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1 Emma Heinlen 4/18/12 Miss Tara Koch, Kindergarten, Pinewoods Elementary Math: Patterns Florida Gulf Coast University, EDE 4936 CRN 10317

Kindergarten Teacher Work Sample

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Analysis of whole class and individual student learning in a Kindergarten Classroom for Math learning.

Text of Kindergarten Teacher Work Sample

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Emma Heinlen 4/18/12 Miss Tara Koch, Kindergarten, Pinewoods Elementary Math: Patterns Florida Gulf Coast University, EDE 4936 CRN 10317

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Table of Contents

Section 1: Philosophy Statement________________________________________ Pages 3-4 Section 2: Contextual Factors__________________________________________ Pages 5-13 Section 3: Topic and Learning Objectives________________________________ Pages 14-17 Section 4: Assessment Plan___________________________________________ Pages 18-35 Section 5: Design for Instruction: Unit Plan and Lesson Plans________________ Pages 36-64 Section 6: Instructional Decision Making ________________________________Pages 65-67 Section 7: Analysis of impact on Student Learning _________________________Pages 67-82 Section 8: Reflection and Self-Evaluation ________________________________Pages 82-84

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Section 1: Philosophy Statement It is important to use a mix of traditional and constructivist teaching strategies to best suit the student. Progressivism as well as humanism also sits as strong beliefs for me. A teacher should be willing and eager to do research to find suitable techniques to teach those students. I believe in using a balance of both formative and summative assessments. There should be no heavy weight on only summative or only formative but a mix of the two. When doing the research on the best techniques, it is important for a teacher to focus on strategies for all students, including ELL and ESE students. I believe that repetition is useful in some contexts. When practicing letter-sound correlation or basic math facts, students can be successful using repetition. I believe that every student works best when receiving positive reinforcement. Decreasing bad behaviors is always necessary in the classroom and one of the best tools to do so is with positive reinforcement. What is also important is the appreciation of strengths in every student. If a student is very talented in mathematics, then that student needs to be reminded and praised for those strengths. Students need to be confident as well as feel secure in their classroom. Every student has the capability of behaving correctly and is inherently good. By offering positive praise, the students will decrease bad behaviors. I will teach to students interests as well as foundations. Students should be able to have the freedom to explore their passions so that learning is enticing and the teacher should be able to merge their interests with core curriculum. In a standards-based classroom, I will teach to the standards be sure to listen to the students about what they find specifically interesting in the unit. I will use time for exploration as well as provide extra material for students who express the desire to learn their specific interests.

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It is important to teach students, especially in elementary school, key moral goals. This includes being responsible for ones own learning. Students should also care about themselves and their peers. Bullying or picking on other students should never be acceptable and should always be dealt with appropriately using individual discussion. The classroom should be a safe place for everyones learning. There should be time set aside to develop bonds between teacher and students as well as student peers. Students should be expected to respect their learning as well as their learning environment. My teaching philosophy is a student-centered philosophy using a mixture of traditional and constructivist teaching strategies. I believe that it is important to do research as a teacher to discover the most effective way to teach a differentiated classroom. It is important to focus on the needs of all students and make sure that the classroom is a safe place to promote the learning of every student.

Works Cited Positive reinforcement. (2007). Techniques, 82(4), 10+. Retrieved from http://go.galegroup.com/ps/i.do?&id=GALE%7CA162102890&v=2.1&u=gale15690&it =r&p=AONE&sw=w

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Section 2: Contextual Factors Community and District Information: Lee County, located in southwest Florida, is the 9th largest district in Florida and Americas 40th largest school district. The district mission statement is To ensure that each student achieves his/her highest potential with a vision to be a world-class school system. There are about 82,000 students in the school district. There are 44 elementary schools, 16 middle schools, and 13 high schools. There are four k-8th grade schools, 13 special centers, and three high tech centers and community schools. There are 93 traditional schools and 26 charter schools. For the 2010-2011about 90% of the schools tested earned an A or a B. As of October 2010, the school district is 48.8% White, 30.4% Hispanic, 15.4% Black, 3.5% Multi-ethnic, 1.6% Asian, and .2% Indian. The graduation rate from 2009-10 is 80.3% with a steady increase and the drop-out rate is 1.3% with a steady decrease though it maintained the same percentage from the previous year. Within the district, there are 8,600 students identified as LEP and nearly 70% of the K-12 students enrolled in the school system participate in the Free and Reduced Lunch program. School Information: Pinewoods Elementary is located on 11900 Stoneybrook Golf Drive in Estero, Florida. It is close to Stoneybrook, a golf and living community. The school has 54 students enrolled in Pre-K, 879 enrolled in K-5th.Of these students, 40.61% are minorities. At Pinewoods Elementary 48% of the students participate in the Free and Reduced Lunch program. Pinewoods Elementary is an A school and has been for the past seven years. Pinewoods Elementary is a Reading First school. Pinewoods has ESOL education, a full-time gifted program, and

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exceptional education programs. The vision of Pinewoods Elementary is to become a model Quality Professional Learning Community. The Pinewoods mission statement is: WE, the Pinewoods family, are dedicated to developing a nurturing community that offers all students relevant opportunities that promote high academic achievement through critical thinking and problem solving strategies. AN infectious creativity, cultivated by open-minded leadership, inspires the best and brightest to collaborate in the education of all our students. WITHIN Pinewoods, teaching is an art that is honored and learning is celebrated. As leaders in our profession, we believe in a community of life-long learners and the empowerment that comes from true collegiality. COMMITTED to the integrity of diversity and unification, we value the enriching voices of our parental partnerships, business alliances, and supportive volunteers. Pinewoods...learning for all, whatever it takes. Pinewoods Elementary. (2011). Pinewoods mission statement. Retrieved from http://pin.leeschools.net/missionstatement.html

Classroom Factors:

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Computers

Boo ksh elf

Cubbies

Teacher Center

Smartboard

There are six students per desk and the teacher rotated the students seating after winter break. The arrangement allows the teacher to circulate and create a small group table for reading instruction. The students also all have a partner with which to work. They are also positioned easily to make several different walking paths. The schedule is very specific and quick because of the average kindergarteners attention span being as short as it is. The students go from announcements straight into morning meeting and whole group instruction. Morning Meeting allows the students to work together to do lunch count, recite the classroom mission statement, and work together to help the teacher write the morning message. Whole group reading is straight from the Readwell curriculum. The students all come up and sit on their carpet squares, which have numbers on them. The numbers correlate with the student number. The teacher will

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go through the Readwell and Spalding curriculum and add several Smartboard activities geared toward improving phonemic awareness. After whole group instruction, the students transition into reading centers. There are choices for each group of students and the students are organized based on proficiency. This way the teacher can take one group easily to work on small group reading. The schedule for small group reading will continue until 10:10 when the students exit for playground time where they play with another teachers kindergarten class. These two teachers work together to create plans and for end-of-day dismissal as well. When the students get back from playground, they take turns as called upon to wash up and eat a snack as the teacher reads a story. The next content areas are spelling and writing prompts which are created through a collaboration of kindergarten teachers. The students then transition into science or social studies. The lessons are created by a different pair of kindergarten teachers. For this part, the students go back to their carpet squares for a story or activity. We will do the story activity until it is time to walk to lunch. The two teachers take turns walking the students to lunch or picking them up weekly. There are thirty minutes set aside for lunch time so one teacher will walk the students to lunch and stay for 15 minutes, then the other teacher will stay for the last 15, help with clean-up, and then walk the students back to their classrooms. Once they get back, they have about thirty minutes for calendar math and whole group math. Calendar math consists of reviewing the months of the year, days of the week, weather, patterns, and other content area. Whole group math is directly from EnVision math curriculum. After math, students go to specials. There is an eight day special cycle in which five days are dedicated to physical education and three days are dedicated to media, art, and music. All of these locations are in the same vicinity which is very convenient. Once the students get back from specials, they go into small group math and centers until we prepare for dismissal. For dismissal my cooperating

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teacher walks all the bus students, and the other kindergarten teacher walks the afterschool and car pickup students. There are six computers at the computer center plus the teacher computer and smartboard. The students have access to Starfall, Planet Turtle, and Earobics. During Monday through Thursday for reading centers, certain students can go on to Earobics depending on rotation. Starfall is for Fridays. These both help with reading and comprehension skills Planet Turtle is the activity that the students use for computer centers during math. It is a game-based math program in which the students have the opportunity to play against each other. There is a bookshelf with several library books and books for teacher use as well as another bookshelf for reading center and math center choices which are contained in boxes. There is a back planning room which four kindergarten teachers share. The planning room has storage for all of the manipulatives that the teachers have collected over the years. There is a paper cutter as well. These four kindergarten teachers have a volunteer that comes in to help them prepare various art projects or projects that just take a lot of time to work on preparing. This volunteer is a first grade mom who volunteered for the kindergarten teachers last year. Students have several behavior rules. There is a star chart that ranks from multicolored to red. The teacher will put them back at green at the end of every day. Students receive rewards for reaching multicolored and get a note home for reaching red. Throughout the day for good behavior, the students can also receive a star to put in the box. Each student has 15 stars and when they run out, they get a prize from the treasure chest. These prizes are directly put into their backpacks. The students as a whole can receive an apple slice that will create a whole apple and allow every child to get a prize from the treasure chest over a period of time. There are eight

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slices to the apple. Students must make a hand signal to use the bathroom and another hand signal to get water. Each student has a responsibility for the week for classroom management. One student is in charge of being line leader, one in charge of the light switch, another two are mail carriers, and two more are nurses. There are librarians, a caboose, a banker, lunch people, and other various jobs. The star student of the week gets to sit in the little rocking chair and pull sticks to help regulate turns for whole group activities. Every student gets to be a star student and it is a cycle based on student number. Student Characteristics: The classroom includes 18 boys and girls with one additional immersion student. There are 9 girls and 10 boys. Student Spoken Home Observations Languages Student#1 Spanish This student is language proficient, but receives notes home for parents in Spanish. He is in a lower socio-economic level and does not bring snack for snack time so he receives snack from the teacher. He does his homework in the beginning of class. This student missed several weeks of school in the beginning of the year because he has a hole in his heart. He is healthy now, though. Student #2 Spanish English This student is language proficient, but receives notes home for parents in Spanish. She does her homework in the beginning of class. She is quiet and observant. Student #3 English This student went to pre-k and came in as a reader. She is

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excelling rapidly in reading and writing. Student #4 Spanish This student is language proficient, but receives notes home for parents in Spanish. She is in a lower socio-economic level and does not bring snack for snack time so he receives snack from the teacher. She does her homework in the beginning of class occasionally. She loves to please the teacher and wants to be a good role-model and helper for the other students. Student#5 English This student was enrolled in Pre-k but came into kindergarten as a non-reader and needs some differentiation for review. He lacks some of the support at home and needs to be reminded to ask mommy and daddy for help. Student #6 English This student came into school as a reader and is excelling in reading and writing. She loves animals and knows a lot about them. Student#7 Spanish This student is an English language learner and needs reinforcement. She receives notes home for parents in Spanish. She wears glasses and needs to be reminded to put them on. She is very quiet and shy. Student #8 English This student loves to talk and sometimes needs redirection. He is a proficient writer and reader and he may test Gifted in the future. He loves everything about trains. Student #9 English This student needs redirection frequently and often is hesitant to fail so she lacks the motive to try. She is one of the younger

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students in the class and sometimes needs an extra push to excel. Student #10 English This student is one of the youngest in the class. She is immature emotionally, but it is apparent that the amount of parent involvement has helped her to grow academically. She still struggles with writing. Student #11 English This student is a Jehovahs Witness and does not celebrate holidays. He needs minor redirection, particularly during whole-group time on the floor. Student #12 English This student needs more phonogram practice. He spends some time focused and unfocused. He often comes to school tired and needs to be set on track. He spends a lot of his time at the skate park with other kids and sometimes his language needs to be corrected. Student #13 English This student went to Pre-K and came in as a reader. is able to think critically about stories we read and is growing quickly as a writer. She often gets rewarded for good behavior. She receives extra materials for differentiation to challenge her. Student #14 Spanish English This student is language proficient, but receives notes home for parents in Spanish. He is able to stay on task without much redirection. Student #15 English This student has a hard time sitting still for a long period of time and needs redirection. He comes into class very sleepy

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some days. He is doing well during small reading group and is able to think critically. Student#16 English This student went to Pre-K and came into kindergarten as a reader. He excels in writing and math and also receives extra materials for homework.

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Section 3: Topic and Learning Objectives Description of the content: Math Topic 13- Extending and Creating Patterns In this unit, students will be recognizing, identifying, and completing different types of patterns. Students will be identifying color, shape, size, and number patterns and will be using predicting techniques to complete different patterns. They will be identifying shrinking and growing patterns. Students will predict what will come next based on their observations of the repeated attributes in the pattern. This is a two week unit with whole group, small group, and centers to teach material.

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List of SSS: MA.K.A.4.1 Identify and duplicate simple number and non-numeric repeating and growing problems.

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List of Learning Objectives: 1. Given four multiple choice questions, children will recognize and extend color patterns three out of four correctly. Children will recognize and extend shape patterns. 2. Given three multiple choice questions and one constructed response question, children will recognize and extend shape patterns two multiple choice and one constructed response correctly. Students will identify growing and shrinking patterns and predict what comes next. 3. Given one multiple choice question and one constructed response question, children will recognize and extend the repeating parts of size patterns one out of two correctly. 4. Given one multiple choice question and two free response questions, children will solve problems by looking for and using the repeating parts to describe the pattern. 5. Given two multiple choice questions, children will identify growing and shrinking patterns and predict what comes next one out of two correctly. 6. Given one multiple choice question and one constructed response question, children will identify and represent one out of two number patterns on number chart. Types and Levels of the Learning Objectives: Objectives 1,2,3,5 and 6 all fit into the Knowledge category of Blooms Taxonomy. Many of the objectives require the students to be able to recognize and identify different types of patterns as well as recognize patterns. The students will be identifying growing patterns, shrinking patterns, number patterns, size patterns, and color patterns. The students will circle the patterns and find the outliers. The students will demonstrate knowledge through these activities.

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Objectives 1, 2, 3, 4, and 5 all reach the comprehension stage so that the students will be able to learn the material and understand how to be able to identify the different patterns and understand what makes a pattern. Students will be asked to classify what types of patterns are which so they are aware of why one pattern is called a shape pattern and the other is called the growing pattern, for example. Objectives 1,2,3,4, 5, and 6 all fit into the Application category of Blooms Taxonomy. The students will need to apply their knowledge of the different types of patterns during whole group activities each day and then will have to apply their knowledge during small group as well. They will need to extend number patterns and predict what comes next in the patterns. , and continue patterns on their worksheets in small group. This will firmly show that the students are grasping the material. Objectives 1, 2, 3, and 4 help the students synthesize what makes a pattern. When they extend the pattern, they are putting their bits of knowledge together to extend the pattern correctly. They have to use the knowledge they gained when learning about the different types of patterns to create more patterns. Why the Learning Objectives are Appropriate: The learning objectives clearly cover every type of pattern and helps the kindergarten students develop their knowledge of pattern. The objectives are all part of the EnVision curriculum and correlate with the unit on patterns. The objectives suit the level of complexity that the kindergarten students can use to develop their knowledge successfully. The students will use this knowledge of different types of patterns for their Standford Achievement Test 10 that they will need to take at the end of the year.

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Section 4:Assessment Plan Overview of Assessment Plan: Pre-Assessment Plan: This kindergarten-level multiple-choice and constructed response assessment has a mixture of size, color, shape, number, and growing/shrinking patterns. This allows for the students to learn about every type of pattern and understand the variations. These different aspects of pattern will be covered during our unit on patterns and the multiple-choice and constructed response assessment that will show their previous knowledge will be retested in the post-assessment after the material has been taught. The pre-assessment has a total of eight questions that will be tested in the kindergarten testing setting that the students are familiar with. They each of a secret-work folder that will be taken out and the pencil passers will give each of their table-mates a pencil. There are six students at each table. The pre-assessment will be given in the afternoon following the students specials. I will project the test onto the Smartboard and the students will be able to see one question at a time so that they know which question I am giving directions for. I will give the direction out loud two times and then will circulate to see how the students answer the question. If I note confusion, I will give the direction another time. I will remind the students that it is a pre-test and it is okay if they do not answer them all correctly. I will collect the assessments and then check for understanding so I will be able to know what to spend the most time on during instruction of the unit. This assessment gives a clear-cut picture of understanding of the material and prepares students for the SAT10 exam.

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Formative Assessment Plan: Students will be doing daily in-class activities that will be observed and analyzed to monitor student progress. These in-class activities are completed in small group based on skill level as well as whole-group depending on time restraints. This part of instruction is a review of the material learned through the EnVision interactive story and through the teachers instruction. The teacher can focus on struggling students as well as higher-level students during the in-class worksheet activities. The students will be formally assessed using the worksheet activities. Those students who are seen struggling in math-related activities will receive the opportunity to use manipulatives as needed during small-group lessons. This form of assessment allows students to receive personal attention during instruction. Post-Assessment Plan:

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This kindergarten-level multiple-choice and constructed response assessment has a mixture of size, color, shape, number, and growing/shrinking patterns. This allows for the students to learn about every type of pattern and understand the variations. These different aspects of pattern will be covered during our unit on patterns and the multiple-choice and constructed response assessment will verify learning of the material at the end of the unit. The post-assessment has a total of 15 questions that will be tested in the kindergarten testing setting that the students are familiar with. They each of a secret-work folder that will be taken out and the pencil passers will give each of their table-mates a pencil. There are six students at each table. The post-assessment will be given in the afternoon following the students specials. I will project the test onto the Smartboard and the students will be able to see one question at a time so that they know which question I am giving directions for at the time. I will give the direction out loud two times and then will circulate to see how the students answer the question. If I note confusion, I will give the direction another time. I will allow time for the students to review their work at the end of the test. I will collect the assessments and then compare the results to those from the pre-test. This assessment gives a clear-cut picture of understanding of the material and prepares students for the SAT10 exam.

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Learning Objective

Assessments

Format of Assessments

Adaptations

Learning Objective #1: Given one multiple choice question, children will recognize and extend color patterns one correctly.

Pre-Assessment Topic 13 Pre-Test

Students will sit down as a whole class to complete the six question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 1 targets this objective.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Formative Assessment

I will assess priorknowledge through

ELL students will review key

the problem of the day vocabulary: Pattern and ask topic-specific questions. I will use and Repeat. More time and

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the VLA to direct questioning to the whole class. I will then use the Smallgroup Topic 13-1 EnVision Worksheet to solidify knowledge and spot-check for errors

manipulatives will be allotted for smallgroup activity. Small groups are differentiated.

Given one multiple choice question and one student-response question, children will recognize and extend color patterns two out of two correctly.

Post-Assessment Topic 13 Test

Students will sit down as a whole class to complete the 15 question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 1 and question number 1 on the free response

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

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target this objective.

Learning Objective #2: Given one multiple choice question, children will recognize and extend shape patterns one out of one correctly.

Pre-Assessment Topic 13 Pre-Test

Students will sit down as a whole class to complete the six question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 2 targets this objective

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Formative Assessment

I will assess priorknowledge through

ELL students will review key

the problem of the day vocabulary: Pattern and ask topic-specific and Repeat. More

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questions. I will use the VLA to direct questioning to the whole class. I will then use the Smallgroup Topic 13-2 EnVision Worksheet to solidify knowledge and spot-check for errors

time and manipulatives will be allotted for smallgroup activity. Small groups are differentiated.

Given one multiple choice question and one constructed response question, children will recognize and extend shape patterns both questions correctly.

Post-Assessment Topic 13 Test

Students will sit down as a whole class to complete the 15 question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 2 and question number

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

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2 on the free response target this objective.

Learning Objective #3: Given one multiple choice question, children will recognize and extend the repeating parts of size patterns one out of one correctly.

Pre-Assessment Topic 13 Pre-Test

Students will sit down as a whole class to complete the six question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 3 targets this objective.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Formative Assessment

I will assess priorknowledge through

ELL students will review key

the problem of the day vocabulary: Pattern and ask topic-specific questions. I will use the VLA to direct questioning to the and Repeat. More time and manipulatives will be allotted for small-

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whole class. I will then use the Smallgroup Topic 13-3 EnVision Worksheet to solidify knowledge and spot-check for errors

group activity.

Given one multiple choice question and one constructed response question, children will recognize and extend the repeating parts of size patterns one out of two correctly.

Post-Assessment Topic 13 Test

Students will sit down as a whole class to complete the 15 question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 3 and question number 3 on the free response target this objective.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

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Learning Objective #4: Given one multiple choice question, children will solve problems by looking for and using the repeating parts to describe the pattern one out of one correctly.

Pre-assessment Topic 13 Test

Students will sit down as a whole class to complete the six question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 4 targets this objective.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Formative assessment

I will assess priorknowledge through

ELL students will review key

the problem of the day vocabulary: Pattern and ask topic-specific questions. I will use the VLA to direct questioning to the whole class. I will then use the Smallgroup Topic 13-4 and Repeat. More time and manipulatives will be allotted for smallgroup activity. Small groups are differentiated.

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EnVision Worksheet to solidify knowledge and spot-check for errors

Given one multiple choice question and one free response questions, children will solve problems by looking for and using the repeating parts to describe the pattern one out of two correctly.

Post-assessment Topic 13 Test

Students will sit down as a whole class to complete the 15 question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 4 and question number 3 and 4 on the free response target this objective.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Learning Objective #5:

Pre-Assessment Topic 13 Pre-Test

Students will sit down as a whole class to

Students with attention problems

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Given one multiple choice question, children will identify growing and shrinking patterns and predict what comes next one out of one correctly.

complete the six question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 5 will target this response.

and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Formative Assessment

I will assess priorknowledge through

ELL students will review key

the problem of the day vocabulary: Pattern and ask topic-specific questions. I will use the VLA to direct questioning to the whole class. I will then use the Smallgroup Topic 13-5 and Repeat. More time and manipulatives will be allotted for smallgroup activity. Small groups are differentiated.

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EnVision Worksheet to solidify knowledge and spot-check for errors

Given one multiple choice question and one student response question, children will identify growing and shrinking patterns and predict what comes next one out of two correctly.

Post-Assessment Topic 13 Test

Students will sit down as a whole class to complete the 15 question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 5 and question number 5 on the free response target this objective.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Learning Objective #6: Given one free

Pre-Assessment Topic 13 Test

Students will sit down as a whole class to complete the six

Students with attention problems and ELL students will

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response, children will identify and represent on number chart and number line one out of one correctly.

question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 5 on the free response targets this objective.

have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

Formative Assessment

I will assess priorknowledge through

ELL students will review key

the problem of the day vocabulary: Pattern and ask topic-specific questions. I will use the VLA to direct questioning to the whole class. I will then use the Smallgroup Topic 13-7 and Topic 13-8 EnVision Worksheet to solidify and Repeat. More time and manipulatives will be allotted for smallgroup activity. Small groups are differentiated.

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knowledge and spotcheck for errors

Given one multiple choice question and one free response question, children will identify and represent on number chart and number line one out of two correctly.

Post-Assessment Topic 13 Test

Students will sit down as a whole class to complete the 15 question test. The teacher will circulate the class to verify that the students have answered the questions appropriately. Question number 6 and Question number 7 on the free response targets this objective.

Students with attention problems and ELL students will have teacher walk around and instruct/point to the questions to make it easier to stay on the right question.

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Section 5: Design for Instruction: Unit Plan and Lesson Plans Assignment: The unit was designed to encompass twelve days including the assessment. This unit was taught in the afternoon in approximately 45 minutes. The unit was designed to begin with a quick problem of the day which we teach in whole group on the flood. The problem of the day was correlated to the topic at hand but was used before the unit was taught so it is more basic knowledge that the students have learned previously in the year but will need for the unit. Then comes the new vocabulary and the students went on to complete as a class in whole group, the front of the sheet on the Smartboard. Various students were selected to come up and finish the activity. The students then watched the brief Envision Math lesson and answer questions when called. The students were then participating in specifically designed pattern centers while the teacher worked with small groups in order to make sure that student understanding was strong. The teacher completed daily worksheets with students to check for that understanding. Instruction thoroughly covered the six objectives by focusing on each objective during whole and small group lessons. The information was repeated on day 4 and 6 so that the teacher could review and check for understanding and also because spring break intersected the unit and number patterns were often more difficult to grasp than shapes and colors. Students in the classroom were divided based on skill level into three groups ranging from five to seven students. Some groups needed more direction than others so this makes it simple to do. Students received instruction using models and manipulatives. The students that were not working in the teacher group were completing centers that were related to the current and previous objectives in the unit. Students learned in whole group, in small group, and in pairs or independently.

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Narrative of Pre-test Results by Objective: The pre-assessment was a selected-response test of six questions that each covered the individual objectives. The first objective was the children will recognize and extend shape patterns one out of one correctly. The second objective was that the students will recognize and extend shape patterns one out of one correctly. The third objective states that the students will recognize and extend the repeating parts of size patterns one out of one correctly. The fourth objective was that the students will solve problems by looking for and using the repeating parts to describe the pattern. The fifth objective was that the students will identify growing and shrinking patterns and predict what comes next. The final objective was that the students will identify and represent numbers on a number chart. The students did well identifying the shape and size patterns, as seen by the overall objective two and three means of 88.89%. Shape and size are simpler for the students to grasp as they are already familiar with the term and concept of pattern. The results of objective one are a little bit disappointing. Six students missed color patterns and we have used color patterns in our Math Calendar consistently throughout the year. However it may have been due to confusion, because the copier had shaded the grey color close to the white.

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Results of Pre-Assessment:

Narrative of Overall Results: It can be seen in this graph that certain objectives were more easily attainable by some students during the pretest. Student number 15 and 16 received a perfect score on the pre-test. From there-on, the students were doing well on the shape and color patterns, but demonstrated evidence of the lack of knowledge of number patterns and growing patterns. The students that had ESOL needs also performed lower because of the lack of knowledge of vocabulary terms. Student number 1, student number 5, student number 7, student number 9, and student number 12 needed more time or more attention when taking the test, because the test was given at the end of the day. The results demonstrate that the students have the general understanding of

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patterns, but do not know how to communicate those results into number terms. Few of the students understood the vocabulary such as repeating part of the pattern.

Objective four: Children will solve problems by looking for and using the repeating parts to describe the pattern. This graph demonstrates a significant lack of prior knowledge among the students. Their problem required them to know how to circle the repeating part of a pattern. Three students were able to get the answer correct, and the rest of the students had various answers, however the most frequent incorrect answer was letter D. This one is the only one that has the first part of the pattern circled. The students need extra focus during the lessons on this objective.

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Objective 5: Children will identify growing and shrinking patterns and predict what comes next. The students had one question in which they had to count an increasing number of blocks and select which one would come next in the pattern. It increased from one, to three, to five, and so the next set of blocks should have been seven. Eight students were able to answer this question correctly, and nine answered this question incorrectly. The most frequent incorrect answer was C which had five blocks. The students, with their basic knowledge, may have been set on guessing the answer that was last in the pattern. This may have been because they had not been listening to the direction, or because they did not understand the material. Manipulatives can be used during the lessons for those students who are still struggling with the concept of a growing pattern.

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Objective 6: Children will identify and represent number patterns on a number chart. Fourteen of the students were not able to answer this question correctly, meaning only three of the students were able to answer the question. The students needed to look at a shrinking number pattern on a number chart and answer what number was supposed to come next in the pattern. This problem was extra difficult to solve for the students because they were not familiar with shrinking patterns, or even had a strong connection with numbers. These numbers went from nine, to seven, to five, to three. The choices were zero, two, one, and four. Many students answered with two and four. Because the last number given was three, two was plausible for the students who were not focusing on the increments of decreasing numbers. Two is less than three in the decreasing numbers; however it is decreasing by every other number. The number four is one higher than three, so for the students who could not grasp that it was a decreasing pattern, that answer was plausible for them. Pre-assessment Data and its Effect on Instruction:

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The pre-assessment data was helpful in creating and modifying the instruction. The Envision plan is formulated in a specific way; however additional center activities and manipulatives can be used to assist in instruction. I created several pattern-specific centers where the students were able to use manipulatives in a self-guided learning activity. The students performed well for objectives one, two, and three. These are patterns that are easier for the students to see and the color and shape patterns are patterns that they have practiced before this unit. The mean for objective one was 65% with a standard deviation of 49%. This standard deviation percentage is high because there is only one question per objective. It would be more effective to analyze a longer pre-assessment with more questions per objective, however this was not permitted. For a pre-assessment, 65% of the students getting the question correct are fairly high. The students who did not answer correctly and have record of needing some extra work for math lessons needed more supervision during centers to make sure that they were working actively to master the material. During the video lesson, I also made sure to direct the questions toward these students. Objective two had a mean of 88% and a standard deviation of 33%. This implies that the 88% of the students were able to answer the question correctly. This showed that most of the students have mastered the material already and had known what the term pattern means. The students received the required instruction, and had shape centers to work with. The class as a whole scored quite high for a pretest. The direction of the instruction throughout the unit was from that point more focused on the weaker objectives. There was a standard deviation of 33% which still seems high, however only two of the seventeen students were not able to answer the question correctly.

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Objective three had a mean of 88% and a standard deviation of 33%, the same as objective number two. This one was a size pattern and the two students who answered this question incorrectly were different students than the students in objective two. This objective also had low percentage of students who answered incorrectly. The students were able to see the changes in the sizes of the size pattern. There were supplemental size pattern centers for the students to work on during the small group lessons. Objective four had a mean of 18% which is significantly low. The students had not been taught about the meaning of repeating part of a pattern. The standard deviation was 39%, another high deviation. This is due to the lack of students who answered the question correctly and because the students either met their objective or didnt meet it. There were no percentages other than 100% or 0%. The students all had difficulties with this material without the knowledge of what they were aiming to complete. The students had a lack of knowledge of vocabulary that also impacted their ability to complete the exercise. During that day and the following day, the students completed a review activity that had several different color and shape patterns where they had to learn where the beginning of a repeating pattern was, and where to find the part of the pattern which was considered the repeating part of the pattern. Students that needed specific focus on this problem were student number one, student number four, student number five, student number seven, student number nine, student number 11, and student number 12. We worked in centers and I called up these students to review using the patterns on the Smartboard. Objective five had a mean of 47% meaning that only 47% of the students were able to answer correctly. This had a standard deviation of 51%. That is another significant standard deviation. Eight students were able to answer the question correctly. Nine students answered

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incorrectly. This shows that many students would need extra work in their counting and building of growing patterns and shrinking patterns. A little bit less than half of the students were able to answer this question correctly. In order to make sure that the students were able to gain this knowledge, I created a growing pattern center activity that used interlocking blocks so the students could independently during math center time. Objective six has a mean of 18% and a standard deviation of 39%. Most students missed the question, with only three students answering correctly. The students will need to receive supplemental practice and emphasis for this lessons material. This content is the most difficult for the students. In order to count down, I used a strategy with my fingers and other manipulatives to help students skip count and be able to recognize the growing or shrinking number patterns given during these assessments. The students had a consistent struggle with this material because they were learning not only the patterns but also how to identify whether the pattern is increasing or decreasing. This is the most contextually difficult lesson to teach. The students worked with manipulatives during small group math to be able to see how to count down. Student number 5 has difficulty being able to identify random numbers and this lesson was particularly challenging for him. He spent time answering questions at the Smartboard as well as received individual focused attention during small group math lesson. Overview of the Unit: Day 1 Topic: 13-1: Color patterns

Activities:

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Problem of the day 13-1 Teach vocabulary: Pattern, repeat, color pattern Do outside of pattern sheet using smartboard projection (objective 1) Project Video Learning Activity on Smartboard(objective 1) Work in small groups to go over inside of pattern sheet (objective 1) Math centers related to color patterns coincide with small groups(objective 1) 13-1 Quick check (objective 1) Day 2

Topic: 13-2: Shape patterns Activities: Problem of the day 13-2 Teach vocabulary: Shape Pattern Do outside of pattern sheet using Smartboard projection whole group (objective 2) Project Video Learning Activity on Smartboard(objective 2) Work in small groups to go over inside of pattern sheet (objective 2) Math centers related to shape patterns and color patterns coincide with small groups (objective 1 and 2) 13-2 Quick check (objective 2) Day3 Topic: 13-3: Size patterns Activities: Problem of the day 13-3

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Teach vocabulary: Size Pattern (objective 3) Do outside of pattern sheet using Smartboad projection whole group (objective 3) Project Video Learning Activity on Smartboard (objective 3) Work in small groups to go over inside of pattern sheet (objective 3) Math centers related to shape patterns and size patterns coincide with small groups (objective 2 and 3)

13-3 Quick check (objective 3) Day 4

Topic: 13-3 review Teacher will review material using Smartboard activities whole group (objective 1,2, and 3) Shape patterns, size patterns, and color patterns will be covered (objective 1,2, and 3) Small group centers and computer activities using shape, size, and color patterns (objective 1,2, and 3)

Day 5 Topic: 13-4: Problem Solving: Look for a Pattern Activities: Problem of the day 13-4 Teach vocabulary: repeating part of a pattern Do outside of pattern sheet using Smartboard projection whole group circling repeating parts (objective 4) Project Video Learning Activity on Smartboard (objective 4)

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Work in small groups to go over inside of pattern sheet (objective 4) Math centers related to identifying the repeating parts of patterns using shape, color, and size patterns coincide with small groups (objective 1, 2, 3, 4)

13-4 Quick check (objective 4) Day 6

Topic: 13-4 review Teacher will review material using Smartboard activities whole group Identifying repeating parts of patterns in shape and color patterns on Smartboard Small group centers and computer activities using shape, size, and color patterns (objective 1, 2, 3, 4) Day 7 Topic: 13-5 :Growing Patterns Activities: Problem of the day 13-5 Teach vocabulary: growing pattern Do outside of pattern sheet using Smartboard projection whole group (objective 5) Project Video Learning Activity on Smartboard (objective 5) Work in small groups to go over inside of pattern sheet (objective 5) Math centers related to building growing patterns (objective 5) 13-5 Quick check (objective 5) Day 8 Topic: 13-6: Growing and Shrinking Pattern

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Activities: Problem of the day 13-6 Teach vocabulary: growing pattern, shrinking pattern Do outside of pattern sheet using Smartboard projection whole group (objective 5) Project Video Learning Activity on Smartboard(objective 5) Work in small groups to go over inside of pattern sheet (objective 5) Math centers related to building and drawing growing patterns and shrinking pattern (objective 5) 13-6 Quick check (objective 5) Day 9 Topic: 13-7: Number Patterns Activities: Problem of the day 13-7 Teach vocabulary: number pattern Do outside of pattern sheet using Smartboard projection whole group (objective 6) Project Video Learning Activity on Smartboard (objective 6) Work in small groups to go over inside of pattern sheet (objective 6) Math centers related number patterns on a number chart (objective 6) 13-7 Quick check(objective 6) Day 10 Topic: 13-8: Number Patterns on a Number Line Activities:

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Problem of the day 13-8 Teach vocabulary: number pattern, number line Do outside of pattern sheet using Smartboard projection whole group (objective 6) Project Video Learning Activity on Smartboard (objective 6) Work in small groups to go over inside of pattern sheet (objective 6) Math centers related to number patterns on a number chart and on a number line (objective 6)

13-8 Quick check (objective 6) Day 11

Topic: 13-9: Solving Problems using Number Patterns Activities: Problem of the day 13-9 Teach vocabulary: extend, number pattern Do outside of pattern sheet using Smartboard projection whole group (objective4, 6) Project Video Learning Activity on Smartboard (objective 4, 6) Work in small groups to go over inside of pattern sheet (objective 4, 6) Math centers related to extending number patterns (objective 4, 6)

13-6 Quick check Day 12 Topic: Topic 13 assessment Activities: Florida Test practice assessment Whole group (objective 1, 2, 3, 4, 5 6)

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Florida test individual (objective 1, 2, 3, 4, 5 6) Alternative Assessment individual (objective 1, 2, 3, 4, 5 6)

Activities:

Content: 13-1 Color Patterns Activity 1: Students for day 1 had two different activities during the teacher center. The teacher center consisted of a sheet in which the students need to color the last part of the pattern with the correct color. They were each handed their selection of colors so that they could make their own choice about what color to use for the activity. Some of the students that were not at the teachers table were at the computers where they were doing different activities depending on their levels. This added to the differentiation for the students and the students were able to improve their weaker skills or challenge them. The other two centers that the third group was working on were one with colored blocks and one with links. The students were divided to be able to make the working and learning easier. There were sheets of patterns that the students needed to complete in order to be able to develop their knowledge. The students had a fairly concrete knowledge of color patterns, but this activity helped confirm and assist with their knowledge. The pre-assessment had one question that targeted the objective. The students needed to identify the color bird that came next in the pattern. The activities helped teach how to create and extend color patterns. The contextual factors of the classroom meant that those students have already practiced the material and those who were struggling students were broken up into different groups when they come to the teacher center so it is easier to differentiate. The

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materials for this activity consist of crayons, the envision math computer software, the Smartboard, and student work mats. The problem of the day acted as a beginning assessment and the quick check acts as the ending assessment. The worksheet is an assessment during the activity. Students understood this topic because of their prior knowledge, but it needed a little more reinforcement. 1A. Sunshine State Standards: MA.K.4.1 Identify and duplicate simple number and non-numeric repeating and growing patterns. 2. Objectives Students will be able to: Given one multiple choice question and one student-response question, children will recognize and extend color patterns two out of two correctly. 1B. Goal 3 Standards Numeric Problem Solvers Critical Thinkers Cooperative Workers

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3. Assessment & Evaluation Initial: The students will state the color patterns given in the Problem of the Day and work whole group Video Learning Activity Informal: Students will work in whole group to complete the Video Learning Activity as I help instruct and ask questions to the students to verify understanding.

Formal: Students will be working in small groups in order to complete the 13-1 EnVision worksheet.

4. Introduction to Lesson: Today, we are going to learn about color patterns and how to find out what the next color will be. We have been practicing this. Who remembers where we have practiced color patterns? We will also be using some new color centers that I made for you.

5. Materials: TE Topic 13-1 , pg 235 Smartboard Computers Crayons Pencils Colored squares and Workmats Colored links and workmats

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6. Technology Integration: Smart Board Video Learning Activity

7. Teacher Presentation or Facilitation: (includes reviews and practice) Problem of the day Take a look at our problem of the day. We need to organize the shells that are at the bottom of the page. How would you organize them? Take some think time to decide and raise your hand when you think you know how you would do it. Now lets pick a stick to see who will come up to the Smartboard and answer the question. One student will come up to describe and draw his or her way to organize the items. You can organize these shells by color or by shape. How would you organize them by shape? Outside of Paper Look at these color patterns. Lets say them together. (yellow, green, yellow, green, yellow, green) What comes next? How did you figure it out? Lets look at the next one and say it together. ( red, red, yellow, red, red, yellow, red, red, yellow) What comes next? Video Learning Activity Ask questions as prompted by the VLA. Introduce new centers

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Center rotation Teacher center: Today we are going to say the patterns for numbers one through three on the worksheet and color the object with the correct color. Then I will check to make sure you are doing it correctly. We will go to number four through six, but you need to take your time, because these are very difficult. Two Color Pattern Making Centers The first pattern making center uses colored squares and pattern sheets. The students have done this before, so the teacher will briefly introduce the centers during whole group and remind students to be working actively and that the teacher will be watching. The students have done the second pattern center as well, so there will be a brief review. The students take colored links and recreate the patterns from the pattern sheets. Closure:I will check the back as students finish up. We will then, if time permits, do the 13-1 Quick Check Specific accommodations, interventions, notes, etc Students will echo phrases and vocabulary words several times during the lesson. Proximity to the teacher dung whole group lessons Pairs during centers Small groups organized by skill level

Content: 13-4 Problem Solving: Look for a Pattern

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Activity 2: Students for day 6 were working on developing their knowledge of finding the repeating parts of a pattern in order to continue extending the pattern. They had centers to help practice this material, but in addition to the centers they had a Smartboard activity where they were circling the repeating part of the shape and color patterns. This Smartboard activity was done whole group and was done on day 7 as well, in order to confirm that the students will be able to understand the material. The teachers center sheet consisted of math problems in which the students had to circle the repeating part of patterns using different colored counters. The students had one center activity in which they created color patterns and then identified the repeating part of the patterns. In addition, they still maintained their computer center that teaches them based on what they have already mastered as a whole. The pre-assessment had one question that targeted the objective. The students needed to circle the repeating part of the pattern. The activities helped teach how to find the repeating parts of patterns and extend those patterns. The contextual factors of the classroom meant that those students had already practiced the material and those who are struggling students were broken up into different groups when they came to the teacher center so it is easier to differentiate. The materials for this activity consisted of counters, crayons, the envision math computer software, the Smartboard, and student work mats. The problem of the day acted as a beginning assessment and the quick check acts as the ending assessment. The worksheet was an assessment during the activity. This topic was very challenging for the students, so I decided to continue the practice onto day 7s material. The students who were prone to needing more time, received that time during their teacher center activity.

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1A. Sunshine State Standards: MA.K.4.1 Identify and duplicate simple number and non-numeric repeating and growing patterns. 2. Objectives Students will be able to:

1B. Goal 3 Standards Numeric Problem Solvers Critical Thinkers Cooperative Workers

Solve problems by looking for and using the repeating parts to describe the pattern.

3. Assessment & Evaluation Initial: The students will state the color patterns given in the Problem of the Day and work whole group Video Learning Activity Informal: Students will work in whole group to complete the Video Learning Activity as I help instruct and ask questions to the students to verify understanding. Formal: Students will be working in small groups in order to complete the 13-4 EnVision worksheet. 4. Introduction to Lesson: Today, we are going to learn about the 5. Materials: TE Topic 13-4 , pg 241

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repeating parts of patterns and practice finding and continuing those repeating parts. What does repeating mean? This is a hard part to figure out, so we need to make sure that we are all paying attention. 6. Technology Integration: Smart Board Video Learning Activity

Smartboard Computers Crayons Pencils Colored squares and Workmats Colored links and workmats

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7. Teacher Presentation or Facilitation: (includes reviews and practice) Show evidence of Differentiated Instruction by highlighting or using bold type. Problem of the day Take a look at our problem of the day. We need to draw the beads that come next. Lets say the pattern together and then take some think time to decide what should be next. Raise your hand when you think you know how you would do it. Now lets pick a stick to see who will come up to the Smartboard and draw the next beads in the pattern. One student will come up to describe and draw the next parts of the pattern. Outside of Paper We have these different charts and I will create a pattern using our colors. I will call on the students that are sitting quietly to come to the board and circle the repeating part of the pattern. I see the pattern starts with red and green and the same two colors repeat again and again. Lets circle the repeating part. Teacher will make two more simple patterns and the students will be asked to come up to help the teacher circle the repeating parts. Video Learning Activity Ask questions as prompted by the VLA. Introduce new centers

The students have done the second pattern center as well, so there will be a brief review. The students take colored links and recreate the patterns from the pattern sheets.

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Center rotation Teacher center Today we are going to say the patterns for numbers one through three on the worksheet and color the object with the correct color. Then I will check to make sure you are doing it correctly. We will go to number four through six, but you need to take your time, because these are very difficult. Two Color Pattern Making Centers

The first pattern making center uses colored squares and pattern sheets. The students have done this before, so the teacher will briefly introduce the centers during whole group and remind students to be working actively and that the teacher will be watching. 8. Closure: I will check the back as students finish up. We will then, if time permits, do the 13-4 Quick Check Specific accommodations, interventions, notes, etc Students will echo phrases and vocabulary words several times during the lesson. Proximity to the teacher dung whole group lessons Pairs during centers Small groups organized by skill level

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Content: 13-5 Growing Patterns Activity 3: Students for day seven were working on growing patterns and shrinking patterns, which is topic 13-5. They had a teachers center sheet that the student needed to circle the following part of a growing pattern. They needed to count the increments and then circle or draw the following part of the pattern. The centers for this day consisted of a cube growing pattern activity as well as one of the color pattern activities. The color pattern activity was review and the growing pattern activity helped the students work towards mastering growing patterns. The pre-assessment had one question that targeted the objective. The students needed to identify the row of blocks that comes next in the patterns. The activities helped teach how to identify and continue growing patterns. The contextual factors of the classroom mean that those students have already practiced the material and those who are struggling students are broken up into different groups when they come to the teacher center so it is easier to differentiate. The materials for this activity consist of interlocking cubes, the envision math computer software, the Smartboard, and student work mats. The problem of the day acts as a beginning assessment and the quick check acts as the ending assessment. The worksheet is an assessment during the activity. Student number 5 needed more practice because of his struggles with numbers. He was able to receive extra time during the teacher center. 1A. Sunshine State Standards: MA.K.4.1 Identify and duplicate simple number and nonnumeric repeating and growing patterns. 1B. Goal 3 Standards Numeric Problem Solvers Critical Thinkers Cooperative Workers

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2. Objectives Students will be able to: Identify growing patterns and predict what comes next.

3. Assessment & Evaluation Initial: The students will state the patterns given in the Problem of the Day and work whole group Video Learning Activity Informal: Students will work in whole group to complete the Video Learning Activity as I help instruct and ask questions to the students to verify understanding.

Formal: Students will be working in small groups in order to complete the 13-5 EnVision worksheet.

4. Introduction to Lesson: Today, we are going to learn about growing patterns and how to find out how many objects the next set will have. We will be using some new growing pattern centers that I

5. Materials: TE Topic 13-5 , pg 243 Smartboard

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made for you.

Connecting cubes Student work mats

6. Technology Integration: Smart Board Video Learning Activity

7. Teacher Presentation or Facilitation: (includes reviews and practice) Show evidence of Differentiated Instruction by highlighting or using bold type. Problem of the day Take a look at our problem of the day. How many squares are in the pattern? How many circles are in the pattern? What shape comes next in the pattern? Students will be called upon in order to answer the questions above. Outside of Paper Students will come to the board and write numbers below how many cubes are on the outside of the sheet. The students will then circle and then draw the next stack of blocks to come into the pattern. Teacher will call students using the sticks. Video Learning Activity Ask questions as prompted by the VLA. Introduce new centers.

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Center rotation Teacher center Now we must look at the questions and find which number of objects comes next in the growing pattern. Count the number of butterflies in the first problem. What number should come next? Now circle it. The teacher will continue through the rest of the paper with the students in order to finish. Math centers The first pattern making center uses colored squares and pattern sheets. The students have done this before, so the teacher will briefly introduce the centers during whole group and remind students to be working actively and that the teacher will be watching. The next center is a growing pattern center in which the students need to stack the cubes and create the next part of the pattern. 8. Closure: I will check the back as students finish up. We will then, if time permits, do the 13-5 Quick Check. Specific accommodations, interventions, notes, etc Students will echo phrases and vocabulary words several times during the lesson. Proximity to the teacher dung whole group lessons Pairs during centers Small groups organized by skill level

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Technology: Technology was used using primarily the EnVision math video learning activity as well as the Smartboard activities. The problem of the day and the quick check were both projected onto the Smartboard in order to make the lesson more interactive for the students.

Section 6: Instructional Decision Making Student number 1 was one of the most concerning students in the classroom. He has difficulties knowing his numbers and has a history of struggling with vocabulary. This student is an ESOL student. The lack of support at one home has been a struggle as well. Objectives number 5 and 6 both have to do specifically with numbers and recognizing patterns with those numbers. During math centers, the student received supplementary help with number review as

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well as growing and shrinking patterns and number patterns. His extra help used word/picture cards that required him to practice his knowledge of vocabulary and growing patterns and then that moved on to number patterns. These extra practices started from the second day on until the test. The student was therefore able to practice terms that are used through the whole unit, as well as conceptualize the material for objective 5 and objective 6. The primary challenge that the student faced was his understanding of the vocabulary, so the frequency of the words and the use of the context was aimed at making it easier for the student to grasp the material. As a result, the student had a 100% gain for objective number 1, had gotten objective 2 correct for the pre-test and the post-test, had a 50% gain for objective 3 and 4. The student missed one of the two questions on the post test for objective 5 and had a loss of 50% and for objective number 6, the student had a gain of 100%. The student was able to grasp most of the material and had an overall gain of 42%, raising his pretest score of 33% to 75%. Student number 7 is an English language learner who also has challenges grasping material due to lack of academic vocabulary. The student also was one of the few that had a history of rarely completing homework at home. She misses the extra practice that many of the other students may receive with parents, so she received help from a student in one of the third grade classes to complete her homework during morning time. This student was instructed specifically not give answers, but rather act as if a junior teacher. Student number 7 also received during center time an emphasis of vocabulary and repetition of instructions for the small-group instruction. The student was also given paper shapes to practice making shape patterns and growing and shrinking patterns during one day to be taught with one of the parent volunteers in the back room during center time. This was geared to strengthen the students goal of mastery of objective 2 and objective 3. The student was able to use the terms correctly and worked on the

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Smartboard during the repeating parts of patterns activity where the student was able to practice circling the repeating parts of the patterns provided with the rest of the class, so the student was receiving that extra supplemental material during whole group. The student was able to strengthen her knowledge in order to master objective number 4. She also had manipulative number cards to create number patterns using a timeline. This was used to strengthen her knowledge in order to master objective number 6. These all were used specifically during centers, as sending home extra work would have been ineffective and incomplete. This student demonstrated, as a result, gains of 58%, bringing her pre-test percentage from 16.7% to a posttest percentage of 75%. Specifically, her mastery of objective one went up from 0% mastery to 50% mastery, meaning she missed one of the two questions. For objective number two, she went up from 0% mastery to 100% mastery, demonstrating that she has completely mastered the content. For objective number three, the student had mastered the material during the pre-test and her post-test also reflected mastery since she received a 100% for both the pre-test and the posttest. For objective four, the student earned 0% mastery on the pre-test demonstrating no mastery and earned 100% mastery on the post-test, demonstrating mastery of the material. The student faced difficulties with objective 5 which showed a 0% mastery on the pre-test and a 50% mastery on the post-test, meaning she missed one question on the post-test. On objective 6, the student received 0% mastery on the pre-test and a 50% mastery on the post-test. The student showed that the extra work was beneficial, however the use of numbers and number knowledge resulted in average performance of objectives five and six. Objective six was a challenge for not only this student, but many of the students, because they have to have a significant knowledge of numbers, number order, and recognition of patterns.

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Section 7: Analysis of Impact on Student Learning Whole Class Results: I was able to administer the pre-test during the students test for the previous unit at the end of the day. It is apparent that, overall, the students had weaknesses of their background knowledge for objective 4, 5, and 6. Objectives 4, 5 and 6 were specifically challenging for the students which presented a need of emphasis on the material given during these lessons. The students did well for objectives 1, 2, and 3 which demonstrated a need for less focus on these objectives during the lesson. This pre-assessment helped me see the overall weakness of the students prior knowledge of objectives 4, 5, and 6. As a result, I was able to use the Smartboard to assist the students with their practice of finding the repeating parts of patterns. I also decided to use manipulatives for the lessons in order to help students master their objectives. During centers, the students had the opportunity to use manipulatives from pattern cards to blocks and cubes to practice the concepts for each lesson. This helped them practice the material in a fun and interesting way in with pairs. Pairs were assigned so the students could check each others work.

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The students made gains from Unit 13 of 34%. The mean for the Pre-test was 51%. There were 15 students who did meet the performance criterion for the unit. One student did not meet the criterion. This student had one of the two lowest pre-assessment scores in the class. This student received 67% on the post-assessment not meeting the 70% minimum. He did make gains of 50% since his pre-assessment score was 17%, so his knowledge of the material increased significantly.

Objective 1: As the pre-assessment results show, I was able to see that many of the students were excelling at recognizing color patterns. This is a topic that the students have had practice with during their calendar math time for several months. For the students who did miss this problem, practice using colored blocks and colored squares to create patterns was used during small group center time. These pattern creating activities gave the students time to interact and check their learning with their partners. They were monitored to verify that they were learning the material and were using the shapes appropriately. Few students needed these tools during small group teacher center.

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100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4

Pre-Test Results for Objective 1

Perrcent correct

1

5

6

7

8

9

10

11

12

13

14

15

16

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Objective 2: The pre-assessment indicates that the students already have mastered shape patterns. The students had a question in which they had to find the next shape to come in the pattern. I used one color pattern center from the previous day and one shape pattern center in which the students created shape patterns and then stated the shapes that came next in the pattern verbally to their partners. The students worked well in their groups and were able to receive the extra practice for reinforcement.

Pre-Test Results for Objective 2120.00% 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 2

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Objective 3: Students were able to recognize size patterns and understand the vocabulary stated in order to find what came next in the pattern. This lesson was easier to grasp due to the repetition of the vocabulary from the previous days. I worked with the students repeating large small based on the size and they were able to work speedily through the material. I tried to show them that if they state the patterns, they can find out what comes next easily. They had two size pattern activities to work on during centers which required them to repeat the different parts of a size pattern.120.00%

100.00%

Pre-Test Results for Objective 3

80.00%

60.00% Objective 3 40.00%

20.00%

0.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

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Objective 4: Compared to the previous results, the students results drastically decreased for objective 4. Students did not know the vocabulary to find the repeating part of the pattern. Their scores were significantly lower than the other previous objectives, so I made a plan to find a Smartboard activity that we could do whole group to practice circling the repeating part of the pattern. I also worked in small group teacher center using manipulatives to help teach the lesson. We used the Smartboard activity on two days to emphasize the material to make it easier for the students to understand.

Pre-test Results for Objective 4120.00% 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Objective 4

Objective 5: Seven out of fifteen students were able to answer the pre-test question for objective 5. Students needed to build a growing pattern so the students were given connecting cubes in order to practice growing patterns during centers. I used a strategy of teaching the students about creating steps to be able to tell if the pattern is getting bigger or smaller, and then

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to write the number after counting the blocks to find out what comes next. We also used the stackable cubes during teacher center to allow the students to have the time to create growing patterns.

Pre-Test Results for Objective 5120.00% 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 5

Objective 6: This was the most challenging objective on the pre-test for the students. Only two students were able to select the correct answer. Students struggled because of their lack of practice identifying decreasing and increasing numbers as well as noticing a pattern with numbers. In order to emphasize this part of the unit, I brought out a number line and number cards to help the students recognize skip counting as well as decreasing and increasing numbers. The students were able to work in centers using number cards and making patterns. The students had to finish the pattern and check with a partner. I noticed previously that a student had continuously struggled with numbers, so he went home with number flash cards to work on with each parent.

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Pre-Test Results for Objective 6120.00% 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Objective 6

The post-test showed that the students were able to develop their knowledge of patterns. I administered this twelve question test at the end of the day during the math period. Each student made gains in every objective with the exception of student number one for objective 5 and the class with number patterns for objective 6. No students had losses for objective 6; however some students did not make any gains for the assessment. The standard deviations all went down, however objective 4 did not go down significantly and objective 6 had a standard deviation that actually went up by slightly less than 3%. This happened because so many students did poorly on the pre-test, and many made significant gains. The class average score went up significantly from the pre-test to the post-test and every individual student made gains, as well.

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Objective 1: The post-test scores for objective one demonstrate that the majority of the students mastered the assessment objective. They had to receive a 100% for objective 1. Four students only received a 50% for this objective. I realized that the student-response question was difficult. The cars were shaded black, grey, and white, however the grey cars almost seemed white. As the students colored in their cars, they had to recognize that the grey color was in fact grey. The students who could not tell the difference between the shades may have led to their error. The students as a whole are able to do color patterns.

Post-test Results for Objective 1120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1

Objective 2: Only two of the students did not master objective two. They needed to get both questions correct and receive 100%. Each of the students that did not make the goal missed

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one of the two questions and received 50% for objective two. One student had an illegible answer for the student response question. The other student simply missed the multiple choice question. Using the shape centers during lessons helped confirm that overall, the students would master the material. They also performed well on the quick check at the end of the lesson for objective two.

Post-test Results for Objective 2120.00% 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1

Objective 3: All of the students mastered assessment objective three. It required the students to answer one out of the two questions correctly. All of the students with the exception of student number one were able to get both questions correct. I used a craft stick center for practicing size patterns as well as the Envision sheet activity that helped the students be able to practice and duplicate the different size patterns. Using the strategy to whisper the sizes helped the students be able to recognize the patterns and answer the questions correctly and allowed them to better comprehend what they were learning by not only looking, but saying and hearing.

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Post-test Results for Objective 3120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1

Objective 4: Objective four is one of the biggest struggles for the students. They had to learn a concept that they were not familiar with at all. The students needed to identify the repeating part of a pattern. I emphasized this part of the unit by using the Smartboard activities to help the students practice using techniques to figure out what the repeating part of the pattern was. They were instructed to identify the first shape and then find when it happened again. The next time it happened, the students were instructed to circle it. The students struggled throughout the lesson, leading me to do the Smartboard activity during the following day. All of the students mastered the assessment objective with the exception of student number 12. The objective requested that the students were to solve one out of the two questions correctly. Three students received 50% for objective number four. Twelve students received 100% for objective number four. One student received a 0% for objective number four. This student has a history of becoming easily distracted. He should have spent more time in the teacher center or should have received a little extra practice.

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Post-test Results for Objective 4120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1

Objective 5: In order to master objective number five, the students needed to answer one out of the two questions correctly. All of the students mastered the objective; however five of the students were only able to answer one question correctly. Eleven of the students were able to answer both questions correctly. I used the connecting cubes to help demonstrate growing and shrinking patterns, and the students were able to use connecting cubes in their centers to practice. During whole group lesson, I showed the students a strategy of making steps in order to see if the pattern is growing or shrinking. I also instructed them to write a number for how many cubes are attached so they can have a quick visual of how much the pattern is growing.

Post-test Results for Objective 5120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1

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Objective 6: I knew that objective six was going to be the biggest struggle for the students. Students have difficulties with numbers and recognizing how much the number patterns increase or decrease because of their lack of familiarity with numbers and subtraction and addition. Four students did not meet the criteria for the assessment objective. Three students were able to get one of the two questions correctly. Nine students were able to answer both questions correctly. It would have been more beneficial to spend extra days on this objective or to have practiced numbers and subtraction right before the unit. If I had realized that this would have continued to be a difficult objective, I would have had additional supplemental material. The students needed to have more number sense.

Post-test Results for Objective 6120% 100% 80% 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Series1

Pre-test to Post-test Comparison: Each student demonstrated gains from pre-assessment to post-assessment. The students who had scored particularly low on the pre-assessment made remarkable growth and demonstrated mastery of the material. Student number 12 had a concerning gain. This student received 33% on the pre-assessment and went up to 67% on the post-assessment. Although this is a growth of almost 34%, the student is still scoring a 67% on the post-assessment. Student number 5, one of

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the students who were receiving supplemental activities had a pre-assessment grade of 17% and a post-assessment score of 67%. This student had a significant gain of 50%, demonstrating that the supplemental activities were beneficial to his learning. Student number 11 had significant gains. This student had a pre-assessment grade of 33% and a post-assessment grade of 92% demonstrating a growth of 58%. The other student with the most growth was student number 7 who received a 17% on the pre-assessment and 75% on the post-assessment, showing gains of 58%, as well. These students had demonstrated a curiosity for the material and had consistently completed their homework.

Pre-test to Post-test Gains120% 100% 80% Posttest 60% 40% 20% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Pretest Gains

Subgroups: I chose to compare gender for objective number one. The students were equally divided with eight girls and eight boys, making it easy to compare the pre- assessment and postassessment results. This is an objective that many of the students were familiar with in the preassessment; however there was a group to be analyzed who made improvements from the pre-

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assessment to the post-assessment. I noticed that student number 6 in the first sub-group did do better on the pre-assessment than the post-assessment for objective number one. In the second sub-group, student number 16 did better on the pre-test than the post-test for objective number one, as well. Five of the girls scored 100% on the pre-assessment and the post-assessment for objective one. Three girls scored 0% and three girls scored 50% on the pre-assessment for objective one.

Girls Objective 1120% 100% 80% 60% 40% 20% 0% 2 3 4 6 7 9 10 13 Pre-assessment Post-Assessment

Boys Objective 1120% 100% 80% 60% 40% 20% 0% 1 5 8 11 12 14 15 16 Pre-assessment Post-assessment

It was interesting to notice that the mean for the girls was the same as the boys for the pre-assessment. Both the boys and the girls had a mean of 63% for the pre-test. The girls mean did manage to increase to 81% and the boys mean increased to 94%. Both groups significantly increased their mean from the pre-assessment to the post-assessment. The standard deviation for

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the girls decreased from 52% to 26% while the standard deviation for the boys decreased from 52% to 18%. The standard deviations demonstrated that the boys scores and the girls scores both became closer to the mean for the post-assessment than the pre-assessment. This learning objective had a variety of percentages for both the boys and girls with students that mastered the material, didnt master the material, and even did worse on the post-assessment objective than the pre-assessment. Individuals: Student number 5 and 11 both demonstrated a gain from the pre-assessment to the post assessment. Student number 5, one of the students who were receiving supplemental activities had a pre-assessment grade of 17% and a post-assessment