Kelsie Morgan

Regent University

Student Teaching Data Project

Cedar Road Elementary, 2nd Grade, Spring 2024

Dr. Flannagan

04/14/2024
Part One: Pre-Assessment Data, Class Structure, SOL

I completed my data project within my second-grade general education classroom setting.

I have a total of 23 students with an overwhelming outnumbering of boys in the classroom. The

project was completed in the second portion of my student teaching experience. After trying to

complete it in my first placement, I felt I could do better with forming and gathering data since I

knew more of what was expected of the project while teaching in my second placement. I have a

few students in the class that are advanced in all areas especially math. The pre-assessment

created was to assess students’ knowledge of the VDOE math standard SOL 2.16 which states,

“The student will identify, describe, create, extend, and transfer patterns found in pictures and

numbers.” When creating the pre-assessment, I wanted to make sure I included and created

questions that would target the specific areas of the unit the students were about to learn. For

example, the pre-assessment contains 4 questions that cover identifying the core of a pattern,

extending a pattern, identifying a growing pattern amongst repeating patterns, and creating a

repeating pattern.

When delivering the pre-assessment to my students I made sure to let them be aware that

it was okay if they did not know the answer; I told them it was just going to help us set goals for

ourselves to reach during this unit. Each student was instructed to try their best. They each set up

offices because I wanted to make sure I was collecting accurate data for each student. After

grading the pre-assessment entrance tickets, I analyzed my data. It appears the majority of

students did not know how to identify the core in a pattern, nor did they know how to identify a

growing pattern from a repeating pattern. Ninety one percent of my students knew how to extend

a repeating pattern. While, only 60% of my students knew how to create a repeating pattern.

Pre-Assessment Data Chart

KEY
X Represents students put in small group together.
Red Questions answered wrong
Green Questions answered right

Identifying Continuing Identifying Creating Student

the core of Repeating Growing Repeating Averages
patterns patterns patterns Patterns
Student 1 75%
Student 2 50%
Student 3 X X 50%
Student 4 50%
Student 5 50%
Student 6 75%
Student 7 75%
Student 8 X X X 25%
Student 9 50%
Student 10 50%
Student 11 100%
Student 12 75%
Student 13 25%
Student 14 X X X 25%
Student 15 X X 50%
Student 16 X X X 25%
Student 17 75%
Student 18 25%
Student 19 100%
Student 20 X X X 25%
Student 21 100%
Student 22 75%
Student 23 75%
Averages 26% 91% 52% 61%
Part Two

Activity 1

Based on the pre-assessment, majority of the students did not know what the core of a

pattern is. Yet, majority of the students knew how to extend a repeating pattern. My first lesson

in the classroom focused in on the core of a pattern. In order to achieve the end goal, which is

full understanding of VDOE math standard SOL 2.16, I wanted to effectively plan for instruction

(INTASC Standard 7). Teaching the core of patterns is a foundational skill that will them help

them create their patterns as the class progressed through the unit. During the lesson a song was
also played. Many of the students love rhyming and jingles, this provided for a great way to have

that differentiated instruction in the first lesson.

After our lesson on the core of patterns, each student received a worksheet, titled

“Polishing Patterns,” that involved coloring patterns and circling the core of a pattern. This

worksheet was a good starting level because the coloring part provided a great visual of how the

pattern was repeating (the core of the pattern). The lesson went very well, I saw some light bulbs

go off when students where able to see a pattern that had color. The activity went well also;

students enjoyed coloring the patterns. When the activity was graded, I saw a very positive

change regarding the students ability to identify the core of a pattern.

Activity 1 Student Samples

Activity 2

Since the students did well on the first activity, I decided to introduce the next area in

which I knew some students struggled with which was creating repeating patterns from a given

core. The lesson started out with Canva slides; in a whole group setting we created patterns based

on given cores. The students where then instructed to take out their white boards and create

patterns of their own with the assigned core. I walked around the classroom going to each

student making to see how they were doing during the guided instruction. After walking around,

I felt confident to hand out the next activity which was title “Create a Pattern.” The student

received the worksheet and was required to create six patterns according to the given core for

each one, in addition, they were required to circle the core. The activity was appropriate for this

level especially since it was still only the second day of the unit. It extended what content we

learned in our first lesson which also provided for additional practice.

Activity 2 Student Samples

Activity 3A

After reviewing my data, I wanted to make sure I created assignments that targeted the

SOL standards individually. After two days of simple instruction that introduced what repeating

patterns are, their core and name in a whole group setting, I then created a lesson that would

target all three areas separately. I wanted the students to have the opportunity to work with

hands-on-learning. In my lesson, the class started with a review of a few Canva slides that went

over repeating patterns, core, and naming patterns. I then displayed under the document camera

the activities in which they were to complete during our independent time. I explained verbally,

had the directions displayed on the board, and modeled an example for each station. This is

where group work, differentiation, and data came in to play. The independent practice included

“Pattern Centers,” I created three stations and three groups consisting of students who were on

the same level as far as understanding the content of the unit thus far based on the pre-

assessment data (Students with an “X” added in the pre-assessment were placed in a group

“small group” together during the centers). The first station, named the Playdoh Station,

consisted of hand on learning. The students were required to create a pattern out of playdoh out

of the given core. Next, the student was then required to draw what pattern shapes they created

out of the playdoh onto the paper and finally circling the core.

I wanted to offer a challenge for all the students, especially the early finishers as well as

the students who are extremely advanced based on the pre-assessment. When the Center

activities were given, growing patterns where yet to be introduced so I knew this would offer me

a great opportunity to give the students a chance to show me what they know. At the bottom of

the Playdoh Patterns worksheet there is a “bonus” section that shows a growing pattern. The
student is required to identify if the pattern is either growing or repeating as well as describe how

the pattern is growing. The students had 12 minutes at each station. After the bell rang, they were

then required to turn their paper in and move on to the next station. The activity was at a proper

level for all my students because if gave them the option of creativity when creating shapes but

provided them an exact core to follow. INTASC Standard seven states, “The teacher plans

instruction that supports every student in meeting rigorous learning goals by drawing upon

knowledge of content areas.” While observing the students during this activity I saw many of

them were focused and excited to create their own shapes out of playdoh. Lower-level students

did well at this station, the visual and physical elements helped them connect the idea of the core

in a pattern. Although, during this station a few students who are usually known to be distractors

had to be reminded to stay focused. I did have to help four students who all scored low on the

pre-assessment during all stations. The six students were in a group together. I was able to work

with them in a small group type remediation yet we were constantly moving from station to

station; I called it flexible small group. These students received directions explained in different

ways as well as one-on-one questioning.

Activity 3A Student Samples
Activity 3B
Activity two consisted of station two which was “Matching Patterns.” This station I knew

would be more challenging than the others. It incorporated identifying and creating patterns. The

student was given a sheet of paper that required them to cut out patterns and match them to the

pattern name for the first top section. The second section required students to match different

patterns that have the same core. Overall, when creating this worksheet, I had a feeling that the

second half would be more challenging for the lower-level students. I walked over to their table

during this time and had to explain the directions and model how the activity was to be done. Of

course, I know differentiation is important and I wanted to make sure my advanced students were

challenged at each station so I then created yet another “bonus” section at the bottom of the

worksheet. The bonus section involved creating two different patterns that have the same core.

The student was able to create their own shapes as well as the core of their patterns. This station

overall, was harder in different ways. Some of the students had trouble cutting the paper out

therefore a few did not have time to finish and had to the following morning. This lesson ties in

Marzano’s first instruction strategy which revolves around identifying similarities and

differences. The students were instructed to identify which patterns had similarities based on the

core.
 Activity 3B Student Samples

Activity 3C

The third activity consisted of a station named “Sticker Patterns.” I created this activity

with the mindset on giving the students full range of creativity. They were to create a repeating

pattern out of stickers as well as circle the core of their pattern. When grading this particular

activity, it was interesting to see the different patterns as well as the extent as to which some

student went. Of course, I wanted to include yet another area of differentiation to challenge the

students. At the bottom of the paper, I included yet another bonus section which prompted the

student to create a growing pattern out of stickers. They then were expected to describe how the

pattern was growing (pattern rule). A lot of the students mentioned this was their favorite station
because many of them loved picking which stickers they wanted to use. All three stations were

created with the intent to meet each learners needs (INTASC Standard One).

Activity 3C samples
Activity 4

By lesson four, I felt it was time to add growing patterns into the mix. This was the

second most missed question on the pre-assessment. After grading the bonus questions from the

pattern center activities, some of the advanced students were getting the grasp of what they were.

The lesson first consisted of a review of repeating patterns. Every single lesson that has been

taught thus far, the class does problems that go over everything that has been taught. Therefore,

the class went over repeating patterns, core, creating and naming repeating patterns. Students

then were given some examples of growing patterns. While planning, I want the students to have

partial collaboration for the lessons (INTASC Standard 10). For example, the shapes and or

figures I use for the patterns on the slides are chosen by the students. I love when students can

have a say in what fun things they like to see and work with. After whole group instruction, a

few slides contained some turn-pair-share moments in which students were able to work with

their desk buddies and share the growing patterns they created. The activity given to the students

was titled, “What Type of Pattern?” Students were instructed to cut all 10 patterns out, they then

were instructed to place the pattern in the correct section of the chart whether the pattern is

growing or repeating. I explained the directions as well as modeled an example under the digital

camera. While teaching to this group of students, I have noted that most of the students grasp

information better when directions are modeled rather than explained.

 Activity 4 Student Samples

Part Three- Post-Assessment

After a great week in the classroom I was excited for my students to take a post-assessment. The

excitement the students showed for patterns encouraged me as the teacher when planning the lessons.

Challenges were fun for them and they looked forward to them. When creating the assessment I included

questions that covered all of what was gone over during the class periods: Identifying the core of patterns,

naming patterns, extending repeating and growing patterns, identifying growing patterns, and creating a

pattern based on a given core. The assessment had a total of 7 questions but was graded out of 10 due to

three questions having two parts. Questions 1 through 6 allign with SOL 2.16 standard stating, “the

studsent will describe” the pattern. In addition, questions 7 and 9 allign with SOL 2.16 standard stating,

“the student will extend” patterns. Question 8 alligns with SOL 2.16 standard stating, “the student will

identify” patterns. Finally, question 10 alligns with SOL 2.16 standard stating, “the student will create and
transfer a pattern.” Before the assessment was given, the class went over key components: core, naming

patterns, identifying repeating and growing patterns. Students had taken the assessment in similar

classroom settings; they were instructed to use their offices.

 Post-assessment broken down by standards
Circling Circling Circling Naming Naming Naming Extendin Identifyi Extendin Creating Student
the core the core the core the the the g the ng the g the pattern AVG
pattern pattern pattern repeating growing growing based on
pattern pattern pattern core
Student 90%
1
Student 90%
2
Student 60%
3
Student 100%
4
Student 90%
5
Student 100%
6
Student 70%
7
Student 70%
8
Student 60%
9
Student 100%
10
Student 100%
11
Student ABSENT
12
Student 100%
13
Student 60%
14
Student ABSENT
15
Student 30%
16
Student 90%
17
Student 80%
18
Student 90%
19
Student 100%
20
Student 100%
21
Student 100%
22
Student 80%
23
AVG 81% 86% 86% 81% 52% 81% 100% 100% 76% 86%
for
question
 While comparing student progression focusing in especially on my small group as well as

the students who previously scored very low, for the majority, I see great improvement. For

example, student 14 did very well post-assessment. Student 14 was one who was added in my

“flexible small group” during our pattern centers activities. Student 20 also was an additional

student I had marked and placed in the “flexible small group” for extra help and remediation. I

was very happy with both of their results. Both student 14 and 20 needed help on growing

patterns, and creating patterns. During small group, I found that modeling and providing that

visual aspect helped both connect and understand what was expected.

If I taught this unit again in second grade I would change which groups I placed at the

stations during the first round. I put my remedial group at the most difficult section which was

the matching patterns. At first, I though previously that it would be fairly easy for them to start at

but I was proven wrong based on my observations. It was brought to my attention that the
matching patterns station was the station that required strategic thinking as the students analyzed

each pattern. Next time, I would start the remedial group at one of the other stations so they

could build up their confidence and ease into the activity. I also would change activty two;

Instead of giving the core in letters and the students creating a pattern, I would add in addition a

given pattern then requiring students to name the pattern. Post-assessment data definitely showed

that students needed more practice when it comes to naming patterns.

 Work Cited

CCSSO, Council of Chief State School Officers. InTasc Model Core Teaching Standards and

Learning Progressions for Teaching 1.0 April 2013.

https://ccsso.org/sites/default/files/2017-

12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

Marzano. Marzano’s Nine Instructional Strategies for Effective Teaching and Learning. MdREL.

Cloud Country Community College.

https://www.cloud.edu/Assets/pdfs/assessment/marzanos%209%20strategies.pdf

Virginia Department of Education Standards. https://www.doe.virginia.gov/teaching-learning-

assessment/instruction
Blank Copies of Activities