Impact Study: Stafford County Public School District and Student Teaching Internship Elementary School

Demographic ProfileSpring 2013

By: Danielle Minter

Part I - Introduction

It is required to implement an impact study in order to complete the Master of Science in Elementary Education program. My student teaching internship took place in a Stafford County Public School in Fredericksburg, Virginia. It began on January 15, 2013. I worked with a wonderful class of 24 unique students and a helpful mentor teacher. I was able to teach full time for 7 consecutive weeks, teaching all subjects. This elementary school is a Title 1 school undergoing improvements. The following data is from the 2012-2013 school year. There were a total of 793 students at the elementary school.

Part II- Stafford County Public Schools and Student Teaching Internship Elementary School

Stafford County Public Schools has a total of 30 public schools. There are five high schools, eight middle schools, and seventeen elementary schools. Within the school system there is a total of 27,463 students. Of that number, there are 14,058 males and 13,405 females in the district. Stafford County’s per pupil expenditure is $9,751.00. There are 793 students attending my student teaching internship elementary school. Of that number, there are 398 males and 395 females. The students within the district vary in race and ethnicity. The chart below lists the number of students per race and ethnicity within the school district and my student teaching internship school. 26.06% of the students that attend Stafford County Public Schools district are receiving free and reduced lunch. 34.39% of students are my student teaching internship elementary school are receiving free and reduced lunch.

Race/Ethnicities of Stafford County Public Schools District and Student Teaching Internship Elementary School

Stafford County Public Schools - District

Student Teaching Internship School- Elementary

American Indian 112 2Asian 747 27Black 5,041 240Hispanic 4,014 111White 15,624 357Hawaiian 60 02 or More Races 1,851 58

There are 56 teachers who hold a bachelors degree at my student teaching internship elementary school. There are 44 teachers who hold a masters degree at my student teaching internship elementary school. There are three provisionally licensed teachers at the school.

Part III- The Classroom

In a third grade class, there are 24 students. There are 12 boys and 12 girls. There is one student who is receiving speech therapy services. Eight students are receiving ELL services. The ELL students receive pull out services for reading and math. There are seven gifted and talented students. They receive push-in services during reading and pull out services during math. There are no students that are identified as having special needs. The daily schedule is as follows: reading whole group, reading small group, writing, word study, math, intervention and enrichment, and science/social studies. The class participates in whole group instruction, small group instruction and independent work on a regular basis. This class has been together for two years now because my mentor teacher looped. They have become very close and comfortable with each other. There is a climate of trust and respect within the classroom. The class receives various modes of learning, from auditory and visual, to hands on. This is important because not all students learn the same. During some lessons, the students are asked to come sit on the floor. While during other lessons, they may remain at their seats.

Race/Ethnicities of My Student Teaching Internship 3rd Grade Class

Number of Students Within a 3rd Grade Class

American Indian 0Asian 3Black 4Hispanic 4White 9Hawaiian 02 or More Races 4

Part IV - Reflection

Based on the information above, I was able to plan and implement a unit that I felt would meet the needs of all of my students. Specifically within my class, I have two students who are pulled out during content time almost every day. Therefore, I knew I needed to include morning activities where they would be exposed to the material. The main portion of the information that I was planning for in my unit was going to be completely new material to the students. The Virginia Standards of Learning do not require students to learn about Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport until the 3rd grade. These students were going to be exposed to four new names and were expected to learn key information about them. I decided the best way to have the students learn the information was to begin by reading a few pages about each explorer out of the textbook. Their textbook hits all of the important information required by the VA SOLs that the students need to know as well as providing them with some extra enrichment. The textbook, I felt, is written in a way that is clear, concise, and easy to understand, which I thought would be beneficial to the English Language Learners.

Also, the textbook includes visuals of the explorers’ routes and sponsoring countries, which I thought would be helpful when transferring the explorers’ routes to a world map.

Then I knew that the students needed to have fun within the unit to keep them engaged. The 3rd grade class enjoys working with partners, however they always ask to either choose their partners or use random group generator. Due to the lack of time, most of the time students have to work with their face partners. However, when I decided to have them create an explorer board game, I decided to use random group generator. I thought the change of face, may spark new ideas. I ensured after the random group generator put the students into groups where the ELL students were dispersed and paired with a fluent English speaking student, and that the students were grouped in a way that would be beneficial to them.

I wanted to present the required information in as many modes as possible. The textbook was read aloud while the students followed along. The students also got to complete hands on activities when they completed their explorer book, game board and “Gold, God, and Glory” worksheet. Lastly, I decided to use the “Who Am I” closure as a check point. I used this information to structure my review questions the following day, in hopes of helping those students who still struggled differentiating between the four explorers.

Unit Goal:

This impact study is in accordance with the Virginia History Standards of Learning 3.3, 3.5 and 3.6.

3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.

3.5 The student will develop map skills by a) positioning and labeling the seven continents and five oceans to create a world map; b) using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; c) locating the countries of Spain, England, and France; d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);e) locating specific places, using a simple letter-number grid system.

3.6 The student will read and construct maps, tables, graphs, and/or charts.

The unit goals for this Explorers unit are:-The students will be about to identify the four explorers (Columbus, Ponce de Leon, Cartier, Newport) and the sponsor, motivations and accomplishments of each.

-The students will be able to locate the explorer’s sponsoring country and discovery on map.-The students will be able to explain the impact the explorers had on the American Indians.-The students will be able to identify the routes of the four explorers, beginning at the sponsor country and ending at their discovery in America.-The students will be able to identify the continents, oceans, hemispheres, and directions.-The students will be able to identify the importance of a map key, legend, and compass.-The students will be able to read a grid map.

Assessment Plan:The pre-assessment and the post assessment were the same exam. At the school where I

completed this internship, the third grade team gives common assessments, meaning each class gives the same exam. This allows them to all compare data. The third grade team and I sat down one afternoon and compiled the test, using the template from previous years and the Examview Test Bank questions. My internship school uses the Examview Test Bank for multiple content areas. The teachers are also allowed to create their own questions.

For the pre-assessment and post-assessment, the students took a 22 question exam on the explorers and geography. The students took the pre-assessments by the teacher displaying one question at a time on the SMARTboard and the students circled the correct answer on their answer sheet. The students took the post-assessment in the computer lab. Grading procedure for both the pre-assessment and post-assessment were the same and are as follows. Question 21 was a multiple response question, where three answers were correct. If the students choose two of the correct answers, but not all three, I gave them half a point. Question 22 was an open ended question. I gave the students a point if they could identify an impact the explorers had on the American Indians. If the students provided two or more impacts, I gave them an extra point, so students could have received two points on the last question. When totaling the students’ scores I wrote the number correct/22. If a student answered all of the questions correctly and received the extra point on the last question, then their score was 23/22 and they received extra credit.

Methods of assessment throughout the unit varied. Every day, the teacher would ask review questions about what was learned the days before. The teacher used the answers to shape the review discussion at the beginning of the lessons. After all of the explorers were taught, the teacher had the students complete the “Who Am I?” activity on a flash card that she collected and checked. This allowed the teacher to structure review as needed. The students also had to answer the questions for their game board before they could begin making the board. The teacher checked their answers and provided assistance where needed to ensure that the students would be studying the correct answers. The students also had a morning cut and paste worksheet that they had to complete and the teacher checked, where the students had to match the explorer with their correct sponsor, reason for exploring, and achievements.

Lesson Plans:

Unit Plan: Explorers

VA SOL(s): 3.3 The student will study the exploration of

the Americas by:

a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;

b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.

3.5 The student will develop map skills by:c) locating the countries of Spain,

England, and France; d) locating the regions in the Americas

explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Québec, Canada), and Christopher Newport.

3.6 The student will read and construct maps, tables, graphs, and/or charts.

Relevant SOL:1.4,2.5, 3.3, 3.5, 3.6

Key Knowledge, Skills, and Processes:

The student will:Essential Skills/Knowledge:

3.3:

explain the impact that European exploration had on American Indians - Deadly diseases were introduced; Exploration later led to settlement; The settlements led to relocation of the American Indians from their homeland.

define the term explorer: A person who travels seeking new discoveries.

define the term European: A person from one of the countries in Europe.

explain the reason for Christopher Columbus’ voyage, his sponsor and the success of his voyage.

explain the reason for Juan Ponce de Leon’s voyage, his sponsor and the success of his voyage.

explain the reason for Jacques Cartier’s voyage, his sponsor and the success of his voyage.

explain the reason for Christopher Newport’s voyage, his sponsor and the success of his voyage.

3.5:

explain and identify that England, Spain, and

France are located on the continent of Europe. The United States is located on the continent of North America.

explain and identify that San Salvador is located

in the general area of the Bahamas. St. Augustine is located in northern Florida. Québec is located in Canada. Jamestown is located in Virginia.

Identify and locate continents, oceans, and major features on maps and globes.

Assessments:

Formative: Take the end of the unit test at the beginning to check background knowledge.

Check points: Closure activities

Summative: ExamView testEssential Understanding:

The first explorers had different motivations, had different sponsors, and met different successes.

Due to European explorations, American Indians experienced changes to their cultures and environment. In order to survive, animals act in different ways to gather and store food, find shelter, defend themselves, and rear their young.

There are seven continents and five oceans located in the world.Essential Questions: Who were some of the important European explorers from Spain, England, and France? What were the different motivations of these early European explorers? What were the successes of these early European explorers? What were the effects of European explorations on American Indians? On which continents are England, Spain, France, and the United States located? Where are the countries of England, Spain, and France located on a world map? Where are the regions (general areas) of San Salvador in the Bahamas; St. Augustine, Florida; Québec,

Canada; and Jamestown, Virginia, located on a map? Vocabulary:

Explorer Christopher Columbus Juan Ponce de Leon Jacques CartierChristopher Newport European American Indian ExplorationDisease Homeland Settlements ContinentJamestown Fall Line James River AsiaColonize Riches Virginia EnglandNorth America France St. Lawrence River

ValleyQuebec, Canada

New World Spain Florida St. AugustineConquer San Salvador Western Hemisphere AmericaSponsor Europe Regions Eastern HemisphereNorthern Hemisphere Southern Hemisphere Equator Prime Meridian Grid Map Map Key Compass NorthSouth East West North WestSouth West North East South East

Differentiate/Responsive Instruction:Pre-Assessment: Pretest (same as the post test)

Look at student responses for the students’ grasp of the concept, content, or skill and/or list ideas, techniques, and strategies.

Need(s) to build background knowledge or challenge prior knowledge (preconception)

Need(s) more opportunities and experiences

Need(s) extension opportunities

Session 1 and 2: Pretest and Christopher Columbus (Date ____________________________):VA SOL 3.3, 3.5

Teacher’s Questions, Content Background, and Instructional Deliveries:

Direct/explicit content lesson:

Session 1:

Pre-Assessment:

The students will complete a pre-test, which will be the same as the posttest.

Session 2:

Hook: The teacher will play the “In 1492” song.

Lesson:

The teacher will ask the students what they know about Columbus.

The class will read pg. 133-137 in the textbook about Columbus, questioning the students

Focus Question(s):

Who is Christopher Columbus? Who sponsored Christopher Columbus? What did Christopher Columbus discover? Where is the western hemisphere located? On what continent is Spain located?

Mastery ObjectiveTSW complete the pretest.TWS listen to a story on Christopher Columbus.TSW complete the Christopher Columbus page in their book, identifying the sponsor country,

reasons for exploring, and achievements.TSW draw Christopher Columbus’ route on a

map.TSW identify where the western hemisphere andSpain are located on a world map.

Formative Pre-assessment:

The students will take a pretest which will be the same as the posttest, so growth can be seen.

Teacher Planned Questions to scaffold concept:

What do you know about Christopher Columbus? Who sponsored Christopher Columbus’ voyage? What did Columbus find? Why did Christopher Columbus go exploring? Where is Spain located on the world map? Where is the western hemisphere located?

Background:See Essential Understanding

throughout the story. The class will discuss the reasons for

exploration, the sponsor country and the achievements of the exploration for Columbus.

The students will complete the Columbus page in their book.

The students will use a blue marker to mark Columbus’ route on a world map, in the back of their book.

Closure: The students will partner share one fact that they learned about Christopher Columbus.

Vocabulary: European, Explorer, Christopher Columbus, Spain, Western hemisphere, Virginia, Continent, America

Reteach

Extend

Session 3 and 4: Juan Ponce de Leon and Jacques Cartier (Date ____________________________): VA SOL 3.3, 3.5

Teacher’s Questions, Content Background, and Instructional Deliveries:

Direct/explicit content lesson:

Session 3:

Lesson:

The teacher will begin with a brief review of Christopher Columbus

The teacher will ask the students what they know about Juan Ponce de Leon.

The class will read pgs. 139-143 in the textbook on Juan Ponce de Leon, questioning the students throughout the story.

The class will discuss the reasons for exploration, the sponsor country and the achievements of the exploration for Juan Ponce de Leon.

The students will complete the Juan Ponce de Leon page in their book.

The students will use a red marker to mark Juan Ponce de Leon’s route on a world map, in the back of their book..

Closure: The students will get together with a partner and compare and contrast Christopher Columbus and Juan Ponce de Leon.

Session 4:

The teacher will begin by reviewing Christopher Columbus and Juan Ponce de Leon.

The teacher will ask the students what they know about Jacques Cartier.

The class will read pgs. 145-149 from the textbook on Jacques Cartier, questioning the students throughout the story.

The class will discuss the reasons for exploration, the sponsor country and the achievements of the exploration for Jacques Cartier.

The students will complete the Jacques Cartier page in their book.

The students will use a green marker to mark Juan Ponce de Leon’s route on a

Focus Question(s):

What do you know about Juan Ponce de Leon? Who sponsored Juan Ponce de Leon’s voyage? What did Juan Ponce de Leon find? Why did Juan Ponce de Leon go exploring? Where is Spain located on the world map? Where is Florida located? What do you know about Jacques Cartier? Who sponsored Jacques Cartier’s voyage? What Jacques Cartier find? Why did Jacques Cartier go exploring? Where is France located on the world map? Where is St. Lawerence River Valley (near Quebec Canada) located?

Mastery ObjectiveTWS read a story on Juan Ponce de Leon and Jacques Cartier.TSW complete the Juan Ponce de Leon and Jacques Cartier page in their book, identifying the sponsor country, reasons for exploring, and achievements.TSW draw Juan Ponce de Leon and Jacques Cartier’s routes on a map.TSW identify where Florida, St. Lawrence River Valley and Spain are located on a world map.

Content Background:See essential understanding

Formative:What do you know about Juan Ponce de Leon and Jacques Cartier?

Vocabulary: European, Explorer, Christopher Columbus, Spain, America, Western Hemisphere, Virginia, Continent, Juan Ponce de Leon, Florida, Jacques Cartier, St. Lawrence River Valley

world map, in the back of their book.

Closure: The students will get together with a partner and compare and contrast Christopher Columbus, Jacques Cartier and Juan Ponce de Leon.

Reteach Extend

Session 5 and 6: Christopher Newport and Making Games (Date ____________________________): VA SOL 3.3, 3.5

Teacher’s Questions, Content Background, and Instructional Deliveries:

Focus Question(s):

• What do you know about Christopher Newport? Who sponsored Christopher Newport’s voyage? What did Christopher Newport’s find? Why did Christopher Newport go exploring? Where is England located on the world map? Where is Jamestown located?

Mastery ObjectiveTWS listen to a story on Christopher Newport.TSW complete the Christopher Newport page in their book, identifying the sponsor country, reasons for exploring, and achievements.TSW draw Christopher Newport’s routes on a map.TSW identify where Jamestown and England are located on a world map.TSW begin making explorer games that will help them review, for example explorer memory.

Content Background:See essential understanding

Activator:

Formative:What do you know about Christopher Newport?

Vocabulary:

European, Explorer, Christopher Columbus, Spain, Aerica, Western Hemisphere, Virginia, Continent, Juan Ponce de Leon, Florida, Jacques Cartier, St. Lawrence River Valley, Christopher Newport, Jamestown, England

Direct/explicit content lesson:

Session 5:

Lesson:

The teacher will begin by reviewing Christopher Columbus, Juan Ponce de Leon, and Jacques Cartier.

The teacher will ask the students what they know about Christopher Newport.

The class will read pgs. 151-155 from the textbook about Christopher Newport, questioning the students throughout the story.

The class will discuss the reasons for exploration, the sponsor country and the achievements of the exploration for Christopher Newport.

The students will complete the Christopher Newport page in their book.

The students will use a black marker to mark Newport’s route on a world map, in the back of their book.

The teacher will introduce students to the board game activity.

The teacher will put the students into groups of 3, the students will work together to make an answer key for the questions the teacher provided. The teacher will check the answers before the students begin making their board tomorrow.

Closure – The students will pair and read their explorer books that they have created throughout the unit.

Session 6:

The teacher will begin the lesson by having a quick review of the four explorers.

The students will get back into their groups of 3.

The groups will finish making the answer key if they have not yet done so. The key needs to be checked by the teacher before the students can begin making their game board.

If the students have finished the answer key, they can begin creating their game board. Directions to create the game are listed below:

Choose two board pieces Color the pieces - you can add "move ahead" or "go back" spaces to the board Cut out the board pieces Glue them to a larger piece of construction paper Decorate your game board (construction paper) Create playing pieces (or the students may use colored manipulatives)

Closure – The students will play “Who Am I” – The teacher will give details about the explorers, the students will have to figure out which explorer the teacher is describing. The students will write the answers on a flashcard and turn it into the red basket.

Reteach Extend

Session 7, 8, and 9: Playing Games and Exam (Date ____________________________): VA SOL 3.3, 3.5, 3.6

Teacher’s Questions, Content Background, and Instructional Deliveries:

Direct/explicit content lesson:

Session 7:

For morning work, the students will complete the “Gold, God, and Glory” worksheet – which the teacher will assess.

Lesson:

The teacher will begin the lesson by a brief review of the 4 explorers.

The students will get back into their groups of 3 and play the games that they created. This will help them review for their exam.

The teacher will ask the students if they have any last minute questions.

Closure: The students will pair up and discuss (compare and contrast) the four explores.

Session 8:

The teacher will begin the lesson by a brief review of the 4 explorers.

The teacher will review the following geography content items with the class:

o Hemisphereso Continents and Oceanso Directionso Map symbols and keyo Reading a grid map

The students may get back into their groups of 3 and play their board games.

Focus Question(s): What do you know about Christopher Columbus? Who sponsored Christopher Columbus’ voyage? What did Columbus find? Why did Christopher Columbus go exploring? Where is Spain located on the world map? Where is the western hemisphere located? What do you know about Juan Ponce de Leon? Who sponsored Juan Ponce de Leon’s voyage? What did Juan Ponce de Leon find? Why did Juan Ponce de Leon go exploring? Where is Spain located on the world map? Where is Florida located? What do you know about Jacques Cartier? Who sponsored Jacques Cartier’s voyage? What Jacques Cartier find? Why did Jacques Cartier go exploring? Where is France located on the world map? Where is St. Lawerence River Valley (near Quebec Canada) located? What do you know about Christopher Newport? Who sponsored Christopher Newport’s voyage? What did Christopher Newport’s find? Why did Christopher Newport go exploring? Where is England located on the world map? Where is Jamestown located?Mastery ObjectiveTSW review the four explorers by playing their student created games.TSW take the end of the unit exam. Content Background:See essential understanding

Vocabulary:

European, Explorer, Christopher Columbus, Spain, America, Western Hemisphere, Virginia, Continent, Juan Ponce de Leon, Florida, Jacques Cartier, St. Lawrence River Valley, Christopher Newport, Jamestown, England

Session 9:

The teacher will ask for any last minute questions.

The teacher will take the class to the computer lab.

The teacher will help the students get logged in and find the right test.

The students will take the test. The teacher will walk around and

monitor. The students may read an e-book if they

finish early.

Reteach Extend

Teacher Preparation/MaterialsSession 1

Pretest

Session 2 Textbook - Christopher Columbus Schooltube video of “In Fourteen Hundred Ninety Two” Explorers book for the students to fill in.

Session 3, 4 and 5 Textbook - Juan Ponce de Leon, Jacques Cartier, and Christopher Newport Explorers book for the students to fill in. Materials for students to create games

o Large construction paper, questions, answer key, game board, crayons, glue, scissors

Session 6 Materials for the students to create games

o Large construction paper, questions, answer key, game board, crayons, glue, scissors

Session 7 and 8 Student created games “Gold, God, and Glory” Worksheets – Session 7 SMARTboard Slides

Session 9

Exam Computer

Example of the explorer book the students completed throughout the unit.

.

(Front of Book)

(Inside of Book)

(Students play the explorer board game they created.)

Data Analysis:

The following data was recorded for 24 third grade students during an Explorer Unit. The students’ pre-assessment scores were recorded and compared to the students’ post-assessment scores. The scores are recorded as the number of questions the students got correct out of 22 total questions. The students’ pre-assessment score was subtracted from the post-assessment score to determine the students’ learning gains. The learning gains are recorded by the number of questions the students increased or decreased by on the post-assessment when compared to the pre-assessment.

All but one of the third grade students scored better on the post-assessment than they did on the pre-assessment. The score of the student 13 (who did not show improvement) only decreased by half of a point. There was an average of 5.58 question increase between the pre-assessment and post-assessment. Student 9 showed the greatest improvement by increasing the number of question correct by +10.5 questions.

Table 1: Student Scores and Learning Gains for the Pre-assessment and Post-assessment out of 22 Questions

Student Number Pre-assessment Score(Number of Questions

Correct)

Post-assessment Score(Number of Questions

Correct)

Learning Gain(Number of Questions Increased/Decreased)

1 6.5 15 +8.52 8 17 +93 13 17 +44 12 16 +45 11 14.5 +3.56 6 12 +67 6.5 12.5 +68 4.5 6 +1.59 12.5 23 +10.510 16 20 +411 7 17 +1012 13.5 22 +8.513 10 9.5 -0.514 11 17 +615 14 20 +616 8 12 +417 9.5 18 +8.518 6.5 9 +2.519 5 10 +520 11 14 +321 13 20 +722 12.5 16 +3.523 8.5 16 +7.524 7 13 +6

The data listed in Table 1: Student Scores and Learning Gains for the Pre-assessment and Post-assessment out of 22 Questions above was used to create the following graph, which shows the individual students pre-assessment and post-assessment scores.

1 2 3 4 5 6 7 8 9 1011121314151617181920212223240

5

10

15

20

Students' Pre-assessment and Post-assessment Results

Pre-assessmentPost-assessment

Student Number

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Based on the data below, it seems that the boys did slightly better than the girls on both the pre-assessment and post-assessment. The average number of questions correct on the pre-assessment for the boys was 10.04 and the average number of questions correct on the post-assessment was 15.96. The average number of questions correct on the pre-assessment for the girls was 9.33 and the average number of questions correct on the post-assessment was 14.58. While there was a difference in the average scores of the pre-assessments and post-assessments for the boys and girls, both had about an average 5 question increase.

Pre-assessment Post-assessment0

5

10

15

20

10.04

15.96

9.33

14.58

Comparing Pre-assessment and Post-assessment Results for Boys and Girls

BoysGirls

Assessment

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There are eight English Language Learners (ELLs) in this third grade class. There are 16 students that are native English speakers. The average number of questions correct on the pre-assessment for the eight ELLs is 6.64 and the average number of questions correct on the post-assessment is 11.5. That is about a 5 question (4.85) increase. The average number of questions correct on the pre-assessment for the native English speakers is 11.21875 and the average number of questions correct on the post-assessment is 16.94. That is about a 6 question (5.72) increase.

Pre-Test Post-Test0

5

10

15

20

6.64

11.511.22

16.94

Comparing Pre-assessment and Post-assess-ment Results for English Language Learners and

Non-English Language Learners

English Language LearnersNon-English Language Learners

Assessment

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Based on this data, I can conclude that all but one of the students showed growth from the pre-assessment to the post-assessment. However, some students made more growth than others. All of the ELL students showed growth. Overall, there was about an average 5 question increase. In the discussion below, you will find plans to support the students who did not do as well.

Discussion:Overall, I think this unit was pretty successful. The students seemed interested

throughout and I think that they enjoyed creating their game boards. I am happy that all but one student showed growth, however, I am baffled by the one student whose score decreased after the unit was taught. That student was present for the majority of the lessons taught and is in the higher reading group, not one I would expect to do worse on a post-assessment than a pre-assessment. However, I am aware that many factors affect the outcome of a student’s score, for example, that student could have been having a bad day or a home problem. The student with the lowest learning gain (+1.5 questions) is not surprising. He is an ELL student and is pulled out for reading help almost every day during content time, which is when this unit was taught. The

only exposure to the material he received would have been when he studied at home on his own or during the morning work time.

For the students with low learning gains or learning losses, extra support is needed. The students should be provided with review activities, perhaps during morning work time or during Intervention and Enrichment (I.E.) time. It is important that these students get the extra assistance as this information taught in the explorers unit will be on the SOL test. Also during SOL review time, it would be beneficial to these students to ensure that the explorers are included. Some activities that could be helpful to these students are reading stories on the four explorers, completing matching activities, drawing the explorers’ routes on a map, allowing these students to have explorer conversations with other students, etc.

I would have hoped for higher learning gains, however, I think there were many factors that played a part in the lower learning gains. Due to the end of the year and the SOL tests approaching rapidly, the explorer unit had to be taught in about 8 days. Session three and four were condensed and taught on the same day. I think the unit would have been more successful had there been more time to devote to teaching it. For the most part, this was the first time most of the students have heard the names of the four explorers. This unit was packed full of information that require memorization, “Who sponsored who?” and “Who traveled where and why?” are just a few examples. Had more time been spent on each explorer, I believe that the students would have been able to make a little more sense of the information.

Hopefully, I will be able to take this knowledge and use it to better help me plan instruction for the next unit. The most important aspect I can take away from this is timing is key. However, things come up throughout the year and units have to be extended and pushed back and lack of time becomes a factor. Also, I learned how important pre-assessments are to seeing learning gains for individual students. These pre-assessments can be used to determine how much time should be spent on specific topics during the unit.