Lesson Week

Reflection Survey

Looking at the overall perceptions survey, I can say that I have several strengths from working with these students so far. I would say that caring for my students is one of my strengths, clafirying information to the students, captivating the students interests in wanting to learn and making it relevant to their lives, and another is consolidating my students in making sure they understand why they are learning the information they are given and how it relates to other subject areas. I would say some areas of weakness for me would be control, challenging my students to their best abilities, meeting students at a one on one level. I would some my areas of weakness come from how many behavior problems we have surrounding the classroom. At times the classroom will be under control, but students with behavioral problems will set the class off and cause disruptions more than once. It has been a learning process to work with a class with such a high range of behavioral problems and see how to set classroom managment. I feel what I will do differently for unit week is focus on those students with behavioral problems one on one and when things start to be set off base, I will have my resource teacher take them to work one on one as I carry on teaching the content to the rest of the class. Some students learn better individually, rather than in a whole. These students can be set off by the littlest things, and if time alone can help them get back on trach, then I will help them by giving them that time for a restart. This also goes along with challenging my students to their best abilities. I feel as if I did not give my students the best challenge they could recieve since it was early in the beginning. I want to give my students a challenge in letting them discover their abilites of how smart they truly are during my unit week. In each content area the theme connects, and as a challenge I want my students to work on figuring how that theme connects and correlates through the contents. It is going to be a fun week of Christmas around the world, watching my students grow and achieve through their strenghts and weaknesses. I also feel like I want to grow in meeting each student at a one on one level. I did not do this enough during lesson week because I feel like half the problem is because of time. The students are always running from place to place, and the teachers are required to get all of their material into the students for their learning. I want to make sure for unit week that I can reach these students at one on one levels at different moments. I need to dedicate times of the day, whether it be in the morning before or after morning work, during lunch, after lunch, before specials, after specials, or even before dismissals, I want to make it more of a priority. During student teaching I want my students to develop their own interests in the learning content. This would involve a lot of choice making for the units that I will be planning to create. As a teacher, it is important that the teacher invovles the students in the planning so they are interested in learning. I am excited to be involved with these students and watch them grow while learning.

Formative Assessments:

Science: to assess over my science lesson I gave my students a Living vs. Nonliving sheet that had pictures that they had to color to categorize if they were living. The students were able to use their crayons for their exit slip and then once they were done with categorizing the picture sort, they were to write three differe ways living things are alike at the lines on the bottom of the sheet.

Objective: The students will apply their knowledge by sorting the images of nonliving and living things into their categories on their own

Rationale: The reason I assessed my students through an exit slip with pictures is because the students do very well with images to help them remember what they learned. Most of the students are lower level students, so the less the words the better. Once the students had to write in what the living things had alike, I made sure before they were assessed that we went over this information as a whole group, with small groups through a picture sort, and as peer partners in writing them down themselves.

Differentiation: There was no differentiation assessments given to the students for this content area. The reason for this is because the students did not have much writing, and when there are pictures involved this helps the students stay relaxed and less under pressure. The writings at the bottom were at an easier level because we had practice with these in various forms and they were well prepared to perform this on their own.

Scoring guide:

Living or Not Living

Name: ____________________

Steps to Success	Yes	No
Did the student show completion on the living or not living paper?
Did the student understand the content about the living or not living pictures and how they need to survive?
Did the student stay on topic on writing how living things are alike?
Did the student color the correct pictures for what living things are?

Language Arts: to assess the students on my language arts read aloud lesson, I gave them all a plickers card that had multiple choice questions that pertained to the story. I did a pre-assessment with the students to see how the plickers activity would go with the students and to get them ready for this type of formative assessment. I wanted to seew what the students needed for the day of the lesson. The students needed the cards bigger for more space to hold them, and I also made the letters bigger so they did not have trouble seeing them or not knowing which side to flip when changing their answers.

Objective: In the process of the plickers activity and exit slip, the students will apply their knowledge of how a charater responds to a challenge in the story and what the major events of the story were.

Rationale: The reason I assessed my students through plickers was because I wanted to switch things up for them. They are so used to receiving pencil and paper exit slips that taking a formative assessment over the book they read would change things up. I wanted to help with the behavioral managment as well. The students interests were at an all time high through something different, and since they were interested in the book, they were able to bring their knowledge to the plickers assessment. The students are getting better at comprehending what the author is trying to tell us readers and then providing their knowledge towards their assessments.

Differentiation: I created my cards bigger and the letters on the cards bigger as well, this was not mainly for assessment, but the content itself met the students on their levels. Since it was something new for the students, I had to take it for what it was as the first time, and then now that I know how the students levels reacted to it I can differentiate it for the next time.

Scoring Guide:

Noodle Plicker’s Checklist of the overall results

67% Class average

Student	#1	#2	#3	#4	#5	$6	#7	#8
1. Jamir	✓	✓	✓	✖	✓	✓	✓	✖
2. Meleinah	-	-	-	-	-	-	-	-
3. Joseph	✓	✓	✖	✓	✓	✓	✖	✖
4. Timy’la	✓	✓	✖	✓	✓	✖	✓	✓
5. Dylan	✓	✖	✖	✓	✓	✓	✖	✖
6. Kezia	✖	✓	✖	✓	✓	✖	✖	✓
7. Ciana	-	-	-	-	-	-	-	-
8. Stephanie	✓	✓	✖	✓	✓	✖	✓	✓
9. Arielle	✓	✓	✖	✓	✓	✓	✓	✓
10. D’wayla	✓	✓	✖	✖	✓	✓	✓	✖
11. Silas	✖	✖	✓	✓	✓	✖	✖	✖
12. Sophia	✓	✓	✖	✓	✓	✓	✖	✓
13. Riley	✓	✓	✓	✖	✓	✓	✖	✓
14. Justin	✓	✓	✓	✓	✓	✓	✖	✓
15. Jermaine	-	-	-	-	-	-	-	-

-=absent

✖=wrong

✓=right

Social Studies:

Objective: Given a post card, the students will write their biggest challenge they have gone through and how they had to take responsibility for their actions just like Noodle did in the story

Rationale: The reason for the assessment through writing a postcard, is to send their post cards to Noodle to show him that he isn't the only student that has gone through these problems in life, and we all can take responsibilty for our actions. The students will use their minds to come up with a time where they chose to make a decision just like Noodle did, whether that is at the school, at home, with our friends, etc. This assessment helps the students become their own problem solvers in life, and relate the story to their lives so they can comprehend it better.

Differentiation: There is an IEP student that needs one on one conferencing while writing. There was no separate assessment or scoring guide given, but he was given extra help, added time, and more time to ask questions and share his thoughts through the process of verbal communications before writing. The differentiation is that other students had an easier time writing their thoughts of responsibility, where he has trouble writing and gets frustrated and this is where the one on one conferencing came in.

Scoring Guide:

Name: ____________________

Criteria	Poor	Fair	Excellent
1. Content The student understood the content from the book about responsibility	1	2	3
2. Complete The students were asked to write at least 3 sentences	1	2	3
3. Topic The students stayed on topic.	1	2	3
4. Picture The students followed directions and drew a picture on the back of their postcard.	1	2	3

Math: to assess my students, I gave my students an exit slip. The exit slip was from their math books that the school gives as a resource. It is their independent practice at the end of their lesson that they have to do on their own to show what they learned from that day. The students were able to show the visual Even Steven, Odd Todd to help them work through the paper. I had them use their strategy of drawing their pictures to show the number that was presented on the sheet and then circle if it was an even or odd number. Then they had to write the number of connecting cubes that was presented on the page and circle if it was an even or odd. I used a checklist to see if the students used their simple practices to figure out the answers.

Objective: The students will identify an individual number by addressing if it is even or odd by using the connecting cubes to see if they are equal groups or they have one left over

Rationale: This was a great way to assess my students because it was easy for me to see if the students understood the concept by checking yes or no from looking at their finished products on their exit slips. From their exit slips, I could take that, put it into a checklist, and easily give feedback to students from the information that was put together. The students were being assessed on the what they learned from what they were taught from the "I DO", "We do", "We Collaborate", and then finally now it is time for the "You do". The students have many opportunities to grow and prepare for this exit slip.

Differentiation: There was no differentiation given here to the students for a different type of assessment or scoring guide for struggling learners. The struggling learners have higher levels in math and do not need to be differentiated in the math content. The class is all taught the same concept of drawing their pictures and use a math manipulative to help them better understand the concept of pairing and counting by 2's to see if the number is even or odd.

Scoring Guide:

Name: ________________________________________

	Yes	No
Did the students circle the correct even or odd number presented?
Did the students use the method of drawing pictures to count by 2’s to find if the number is even or off?
Did the students write the correct word on the line that the connecting cubes presented?

Feedback Log

Lesson Day Provide the day and content	Feedback Provided State if it is oral or written and if it is written what you wrote it on (i.e. rubric, rating scale, post it)	How would or will you encourage students to use the feedback?
Day 1 - LA/SS	I provided the students with verbal/written feedback on a post it note after the assessment about their answers. The plickers assessment could be printed out for each child about their answers. The post card checklist was where the post it notes were made. Student # 1- The child is getting better at sitting during a read aloud and comprehending what the story is about for future assessments. The teacher went over these verbally with the student for better understanding. The post it noted stated on the post card, "Great work on your sentences. I'm happy to see that your taking responsibility for your actions!" The post it noted stated on the plickers assessment feedback, "Overall you understood what Noodle's biggest challenge was. Keep up the good work in paying attention during the read aloud. I know some days it can be hard." Student # 2- The child struggles to pay attention during the read aloud, which does not help when he has to be assessed in different areas. He tends to need a lot of help getting caught up because of behavioral issues. When he is on task, he does a great job with participating. The student can read these note on his own for feedback. The child has very messy handwriting that is almost impossible to read, so I stated this on the note, "Great job showing your responsibility, but try to write your sentences neat like we practices :)"	I would have the post it note on their desks so they can refer to it during future language arts lessons. This will help them as reminders while working through their assessments.
Day 2 - Science	I provided written feedback on the students' science exit slips about Living or Not Living. Student #1- The child did well at color in the living things that were shown in images on the exit slip. When it came to working independently writing three ways living things are alike, the student could only come up with one way that made sense, and it was hard to understand what the student was trying to write. On the exit slip, I gave him 2 examples of how he could write out something that living things are alike to see a complete sentence. We verbally talked about this after so we could walk through the sentences together. Student #2- The child did well on this exit slip, getting 100% and fully understanding how living and non living things are different and how living things are alike. What I wrote on his exit slip was, "Great work here, keep up the great effort!"	To help student one with his sentences, I would have to work with him one on one at the write time to let him develop his writing skills. I would create prompts to start the sentence, and then let him finish it with his own thoughts. For student two, I would encourage him with putting a post-it note on his desk by saying "Keep up the good work, I'm proud of you!" to show that his good work can continue more than one day.
Day 3 - Math	I provided written feedback on the math exit slips about even and odd numbers. Student #1- The student missed 4 on his exit slip, so I marked an X by the ones that he missed and stared the rest that he got right to show encouragement. On the ones that he got wrong I showed the right answer by either drawing the picture for a visual or writing a note that said, "Make sure to count by twos, or looks like there is one left over to make it odd" Student #2- The student also missed 4 on his exit slip, and I did the same concept. I crossed out the wrong answer with an X and circled the correct one. This student does a nice job drawing his pictures, but sometimes he just counts too fast and miscounts, which makes him put the wrong answer. I wrote, "Just remember to take your time!"	Once the students got their feedback on their exit slips, I would give them a chance to ask me questions by approaching them and asking. These students in math are higher level than they are in language arts, so the feedback can be through written, rather than verbal.

Individal Lesson Assessment Reflection

Background information

Discuss briefly in a paragraph the focus of your lessons (learning objectives) in all 3 content/lessons.

My science lesson focused on the students will apply their knowledge by sorting the images of nonliving and living things into their categories on their own. My math lesson objective focus was the students will identify an individual number by addressing if it is even or odd by using the connecting cubes to see if they are equal groups or they have one left over. Lastly, my language arts objective focus was in the process of the plickers activity and exit slip, the students will apply their knowledge of how a charater responds to a challenge in the story and what the major events of the story were.

Describe how you pre-assessed to know students were ready for each content lesson. Readiness is critical in moving forward. This could have been a pre-assessment you developed or by observing what children had been learning.

For a pre-assessment in science over living and non-living things my resource teacher has done a nice job preparing the students up until lesson week so they are ready for what is to come for that day. The students have been working with the life cycle of leaves, reading books about the background of them, and their teacher was incorporating different facts about living and nonliving things. As a pre-assessment I gave the students a picture sort to see how they would do in categorizing the different images into their correct category of living vs. nonliving things. The students did a nice job in understanding a rock is a nonliving thing, a bird is a living thing, a person is a living thing, a chair is a nonliving thing, and etc. From this picture sort, it is pretty clear to see that the students are ready for their lesson week, and they can dive deeper in understanding how those living things are alike. For math, the students have working with counting by ones starting at any number the teacher gives them. They come up to the display board where the dry erase chart is and they fill in the boxes where the numbers go, for example, 21, 22, 23, 24, 25, 26, 27, 28, 29 and then they will have to count to the class out loud on their own. The students were pre-assessed by giving them sample problems that had the number and they could either circle even or odd. More problems on the pre-assessment started with a picture of a certain number of connecting cubes, and then stated even or odd. They had to count the cubes, state the number, and circle even or odd. For my language arts assessment the students have previously been learning in read alouds with their resource teacher about who, what, where, when, and why in the story. The students will understand the text first and know what the characters are doing in the story before realizing what the major events or challenges in the story. Once the resource teacher knew that I was going to be teaching on this, she worked in many exit slips that worked in with the students read alouds about major events and challenges that the characters had to solve.

Describe your formative assessments and scoring guides for each content.

My formative assessment in science was a Living vs. Nonliving sheet that had pictures that they had to color to categorize if they were living. The students were able to use their crayons for their exit slip and then once they were done with categorizing the picture sort, they were to write three differe ways living things are alike at the lines on the bottom of the sheet. I made a scoring guide checklist that was for every student in the classroom that either checked off yes or no for four different sections for completion, understanding of the content, stayed on topic, and colored in the correct pictures.

My formative assessment in math was assessing them through an exit slip. The exit slip was from their math books that the school gives as a resource. It is their independent practice at the end of their lesson that they have to do on their own to show what they learned from that day. The students were able to show the visual Even Steven, Odd Todd to help them work through the paper. I had them use their strategy of drawing their pictures to show the number that was presented on the sheet and then circle if it was an even or odd number. Then they had to write the number of connecting cubes that was presented on the page and circle if it was an even or odd. I used a checklist to see if the students used their simple practices to figure out the answers. I made a simple scoring guide checklist for the exit slip that was for the students over if they drew their pictures for help, circled correct even or odd for the presented number, and did they write the correct word on the line from the presented connecting cubes.

My formative assessment in language arts was to assess the students on my language arts read aloud lesson, I gave them all a plickers card that had multiple choice questions that pertained to the story. I did a pre-assessment with the students to see how the plickers activity would go with the students and to get them ready for this type of formative assessment. I wanted to seew what the students needed for the day of the lesson. The students needed the cards bigger for more space to hold them, and I also made the letters bigger so they did not have trouble seeing them or not knowing which side to flip when changing their answers. The scoring guide that I made was from the plickers online site that gave the overall answers for each student. From their results I printed off their individual questions with their answers and wrote feedback on each of their exit slips after the technology formative assessment was given.

Describe the 2 children based on your observation logs.

Looking at the two children that I have been observing, I would say that they applied themselves very well during lesson week. There overall scores through assessments were above average, and they showed their efforts towards getting better through their weaknesses. During the read aloud the two students tend to have either really good days or they can have really bad days, so it is our job as teachers to make sure that we can set their surroundings as a comfortable environment. Overall, when they are on task and focus they can apply their knowledge through their assessments. Student one did a nice job understanding what Noodle's challenge was and just needs to work on his one on one conferencing through sentence structure, and student two had an understanding as well, but just needed to work through writing his his sentences neater and more clear. During science, student two seemed to understand completely between living and nonliving things, receiving a 100% on his assessment. Student one understood the images, but had a hard time clearly writing his thoughts down for name three ways living things are alike. For math, both the students seem to be on the same pace. They are higher level in this area, doing well with numbers, using their pictures for help, and there is less words and more mathematical concepts involved.

Reflection in Action

What were the formative assessment results each day in each of the content lessons? How would you use it the next day in your planning? (You may want to create some table each day that shows each child’s results. Did you expect these results? Why or Why not?

	Language Arts	Science	Math
Jamir	6/8 (verbal)	11/12	9/13
Meleinah	Absent	10/12	9/13
Joseph	5/8	7/12	12/13
Timy’la	6/8	12/12	11/13
Dylan	4/8 (verbal)	12/12	9/13
Kezia	4/8	12/12	11/13
Ciana	Absent	12/12	11/13
Stephanie	6/8	8/12	9/13
Arielle	7/8	12/12	12/13
D’wayla	5/8	12/12	11/13
Silas	3/8	12/12	9/13
Sophia	6/8	12/12	13/13
Riley	6/8	12/12	11/13
Justin	7/8	12/12	Absent
Jermaine	Absent	11/12	11/13

Overall, I think that the plickers formative assessment for the language arts content was mediocre. Given that it was a new way, even though it was given to the students through a pre-assessment during a read aloud one day, it was still new to them to process information and not writing it in with paper and pencil. The students have routine that their teacher does with them everyday, and that is paper and pencil exit slips, I wanted to try something new, and I am not upset about it, because some students did do really well and it showed that they were attentive during the read aloud and on task during the plickers assessment. For the science formative assessment I think that it went really well. The students seemed to understand the content before receiving there assessment in different varieties, such as whole group, peer collaboration, partners, and then independent work. I was happy to see so many students come out with 12/12's. I did not expect this as much for science, so it was nice to see them apply it for this lesson that was given. For the math formative assessment, I would say that the students understood the concept of even and odds. This lesson went well because before the assessment was given I gave them a visual anchor chart on Even Steven and Odd Todd explaining that even numbers end in 0,2,4,6,8 and odd numbers end in 1,3,5,7,9. Also explaining the concept of pairing numbers in 2's while counting. The students applied their knowledge and I was happy to see the students with 11/13, 12/13, and even some missing 4 that were easy mistakes that can be fixed. I expected these results because students in this class do a nice job with their math lessons typically.

First, for langauge arts I would go over the plickers assessment questions with the students so we could cover the questions that were missed. If I were using these results for the next day, depending on which day of the week it was taught, I would teach a lesson leading up to a summative assessment about how characters have to resolve major events and challenges in a story. For science, I would take the information that the students learned and dive into a specific living thing and do an experiment on how we need to take care of it for it to stay alive or for it to die. Eventually leading into a summative assessment. For the math assessment, I would go over the students feedback on their exit slips and then go into working with those even and odd numbers using single digit adding within 20.

What type of feedback did you give to the children each day? Be specific with what you shared with the 2 specific children that you observed. Was this feedback appropriate for the needs of the child(ren)? Why?

For child 1 I gave verbal feedback for language arts. "The child is getting better at sitting during a read aloud and comprehending what the story is about for future assessments. The teacher went over these verbally with the student for better understanding. The post it noted stated on the post card, "Great work on your sentences. I'm happy to see that your taking responsibility for your actions!" The post it noted stated on the plickers assessment feedback, "Overall you understood what Noodle's biggest challenge was. Keep up the good work in paying attention during the read aloud. I know some days it can be hard." This helps this student alot because he deals with a lot of social and emotional behaviors all day, and if he can see this post-it note on his desk as a reminder it can help him stay on track during content studies.

For child 2 I gave him verbal feedback on his language arts, as well as written. "The child struggles to pay attention during the read aloud, which does not help when he has to be assessed in different areas. He tends to need a lot of help getting caught up because of behavioral issues. When he is on task, he does a great job with participating. The student can read these note on his own for feedback. The child has very messy handwriting that is almost impossible to read, so I stated this on the note, "Great job showing your responsibility, but try to write your sentences neat like we practices :)" This helps this student because he deals with a lot of off task behavioral issues that cause him to miss content that will help him learn and be assessed.

For child 1 on science on the exit slip, I gave him 2 examples of how he could write out something that living things are alike to see a complete sentence. We verbally talked about this after so we could walk through the sentences together.

For child 2 on the science exit slip was, "Great work here, keep up the great effort!" he received 100%, but it always good to show positive reinforcement.

For child 1 math exit slip I marked X's for the wrong answers, and stars for the right answers. On the exit slip I wrote down, "Make sure to count by twos, or looks like there is one left over to make it odd"

For child 2 math exit slip I did the same, which was marked X's for the wrong answers, and stars for the right answers. This student tends to rush through his answers and that's why he gets these answers wrong, so I wrote "Just remember to take your time!"

How did you or will you help students use this feedback?

For any type of feedback, these students need to use it for any future lessons that they will be learning about. As a teacher I wil remind them of it daily, so they can stay on track for their own learning, and grow from their weaknesses and gain strengths. Giving students feedback can be hard, that it why it is important to make sure there is positivity involved if there is a negative comment.

Describe what you learned about teaching and learning related to assessment and feedback?

I learned that teaching students at different levels can be hard, but it is doable and very important because it brings out the best in the students and the teacher. I watched the students in the classroom and how at times they seemed to struggle, and that was when I tried to meet them on their level of learning. Through giving assessment to the students it is important for the classroom to be a positive environment for them so the teacher can get the most out of them.

What would you have done differently during this lesson week? Why? Be specific about teaching and instruction.

First thing I would have done was be more specific on classroom management during the science instruction lesson. The results of the assessment turned out very well, but the lesson in itself was not fully managed during their group work, and even during whole group. This had a lot to do with two students acting out in distruptive manors, but next time I plan to have something in mind to keep the students in check and make sure that the instruction is in line so the students are on task, and not seem out of pace. During language arts, the plickers assignment went really well, but the only part that I would have changed would have been that I would have added in the last two questions that were originally there. I feel this may have helped students that had struggling scores on the formative assessment. The day in itself was all over the place, and the students had to go to an assembly half way through, and when we got back we did not have enough time to finish. Next time, I will figure out a plan to either ask the question and write down their answers and scan them later, or scan them for morning work instead.