Professional Documents
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Community
Neiborhood: Suburban
B. District Demographics
District Name: Peoria Unifie School District (k-12)
C. School Demographics
School Name: Desert Palms Elementry
Content Areas:
English Language Arts
Math
Social Studies
Science
Ethnicity:
Caucasian: 12
African Amercans: 3
Native Americans: 3
Hispanic: 3
Other: 1
B. Environmental Factors
Room Arrangement:
Students are arragned in groups of either 4 or 5.
Students use tables pushed together (no desk)
The back of the room is split into two parts; 1st: Small Reading groups, 2nd computer area
Access to Technology:
Students have access to a set of 8 computers.
Students utilize the computers during rotations during Math and ELA to work on
different programs.
In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.
Based on the information stated above I would consider the following when planning, delivering,
and assessing a lesson:
Utilizing TBR (total body response) when planning and delivering a lesson
Determing how much of a worksheet to give students who are have difficulties completing them
(also consider when grading)
Continuously checking for understanig while delivering the lesson
Being conscious of students on an IEP.
Learning Goal
Students will be able to add three-digit numbers.
Measurable Objectives
Students will be able to add three digit numbers without regrouping
Students will be able to add three digit numbers with regrouping
Students will be able to show how to properly regroup number in th tens and hundreds
frames.
Number of Students
Exceeds 0 Students
Meets 0 Students
Approaches 15 Students
Based on the data above I will not be changing the state standard or learning goal. I will however, be
changing my measurable goal to,
Student will be able to add three-digit numbers given 18 addition problems (regrouping in the
ones, tens, and word problems) with 80% accuracy by the end of the unit.
Given the data collected from my pre-assessment I have determined to change the
delivery of my lesson(s). Many of my students approach the standard yet none actually meet the
standard. In my data it shows my students understand how to add numbers but struggle with
regrouping. I will not spend a ton of time on adding whole hundreds (ex. 200 + 300) because
they have a general understanding of the concepts. I will however, spend a little more time on
how to regroup numbers. I will most likely extend the time given for regrouping to two days
instead of 1. This way it allows me to do whole class instruction the first day and I am able to
focus on consistency and practice the next. I feel my unit plan will take up a bit more than the
original week. I plan to extend my unit to at least a couple of weeks given the time allotted for
math.
I intend to assess my students with the same original pre-assessment as I feel it would be
a more accurate representation of what they have learned. I have however added an additional
assessment. Two assessments will be given. They look somewhat identical but contain different
problems. I will give each assessment on a different day. I chose to do it this way as I think it
will give me more data and allow my students two chances to reflect what they know. I find this
will work best as this is what we already do when giving spelling test.
Post-Assessment –
After designing my unit, I was able to implement my unit plan 02/06-02/10. Each day’s lessons
were designed to build up from one another. I chose to follow the format that my cooperating teacher had
already developed because it appeared to work well with the students. This means that every Tuesday and
Thursday I would teach a new concept and left Wednesday and Friday up for review. By choosing to
design my lesson plans this way it allowed me to ensure each student had a solid understanding of the
concept before moving on to the next one. Tuesday and Thursday I began each lesson with an essential
question. Next we would go into our math books where we would learn the new concept. We would then
go over the review section, and finally, students would work on the ‘My Homework’ section as
independent practice. As for the review days of Wednesday and Friday, I gave a worksheet that contained
the same math concept we learned the previous day. We would go over a few of them together and then I
would have my students complete the remaining problems on their own. Actual lessons do not extend
very long because the classroom uses an in-class rotation schedule. This means instruction only last for 30
min or less while the rest of the time is spent with students rotating between computers, independent work
For engagement I chose to use a variety of media; this includes, the SMART board, white boards,
and the document camera. In addition to the media sources, I also utilized group collaboration and
partners. Posing questions and asking students to explain their reasoning also contributed to the overall
classroom engagement.
Overall, I feel the lesson went as expected. When developing my unit plan I did not want to create
something totally out of no where for my students. I had made the observation in previous weeks that my
students thrive on routine so by sticking to their known routine it allowed me to seamlessly teach with
All in all, I felt my students were able to grasp the math concepts that I was teaching. They
seemed to have a great level of understanding when checking for understanding throughout each lesson.
Throughout my lessons I expected my students to be able to repeat back to me their processes and many if
not all the students that I had called on could do so. I made sure to check the ‘My Homework’ page they
were turning in after each lesson and was able to pull back kids that I felt may have missed the concept
just a bit. By doing so I feel I was able to have a great handle on student learning.
The final summative assessment results had only confirmed what I had originally gauged as my
students learning levels. The majority of my class exceeded expectations with only a few who had just
missed the mark. I felt that allowing for only a small portion of instruction time I was able to catch those
An instance where I had a student who caused me to rethink my lesson was on the third day of
instruction. We had been learning to rewrite three-digit addition problem in a vertical format. A student
who is identified as an ELL was not understating how to stack the numbers that did not contain 3-digits. I
had to explain to her a different method that made more sense to her throughout the lesson. I originally
felt at a lost for words but soon realized I had to think quickly of a new method to show her.
By recording my lesson, I was able to learn a lot about myself. One thing I noticed while
observing my recording was my tone of voice as well as my presence. I feel I am a bit sterner then I
would like to be. It may just be me picking up cues from my mentor teacher, but I still find it difficult to
balance between directing and demanding my students to do something (the markers and white boards
addressed the lesson and executed my lesson as planned. I think a lot of where I see room for
improvement is simply polishing other components besides teaching (ex. transitions, redirecting, and
voice). I would like to be more confident when teaching the class. I wrote my unit plan while lesson
planning with both second grade teachers and though I felt I knew the lesson inside and out in the video
you can see I am still looking for approval from my cooperating teacher. I would like to see myself be
able to teach a lesson and not check for understanding myself with the teacher. Overall, I am glad I was
able to identify my strong points and other aspects I feel I could improve upon. This unit plan has taught
Video Link:
https://1drv.ms/v/s!AiRxcO3tDbBmdwX_AH3tMibu_Ks
Frances Track
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Exceeds 0 12
Meets 0 5
Approaches 15 3
Based on my analysis of whole class post-test data I have come to the conclusion that at least
77% of my students are at a meet or exceeds level for mastery of the standard, with the
other 13% being at approaches and less than 1% being at falls far below. Moving away
from just the assemesent I would guage student learning at being at a 90% or above for
completely understanding the lessons taught. For example, the three students whom are at
an approaching level are able to walk through with me their work/ thinking through any
given problem during whole group instruction. Thus, it shows me they understand how to
do the problem; yet may lack the component of taking the knowledge and applying it on
their own. Looking through post assemesnt data it is clear to see the steps that students
walk through on their own applied to the test. The word problems on the test definetly
reflect growth in learning because they reflect real life application of math concepts learned.
Based on the data from my whole class post test I can say that my lessons were effective
enough to catch my tier 1 learners. I would haft to say however, that I feel my post test does
not accurately reflect 100% of my students learning. Through whole class instruction I can
call on about any student and they would be able to come up to the board and walk step by
step on a regrouping problem. I would safely say that at least 95% of my students are solid
on the concept of understanding but lack the application component. I can see the
knowledge being applied during individual math work time as well as when I graded
worksheets. Often times I find the problem lies in the speed in which students are working
at. This is an issue I would like to address in future lessons.
.
For my subgroup I chose to focus on students who are on free and reduced lunch approx.. 70%. I
chose to focus on this subgroup because I feel that often times these are the students in the
general education classroom that may need more educational support rather than others. They are
also identified as high risk students at the school I am cuurenly at.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Exceeds 0 9
Meets 0 4
Approaches 10 2
Based on the subgroup post test data it is determined that 86% of students either meet or
exceed the standard for level of mastery with only 14% being right at approaches. What
helped me come to this conclusion was based upon whether the student got the correct
answer and on how many problems they got the correct answer on. Grading a math test is
pretty straight forward in regards to grade. Students either got the right answer or they
didn’t. However, beyond what is simply right and wrong I was also able to see their
processes and how they got to the answer they did. I am able to see/say, yes they got the
right answer because they followed the processes of x, y and z. I was able to identify that a
majority of my subgroup students were able to reflect their knowledge of the concept
because they showed their work at the top that ultimetly got them to the right answer.
Based on the subgroup post assessment data I can draw the conclusion that my lessons were
effective in reflecting positive assemsent data. I feel my instruction was effective and well-
rounded enough to again catch my tier 1 students in my subgroup. I did however, still have
2 students or 14% of my subgroup fall in the approaches category. In order to aid these
students in ensuring they fully grasp the concept I will pull them back for small group
instruction during our math block during independent practice. During this time I am able
Meets 0 1
Approaches 5 1
Based on the analysis of both the data from the subgroup as well as the data from the
remainder of the class I would describe my unit as being very effective. My subgroup made
up a larger chunk of my entire class, thus, the results of mastery are higher as compared to
the remainder of the class. Overall, by not soley basing student learning on just the
assessment and taking all the work submitted throughout the unit, I am able to see a more
accurate depiction of student learning. Though I do understand the importance of an
assessment I do not think it accurately reflects all of the knowledge the students have
learned. This is why grades are not soley based on assesments and are rather a combination
of work including assessment as a component of mesurment. By looking at all the work
submitted throughout the unit I was able to see my students were understanding the
concepts and I was able to move forward in the unit.
The next step for instruction is to move forward in our math concepts and work on
subtraction in the 100’s with regrouping. Similar to how we built up for addition in the
100’s with regrouping students will start with review of two digit subtraction, followed by
2. Include a longer wait time between I plan to reach this goal my taking a better
transitions of activities. survey of student learning throughout my
lesson. I will look up strategies on how to
best check for understanding and ask my
team teacher what she does before she moves
on to the next activity. I could utilize more
strategies such as thumbs up or down, give
me a number for understanding, and even
just paying more attenition to facial
expressions which are all methods I could
use to help me gauge just how much wait
time my students need.