Student Analysis:

High Medium Low (Key for assessment tables throughout TWS) (Assessment Charts for each lesson are attached) Evelyn Briant Shazera

Lesson One: Stress Relieving Pre-Assessment: Most of the students were unable to give a correct definition for the word stress. Majority of the students told me stress means to be mad or tired. Post Assessment: After the lesson every student that participated in the lesson was able to tell me a method we discussed that to help eliminate or reduce stress, 100%. High- The student that was most successful is Evelyn. She is an African American 7 year old girl. She is always well behaved and a hard worker. A possible reason for Evelyns high success may come from the fact that she tends to work with the older students in the class and she holds herself to the same standards in which the older students in the class abide by. Another reason I think Evelyn was most successful during this lesson is because she is very well read and was familiar with what stress meant when majority of the other students were not. Medium- The student that was average in performance in relation to this lesson is a 7 year old African American boy named Briant. Briant is one of about five students in the class that constantly have to be called on for not following directions, talking out of tern, and getting off track. Briant is a very bright student but does not perform to his best ability majority of the time. I personally believe this is because he thinks being smart is not cool to the other four students with behavioral issues. I think I could help improve Briants performance in the future by maybe talking to him individually before the lesson to state my expectations for his behavior and to verbalize to him that I believe in him and that I know he will do really well because I will be observing him closely to ensure he understands fully.

Low- The student that was the least successful with the lesson is Shazera. Shazera is an African American 7 year old girl who wears glasses. She is tiny for her age and tends to keep to herself. Shazera is the type of student that easily can be looked over because she is a quiet introvert. I have personally heard her say to other students in conversation that she isnt smart like other people or my brain doesnt think like that when she struggles with a lesson or a specific problem. Next time I will involve Shazera more with the lesson so she feels engaged. I can also work more one on one with Shazera during independent lesson time so she can receive extra help. I will also make more of an effort to help build her selfconfidence both socially and academically. Lesson Two: Adjectives Pre-Assessment: All students, except one, did not tell me the correct role of adjectives in the structure of a sentence. Majority of the students told me an adjective is an action word, by which they meant a verb. Post Assessment: After teaching the lesson the class was 100% correct in relation to the post assessment. All students were able to list four adjectives that described the monster activity done in class. High- In my pre-assessment I asked Evelyn, like every other student, what the job of an adjective is. Without hesitation Evelyn responded with the correct answer by stating, It describes a noun. She was the only student to give me the correct answer during the pre-assessment. During the lesson when I asked students to give an adjective describing themselves Evelyn described her by using the adjective nice. She also helped other students if they were stumped and could not think of an adjective to describe them. For the post assessment the students made monster out of construction paper and were asked to write down four adjectives that describe their monster creations. Not only did Evelyn use all adjectives, she listed five instead of four. I believe Evelyn did well because she listened and followed directions correctly throughout the whole lesson. Medium- Briant told me during my pre-assessment that an adjective is an action word and he was confident in his answer. During the lesson when it was Briants

to give an adjective describing himself he said he could not think of one and had to have another student say one for him. I believe Briant acted this way in front of the class because he tends to worry more about what his peers will think of him if he came across as smart instead of funny. During the post assessment when the students were making their monsters Briant was talkative, and he was asked to return to his desk to finish the activity. Briant listed three adjectives; yellow, nice, kind. His fourth adjective was not mean, it describes a noun but I was looking for one word adjectives. I think if Briant would have paid more attention during the instructions for the activity I think he would have done a better job. Low- When I asked Shazera what an adjective is for the pre-assessment she told me that it is an action word. She then stood up and hopped on one foot and said See, like this!!. She was very confident in her response. During the lesson Shazera could not think of an adjective to describe her when we went around the circle. Another classmate had to help her think of one. For the activity Shazera focused more on making her monster than she did coming up with adjectives to describe it. Shazera asked me to help her think of adjectives. I guided her by asking questions like, What color is your monster? Is he nice or mean?. When I collected the monster creations the adjectives Shazera used were pretty, nice, yellow, cute. I think Shazera is unsure of herself and that is why she hesitates to answer questions in front of the class and ask for my guidance during the formative assessment. Lesson Three: Seasonal Weather Conditions Pre-Assessment: For the pre assessment I asked students individualy to tell me how many seasons we have and to name them. Most of the students could tell me how many seasons there are but had difficulty naming them. Some of the students named months instead of seasons. Post-Assessment: After the lesson I asked students to write down two weather conditions for each season. Every student scored 100% for writing the four seasons and at least one weather condition that corresponds. For students that failed to list two weather conditions for each student I asked them individually

during lesson time to list another weather condition; after this 100% of the class knew the information correctly. High- Evelyn told me there are four seasons and named all of them correctly. She even looked at me as if I was being silly for even asking something that was such common knowledge to her. While participating in the activity used for the during assessment, Evelyn joined the appropriate season group that corresponded with her item, and she even helped guide other students to their correct season. At the conclusion of the lesson I asked students to write down two weather conditions for each season. Evelyn was able to correctly do so for each season because she used her prior knowledge and the information learned during the lesson. Medium- For the pre-assessment Briant knew there are four seasons and was able to correctly name them. He too looked at me silly for asking a question that seemed so simple to him. Throughout the outdoor activity that was used for the during-assessment Briant was very talkative and pretty wild. He was not paying close attention and was socializing with two other boys in the class about the items they had for the activity. For the post assessment Briant only gave one weather condition depicting each of the four seasons, instead of two for each season like I asked. I believe he did this not because he did not know the content but because he failed to listen to my instructions. Low- Shazera correctly told me there are four seasons when I asked her for the pre-assessment, but when she tried to them she said, Fall, June, July.. I wonder if she heard one of her peers answer with the number four for how many seasons there are and that is why she was unable to tell me their names. During the outdoor activity Shazera found the corresponding season for her item with no trouble. For the post assessment Shazera was able to give me two weather conditions for each of the four seasons. I believe Shazera did well on the final assessment because she enjoyed the lesson and seemed to be engaged the entire time.

Lesson Four: Estimation and Measurement Pre-Assessment- I went around the room and asked students individually to give me an estimated measurement for a highlighter that I would show the students. The actual length of the highlighter was 5 inches. The all but 8 of the students estimations were at least in the measurement unit of inches. Post Assessment: All but one of the students had realistic estimations for the length of colored construction strips for the activity done at the conclusion of the lesson. High- Evelyn estimated the length of the highlighter, used in the pre-assessment, accurately. Evelyn also gave a lot of thought to her estimation for how many M&Ms were in the jar, and she did not turn her answer in until she felt really sure of it. Evelyn gave realistic estimations for the construction paper strips during the post assessment. She also used the ruler to measure the strips correctly, and she made a picture using all of her strips. I think Evelyn performed highly during this lesson because she felt challenged by estimating the number of M&Ms and the length of each strip of paper. Medium- When asking Briant how long the highlighter used for the preassessment was he hesitated for a while and responded with 18 inches. Briant submitted his estimation for the number of M&Ms right away, and did not seem to put much thought into it. During the activity used for the post assessment Briant sat and talked pretty much the entire time. I would ask Briant to get to work and as soon as I would walk away he was off task again. Briant did not use realistic measurement estimations for his strips of paper nor did he measure them correctly. I feel as though Briant did not perform well for this lesson because math is not his strong point. I also think his inability to remove himself from those distracting him kept him from trying his best. Low- The low achieving student for the lesson was Shazera. When I asked Shazera to give me an estimate for the length of the highlighter used in the preassessment she questionably responded with Four feet?. Shazera asked for my guidance throughout the during-assessment because she was unsure of herself.

Her estimations were more than two inches different than the actual measurement of the strips but I could tell she really was trying. Once she measured the strips she got the correct length. Shazera enjoyed making a picture of using her measurement strips. I think Shazera had some trouble with this lesson because she second guesses herself and is unsure of her knowledge.

Lesson Five: Thanksgiving Interview Pre-Assessment: Students were asked individually to describe things that come to mind when they hear the word Thanksgiving. Every student was able and willing to give words that relate to the holiday. Post-Assessment: Every group of students were able to complete a Venn diagram chart and verbally depict two things they had in common with their partner relating to Thanksgiving traditions and one thing done differently than their partner. High- Evelyn was the high achieving student for this lesson because she gave details of things that come to mind when she hears the word Thanksgiving. During my pre-assessment Evelyn worked very well with her partner for the What Do You Do interview activity. She and her partner were one of the first groups to finish the interview. For the post assessment Venn diagram activity comparing and contrasting each partners Thanksgiving. Evelyn grasped the concept very quickly and was again the first group to finish their assignment correctly. Medium- Briant was the average performing student for this lesson. Briant expressed many words to me during the pre-assessment when I asked him to tell me what comes to mind when he hears the word Thanksgiving. Briant worked well with his partner during the interview and finished around the same time the majority of the class did. While completing the Venn diagram activity Briant took the position of the scribe between him and his partner, and used the diagram correctly to compare and contrast his traditions with his partners. Briant was very engaged during the entire lesson and was on much better behavior than usual. The reason I think Briant did well during this lesson is because there was little

opportunity to talk to his peers because partners were spread out around the room. Low- Shazera was the low achieving student for this activity. She was able to tell me what comes to her mind when she thinks about Thanksgiving for the preassessment. For the partner Thanksgiving interview Shazera let her partner take the leadership role between the two. Several times Shazera asked me how to spell certain words to which I would tell her to just try and spell it her best. Shazera and her partner filled out the Venn diagram correctly and were able to tell me what they had in common and what they did differently for Thanksgiving traditions. I think Shazera again did not perform as highly as other students because she is unsure of herself and her answers.

It is very important as a teacher to observe student learning as a whole and individually. Every student learns differently and at different rates, so it is imperative for a teacher to determine learning strategies that work best for individual students and for the class as a whole. It is also important for teachers to understand that just because a high performing student does really well in math it does not mean he/she necessarily will perform to the same level in reading or writing. Teachers must keep record of this information to be able to adjust content and instruction for students to best understand. I think because I made a conscious effort to create my lessons in a way that all of the learning realms were touched is the reason my post-assessment percentage of comprehension was so high. This is something I plan on doing for as long as I am in the teaching field. Not all students learn the same or at the same rate that is why it is imperative to keep record of ways your students learn best and why.