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UNO - 8051

May 5, 2014

First Grade

General Education

University of New Orleans

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UNO - 8051

Table of Contents

Evidence Set One: Contextual Factors ……………………………………………………...pg. 4

School and Community ……………………………………………………………..pg. 4

Classroom and School Demographics ………………………………………………pg. 5

Theme for Thematic Unit …………………………………………………………...pg. 7

Three Focus Students ……………………………………………………………….pg. 8

Evidence Set Two: Learning Goals …………………………………………………………pg. 9

Evidence Set Three: Assessment Plan ………………………………………………………pg. 10

Description of Pre- and Post-Assessment ………………………………………….. pg. 11

Plans for Formative Assessment …………………………………………………….pg. 15

Evidence Set Four: Design for Instruction …………………………………………………..pg. 17

Results from Pre-Assessment ………………………………………………………..pg. 17

Description of Pre-Assessment Chart ……………………………………………….pg. 29

Analysis of Results ………………………………………………………………….pg. 29

Unit Overview ………………………………………………………………………pg. 34

Daily Schedule Log …………………………………………………………………pg. 35

Eight Unit Activities in Detail ………………………………………………………pg. 36

Technology ………………………………………………………………………….pg. 37

Evidence Set Five: Home / School Connection ……………………………………………..pg. 38

Community Resources ………………………………………………………………pg. 39

Family Communication ……………………………………………………………..pg. 41

Parent Information Letter ………………………………………………………….. pg. 43

Evidence Set Six: Analysis of Student Learning……………………………….……………pg. 44

Whole Class Analysis ……………………………………………………………….pg. 44

Pre and Post Assessment Data ………………………………………………pg. 44

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Formative Assessment Data …………………………………………………pg. 67

Analysis of Subgroups ………………………………………………………………pg. 71

Analysis of Individuals ……………………………………………………………...pg. 72

Evidence Set Seven: Reflective Practice ……………………………………………………pg. 74

Most Successful Learning Goal ……………………………………………………..pg. 73

Least Successful Learning Goal …………………………………………………….pg. 74

Possibilities for Professional Development …………………………………………pg. 74

Appendix (portfolio only)

Pre-and Post-Assessment Data …………………………………………………….pg. 75

Growth Chart ………………………………………………………………………pg. 82

Formative Assessment Data ……………………………………………………… pg. 83

Parent Information Letter ……………………………………………………….....pg. 84

Student Invitation ………………………………………………………………….pg. 85

Blank Worksheets from Formative Assessments

Students Work Samples

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Evidence Set One: Contextual Factors

The learning-teaching environment at Mimosa Park Elementary is amazingly

collaborative and open. Teachers plan together and are friends outside of school. They value

everyone’s opinions, even my own as a student teacher down at the bottom of the totem pole.

Questions are encouraged and they are happy to give feedback including answering any

questions I might have.

School and Community

The school is very open to questions and offering opportunities for observations.

The teachers in the school are welcome to opinions from other teachers in planning,

including my own as just a student teacher.

Teachers all plan together – making the teaching aspect quite comforting.

o First grade is broken up into two teams depending on their enrichment times

and alternate by month who has reading and writing and then who has math.

The school building only includes first and second grade.

Kindergarten is housed at a different school but our principal is the principal over

both schools.

Most first graders (all except two classes) are housed in the newest wing.

The school has been undergoing construction for the past two years while they add a

new building in the back of the school for kindergarten.

Taking these characteristics of the school and community into consideration, planning is

an easy and comforting task. The teachers value my opinion which makes me feel very

comfortable in suggesting teaching strategies or questioning particular activities. Having that

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collaborative planning with teachers helping to assemble the needed materials – homework,

independent assignments, and formative assessments – it makes the individual time spent

planning at home or off of school hours minimal. Tweaking is still done individually to meet the

needs of particular students. However, having that support and feel of security in collaboration,

helps immensely with the act of planning.

Classroom and Student Demographics

The students in this classroom are extremely bright.

Most students are reading far above grade level – some, two levels above.

2 Chinese Americans, 3 African Americans, 1 Hispanic, and 15 Caucasians.

10 girls and 11 boys

Most students in the class come from middle – upper class families.

A large majority of the students have teachers as parents.

There are 5 repeaters in this class – all males.

One student came here from a different school and was originally placed in second

but moved back down to first. He is the lowest achieving student in the class.

There are 4 students being SLBCed for possible ADHD or ADD symptoms.

There are a total of 6 students with behavior problems.

There is one student diagnosed with muscular dystrophy.

There is one student diagnosed with a disease called alopecia areata universails.

o This condition includes losing hair all over the body – head, eyelashes,

eyebrows, etc.

o This student is a female.

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The students in this classroom are not typical of first graders. Seventy percent of the

students in this classroom are functioning at a much higher level than typical first graders. This

results in serious consideration about lesson planning. Higher expectations should be held for

these students and their academics should be more rigorous. With this in mind, there are five

repeaters that were exposed to most of this last year – the content and rigor has changed some.

There are also two students in the classroom functioning around a typical first grade level. This

makes planning for all students at once difficult unless you use differentiated instruction. My

approach to this is a little different. I maintain the same expectations for all students – whether

they are functioning on a lower or higher level. I feel that in order to see how much a child can

really grow, that you have to have high expectations and push them and see where they can

climb. With these high expectations I offer more support to the lower students, including the four

repeaters. I also teach and offer more “challenge” questions and harder content (more on the 2nd

grade level) to all students so not bore the advanced ones with the lower expectations of first

grade.

The demographics of the classroom are fairly mixed. About half the students are girls and

half are boys. There are only three African American students, two Chinese Americans, one

Hispanic, and the rest are Caucasian. This creates some diversity among interests. Many of male

students are interested in dinosaurs; a vast majority is interested in animals, while a handful is

interested in space or historical leaders. The girls in the class are pretty girly and are interested in

dance or gymnastics. They do not really have much interest in anything else. This creates a

challenge in order to meet everyone’s needs. Academics and reading levels are fairly spread

apart as well. When planning with their interests in mind one has to find many differentiated

resources and books at varying levels to accommodate students’ needs and interests. I find

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myself visiting local libraries as well as the school library to find books on certain topics that

will pertain to every child’s interests. While doing nonfiction I have to keep in mind their

reading levels while picking books. I know for my lower students that I need easier books for

them. This goes for my higher ones as well; I know that I need higher and more interesting books

– possibly nonfiction with more detailed facts – for my higher students.

Theme for Thematic Unit

My thematic unit is centered on plants.

Plants are a part of the normal first grade curriculum in science.

We will use this theme to learn skills and strategies over the content areas of science,

mathematics, and reading.

Three Focus Students

High Student: Student # 8

o Gifted student

o Very high interest in plants, penguins, and falcons

o Needs accelerated learning and enrichment opportunities

o Reading far, far above expected reading level

o Reads constantly at home

o Surrounded by books and opportunities to learn at home

o While male

o Petite in size

Average Student: Student # 2

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o Needs average support and guidance with assignments

o Active participator

o Friendly and well-liked by peers

o Lots of self confidence in abilities and is not timid around others

o White female

o Petite in size

Low Student: Student # 12

o ADHD with aggressive tendencies and vulgar language if not medicated

o Medication is inconsistent

o Often does not feel well due to inconsistency with meds

o When not on meds – he does no work at all – shuts down

o Quiet and timid child

o Needs warmth and loving environment full of support with assignments and

positive feedback

o Requires directions to be given to him individually after whole group

instructions have been spoken

o White male

o Repeater in 1st grade

o Parents are separated and mostly lives with dad and stepmom

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UNO - 8051Evidence Set Two: Learning Goals

Learning Goals

TLWBAT identify the life cycle of a plant and how it

changes, the steps in planting, and the parts of a plant.

TLWBAT identify the characteristics of plants.

TLWBAT identify what plants need to grow and survive.

TLWBAT compare numbers by

identifying which number is greater, less, or equal to another number.

TLWBAT measure the length of objects using nonstandard

units of measurement.

TLWBAT ask and answer questions about details in a

text.

Specific Topics Covered

The steps in planting.Life cycle of a plant.

Types of vegetables and where they grow.Parts of a plant.

Jobs of parts of plant.

Identify what plants need to survive and

grow.

Comparing numbers using greater than,

less than, and equals to.

Measurement with nonstandard units.

Answer questions from a text.

Content Area Science Science Science Math Math ReadingCCSS or GLE LS-E-B1 LS-E-B1 LS-E-A1 1.NBT.B.3 1.MD.A.2 RL.1.1

Type and Level of Learning

Type: Direct Instruction Student Led

Conversation Hands-on Independent

AssessmentLevel of Learning: Synthesis

(predictions) Comprehension

(summarizing) Application

Type: Inquiry Student Led

Conversation Direct Instruction Hands-on Independent

AssessmentLevel of Learning: Knowledge Synthesis

(predictions) Comprehension

Type: Student Led

Discussion Direct

Instruction Independent

AssessmentLevel of Learning: Knowledge Comprehension Application

Type: Direct Instruction Guided Practice Independent

AssessmentLevel of Learning: Knowledge Comprehension Application Analysis

Type: Inquiry Direct

Instruction Guided Practice Independent

AssessmentLevel of Learning: Knowledge Application Analysis

Type: Direct

Instruction Guided Practice Independent

AssessmentLevel of Learning: Knowledge Application Analysis

Why appropriate This learning goal

is appropriate on several levels.1. Aligned with

the Louisiana GLEs for science in first grade.

This learning goal is appropriate on several levels.1. Students had a

very high interest in plants.

2. The students prior knowledge about

This learning goal is appropriate on several levels.1. Aligned with

the Louisiana GLEs for science in first grade.


Common Core State Standards.

2. The skill was modeled for



2. Encompasses



2. It encompassed 9

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very high interest in plants.

3. It encompassed hands-on learning and experimentation which is cognitively developmentally appropriate for children this age.

plants surpassed the standards required of them so I focused on standards at the next level of education.(2nd grade)


2. Students had a very high interest in plants.


clear teaching purposes and then gradually given to the students to practice on their own prior to assessment.

inquiry where I can build on what the children show me that they already know.

3. It encompassed hands-on learning which is cognitively developmentally appropriate for children this age.

hands-on learning which is cognitively developmentally appropriate for children this age.

Numbered Goal 1 2 3 4 5 6

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UNO - 8051Evidence Set Three: Assessment Plan

Learning Goals Assessments Format of Assessment Adaptations

Learning Goal 1:TLWBAT identify the

life cycle of a plant, how it changes, and the

steps in planting.

Pre-Assessment:

Formative Assessment:

Post-Assessment:

Label steps in life cycleFill in diagram

Student led conversation, oral question and answer, independent worksheet on retelling of a story with life cycle, life cycle diagram, and 3D plant with labels, planting of pinto bean plants, journal of observations of plants.

Label steps in life cycleFill in diagram

Students who seem behind the other students in the class based on information gathered from informal assessments and

observations will get small group or individual assistance in help learning the

skill. Students who struggle with the independent assignments will get addition teaching in a small group or one-on-one

help. They will then be given the opportunity to complete another

independent assignment to see if they have grown and have mastered the skill.

Learning Goal 2:TLWBAT identify the characteristics of plants including the parts of a plant and the jobs of the

plant parts.

Pre-Assessment:


Post-Assessment:

Fill in the blankTrue or False

Students led conversation, oral question and answer, guided flipchart, independent worksheet on tops and bottoms, morning message question, diagram on worksheet.

Fill in the blankTrue or False






Learning Goal 3:TLWBAT identify what plants need to grow and survive.

Pre-Assessment:


Fill in the blankTrue or false

Student led conversation, oral question and answer, independent craft.




help. They will then be given the 11

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Post-Assessment: Fill in the blank.opportunity to complete another


Learning Goal 4:TLWBAT compare

numbers by identifying which number is

greater, less, or equal to another number.

Pre-Assessment:


Post-Assessment:

Circle the correct answer.

Oral question and answer, interactive flipchart, independent worksheets, and roll the dice activity sheet.

Circle the correct answer.






Learning Goal 5:TLWBAT measure the length of objects using nonstandard units of

measurement.

Pre-Assessment:


Post-Assessment:

Performance task

Responses from inquiry, student led discussion, oral question and answer, individual measuring and answers, interactive flipchart, and independent worksheet(s).

Performance task






Learning Goal 6:TLWBAT ask and

answer questions about details in a text.

Pre-Assessment:


Post-Assessment:

Constructed response

Oral question and answer, interactive flipchart.

Constructed response






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UNO - 8051Description of Pre and Post Assessment

The pre and post assessment will consist of two parts; part one will be a packet of questions determining

the student’s knowledge in the areas of science, math, and reading. The second part will be a performance task

to assess student’s measurement knowledge. In the performance task the student will have to measure a real life

object using a nonstandard unit of measurement that I provide (large paperclips.)

The pre and post assessment will be the same test. The pre-assessment will be given before any of this

material is taught and tested to gather the prior knowledge of students before starting the thematic unit. The

post-assessment will be the exact same test but given as a summative indicator to measure student’s growth and

overall knowledge with the skills I am teaching. There are several reasons why I feel I can give the exact same

test to the students as the post test. The first reason is that I never went over the results of the pre-assessment

with the students. I never told them which answers were correct and which were wrong or the correct answer to

the question in general. The second reason that I feel I can give them the same test but as a summative grade is

that I want to see specifically if they grew using the same type of questioning format. Sometimes when you give

different alternatives in questioning – multiple choice, constructed response- to assess growth, you are not

accurately measuring growth because the type of questions have changed along with the probability of getting

them correct.

The pre and post assessment matches clearly with the skills I will be teaching as a part of my thematic

unit. I considered what I would be teaching, the common core state standards and Louisiana GLEs (for Science)

that match and constructed my pre and post assessment backwards, based on that. For each skill being tested

there is more than one question on the assessment.

The pre and post assessment will be graded by checks and x’s. This will go for the packet of questions

and the performance task. If the question was incorrectly answered the student will receive an x. If the question

was correctly answered the student will receive a check. On the packet for part one, the pre or post assessment,

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UNO - 8051the total number of questions is eighteen. The student will receive a score of the number of questions that got

correct out of eighteen, the total number of questions. However this score will not determine if they have passed

or mastered the skills on this test. This is just an indicator of overall how the student did on this assessment. The

actual scores on how the student did on each component or skill tested will be determined based on the number

of questions related to each standard and how many they received correct. For part two of the assessment, the

performance task, students will also receive a check if they completed the task correctly and an x if they did not.

As indicated on the assessment, the student must receive a check in all three measurement tasks (how they are

measuring in relation to how one measures with nonstandard units) in order to satisfy mastery of the

measurement skill.

For the assessment I have matched each skill to a certain number of questions. The questions for each

skill might encompass more than one questioning format – multiple choice, fill in the blank, and constructed

response. I have documented which questions go with each common core standard or GLE. It is based on this

number of correct items within each standard to determine if the student has mastered the skill being tested. The

student must receive 75% or higher on the questions in relation to each skill and standard in order to have

mastered it. This coincides with the grading requirements of my school, Mimosa Park Elementary.

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UNO - 8051Performance Task

Plans for Formative Assessment

Formative assessments will be used throughout my thematic unit to help retrieve feedback on the

performance of students in relation to the standards and skills I am teaching and testing. These formal

assessments will help me to decide if individual students need more time, practice, or re-teaching in order to

understand a goal I am assessing. The types of formative assessments that I will rely on include: observations,

discussions, and independent practice worksheets related to the skill. For my observations and discussions I will

simply give a student a check on my data sheet for the activity or lesson if I observed that they knew the

information during the discussion.

After the pre-assessment I will begin teaching the different skills to the students. My first teaching of the

skill will either be through direct instruction through the process of modeling, or through inquiry. The next step

will include discussions and guided practice. I will begin my formative assessments at this point. I will

gradually give the learning to the students as they will gradually take on more responsibility in showing me

what they know and have learned without my assistance. My formative assessments will continue until I feel

that students have mastered the skill through this independent documentation. My post-test resulting in my

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UNO - 8051summative assessment will not take place until I feel my students are ready and have gotten the support they

need in learning these skills.

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UNO - 8051Evidence Set Four: Design for Instruction

Results from Pre-Assessment

Assessment Pre-Assessment

Name Standard OutcomeLearning

GoalContent

Area

Test Questions That Apply to This

Standard

# of items

available

# of items

correct

Satisfactory orNot-Satisfactory

Student # 1

1.MD.A.2I can measure objects using

nonstandard units. 5 Math performance task 1 1 S

1.NBT.B.3

I can compare two digit numbers by identifying if one is greater or less than another with >, <, and =.

4 Math 12 & 13 2 2 S

RL.1.1Ask and answer questions

about details in a text. 6 Reading 17 & 18 2 2 S

LS-E-A1

Identify what animals and plants need to grow and

develop.3 Science 10 1 0 N

LS-E-A2

Describe the characteristics of living and nonliving

things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 7 S

LS-E-B1

Record and share observations of changes in

developing plants.1 Science 1, 2, 3, 4, 5, & 6 6 5 S

Student # 2



1.NBT.B.3

I can compare two digit numbers by identifying if one is greater or less than another

with >, <, and =.

4 Math 12 & 13 2 2 S



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LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 6 S

LS-E-B1



Student # 3


nonstandard units. 5 Math performance task 1 0 N

1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S


about details in a text. 6 Reading 17 & 18 2 0 N

LS-E-A1


develop.3 Science 10 1 1 S

LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 6 S

LS-E-B1



Student # 4



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



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LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 7 S

LS-E-B1


developing plants.1 Science 1, 2, 3, 4, 5, & 6 6 6

S

Student # 5



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 0 N



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 0 N

LS-E-B1


developing plants.1 Science 1, 2, 3, 4, 5, & 6 6 0 N

Student # 6



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



19

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LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 6 S

LS-E-B1



Student # 7



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 3 N

LS-E-B1



Student # 8


nonstandard units.5 Math performance task 1 0 N

1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S


about details in a text.6 Reading 17 & 18 2 2 S

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LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 6 S

LS-E-B1



Student # 9



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 5 N

LS-E-B1



Student # 10



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S

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about details in a text.6 Reading 17 & 18 2 0 N

LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 4 N

LS-E-B1



Student # 11



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 5 N

LS-E-B1



Student # 121.MD.A.2

I can measure objects using nonstandard units. 5 Math performance task 1 0 N

1.NBT.B.3 I can compare two digit numbers by identifying if one is greater or less than another

with >, <, and =.

4 Math 12 & 13 2 2 S

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LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 3 N

LS-E-B1



Student # 13



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 5 N

LS-E-B1



Student # 14 1.MD.A.2I can measure objects using

nonstandard units.5 Math performance task 1 0 N

1.NBT.B.3I can compare two digit

numbers by identifying if one 4 Math 12 & 13 2 2 S

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with >, <, and =.



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 3 N

LS-E-B1



Student # 15



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 4 N

LS-E-B1



Student # 16 1.MD.A.2I can measure objects using

nonstandard units.5 Math performance task 1 1 S

1.NBT.B.3 I can compare two digit 4 Math 12 & 13 2 2 S24

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with >, <, and =.



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 4 N

LS-E-B1



Student # 17



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 4 N

LS-E-B1



Student # 18 1.MD.A.2 I can measure objects using nonstandard units.

5 Math performance task 1

AB

SEN

T

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1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2


about details in a text.6 Reading 17 & 18 2

LS-E-A1


develop.3 Science 10 1

LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7

LS-E-B1


developing plants.1 Science 1, 2, 3, 4, 5, & 6 6

Student # 19



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 4 N

LS-E-B1



Student # 20 1.NBT.B.3I can compare two digit

numbers by identifying if one 5 Math performance task 1 1 S

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with >, <, and =.

1.MD.C.4I can organize, categorize,

and interpret data.4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 6 S

LS-E-B1



Student # 21



1.NBT.B.3


with >, <, and =.

4 Math 12 & 13 2 2 S



LS-E-A1



LS-E-A2


things.2 Science 7, 8, 9, 11, 14, 15, &

16 7 6 S

LS-E-B1


developing plans.1 Science 1, 2, 3, 4, 5, & 6 6 6 S

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UNO - 8051Description of Pre-Assessment Chart

This table shows many different components of the pre-assessment and what it measured. Included, I

have each Common Core State Standard or Louisiana GLE in numeric form and its written form that my

thematic unit will meet. I also have each Common Core State Standard or Louisiana GLE (for Science) that my

pre-assessment will measure. I then identified which content area each standard applied to. Next, I indicated

which problems relate to each standard and how many problems fit the standard that was available to correctly

answer. From the results from the pre-assessment, I indicated how many problems were completed correctly

under each standard. Lastly, I indicated if this standard was deemed mastered or satisfactory or not so (not-

satisfactory.) I chose to use these terms as they are the terms first grade uses on report cards. In order to be

deemed satisfactory a student must have correctly answered 75% of the questions related to that standard.

Depending on the number of questions on the assessment related to the standard is how many they can miss.

Analysis of Results

This analysis will help me to focus my efforts on the material students were weak in. I will be able to

spend less modeling with direct instruction on the elements most students grasped on the pre-assessment. This

will also allow for more practice and extension activities. The results from my pre-assessment confirmed my

worries- that with a high bunch of students, they have a lot of knowledge already about material that they need

to master in first grade. However, every student had at least one area where they have the opportunity for

growth. Most of the students need for growth was on the measurement performance task. Only a handful of

students knew the precise way to measure using nonstandard units prior to teaching them. Another area where

students needed to grow based on my pre-assessment was with comprehension and answering questions from

details in a text. These results informed me which precise areas to work on in my lessons. I also was able to

accelerate some my teaching and provide accelerated or more rigorous learning with the content.

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UNO - 8051Analysis of Pre-Assessment for Target Students

Student # 8. Student number eight showed mastery in all components of the pre-assessment except for

measurement. With this knowledge I know that I need to keep my lessons on plants interesting for him. I

also know exactly what I might have to focus on with the measurement task – making each nonstandard

unit touch ends so that his measurement is accurate.

Student # 2. Student number two showed mastery in all components of the pre-assessment except for the

Louisiana GLE, regarding the needs of plants to survive. The question required three answers in order to

be correct. Student number two correctly put two out of three that fit the answer. This question was

rigorous for the students because it was a true assessment of their knowledge. There was not a word

bank for them to choose from or multiple choices, both which allow for guessing. This helped me to

understand that the children really did need to possess this knowledge about the needs of plants in order

to show mastery on the post-assessment. With this in mind, I created an interactive and hands-on lesson

to help with the kinesthetic learning style.

Student # 12. Student number twelve is definitely one of the lower students according to the pre-

assessment. He has lots of areas for possible growth. The areas that I will need to focus on for him

include: measurement, answering questions from details in a text, what plants need to survive, and the

characteristics of plants. He seems to be on more of the first grade level according to the information he

does not know. However, he seems to be a lot lower than the majority of the class because the others are

way above first grade level academically. The only way that I can make sure that he gets the information

and support he needs during my lessons, which will be accelerated with extension activities based on the

majority needs of the class, is that he get individual support.

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Unit Overview

30

Learning Goal 1:

The steps in planting and life cycle of

plants.

Parts of a PlantJobs of Plant PartsPlanting Bean PlantsLife Cycle Match UpHow a Seed Grows Retelling

Learning Goal 2:

The characteristics

of plants

Tops and Bottoms - Where Plants Grow

Learning Goal 3:

The Needs of Plants

Learning Goal 4:

Interactive Flipchart - Introduction to Greater ThanRoll the Dice

Learning Goal 5:

Measurement with

Nonstandard Units

Inquiry MeasurmentMeasurment of PlantsMeasuring Flowers with Addition

Learning Goal 6:

Answer questions

about a text

Tops and Bottoms

Plant Thematic

Unit

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31

UNO - 8051Daily Schedule Log

January 17, 2014 – Pre-Assessment: Part One and Two

FebruarySun Mon Tue Wed Thu Fri Sat

1

2 3 4 5 6 7 8

9 10Math:

Interactive Flipchart – Greater Than

(Learning Goal 4) Guess Who

(Learning Goal 4)

Science:Plant Seeds (Learning

Goal 1)

11 12Reading: Tops and Bottoms (Learning

Goal 6 )

Science:Tops and Bottoms

- Where Plants Grow

(Learning Goal 2 )

13Science:

Needs of a Plant(Learning Goal 3)

14Science:

Parts of a Plant(Learning Goal

1)

15

16 17

Science:Jobs of Plant Parts

(Learning Goal)

18 19Science:

Observations of Plants –

Measurements(Learning Goals 1

and 5)

20 21 22

23 24Science:

Life Cycle Match(Learning Goal 1)

Retelling of How a Seed Grows (Learning Goal

25Science:

Life Cycle Match(Learning Goal

1)

26 27Post – Assessment:

Part One

28

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33

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March / April

Sun Mon Tue Wed Thu Fri Sat1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31Math:

Inquiry with Measurement

(Learning Goal 5)

1Math:

Interactive Flipchart with Measurement

(Learning Goal 5)

2 3Math:

Measurement and Addition with Flowers

(Learning Goal 5)

4Post-

Assessment: Part Two

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Eight Unit Activities in Detail

Tops and Bottoms. Students listen while I read aloud book full of nonfiction facts about

plants. I then asked comprehension questions relating to the facts and details in the text,

informally assessing them from their responses. This met learning goal number six. From my

pre-assessment I found that many students struggled with this comprehension skill where they

were required to answer questions from the detail in a text. Following this activity I worked more

on comprehension questions from the details in nonfiction passages where they were required to

underline their evidence and write their answer in a constructed response format. These formal

observations helped me to understand if the students were mastering this skill. I was able to

continue to use this material, Tops and Bottoms by Janet Stevens, in a few more of my thematic

unit lessons.

Observations of Changing Plants. One of the most hands-on and interactive lessons that

I created was the observation of changing plants. It happened over a multitude of days and the

process was the same each day. This is the activity contained the process of observing and

documenting the changes of our plants that we had previously planted. It required many

materials, a science journal, pencils, crayons, and unifix cubes for measuring. They would

discuss their observations with their table and then document them in a science journal complete

with illustrations. Part of this documentation included how the plant had changed. Specifically,

this consisted of how tall their plant was on this new day. The learning goals that this activity

met were learning goal number one and number five. I chose to implement and create this

activity because it was the most hands-on and engaging activity in my mind, for children to learn

the steps in planting and the changes of plants as they go through the life cycle. This activity also

introduced measurement before the children were to formally learn how to measure in math. I

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informally assessed the math learning goal of measurement (learning goal five) by observing

every individual child measuring their plant with unifixcubes. I formally assessed learning goal

number one with the information the students observed and documented about their plants in

their science journals. Along with the written explanation of their plant changes, I assessed their

illustrations of what their plant looked like on that day.

Measurement and Addition with Flowers. This activity had students measuring flowers

with nonstandard units, learning goal five. It is very close to their post-assessment performance

task. This activity included the following materials: real yellow and red roses in different lengths,

nonstandard unit of measurement chosen by the student, pencils, and the worksheet. I started the

lesson by reviewing the important steps in measuring with nonstandard units as a whole group. I

then gave directions for the activity and had each student come up and pick their flower. The

students then went individually and gathered their measurement item and began working. The

activity required them to separately measure the different parts of the flower, the stem and petals,

and then combine those measurements in an addition sentence to figure out the total

measurement of the flower. They also had to draw an illustration of their flower and label the

measurements next to the parts of the flower that it coincides with. This documentation was used

as a formative assessment at the end of the measurement lessons to test their knowledge of

measuring while giving them an extension activity where they had to not just measure the whole

item but break it into different parts of the flower and add the totals together.

Parts of a Plant. Coinciding with learning goal one, the Parts of a Plant lesson used both

a collaborative discussion and a kinesthetic approach to learning. The lessons started by having a

whole group discussion on what they believed were the different parts of a plant. This discussion

was very short because I already knew that the students had this knowledge from their

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performance on the pre-assessment. I focused the activity on the act of building a three-

dimensional flower using materials that represented the parts of a flower as an extension to this

learning goal. The activity part of the lesson ended required the students to individually make

three-dimensional flowers with the materials I had provided. They were also required to label the

parts of the flower. This activity used a lot of guidance with attaching the parts of the flower to

the cardstock. The materials used in this activity were, different colored tissue paper cut into

squares, green cardstock, green leaves on cardstock, brown construction paper, brown yarn, glue

sticks, scissors, pencil, black markers, and a stapler. After the students made their three-

dimensional flowers and labeled them we met on the carpet for a closure. In this closure we had

a collaborative discussion on why she used these certain materials to make the flower.

Jobs of Plant Parts. The Jobs of Plant Parts activity was done after the students learned

about the parts of a plant. This activity corresponds with learning goal one and was something

that the students struggled with someone on the pre-assessment. The materials used in this

activity were a BrainPop Video titled Parts of a Plant, the Jobs of a Plant worksheet, gluesticks,

scissors, and a pencil. This activity started by having a small group discussion on the parts of the

plants, a review, and then predicting the jobs of those plant parts. We then watched a BrainPop

video titled Parts of a Plant to learn our knowledge about the plant parts and confirm our

predictions. Afterwards I assessed the students’ knowledge informally by asking them what each

job of the part plant was. The students then went to their tables with their activity – a diagram

where they had to cut and glue the jobs of the plant parts next to the correct plant parts. First the

students discussed with their table where each one should go and then independently they glued

them. This gave the students more collaborative time to understand the jobs of the plant parts

before gluing them down. I used this finished activity as a formal assessment.

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The Needs of Plants. This lesson encompassed learning about the four needs of plants in

order for them to survive and grow. These needs correspond to learning goal number three.

During this activity the students had a collaborative discussion on what they thought the needs of

plants were. This was an interesting discussion as most students struggled with this question on

the pre-assessment, getting all but one answer correct. However, on the pre-assessment it only

calls for three things that plants need to survive when there is actually four total items. After the

discussion we watched a BrainPop vide to reinforce and provide a visual of the needs of plants.

The final component included the activity where the students assembled a plant and drew

illustrations and words on the four leaves of the plant depicting the needs. The materials included

red cardstock shaped as a pot, green stem out of cardstock, four green leaves on cardstock, four

white leaves on cardstock, glue sticks, scissors, crayons, and markers. This activity used

kinesthetic and visual learning as well as collaborative discussion. I informally assessed the

students’ knowledge about the needs of plants prior to the video and following the video. I then

formally assessed their plant craft after completion for mastery of the skill.

Tops and Bottoms – Where Plants Grow. This activity spun off from the reading of

Tops and Bottoms. We began the lesson by having an inquiry with different vegetables I had

brought from my parent’s garden. We sat in a circle and I passed around a vegetable. Each

student observed the vegetable: what it looked like, felt like, and smelled like. While it was being

passed around the students were thinking in their minds where this vegetable might grow based

on its characteristics. After this we did an interactive flipchart on the promethean board where

the students had to sort vegetables by where they grow. I used this interaction as an informal

assessment. The last component of the activity had the students cut out vegetables and place

them on a worksheet in the dirt according to where they grow. I used this documentation as a

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formal assessment of their learning. The materials used in this lesson were glue sticks, scissors,

crayons, Where Plants Grow Flipchart, different vegetables from garden (carrot, green onion,

turnip, and arugula). This activity included inquiry, collaboration, and kinesthetic learning. This

activity used a science and hands-on approach to learning details about nonfiction facts. This

information also related to the reading standard on the pre-assessment. It coincided with learning

goal number two and was an acceleration and extension to the science requirements of first grade

students.

Retelling How a Seed Grows. I used this science standard in a reading lesson. We read a

nonfiction book called How a Seed Grows and I had the children retell the process of planting

and how a seed changes and grows. With the busy curriculum I found it easier to have a formal

documentation of this learning skill in my reading curriculum while I was teaching retelling.

Although it was a nonfiction book, the children were still able to retell the process using first,

next, then, after, and last. I was giving the students some rigor during this activity because of the

high academic achievement levels of the class. I read the book aloud to them, focusing their

attention on the process of planting and how the plant grows and changes, learning goal number

one. I then provided them with a worksheet where they had to retell the process which I formally

assessed. The materials included How a Seed Grows, pencils, and the retelling worksheet. This

activity used teacher read-aloud and guidance.

Technology Implemented in Lesson

The lessons that I implemented used a lot of technology. I created interactive flipcharts

using the ActiveInspire software to display on the Promethean Board. These flipcharts allowed

for the students to come up to the board and write on them, drag objects, and explain their

thinking. I also used these flipcharts to model information or embed video links to BrainPop,

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another technology resource. I feel that the more you embed technology into the lessons, the

more engaged students will be during the learning process.

Evidence Set Five: Home/School Connection – Family Involvement Plan

Community Resources

The community offers a wide range of learning possibilities for students both inside and

outside of the classroom. Three different community resources that would be useful with my

thematic unit on plants would be guest speakers, field trips to a farm or nature garden, and

produce stores. Guest speakers would be a great community resource, especially farmers,

because they could give more insight on the different plants and vegetables, including their

characteristics. They could also touch on why reading and measurement are important in regards

to plants. A field trip to a farm or nature garden would also be a valuable community resource as

children can see where plants are in the real world, how they exist in the environment, their

importance, and observe them in the growing process. They will be able to observe and notice all

the different characteristics of plants, learning goal two. Lastly, using produce stores as a

community resources helps children see a connection in plants and measurements (how long or

big they are) in the real word and connect that to eating them. Grocery stores are something we

visit weekly and it will show them a close connection with plants.

Family Communication

Communication with families about this thematic unit was very important and helpful to

the students learning. It involved the parents in the child’s learning and also let the parents know

what was going on in the classroom. Three examples of how I corresponded with families before

and throughout this thematic unit include: an invitation for the students to join the thematic unit,

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an invitation letter to the parents describing what would be going on in the classroom, and a

letter regarding the plants as they came home on the final day of observations. This final letter

included information about the planting the plant if permitted and information about the pinto

beans that came home as well for addition planting is permitted. One home to school connection

that was also used in my thematic unit that exceeds the three examples was a letter as a

connection to something the parents could do with the child at home as an extension activity.

The letter talked about bringing the student to the produce department at the grocery store. Here

the student would be able to see more vegetables in their natural form, just picked, and let the

child make predictions, based on the knowledge we learned in class, where the plant grows.

Below is the letter to the parents regarding the start of my thematic unit.

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42

Dear Parents,My name is Ariel Fitzgerald. I am working with

Mrs. Robert as her student teacher this semester. I will be working with your children on a plant thematic unit. During this unit we will be learning information about plants through reading, math, and science lessons. As a part of the first grade curriculum it is important that your student learn about living things. One thing they will get to do is plant their own bean plants during this thematic unit. At home, you can continue this learning by observing the plants around your home or neighborhood. Sincerely,

Ariel Fitzgerald

February 3, 2014

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Evidence Set Six: Analysis of Student Learning

Whole Class Analysis

Pre and Post Test Analysis

Thematic Unit AssessmentAssessment Pre-Assessment Post-Assessment

Name Standard Outcome Learning Goal

Content Area

Test Questions That Apply to

Standard

# of items

available

# of items

correct

Satisfactory or Not-

Satisfactory

# of items correct


Satisfactory

Student # 1

1.MD.A.2

I can measure objects using nonstandard

units.

5 Math performance task 1 1 S 1 S

1.NBT.B.3

I can compare two digit

numbers by identifying if one is greater or less than another with

>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1Ask and answer questions about details in a text.

6 Reading 17 & 18 2 2 S 2 S

LS-E-A1

Identify what animals and

plants need to grow and develop.

3 Science 10 1 0 N 1 S

LS-E-A2

Describe the characteristics of

living and nonliving things.

2 Science 7, 8, 9, 11, 14, 15, & 16 7 7 S 7 S

LS-E-B1 Record and share 1 Science 1, 2, 3, 4, 5, & 6 6 5 S 6 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

observations of changes in developing

plants.Student #

2 1.MD.A.2


units.

5 Math performance task 1 1 S 1 S

1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S


6 Reading 17 & 18 2 2 S 2 S

LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 7 S

LS-E-B1 Record and share observations of

changes in developing

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

plants.

Student # 3

1.MD.A.2


units.

5 Math performance task 1 0 N 1 S

1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S


6 Reading 17 & 18 2 0 N 1 N

LS-E-A1



3 Science 10 1 1 S 1 S

LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 7 S


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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory


plants.

Student # 4

1.MD.A.2


units.5 Math performance task 1 1 S 1 S

1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S


6 Reading 17 & 18 2 2 S 1 S

LS-E-A1




LS-E-A2 Describe the characteristics of

2 Science 7, 8, 9, 11, 14, 15, & 16 7 7 S 7 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory


LS-E-B1

Record and share observations of


plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 5 1.MD.A.

2


units.5 Math performance task 1 0 N 1 S

1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 0 N 2 S

RL.1.1

Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N 1 N

LS-E-A1 Identify what animals and



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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 0 N 7 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 0 N 6 S

Student # 6

1.MD.A.2



1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1

Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N 2 S



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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory


LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 6 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 5 S 6 S

Student # 7 1.MD.A.

2



1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1 Ask and answer questions about details in a text.

6 Reading 17 & 18 2 1 N 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 3 N 5 N

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 8 1.MD.A.

2



1.MD.C.4 I can compare two digit


>, <, and =.

4 Math 12 & 13 2 2 S 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

RL.1.1

Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S 2 S

LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 7 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 9

1.MD.A.2



1.MD.C.4


numbers by identifying if one is greater or less

4 Math 12 & 13 2 2 S 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

than another with >, <, and =.

RL.1.1


LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 5 N 6 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 10

1.MD.A.2


units.5 Math performance task 1 0 N


4 Math 12 & 13 2 2 S ABSENT

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory


>, <, and =.

RL.1.1

Ask and answer questions about details in a text. 6 Reading 17 & 18 2 0 N

LS-E-A1



3 Science 10 1 0 N

LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 5 S

Student # 11

1.MD.A.2


units.

5 Math performance task 1 0 N ABSENT

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S

RL.1.1

Ask and answer questions about details in a text. 6 Reading 17 & 18 2 2 S

LS-E-A1



3 Science 10 1 0 N

LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 5 N

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 5 S

Student # 1.MD.A. I can measure 5 Math performance task 1 0 N 1 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

12

2

objects using nonstandard

units.

1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1


LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 3 N 7 S

LS-E-B1 Record and share observations of


1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

plants.

Student # 13

1.MD.A.2



1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1


LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 5 N 5 N


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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory


plants.

Student # 14 1.MD.A.

2



1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1


LS-E-A1




LS-E-A2 Describe the characteristics of

living and

2 Science 7, 8, 9, 11, 14, 15, & 16

7 3 N 7 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

nonliving things.

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 15

1.MD.A.2



1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1





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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N 6 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 5 S 6 S

Student # 16

1.MD.A.2



1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1


LS-E-A1Identify what animals and

plants need to


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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

grow and develop.

LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N 7 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 17

1.MD.A.2



1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S 2 S

RL.1.1 Ask and answer questions about details in a text.

6 Reading 17 & 18 2 2 S 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N 7 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 18

1.MD.A.2


units.5 Math performance task 1

ABSENT

1 S

1.MD.C.4



>, <, and =.

4 Math 12 & 13 2 2 S

RL.1.1 Ask and answer 6 Reading 17 & 18 2 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

questions about details in a text.

LS-E-A1



3 Science 10 1 0 N

LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S

Student # 19 1.MD.A.

2





4 Math 12 & 13 2 2 S 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

>, <, and =.

RL.1.1


LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 4 N 4 N

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 20

1.MD.A.2



1.MD.C.4I can compare

two digit numbers by

4 Math 12 & 13 2 2 S 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

identifying if one is greater or less than another with

>, <, and =.

RL.1.1


LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 5 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 6 S

Student # 21

1.MD.A.2


units.

5 Math performance task 1 0 N 1 S

1.MD.C.4 I can compare 4 Math 12 & 13 2 2 S 2 S

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Content Area


Standard

# of items

available

# of items

correct


Satisfactory

# of items correct


Satisfactory

two digit numbers by

identifying if one is greater or less than another with

>, <, and =.


6 Reading 17 & 18 2 1 N 2 S

LS-E-A1




LS-E-A2



2 Science 7, 8, 9, 11, 14, 15, & 16 7 6 S 6 S

LS-E-B1



plants.

1 Science 1, 2, 3, 4, 5, & 6 6 6 S 5 S

This table depicts information about every student in the class, every learning goal aligned to the Common Core State

Standards or Louisiana GLEs, and the achievement of mastery of each learning goal on the pre assessment and post assessment.

According to the specific data comparing how students achieved on the pre-assessment versus the post-assessment, almost all of the

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students showed growth. Every student answered more problems correctly. All but two students showed mastery growth in the

learning skills and goals. While they might have answered one more questions correctly on that skill, that one answer did not deem

mastery of the skill. With ninety percent of the class showing growth I feel that this thematic unit was successful in its learner

outcomes.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

1

2

3

4

5

6

7

Results from Pre and Post Assessment

Pre-Assessment

Post - Assessment

Number of Skills Possible to Master

Student #

Num

ber o

f Sta

ndar

ds M

aste

red

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This graph is a little bit easier to follow. It indicates the student number at the bottom and how many skills or learner goals

were mastered on the pre-assessment and then the post-assessment in comparison with the total number of skills available. One

student was absent for the pre-assessment and it was never given to him. Two students were absent for the post assessment and

because of the Mardi Gras holiday, it was never given to them. Almost every student showed growth according to the information

displayed on the graph. Half of the students in the class were successful in mastering all learning goals on the post-assessment. The

students that did not master all learning goals only did not master one of them, mastering 5 out of 6 learning goals.

Formative Assessments: Math and Reading Learning Goals

Math Reading Learning Goal 4 Learning Goal 5 CCSS: RL.1.1

CCSS: 1.NBT.B.3 CCSS: 1.MD.A.2 Learning Goal 6

Greater Than and Less Than Measurement Comprehension

2/10/2014 2/10/2014 2/12/2014 2/14/2014 2/15-2/26/14 3/31/2014 4/1/2014 4/3/2014 2/17/2014

Compare the

NumbersGuess Who Roll the

Dice

Circle the Greatest Number

Measured Plants

Accurately in Science Journal

Anecdotal Notes from Individual Measuring

Interactive Flipchart

Measurement with Flowers Worksheet

Informal Assessment with

Tops and Bottoms

Student # 1 10/10 √ 5/5 √ X √ 4/5 √Student # 2 10/10 √ 16/16 5/5 √ √ √ 5/5 √Student # 3 √ √ √ 3/5 √Student # 4 √ √ √ 5/5 √Student # 5 √ √ √ √ 5/5 √Student # 6 √ X √ 5/5 √

Student # 7 10/10 √ 16/16 4/5 √ X √ 5/5 √

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Student # 8 8/10 √ 16/16 5/5 √ √ √ 5/5 √Student # 9 √ X √ 5/5 √

Student # 10 √ √ √ 5/5 √Student # 11 √ √ √ 4/5 √Student # 12 16/16 X 16/16 incomplete √ X √ 4/5 √Student # 13 √ √ √ 5/5 √Student # 14 √ √ √ 5/5 √Student # 15 9/10 16/16 5/5 √ X √ 4/5 √Student # 16 √ √ √ √ 3/5 √Student # 17 √ √ √ 5/5 √Student # 18 √ √ √ 5/5 √Student # 19 √ √ √ 1/5 √Student # 20 X √ √ √ 5/5 √Student # 21 X √ X √ 5/5 √

The data provided indicates the name of the activity, the date on which it occurred, how it aligns with common core state

standard or Louisiana GLE’s, the alignment to each learning goal, and shows the results of each individual student. The data shows

both informal and formal formative assessments including anecdotal note information from observations and worksheets. While this

data does not show every student’s progress on every assignment, it focuses a lot on the three target students. These three target

students are highlighted in yellow. Overall, the data from the reading and mathematics formative assessments is positive, shown by the

green areas. The red areas depict unsatisfactory results with the assignment. This unsatisfactory score means that the student did not

correctly answer seventy-five percent of the questions on this skill. Most of the students did well on the formative assessments,

showing satisfactory results with the learning goals.

Formative Assessments: Science Learning Goals

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ScienceLearning Goal 2 Learning Goal 3 Learning Goal 1GLE: LS-E-A2 GLE: LS-E-A1

Where Vegetables Grow Needs of Plants Parts of a Plant Jobs of Plant Parts Life Cycle

2/17/14 2/19/14 2/19/14 2/24/14 2/26/14 2/24/14 2/25/14 2/26/14 2/24/14 2/25/14 2/27/14

Tops and Bottoms Worksheet

Needs of Plants

Informal Assessment with M.M

Parts of a Plant


Jobs of Plant Parts

Jobs of Plant Parts Part 2


Story Retelling of

How a Seed

Grows

Life Cycle Match

Journal Entries

Student # 1 √ 4/4 √ √ 4/4 - √ √ 5/5 √Student # 2 12/12 √ 4/4 √ √ 1/4 8/8 √ √ 5/5 √Student # 3 √ 4/4 √ √ 0/4 - √ incomplete 5/5 √Student # 4 √ 4/4 √ √ 4/4 - √ √ 5/5 √Student # 5 √ 4/4 √ √ 4/4 - √ √ 3/5 √Student # 6 √ 4/4 √ √ 4/4 - √ √ 3/5 √Student # 7 12/12 √ 4/4 √ √ 2/4 5/8 X incomplete 5/5 XStudent # 8 10/12 √ 4/4 √ √ 4/4 - √ √ 5/5 √Student # 9 √ 4/4 √ √ incomplete - √ √ 5/5 √

Student # 10 √ 4/4 √ √ 4/4 - √ √ 5/5 √Student # 11 √ 4/4 √ √ 2/4 - √ √ 5/5 √Student # 12 6/12 √ 4/4 √ √ 1/4 8/8 √ √ 5/5 √Student # 13 √ 4/4 √ √ 2/4 - √ √ 5/5 √Student # 14 √ 4/4 √ √ 4/4 - √ √ incomplete √Student # 15 incomplete √ 4/4 √ √ 4/4 8/8 √ incomplete 5/5 XStudent # 16 √ 4/4 √ √ - √ √ incomplete √Student # 17 √ 4/4 √ √ 4/4 - √ √ 5/5 √Student # 18 √ 4/4 √ √ absent - √ √ 5/5 √Student # 19 √ 4/4 √ √ 0/4 - √ √ 5/5 √Student # 20 √ 4/4 √ √ 4/4 - √ incomplete 5/5 √

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Student # 21 √ 4/4 √ √ 4/4 - √ √ 5/5 √

This data shows the formative assessment results from the science learning goals involved in this thematic unit. Again, this

information includes each activity, the date the activity took place, which Common Core State Standard or Louisiana GLE it applies

to, the learning goal aligned with each activity, and the results from each individual student for each activity. Overall, the students did

well on these activities, demonstrating knowledge of the learning goals after instruction. The green indicates that a student

demonstrates successfully completed seventy-five percentage of the worksheet – demonstrating mastery of the skill on the assignment.

Students that did not complete the assignment received an “incomplete” on the assignment. This gives them less opportunity to prove

that they mastered the skill. On the “Jobs of Plant Parts” assignment I had the most students show me that they did not master the skill.

For this reason, I created another formal assessment with more problems – a little bit harder. I re-taught the students and then gave

them this assignment to test if they had the knowledge this time. Only the students that did not master the skill were re-taught and

tested.

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Analysis of Subgroups

Learning Goal 5 Pre

Learning Goal 5 Post

Learning Goal 6 Pre

Learning Goal 6 Post

0

20

40

60

80

100

120

Repeaters Vs. Non-Repeaters Achievement on Pre and Post Assessment

RepeatersNon-Repeaters

Perc

ent C

orre

ct

I chose to create two subgroups of students. One subgroup encompassed students who

were repeating first grade and the other encompassed students who were in first grade the first

time around. There are five students in the class that are repeaters and sixteen that are not. I took

the number of students who mastered the learning goal and divided by the number of students in

that category to come up with my percentage achieved.

From this graph you see that none of my repeaters showed any mastery of skills for

learning goal five or six on the pre-assessment. This tells me that at the end of first grade last

year, they had not mastered the skills they had been taught in the areas of measurement and

comprehension. The non-repeaters showed forty-four percent mastery of learning goal five

already on the pre-assessment and 50 percent mastery on learning goal six for the pre-

assessment. This tells me that almost half of these students already know the skills of

measurement and comprehension.

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On the post-assessment my results were brightening. The repeaters showed great success

at mastering learning goal five; all students met the learning goal. My non-repeaters also met

with great success and all of them met the mastery of this measurement skill. For the

comprehension skill, learning goal six, my repeaters did much better. While zero-percent knew it

on the pre-assessment, sixty-seven percent achieved it on the post-assessment. While the results

are not as good as learning goal five, over half the students achieved mastery in comprehension.

The non-repeaters did very well also. Seventy-nine percent of the non-repeaters achieved

mastery with the comprehension skill on the post assessment.

Analysis of Individuals

The focus students that I picked were based off of their academic achievement in the

classroom and on the pre-assessment. I chose three focus students of varying academic

achievement levels. Student number eight demonstrated high academic achievement on both the

pre-assessment and his knowledge throughout the class. Student number two demonstrated

average academic achievement. Lastly, student number twelve demonstrated low academic

achievement on the pre-assessment and is a repeater of first grade. Student number twelve is also

low in the class but not the lowest. I picked students all of the same race but their needs for

support and accommodations vary. Student number eight needs extension opportunities and

minimal support. Student number two needs an average amount of support but more on the

minimal side. Student number twelve needs lots of support, redirection, and individual help

academically and socially.

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Student Number 8

This student is the highest academically achieving student in the class. His reading level

is four to five years beyond where it needs to be. He has a high interest in plants and nonfiction

facts. Creating lessons that were engaging was a challenge. He knew a lot about plants already

because of his high interest in them. However, I succeeded in meeting this challenge and he

found great happiness in the lessons about plants. On the pre-assessment, student number twelve

demonstrated mastery in five of six learning goals. The focus area for him was measurement.

The support he needed was minimal and after the first lesson on measurement, he knew the

material. On the post-assessment he met mastery for all six learning goals and answered every

question correctly.

Student Number 2

Student number two was my average achieving student. Throughout the year she

performs about average with the class – this however is above expectations for first grade since

most are functioning about first grade level. Her pre-assessment results were very good,

however. She mastered five of six learning goals on the pre-assessment. The area that she needed

work on was a science related goal, learning goal three, which focused on the needs of plants to

survive. I knew that instruction for her would have to be elevated and engaging to keep her

attention in those learning goals where she already possessed the knowledge. I also knew that my

focus for her was the needs of plants and that I wanted to see her master this goal and all the

others on the post assessment. Student number two reached that goal and mastered all learning

goals on the post assessment. She actually got every question correct on the post-assessment.

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Student Number 12

This student had one of the lowest grades on the pre-assessment. He only mastered one

learning goal on the pre-assessment. I knew that being one of the lowest academic achievers in

the class, having attention deficit issues, and a repeater, that it would make things challenging

instructional wise for him to achieve mastery in all areas. Of course this was my goal and

expectation for him; I have high expectations of all students, no matter their circumstances.

Overall, student number twelve achieved what I was hoping for. On the summative post-

assessment he achieved mastery in all learning goals and skills. Throughout the course of

instruction he received lots of individual support and guidance, including repeating directions

one-on-one for him. This worked wonderfully as he learned a lot throughout this thematic unit. I

am very proud in the progress he made academically.

Evidence Set Seven: Reflective Practice

Most Successful Learning Goal

I think the most successful learning goal met was the mathematics skill of measurement.

The pre-assessment data indicated that this was one of the lowest learning goals known prior to

instruction. A total of thirty-five percent of the students knew this on the pre-assessment. After

the completion of instruction, every student mastered this skill. The percentage of growth with

this skill was sixty-five percent. Therefore, I believe that this skill was taught, implemented, and

learned most successfully. Even my repeaters, students that did not have this knowledge the first

go around in first grade, learned and mastered this skill at the end of my thematic unit.

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Least Successful Learning Goal

I think the least successful learning goal mastered was learning goal six,

comprehension. On the pre-assessment it was one of the learning goals that the students

struggled with. Only forty percent of the students mastered this skill on the pre-

assessment (a little bit under half). For the post-assessment, only seventy-four percent of

students mastered this skill. This only resulted in thirty-four percent growth. Although

there was growth and a majority of the students mastered this skill, it was the least

amount of growth demonstrated in my thematic unit. This is the reason I believe that it

was the least successful.

Possibilities for Professional Development

My student teaching and required teacher work sample provided me with valuable

insights about myself as a teacher. One of those insights includes areas that I can show growth in

as a teacher. With the assistance of professional development I think I can work on some areas of

myself as a teacher to help me become a more effective educator. The first professional learning

goal that I have for myself is to improve my anecdotal assessment skills and strategies. While I

am effective in observing students and their capabilities, I lack an effective method of recording

my anecdotal notes and observations. With a little guidance, I will find a way to efficiently

record and organize my anecdotal notes. One last professional development goal that I have for

myself is the understanding of childhood development and how it affects classroom routines and

activities. I have knowledge on those academic developmental domains but I am unsure of the

connections and reasonable expectations regarding behavior and social situations with activities.

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I think that with some professional development I will be able to set and hold reasonable

expectations for my students with activities and social situations.

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