportunity twice a week to
retell the story (including use of vocabulary words) and answer higher level thinking questions.
Students have an opportunity to retell the story What Pet Should I Get using her pet store
containing little stuffed animals. Kristin also identifies vocabulary words, that are not from her
formal list, while reading. I observed her giving definitions of unfamiliar words and
explanations, if necessary, as she was reading a story in both observations.

Standard 5: Application of Content

Kristin has skillfully applied content knowledge to real world experiences for her pre-K students.
First, for National Love Your Pet Day, students brought in their favorite stuffed animal to talk
about. In the observed lesson, students were able to identify their pet, move like pets,
express how they would take care of a pet, and say how their pet made them feel. Kristin
focused on non-traditional families when she read Families, Families, Families! By Suzanne
Lang. The book focused on non-traditional families and the celebration of family love using
different kinds of animals. February was Dental Hygiene Awareness Month. The children
received a packet with a calendar, toothbrush, and toothpaste to take home. Kristen discussed
the importance of brushing your teeth. Kristin provided the Clifford Magazine from Scholastic
and showed a video of brushing teeth and the importance of dental hygiene. Kristin also
celebrated Read Across America Week by reading Dr. Seuss books all week. Students dressed
differently each day (ex: read Fox in Socks and the kids wear crazy socks, read Sleep Book and
the kids wear pajamas).

Standard 6: Assessment

Kristin understands the importance of aligning learning objectives with assessment methods. In
the first lesson, a small group of children had fun counting dots on big dice, finding that number
on their handout and building a tower with that number of dice. Kristin was able to assess
immediately which students understood the counting concept and was able to assist those
children who did not. The stated learning objective focused on knowing number names, the
count sequence, and comparing numbers.

In the second lesson, the learning objectives focused on understanding and obtaining meaning
from stories and information from books and children using language to convey thoughts and
feelings. Kristin explained in her Impact on Student Learning Statement that she knows
students are learning when they can explain concepts in their own words. Kristin immediately
observed in her second lesson, as did I, whether children could relate information about their
stuffed animal as they took turns seated in a circle. Kristin also explained in her Statement
that she knows her students are learning when they can ask questions and answer her
questions during a read-aloud. Again, Kristin immediately observed in her second lesson, as
did I, those children who could answer her questions about the story and those children who
asked questions. I also observed Kristin’s front-loading of vocabulary words through direct
instruction and later children’s reactions when they heard the word in the story. It was like
seeing a little lightbulb going off in their heads as they recognized the word.

Kristin also commented that she keeps a notebook where she takes notes on children’s
progress throughout the day.

Kristin’s STEP Standard 3 and 6 show that she can analyze assessment results. She completed a
pre and post-assessment for the whole class and for the subgroup. I was able to observe the
preparatory lesson leading to her response to the prompt: Based on your analysis of student
learning, discuss the next steps for instruction, including an objective that would build upon the
content taught in this unit of instruction. Kristin’s objective was, in part, for the children to say
how they take care of their pet. I observed in the preparatory lesson how Kristin could
immediately assess a child’s ability to do so.
Kristin also gave the following examples to support this standard: used and displayed a KWL
chart at the beginning of the pet unit using the K as a pre-assessment; did a pre-assessment on
knowledge of numbers and adjusted grouping for small group activity; did a math activity for
number recognition and counting one-on-one with struggling students; pre-assessment and
post-assessment on simple and complex patterns.

Standard 7: Planning for Instruction

Kristin’s STEP plan provides a perfect example of how she designs lessons that build upon
previous learning. Her unit on Pet Study shows how she sequenced activities appropriately
throughout the course of the unit. I observed the smooth and seamless way that she
sequenced activities appropriately during the observed lesson. She provided her students with
multiple ways they could show their understanding. She used whiteboards, filled out a graphic
organizer (KWL) using their responses, incorporated movement when students acted out how
animals move, presented videos and pictures, read a story incorporating new vocabulary
words, asked questions on several levels, allowed students to express themselves verbally
about their stuffed animal, incorporated arts and crafts allowing students to creatively make
their own pet rock.

Kristin commented that she groups children to work on math activities based on their abilities
and needs. During a large group session, she has children discuss what they learned the
previous day. She uses assessment data in planning future lessons.

Standard 8: Instructional Strategies

Some of the guiding questions under this standard have previously been discussed under other
standards. A valuable skill for a new teacher is the ability to change roles throughout a lesson.
Kristin has the ability to plan her lesson so that she incorporates activities that require her to
change roles. For example, during vocabulary, she instructs the skills. During small group
practice such as in math, she guides students to meet lesson objectives such as counting and
comparing numbers during the tower building activity with unifix cubes. During a read-aloud,
she reads with expression and accepts student comment by offering feedback. While students
gave information on their stuffed animal in the circle, she was able to observe students
presenting while also supporting them with prompt questions if necessary.

Kristin’s ability to engage her students greatly contributes to their good behavior. She uses
different mediums for engagement, such as YouTube and other videos, vocabulary words
posted on the whiteboard, writing center, and library center for children to reference. She uses
manipulatives for hands-on learning. She uses the document camera and Smartboard to show
the children what they will be doing and to give directions. She gives children directions and a
visual example before they start their work. She also gave the children a chance to know more
of her personal life when she showed a video of her own pet doing some tricks. Kristin has a
knack for creativity in her lessons. She sparked students’ engagement by presenting a little
pet shop and challenging students to guess what was inside, which she would reveal after the
read-aloud.

This standard also focuses on the ability of the teacher to present a clear and concise essential
question at the start of the lesson which can be answered by the end of the lesson. Kristin did
this at the start of the lesson, albeit at a pre-K level. She announced it was National Love Your
Pet Day and that students would be talking about their pet, albeit a stuffed pet. She
introduced a discussion about why students could not bring in their real pet.

As Kristin moves to the next placement at the first grade level, I encourage her to present a
clear and concise essential question at the start of the lesson. Often even seasoned teachers
tend to gloss over this skill. On the other hand, some school districts require that the learning
target or essential question for the lesson be displayed visually in the classroom and be referred
to at the start of the lesson. Doing so helps students understand why they are learning the
particular skill.

Standard 9: Professional Learning and Ethical Practice

The guiding questions to the first part of standard 9 overlap into standard 6: assessment. See
Standard 6 above. Kristin uses assessment data to design lessons. She commented that she
constantly assesses children informally and takes notes as she observes her students working in
small and large groups.

Kristin provided the following examples under standard 9.

Kristin talks with her mentor teacher for reflection after teaching a lesson; met with the speech
therapist about the 5 students’ goals and objectives on an IEP; met with the occupational
therapist about a student’s needs on an IEP; attended a training session after hours: Developing
Early Numeracy, The Role of Multidimensional Language System in Literacy Development, and
Behavior Basics: Unraveling the Code; attended a staff meeting on Gap analysis and the MTSS
process.

Kristin’s CT highly praised Kristin in all aspects of this placement.

Standard 10: Leadership and Collaboration

Kristin has had many opportunities to meet regularly with colleagues. She has attended
meetings with the early childhood team and the early childhood coach. She has attended
multiple staff meetings taking advantage of professional development such as Gap analysis,
MTSS process, and Fluency. She has attended training on resume writing and interview skills.
As previously mentioned, she attended a training session after contract hours. She has
attended town hall meetings sponsored by the school district including attending with the early
childhood certified staff. Kristin communicates daily with parents during drop-off and pick-up.

Grand Canyon University: Impact on Student Learning

Kristin provided the following statement.

Kristin Knutson
February 24, 2022
GCU Impact on Student Learning
I know that my students are learning by having discussions with them and using
frequent informal assessments to monitor progress. Some of the ways that I can tell if
my students are learning is by having the children explain things in their own words
and asking questions. At the beginning of the week, I display three Tier Two
vocabulary words with real pictures and definitions from the story. I go over these
words and definitions and I know that my children are learning is because they are
recalling those vocabulary words and definitions throughout the week when we read
the story. The children will listen for and recognize the vocabulary words in the story.
One of our vocabulary words was depart and I had children later in the day use the
word depart in their conversations. A child was talking about how they departed from
the airport in an airplane when he went to the beach for vacation.
A method that I use to check to see if the children are learning is by asking them
questions throughout the story and the lessons to make sure that they are
understanding the content of the lesson being taught. I also use a summative
assessment at the end of the small group activity to make sure they grasped the
concept. Another method that I use is carrying around a notebook and take notes on
the things that the kids are doing or saying during centers. In one of my lessons, I
randomly called over a group of 4 children. These children were not all at the same
level with number recognition and counting. I was monitoring them during the lesson
and provided one-on-one support to a student that was struggling. Based on this
observation, I did a pre-assessment on the children to see what numbers they knew
and what numbers they knew. Based on this information, I grouped the children
together based on similar learning styles and learning levels.