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Student Academic Progress Assessment

Alora Morris

Bridgewater College

EDUC 451

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Setting

Cub Run Elementary School is located in Penn Laird, Virginia. This

elementary school is in Rockingham County. In my Kindergarten class,

these are nine girls and eight boys. Twelve of my students are Caucasian,

two are African American, and three are Hispanic. Cub Run has 45% of

students with free or reduced lunches. There is a range of ability levels.

Four students are above grade level, eight are on grade level, and five are

below grade level. In this class, there are no students with an IEP, 504 plan,

or exceptionalities. Four students are pulled out of the classroom for ELL,

four students are pulled for Speech, and three students are pulled for TLC.

The classroom is set up with a rainbow shaped table, four small

tables, and the rug area. These four areas is where most of the learning

occurred. The small hallway that leads outside, located beside the

classroom, is where we recorded using iPads during one lesson. Each table

seats 5-6 students. Whole-group instruction occurred on the rug, while

small-group instruction occurred at the tables. Each table has two bins to

go with the table’s colors that have materials like crayons, pencils, erasers,

scissors, and glue. These materials were useful through all lessons. The

iPads are another source that we used, these are located on a small cart in

the back of the classroom. The math mats are given to the school from

Pearson, the math mats are in relation to the short Pearson lessons that the

school receives as well. All of the other material was from Teachers Pay

Teacher or created by Mrs. Rice or me.

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Our daily schedule consists of thirty minutes for math, thirty minutes

for phonics, and one hour for four rotations that are fifteen minutes long.

Math will be the subject for my SAPA project, with a focus on calendars.

Kindergarteners will be learning about calendars, SOL K.8. Prior to this

lesson, students have not learned about calendars during this school year.

During PALs, Kindergarten students are not tested for reading levels.

However, these students are tested for math levels. Since my students are

not tested on their reading level because they are still learning to read, the

pre-test and post-test will be an oral assessment. On Tuesday, during

morning routine, I pulled students individually into the hallway and ask

them to name the twelve months and the seven days of the week. As

students would name the months and days, I would use a checklist to check

the months and days of the week they knew. Then, I said that today was

Tuesday. I then asked each student individually, “What day was yesterday?”

and “What day is tomorrow?” When the student answered, I would check off

if they answered correctly and leave it blank if they answered incorrectly.

Content

My project will be completed in Math. The students will be learning

about the Calendar, based on their performance from the pre-test.

The SAPA content will be from SOL K.8.

● The student will investigate the passage of time by reading and

interpreting a calendar.

The essential knowledge and skills for SOL K.8.

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● The student will use problem solving, mathematical communication,

mathematical reasoning, connections, and representations to

○ Name the twelve months of the year.

○ Name the seven days in a week.

○ Determine the day before and after a given day (e.g., yesterday,

today, tomorrow).

The national standard is Measurement.

● Pre-K–2 Expectations: In pre-K through grade 2 each and every

student should–

○ recognize the attributes of length, volume, weight, area, and

time;

○ compare and order objects according to these attributes

The vocabulary for this content includes:

● January

● February

● March

● April

● May

● June

● July

● August

● September

● October

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● November

● December

● Sunday

● Monday

● Tuesday

● Wednesday

● Thursday

● Friday

● Saturday

● Today

● Yesterday

● Tomorrow

This content is developmentally appropriate because students are

learning the basics of the calendar. Calendar time in Preschool may have

occurred, but students have not had calendar time or math time set aside

for calendar this school year. Teaching this SOL properly will set them up

for future success when activating prior knowledge in future grade levels

related to calendars. As a teacher in Kindergarten, I am teaching the basics

and setting the foundation for future teachers to build on. Students may

know their birthday months or other small parts of calendar and this will

help them to continue to grow in their calendar knowledge. In this unit,

students will learn the twelve months in order and the seven days of the

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week in order. This will help them build on to their knowledge when they

learn about seasons, holidays, and more in depth calendar material in the

future.

Rationale

The learning need that is the focus of this SAPA is for students to have

the basic understanding of a calendar. Students will need to learn the

twelve months, the seven days of the week, and the day before and after a

given day. The reason I chose this SOL was because my cooperating teacher

had this planned as the theme of math for the week and it is also a part of

the pacing guide and SOL for Kindergarten. The choice I made to focus on a

topic in math is because the calendar is part of their everyday lives.

Students will use a calendar for their entire lives and learning to

understand a calendar is extremely important. The topic of calendar can be

a cross-curricular with science when students learn about seasons. These

are all reasons that build on my rationale for teaching calendar.

Most of my students understand content more effectively when it is

presented through kinesthetic activities. Some students also learn through

auditory and visual, so I will include all three to best fit my students.

Evidence of this claim is based on student’s pre-assessment scores when the

assessment was auditory. Most of my kindergarten students lack the ability

to read and write, so kinesthetic activities help to reach the learning goals

more efficiently.

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Pre-Assessment Analysis

The pre-assessment was a quick assessment so I am able to see where

students are with the knowledge of the calendar and how to create lessons

based on their scores. Before giving the oral assessment, I made sure

students knew that it was not a grade and it was okay if they did not know

the answers. My cooperating teacher and I decided it was best to give

students an individual oral assessment due to many factors. The factors

include, lack of reading skills, unable to follow along as a whole class,

students work at different paces, cheating, and it would hard to assess them

on their knowledge of knowing months and days of the week if they are

unable to write them. The pre-assessment consisted of twenty one points.

Each month was one point and each day of the week was one point, which

totaled nineteen points. The last two points were for naming the day before

and day after a given day. First, I asked students to name the twelve months

and the seven days of the week. Then, I would give the students the date of

the day (Tuesday) and ask, “What day was yesterday?” and “What day is

tomorrow?” After the pre-assessment, I was able to look at the scores and

find activities that were beneficial for the student’s needs. A strength of the

assessment was that I was able to hear students name the months and days

of the week, but I was also able to hear their thought process. Another

strength was that this assessment did not take long and I was able to

complete it quickly in the morning so we did not waste any instruction time.

I have attached a graph to show the students’ scores on the pre-assessment.

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The pre-assessment showed a range of scores. The lowest score was a 14%

with the student only getting three out of twenty one points. The next two

lowest scores was a 19% and a 24%. Eight of my students were scoring in

the range of 25%-50%. I had two students score a 67% and two students

score above 75%. Lastly, two students received a 100% because they could

name all twelve

months, all seven

days of the week, and

determine the day

before and the day

after a given day. A

contributor to the

lower scores could be

that students were in

the hallway to not be distracted by other students in the classroom, but

sometimes a class or other students would pass us in the hallway and

distract the student from the pre-assessment. I used my best effort for

students to be in a quiet place to focus, but sometimes this did not happen.

Another contributor to the pre-assessment was that students were thrown

off from Monday being a day off due to high winds. Many students thought

it was Monday instead of Tuesday. Lastly, three of the students were not at

school on Friday and had to be tested the following Monday (March 4). This

may have affected the scores because students missed instructional time on

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Friday and may have forgotten some material over the weekend. A

weakness to the pre-assessment would be that students are not given

anything to look at and must use just memory to do the pre-assessment,

when normally my students always have visuals and hands-on activities.

Overall, the pre-assessment helped me by understanding where each

student was and how I could help each student be successful by learning

about the calendar.

Literature Review

1. Source #1 with Lesson #1, Lesson #2, & Lesson #3

a. My first source is based on students learning through music.

This source goes with my SAPA because in all three of my

lessons I use music as a tool for students. Alegria (2017) states,

“Incorporating music into almost any class can be a great way

to teach content.” The first song was a rap that went along with

the days of the week. Students were able to stand and use hand

motions while singing and dancing to remember the days of the

week. Throughout the day, I would occasionally hear a student

or two singing the rap and the days of the week. The second

song was about the twelve months of the year. This song was to

the rhythm of the Macarena dance. We would do the dance four

times before the song ended. We first practiced the dance and

then added the months before turning on the music to go with

it. Every day the students would ask during morning meeting if

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we were going to do the dances and songs. They loved them and

the students were learning the content. Alegria states, “Music is

one tool to engage each student and provide a pathway for

connections and deeper understanding.” Every single student

would become excited when it was time to stand up and dance

and sing the months and the days of the week. This instructional

strategy also helps students by moving instead of sitting at a

desk. It is the perfect kinesthetic activity that students are able

to have fun while learning. During the post-assessment when

students would forget the months, they would start to sing the

song and remember the months.

2. Source #2 with Lesson #1

a. My second source is about technology integration in the

classroom. According to Liu, Ritzhaupt, Dawson, and Barron

(2017), technology has been shown to have a positive effect on

student achievement and to result in students taking a more

active role in their learning across multiple international

contexts. This applies to my SAPA because in lesson one,

students used iPads during a rotation. The app the students

used was called Chatterkids and is a part of Duck Duck Moose.

The app allows students to take pictures, draw a line across

their mouth, record themselves, and then listen to it while the

mouth moves. My students were thrilled to use this app and

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were engaged the whole time. I incorporated calendar by

students singing the months of the year song and then listening

to themselves sing it. All of the students were laughing and

trying their best to remember the twelve months and sing the

song correctly. I also incorporated our theme, Dr Seuss, by

letting students take pictures of themselves with Dr Seuss

props. The props were thing 1’s hair, Cat in the Hat hat, and

The Lorax mustache. The props added more fun to the picture

taking. After students recorded themselves, they saved the

video and I was able to listen to the videos later to see who still

needed help and who had mastered the twelve months. This was

high energy learning and a fun way to assess the students. As

Liu, Ritzhaupt, Dawson and Barron (2017) explore in their

widely cited study, Inan and Lowther (2010), defined technology

integration as involving “technology for instructional

preparation, technology for instructional delivery, and

technology as a learning tool.” Liu, Ritzhaupt, Dawson and

Barron (2017) also state, Ertmer (1999) defined technology

integration as a process where “technology adds value to the

curriculum not by affecting quantitative changes (doing more of

the same in less tie) but by facilitating qualitative ones

(accomplishing more authentic and complex goals).”

3. Source #3 with Lesson #1, Lesson #2, and Lesson #3

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a. My last source is placed on the topic of ability grouping. This

applies to my SAPA because in lessons one and two I use

homogeneous grouping, while in lesson three i use

heterogeneous grouping for one section. Shanker (1993) states,

“There are people who say that homogeneous grouping is

essential to providing every child with a good education. Others

are convinced that tracking labels kids in lower tracks forever

and makes them perform worse than they would in mixed

classes.” Therefore, in my SAPA I have used both types of

grouping. In lesson one, two, and three, students are grouped in

homogeneous groups during rotations. In lesson one and two,

students are grouped in homogeneous groups during math. I am

able to meet the learning needs of students by grouping them by

levels. If a group of students needs a blank emergent reader and

another group needs a filled in emergent reader, I am able to do

this by homogeneous groups. On the other hand, I love to group

my students in heterogeneous groups as well. In my lesson

three, students are in heterogeneous groups during math time.

Students are given the chance to learn from their peers and

work with students who are not in their normal homogeneous

groups. According to Shanker (1993), heterogeneous grouping

can work if it is done right, so can tracking (homogeneous

grouping). The article also states, “when we compare the best of

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both, we find that both have strengths. Until one system is

shown to be vastly superior to the other, we should not mandate

either homogeneous or heterogeneous grouping, but work to

develop effective models of both.” My students love working in

their homogeneous groups because they are familiar with their

peers in the same group and are able to complete their

academic tasks. My students also love working in

heterogeneous groups because they are learning from each

other. During the calendar game in lesson three, students that

are in higher level groups were helping their groups with the

answers. They were not giving them the answers, but helping

them figure out the correct one. Both grouping works in my

classroom because students are accomplishing their academic

goals and enjoying the time spent learning.

SMART Goal

After three lessons on Calendar, my students will receive a 50% or

higher on their post-assessment by showing their knowledge of the

Calendar.

My SMART goal relates to all of my students, but my scores are not

the foundation of my students. As long as I see my students progressing, no

matter how small, I will be thrilled to see them progress. I want all of my

students to enjoy the kinesthetic, auditory, and visual lessons I have

planned, while learning about the calendar. I want all of my student’s post-

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assessment scores to be higher than their pre-assessment. Basing my

lessons on student’s variety of abilities, engaging activities and their pre-

assessment scores, I feel that my SMART goal is reachable and appropriate.

Lesson Plans

For my three lessons, I will create engaging and interactive lessons

for students to learn the material. With a variety of abilities, my lessons will

give each student the opportunity to be successful. Students will be

challenged and students will be able to move at their pace. As I create the

lessons, I have each student’s needs and where they stand based on pre-

assessment scores. The three lessons will guide each student to learn more

than before. My SAPA lessons are based on the SOL K.8 and pace out the

SOL into three lessons.

In my first lesson is based on naming the twelve months of the year.

Students are engaged during morning meeting with calendar time. The

students and I are singing, dancing, and clapping to recite and remember

the twelve months and days of the week. Students are active and using a

kinesthetic activity to learn. During math time, we do a quick two minute

Pearson lesson on the smartboard. Students are constantly being asked

questions to keep their attention. Students are in homogeneous groups.

Three out of the four groups have a teacher available, while the fourth

group is visited occasionally. The students are completing an emergent

reader to the theme of Brown Bear, Brown Bear. Students loved this book

when we taught colors, so making a connection to the book helped the

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students read the pages. Students complete a math mat when finished that

went along with the Pearson lesson. This helps students review what they

learned in the Pearson lesson. Later, during rotations, the students are

drawing their own images of their representation of the seasons. This

activity is differentiated by students receiving a blank page or students

receiving a page with the four seasons already written. The next rotation is

a write the room and gets students moving. All around the room, are

laminated cards with the twelve months. Students are walking around the

room and writing the months down. Lastly, a rotation that integrates

technology. Students are able to use the app Chatterkids and use their

knowledge from the calendar time month song. This activity is a creative

way for students to work on their naming the twelve months. All groups in

lesson one are homogenous groups. My lesson one is linked and attacked

below.

Lesson two is based on naming the seven days of the week. It starts

with calendar time and the songs. Then, it leads into math time. Students

are in small, homogenous groups using another emergent reader to learn

the seven days of the week. This emergent reader is differentiated. One

group will receive an emergent reader that is blank, while the other three

groups will receive an emergent reader that has a sentence and an image.

Giving students a premade template can help them stay on time with the

other group and help them learn more efficiently than focusing on writing

the sentences. During rotations, students are in homogeneous groups. One

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of the rotations is based on SOL K.8 with the days of the week. Students are

creating a flip book. This flip book will help them to name the days of the

week by which specials students have on that day. Two groups will receive a

blank template and the other two groups will receive a premade template.

The premade template has blanks for students to fill in the days with “day”

written on each flap. On the inside, students draw a picture of the special

they have for that day. Students were able to use their creativity to draw

pictures to represent their specials. For weekends, they were able to draw a

picture of an activity they do for those two days. My lesson two is linked and

is attached below.

Lesson three focuses on determining the day before and after a day

given (yesterday, today, and tomorrow). This lesson also begins with

calendar time. During math, students are playing the calendar game.

Students are grouped into heterogeneous groups. This game helps students

with the twelve months. During the pre-assessment, most students

struggled with the months so I took this extra time to incorporate an

engaging game based on the twelve months. For rotations, two out of the

four were based on SOL K.8. The first rotation was an activity for students

to know what today is, yesterday was, and tomorrow will be. The second

rotation was a Pearson lesson and a math mat that goes with the lesson.

This was also based on today, tomorrow, and yesterday. My lesson three is

linked and is attached below.

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Throughout the three lessons, students interacted and worked at their

own pace. No student was pushed or held back from their potential in this

unit. All of the activities were focused on SOL K.8 and were meant to help

each student grow in knowledge about calendars.

Post-Assessment Analysis

The graph above shows the scores for my pre-assessment and post-

assessment. The blue bars are the scores for the pre-assessment and the

red bars are the scores for the post-assessment. All of the students received

higher scores than on the pre-assessment. My higher students (students

3,4,13, and 14) either stayed the same at 100% or increased to a 95%. My

lower level students (students 6, 11, 12, and 15) increased their scores by

more than half of their pre-assessment scores. Students 1, 2, 5, and 7

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gained the most. Students 13 and 14 had the least gains by receiving a

100% on the pre-assessment and the post-assessment. Both students, 13

and 14, were challenged during the lessons to think deeper into the months

about holidays, seasons, etc. All of my students, but two were able to reach

the SMART goal of receiving a 50% or higher on the pre-assessment.

Student 6 is an ELL and is still in the process of learning English. Student

12 is from a low income family, attends speech, and TLC. Even though, their

scores were not above 50% on the post-test, their scores did jump by half of

their pre-assessment scores. The scores show me that my students learned

more about the calendar and for review math at the end of the year, this

topic could be a part of the review. I am able to see that my instructional

strategies did work and students’ scores were higher, even though I do

think most students could use extra time on this unit.

The SAPA had a major impact on student learning. All but one of my

students received a 50% or higher when learning this material for the first

time. Some students doubled their scores including students

1,2,5,7,11,12,15, and 17. Student learning was impacted heavily with the

SAPA and the scores show this. Being able to follow student growth is

extremely important because the teacher is able to see if the instructional

strategies are working and what can be changed for more growth to occur.

All of the material used in the SAPA affected the outcome of the scores. The

iPad, emergent readers, music, etc. all were a part of the impact on student

learning to help students learn more about calendars.

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My students’ scores show that working in homogenous groups and

heterogeneous groups work. When in homogenous groups they have

instruction tailored to their needs and their peers needs. They are able to

relate to one another and the teacher can differentiate easily for the groups.

When in heterogeneous groups, students are learning from their peers. This

gives students a chance for the information to become clear when learning

from a peer instead of a teacher. They are also working with students they

normally do not work with, so it is a beneficial change for them. It was an

amazing experience to listen to students thinking process when being

assessed and what helped them to remember the content. Throughout each

lesson, I was able to reach each learner through kinesthetic, auditory, and

visual. This helped students as well because all of my students had the

opportunity to have their choice of learning the content. Implementing

different assessments, like the flip books or the Chatterkids video, I was

able to see the growth and where I needed to guide my lessons for students’

success. Overall, I am proud of my students’ academic hard work.

Reflection

As I reflect on my project, I can see that the music component helped

students. While students were being orally assessed for the months and the

days of the week, students would start to sing the month’s song or the week

rap when they became stuck in their thinking process. This showed that

music is a great source for student learning and can help students process

the information in a fun and energetic way. All of my students were able to

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name the days of the week by recalling what special was on that day. The

days they were confused on were the weekend days. This shows that my

flipbook worked for students to relate prior knowledge of specials to the day

of the week we go to those specials. My differentiation also helped students

by understanding the material on the level they needed without being

rushed, while other students were being challenged. The games and

technology were a way for students to be engaged and have fun while still

learning the content. I did not give students worksheets because students

need the hands-on, energetic learning environment to be successful. The

closest instructional strategy to a worksheet were the math mats. If I were

to repeat my SAPA, I would spread my lesson one throughout the week

more. All of math and all three out of four rotations were based on the

twelve months. This may have been too much information for students to

take in on one day. I also think focusing more on the day before and day

after a given day would have been more helpful instead of having only two

rotations in lesson three. Another reflection is to have given the pre-

assessment and post-assessment in different areas because students were

easily distracted, which most likely affected some of their scores.

A positive reflection is that using pre and post assessments showed

me that I was able to plan lessons to be more effective for student learning.

I was able to know where to start, who to challenge, and who needed the

extra time. This can be crucial when planning lessons to know more about

the individual student and how to help every single student succeed. In my

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future classroom, I want all of my students to come into an energetic and

engaging environment. I want my students to be excited to learn and to

have fun while doing it. If students do not score as high as I anticipated, I

cannot be hard on myself. Student growth is extremely important and as a

teacher, it is amazing to be a part of their foundation that continues to

grow.

References

Alegria, M. (2017). Music as a Teaching Tool. eduTopia.

https://www.edutopia.org/blog/music-teaching-tool-

maria-alegria.

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Liu, F., Ritzhaupt, A., Dawson, K., & Barron, A. (2017). Explaining

technology integration in K-12 classrooms: a multilevel path

analysis model. Educational Technology Research & Development,

65(4), 795–813. https://doi-

org.bceagles.idm.oclc.org/10.1007/s11423-016-9487-9

Shanker, A. (1993). The Debate on Grouping. New Republic, 208(8), 43.

Retrieved from http://search.ebscohost.com.bceagles.idm.oclc.org/login

.aspx?

direct=true&db=a9h&AN=12140265&site=ehost-live

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Lesson Plan 1

Bridgewater College Teacher Education Program 406 Lesson Plan

Name: Alora Morris

Subject/Grade Level: Math/Kindergarten

Lesson Title: Calendar Unit: Geometry and Measurement

Date or Lesson #: 02/26/2019

Virginia Standard of Learning (SOL):

K.8 The student will investigate the passage of time by reading and

interpreting a calendar.

Virginia SOL Curriculum Framework:

The student will use problem solving, mathematical communication, mathematical reasoning,

connections, and representations to

● Name the twelve months of the year.

● Name the seven days in a week.

● Determine the day before and after a given day (e.g., yesterday, today, tomorrow).

Related National Standard Pre-K–2 Expectations: In pre-K through grade 2 each and every student should–

● recognize the attributes of length, volume, weight, area, and time;● compare and order objects according to these attributes

Measurable Lesson Objective(s)/ Learning Intention(s):

The learner will be able to name the twelve months of the year.

Success Criteria: I can name the twelve months of the year.

Assessment (Formative and/or Summative):

Chatterkids activity-Students will save the video for the teacher to listen to later.

Anticipatory Set (Hook & Agenda):

Instructional Strategy: Morning Meeting Share (designated morning meeting time)

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Anticipated Time: 5 minutes

Resources/Material/Technology Needed:

talking stick

Teacher’s Active Role: Students’ Active Role: Accommodations:

The teacher will do morning greeting. The teacher will then tell the students what we will learn about today (calendar-twelve months) and go over the twelve months of the year. Frist, the teacher will show the twelve months and say them. Then, the teacher ask the students to say it with her. The teacher will then ask students to think about their favorite month of the year and why?

Students will do morning greeting and listen to the teacher go over the months of the year. The students will then say the months of the year with the teacher. The students will then wait for their turn to have the talking stick to share what month of the year is their favorite and why.

Activate Prior Knowledge: Instructional Strategy: Calendar Time (designated morning meeting time)



smartboard, speakers


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The teacher will let the commander in chief of the day stand up with her and help with the smartboard activity. The first part of the smartboard activity is to review the days of the week. Then, the commander in chief student will move the “today” arrow to the day of the week that is today when the teacher calls on a student to say what today is. Then, move the “yesterday” arrow to the day of the week before and move the “tomorrow” arrow to the day after today. The teacher will then go over the date of that day and write it on the smartboard (February 26, 2019). Then, ask students to repeat it with her. Then, the teacher will let students stand up, dance, clap and sing the days of the week rap. After that, the teacher will go over the twelve months and have students repeat with her. The teacher will then show the students how to do the macarena twice and then add the words twice before playing the song. After practicing the song, the teacher will play the macarena twelve months song. When the song is finished, the teacher will have students sit down and the teacher will give further instructions of what is next.

The students will sit quietly on the rug, while the commander in chief student will come stand by the smartboard with the teacher. The students will review the days of the week with the teacher. If the student knows what today is, the student will raise their hand and give the answer. Then, the commander in chief will move the “today” arrow to the day of the week that is today. This will repeat for yesterday and tomorrow. The students will watch as the teacher reviews the date of today and then say it with her. The students will then stand and sing, clap, and do hand motions to the days of the week rap. The students will listen to the review of the twelve months and then say them with her. The students will practice the macarena dance and singing the months, then the students will listen, sing, and dance to the macarena twelve months song. After that, the students will sit and listen to further instructions of what is next.

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Learning Experience #1

____*__Teacher Presentation ____*___ Modeling ____*___ Guided Practice _______ Independent Practice ______ Closure

Instructional Strategy: Pearson Lesson, Emergent Reader

Anticipated Time: 30 minutes (designated math time)


smartboard, document camera, 18 Emergent Readers, 18 Math Mats, crayons, pencils


Teacher Presentation: The teacher will have students sit on the rug and do a two minute whole group instruction. The teacher will use a Pearson lesson that is aligned with the SOL. The Pearson lesson consists of going over the twelve months and the seasons.The Pearson lesson will ask questions, so the teacher will pause to let students answer or repeat the twelve months. When the Pearson lesson is over, the teacher will switch the smartboard to the document camera.

Modeling: The teacher will go over clear and concise directions for the next activity. The next activity is a Months of the Year Emergent Reader Book. The teacher will show students under the document camera how to do the next activity. The directions are to go through the book and read each page. Then, draw a picture of what the words on the page said. The Emergent Reader goes to the Brown Bear, Brown Bear theme. For example, one page says, “February, February what do you see? I see hearts all around me.” Then, the teacher will draw hearts in the open space above. The teacher will ask three students to come up and show the class how to do the first three pages (January, February, and March). Then, ask the students about questions they may have. The teacher will then go over directions for the extra time activity and where that will be

Teacher Presentation: The students will sit on the rug quietly and listen as the teacher teaches the quick Pearson lesson. If the Pearson lesson asks a question, students will raise their hand. If the Pearson lesson asks for students to repeat, students will repeat the months.

Modeling: Students will listen as the teacher gives directions and watch as three students show examples of how to complete the Months of the Year Emergent Reader. Students can ask questions when the teacher asks for questions about the Emergent Reader or the extra time activity.

Guided Practice: Students will get the materials they need and go to the table they have been asked to go to with a group of students. Students will be in a

Students are grouped in homogenous groups. There will be a teacher with the two lower level groups and they will go page by page to make sure students understand. The two higher groups will have a teacher check in if they have questions or need help.

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located. After questions, the teacher will group students by the same levels (homogenous groups) and send the groups to tables.

Guided Practice: Both of the lower level groups will have Mrs. Rice and Mrs. Montanez working with them. I will work with the two higher groups, going back and forth to the two tables. At the two lower tables, Mrs. Rice and Mrs. Montanez will go page by page and the students will follow along and read with the teachers for each page. With the higher level groups, I will only help if they ask what the page says or if they are reading incorrectly. When finished, the teacher will check each page to make sure it is correct.

group where they go page by page with a teacher or be on their own with a teacher stopping in occasionally to check work and answer questions if needed. Students will complete the Emergent Reader by reading each page and drawing a picture of what the month sees. When finished, students will let a teacher check their work and then get the extra time activity if there is extra time.

Extra Time Activity: Students will get the extra time activity, a Math Mat, on the cabinet where the pencil bins are located. Students will complete the math mat and show a teacher when finished.

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Extra time Activity: The teacher will remind students of the extra time activity located on the cabinet where the pencil bins are. A math mat is a long, colorful sheet of paper that relates to the Pearson lesson. This math mat, students will circle the month we are in (February) and then trace the words Winter and Summer. Then, students circle their birthday months and write their favorite season with a drawing of the season.

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______Teacher Presentation ___*___ Modeling _____ Guided Practice _____*__ Independent Practice ___*___ Closure

Instructional Strategy: Rotations

Anticipated Time: 15 minutes each-1 hour total (designated rotation time)


Rotation 1: crayons, piece of white paper folded into four sections, laminated month/season sort

Rotation 2: paper, clipboard, pencil, laminated write the room months

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Rotation 3: iPads, Dr Seuss props

Rotation 4: iPads


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Rotation 1: (Season Drawing/ Season & Month Sort) Modeling: The teacher will show the students how to do the activity. The teacher will write winter at the top of one of the four boxes and draw a picture of something in the winter (snowman). Then, the teacher will write spring in one box, summer in one box, and fall in the last box. The teacher will tell the students to draw a picture that represents each season the correct box. The teacher will then hand out the materials to the students and let them complete the activity. Independent Practice: The teacher will let students complete the rest of the activity on their own and check their work when finished. Extra time: If there is extra time, the teacher will ask students to help the teacher sort the months in the correct seasons.

Rotation 1: (Season Drawing/ Season & Month Sort) Modeling: The students will follow along and listen to directions. Students may ask questions if needed. Independent Practice: The students will complete the activity by writing each season in a box and drawing a picture to represent each season. The student will show the teacher when finished. Extra time: The students will help the teacher sort the months with the correct seasons.

Rotation 2: (Write the Room) Modeling: The students will watch as the teacher shows the students how to do a write the room and the materials they will need. Independent Practice: The students will walk around the room and find all twelve laminated cards with a month on each card. When the student finds a card, the student will write the month on their paper and clipboard. Then return back to the table when they have all of twelve months. Extra time: If students finish with extra time, the students will write numbers beside the months they wrote to put them in correct order.

Rotation 3: (Dr Seuss Props/Chatterkids app) Modeling: The students will watch and ask questions if needed as the teacher shows the students how to use the app. Independent Practice:

Students are in small homogenous groups with a teacher at each rotation except for rotation four.

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Extender If Extra Time Remains or Technology Fails:

Instructional Strategy: 12 Months Review



12 month poster


If the Pearson lesson fails, the teacher will use the 12 months poster in the room to review the twelve months and have students repeat the months. The teacher will also write the four seasons on the board and let students act out each season. For example, if the teacher asked to act out winter, the students could shiver or act like they are building a snowman.

If the Pearson lesson fails, the students will review and repeat the twelve months with the teacher. Then, students will act out each season when the teacher gives them a season to act out.

Declarative Summary Statement:

Today I learned the twelve months of the year.

TOTAL APPROXIMATED LESSON TIME: 15 minutes during Morning Meeting, 30 minutes during math, 1 hour (15 minute rotations) during rotations

Forethought: What could go wrong with this lesson plan - if this happens - what will you do? Be thoughtful here!

If the higher level groups struggle during the math lesson with the emergent reader, we can have two groups sit on the rug in a circle with a clipboard and do it together.

If students do not remember the song during the Chatterpix rotation, the teacher can have the song on her iPad so it can be ready if a student needs it or have the student sing with a partner who knows the song.

Lesson 2

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Name: Alora Morris





K.8 The student will investigate the passage of time by reading

and interpreting a calendar.


The student will use problem solving, mathematical communication, mathematical

reasoning, connections, and representations to

● Name the twelve months of the year.

● Name the seven days in a week.

● Determine the day before and after a given day (e.g., yesterday, today,

tomorrow).

Related National Standard

Pre-K–2 Expectations: In pre-K through grade 2 each and every student should–

● recognize the attributes of length, volume, weight, area, and time;

● compare and order objects according to these attributes


The learner will be able to name the seven days of the week.

Success Criteria: I can name the seven days of the week.


Flip books

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Instructional Strategy: Morning Meeting Share

Anticipated Time: 5 minutes (designated Morning Meeting time)


talking stick


The teacher will do morning greeting. The teacher will then tell the students what we will learn about today (calendar-seven days in a week) and go over the days of the week. Frist, the teacher will show the days of the week and say them. Then, the teacher ask the students to say it with her. The teacher will explain that Monday-Friday we go to school and Saturday and Sunday we do not have school because it is the weekend. The teacher will then ask students to think about their favorite day of the week and why?

Students will do morning greeting and listen to the teacher go over the days of the week. The students will then say the days of the week with the teacher. The students will then wait for their turn to have the talking stick to share what day of the week is their favorite and why.

Activate Prior Knowledge:

Instructional Strategy: Calendar Time

Anticipated Time: 10 minutes (designated Morning Meeting time)




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___*___Teacher Presentation ____*___ Modeling ____*___ Guided Practice _______ Independent Practice ______ Closure

Instructional Strategy: Pearson Lesson, Emergent Reader



18 Days of the Week Emergent Readers, crayons, pencils, smartboard, document camera, Favorite Day of the Week writing paper


Teacher Presentation: The teacher will have students sit on the rug and do a two minute whole group instruction. The teacher will use a Pearson lesson that is aligned with the SOL. The Pearson lesson consists of going over the seven days of the week.The Pearson lesson will ask questions, so the teacher will pause to let students answer or repeat the seven days of the week. When the Pearson lesson is over, the teacher will switch the smartboard to the document camera.

Modeling: The teacher will give directions to the students on the next activity, a Days of the Week Emergent Reader. The teacher will show the students the emergent reader under the document camera (the emergent reader that is filled in). The teacher will show the emergent reader that is blank to the one higher level group during small groups. The teacher will show how read the page, write the day of the week that goes with the reading, and then to color the picture provided. The teacher will show the first page as an example of how

Teacher Presentation: The students will sit on the rug quietly and listen as the teacher teaches the quick Pearson lesson. If the Pearson lesson asks a question, students will raise their hand. If the Pearson lesson asks for students to repeat, students will repeat the days of the week.

Modeling: Students will listen carefully as the teacher gives directions for the emergent reader.

Guided Practice: The students will go to their table with their group and work on their emergent readers. Students will read the page, fill in the day of the week, and color the picture provided. For the higher level group with blank book, the

There are four groups. The highest level group will receive an emergent reader that is blank. There is no sentence or picture. Students must fill in the day of the week, their own sentence, and their own drawing. This is a challenge for the highest group.

The three lower level groups will have an emergent reader with a sentence written and an image drawn. They are to fill in the day of the week.

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to complete the pages of the book. The teacher will explain to the students the directions of the extra time activity. It will be located on the cabinet where the pencil bins are.

Guided Practice: The teacher will split students into homogeneous groups and let each group go to their table. Mrs. Rice will be with the highest level group on how to explain the directions for their blank book and Mrs Montanez will work with a lower level group by helping them spell the days of the week. I will work with a lower level group and help them spell the days of the week, but check on the second higher level group as they work on their book. Only the highest level group, with Mrs. Rice, has a blank book. When finished, the teachers will check the students work.

students will write the day of the week, write their own sentence of what they do on that day of the week, and draw a picture of the activity.Students may ask questions if needed.

Activity if Extra Time: Students will get the paper on the cabinet where the pencil bins are located and write about their favorite day of the week and why. Students are to show the teachers when finished.

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Activity if Extra Time: If there is extra time, the teacher will give students the paper to write about their favorite day of the week and why. The teacher will check their work when finished.


______Teacher Presentation ___*___ Modeling _____ Guided Practice ____*___ Independent Practice ___*___ Closure

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Anticipated Time: 15 minutes each-1 hour total (designated rotation time)


Rotation 1: 18 pre-made flip books, pencils, crayons, whiteboard, marker, eraser


Rotation 1: (Days of the Week Flip Book) Modeling: The teacher will show students how to create their flip book. On the outside flap goes the day of the week and on the inside flap is the special of the day. The teacher will show the students the first flap of Monday and write Monday on the outside. On the inside, the teacher will draw music notes for the special of the day. For the weekend, the students will draw an activity they do at home. Independent Practice: The teacher will help students spell the days of the week on the outside flap and help them remember what special is on that day. The teacher will check their work when finished. Extra time: The teacher will let students get a whiteboard and practice writing the days of the week and their abbreviations.

Rotation 1: (Days of the Week Flip Book) Modeling: The students will watch as the teacher models how to create the fip book and ask questions if needed. Independent Practice: The students will write the days of the week on the outside flap. On the inside flap, the students will draw a picture to represent the special of that day. On the week, students may draw any activity they do. The students will show the teacher when finished. Extra time: Students will get a whiteboard and practice writing the days of the week and their abbreviations.

Rotation 2: (Dr Seuss ABC Game)

Rotation 3: (Dr Seuss Bingo)

Rotation 4: (iPad with app Duck Duck Moose)

The two higher level groups will receive a blank flip book. The two lower level groups will receive a flip book with the last part of “day” written on the flap with dashes to fill in for the beginning part of the word.

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Rotation 2: (Dr Seuss ABC Game)

Rotation 3: (Dr Seuss Bingo)

Rotation 4: iPads

Extender If Extra Time Remains or Technology Fails:

Instructional Strategy: Days of the Week Review


Resources/ days of the week poster

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Material/Technology Needed:


The teacher will go over the days of the week on the poster and have students repeat them. Then, the teacher can have students create the beginning letter of the week with their bodies as we go through the order.

The students will listen and repeat the days of the week on the poster with the teacher. Then students will create the beginning letter of each day of the week as we go through the order.


Today I learned the seven days of the week.

TOTAL APPROXIMATED LESSON TIME: 15 minutes during Morning Meeting, 30 minutes during math, 15 minutes out of 1 hour with one rotation


If the flip book during rotations takes too long, I can have students finish working on the book at the bingo rotation. When finished, they can play bingo.

Lesson 3


Name: Alora Morris




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19


K.8 The student will investigate the passage of time by

reading and interpreting a calendar.


The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

● Name the twelve months of the year. ● Name the seven days in a week. ● Determine the day before and after a given day (e.g., yesterday, today,

tomorrow).Related National Standard

Pre-K–2 Expectations: In pre-K through grade 2 each and every student should–

● recognize the attributes of length, volume, weight, area, and time;

● compare and order objects according to these attributes


The learner will be able to determine the day before and after a given day.

Success Criteria: I can determine today, yesterday, and tomorrow.


Yesterday, Today, Tomorrow Laminated Sheets Activity


Instructional Strategy: Morning Meeting Review

Anticipated Time: 5 minutes (designated morning meeting time)


N/A


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The teacher will do morning greeting. The teacher will then tell the students what we will learn about today (calendar-yesterday, today, tomorrow) and go over the days of the week and twelve months. First, the teacher will show the days of the week and say them. Then, the teacher ask the students to say it with her. The teacher will repeat the process with the twelve days of the month.

Students will do morning greeting and listen to the teacher go over the days of the week and months of the year. The students will then say the days of the week with the teacher and months of the year with the teacher.

Activate Prior Knowledge:

Instructional Strategy: Calendar Time

Anticipated Time: 10 minutes (designated morning meeting time)




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______Teacher Presentation ____*___ Modeling _______ Guided Practice ____*___ Independent Practice ______ Closure

Instructional Strategy: Calendar Game



8 calendar game boards, 8 sets of the twelve months, two dice for each group, counters


Modeling: The teacher will have students sitting on the rug to explain the directions to the game. The teacher will have the commander in chief student come up to the document camera and play with the teacher to show students how to play. The teacher will first sort the twelve month cards in order (numbers are written on the cards if students need the extra help). Then, the teacher will roll the two dice and find the month that matches the number of the two dice together. For example, if the teacher rolled a 10, then the teacher would look for the tenth month (October). The teacher would then place a counter on the month of October on the gameboard of all of the months. Then, the student would roll and repeat the process to demonstrate how to play. If a student rolls the same month, the student must roll again. There cannot be two counters on each month. The student who gets four in a row first, wins the game. The teacher would then ask what questions do students have.

Modeling: The student will watch as the teacher and the commander in chief student play the game to model how to play. Students will ask questions if needed.

Independent Practice: The students will play the game with their partner or partners as the teacher and commander in chief student demonstrated. Students will play another round if there is extra time.

Students are paired in heterogeneous pairs.

There are numbers written on the month cards for students to have extra help if needed when putting the months in order.

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Independent Practice: The teacher will call partners and one group of three to get their material and find a place to play. The teacher will walk around the room and help students if needed.


___*___Teacher Presentation ____*__ Modeling _____ Guided Practice ____*___ Independent Practice ___*___ Closure


Anticipated Time: 15 minutes each (1 hour: designated rotations time)


Rotation 1: days of the week cards, laminated yesterday, today, tomorrow sheet

Rotation 2: iPad, math mat, pencil


Rotation 1: (Yesterday, Today, Tomorrow Cards) Modeling: The teacher will show students how to use their laminated yesterday, today, tomorrow sheet and review the days of the week cards they have. Then, the teacher will show the first example. The teacher will lay a day of the week card beside the word today. Then, the teacher will look through her cards to find the day before (yesterday) and the day after (tomorrow) and place them beside the word yesterday and the word tomorrow. Then, the teacher will hand out the material to each student. Independent Practice: The teacher will say, “Today is (day of the week)” and then ask students to find the day before (yesterday) and the day after

Rotation 1: (Yesterday, Today, Tomorrow Cards) Modeling: The students will watch as the teacher shows how to do the activity. Independent Practice: The students will listen as the teacher gives them a day of the week that goes beside today. The students will then place the days of the week that would be yesterday and tomorrow on their laminated sheets.

Rotation 2: (Pearson Lesson & Math Mat) Teacher Presentation: The students will sit and listen as the

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(tomorrow).

Rotation 2: (Pearson Lesson & Math Mat) Teacher Presentation: The teacher will have students watch on an iPad a two minute Pearson lesson. The teacher will use a Pearson lesson that is aligned with the SOL. The Pearson lesson consists of going over yesterday, today, and tomorrow.The Pearson lesson will ask questions, so the teacher will pause to let students answer or repeat the day before and the day after. Modeling: The teacher will show students how to complete the math mat that goes with the pearson lesson. The first three questions are for students to look at what today is and trace the day before and the day after. For question four, the teacher will go over with the class on what today is. Then, what yesterday was and what tomorrow will be. The teacher will then give the students the math mat and the materials needed to complete it.

teacher teaches the quick Pearson lesson. If the Pearson lesson asks a question, students will raise their hand to answer. If the Pearson lesson asks for students to repeat, students will repeat the today, yesterday, and tomorrow days. Modeling: The student will watch as the teacher shows how to complete the math mat. The student will ask questions if needed. Independent Practice: The students will complete the math mat by tracing the days after and days before the given days on questions one through three. On question four, the students will write the days that is actually today, tomorrow, and yesterday. Students will show their work to the teacher when finished.

Rotation 3: Dr Seuss Craft

Rotation 4: iPads

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Independent Practice: The teacher will help students if needed and check their final work.

Rotation 3: Dr Seuss Craft

Rotation 4: iPads

Extender If Extra Time Remains or

Instructional Strategy: Months/Days Game


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Technology Fails:


N/A


The teacher will teach the students how to play. Everyone stands in a circle and you go around the room saying the months in the year or the days in the week. If the student misses the next day or month, they must sit. Students must listen to the person before them so they know what is coming next.

The students will stand in a circle and say the month or the day after the person in front of them. For example, if student A says January then student B must say February and student C must say March. Students can play with the days of the week as well. If a student says the incorrect month or day, the student will sit down.


Today I learned the day before and the day after a given day (yesterday, today, tomorrow).

TOTAL APPROXIMATED LESSON TIME: 15 minutes during Morning Meeting, 30 minutes during math, 30 minutes out of 1 hour with two rotations


If students become bored with the calendar game, the teacher can switch partners. The teacher will still keep the pairs/group of three in heterogeneous groups.

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Oral Pre/Post-Assessment ChecklistName: ___________________Date: ____________________

Yesterday was

Tomorrow will be

Months of the Year Days of the Week

January Sunday

February Monday

March Tuesday

April Wednesday

May Thursday

June Friday

July Saturday

August

September

October

November

December

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