Assessment of and Planning for Student Learning

OHIO RESIDENT EDUCATOR PROGRAM

Year 2 Instructional Cycles 1, 2, 3
Resident Educators, through collaboration and guidance of mentors, gain deeper understandings of teaching each time they
implement and analyze the Teaching & Learning Cycle.
Directions:
1.Resident Educators use the Instructional Cycle to analyze, plan, and reflect on 3 lessons.
2.Following the teaching of each lesson, Resident Educators reflect on the lesson by analyzing
student work samples resulting from the lesson.

INSTRUCTIONAL PLAN
Assessment of Student Learning
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
Use the questions below to guide your analysis of assessments.

How does the assessment reflect the learning targets and/or lesson purpose?
The students will take an end of unit assessment related to what they have learned about fractions. The students will do 6
lessons related to fractions at the end of each lesson the students will take a 4 - 6 question practice. The practice questions
will be taken for a daily grade but will give the students an idea of what they will be expected to do on the end of unit
assessment. The students will be covering the following 3rd grade common core standards: 3.NF.1, 3.NF.2, 3.NF.3.

What high order thinking does the assessment require?
The students will be required to questions that are at a DOK 3

How does the assessment ask students to transfer learning to new situations?
Students are given real world situations to apply what they have learned about fractions throughout the unit. By the end of
the unit the students should be able to take what they have learned and come up with their own story problems and situations
where fractions would be used in daily life.
How does the assessment provide opportunities for students to independently choose and implement high level instructional
strategies?
The last question of the assessment gives the students a chance to choose what questions they want to answer as well as
different ways to to show fractions on pizza.

How will students monitor and track their progress?
The students were given a per - assessment before we started the unit. Once we started the students were able to track their
common core practice and their common core performance task. The students could log this information on their data binders.

What purposeful feedback on this assessment will lead students to deeper understanding of the assessed content and/or processe
I provide feedback for my students on each of their assignments as well as their assessments. The feedback is a way for me to
lead the students into how to correctly answer the questions or to give them feedback on what they are doing correctly.
Students are usually then given the chance to retake the assessment for half credit or we can conference and I can show them
how to answer the question correctly.

How did this conversation about assessment influence the lesson design?
The lesson was already designed by Ready Common Core I did add other activities to help provide a stronger background in
fractions for my students. All of the activities and lessons gave the students a chance to practice the skills that they would be
tested on.
INSTRUCTIONAL PLAN
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
Identifying the Student Learning Needs

How will the relationship between the standards and the learning target be communicated?

Before, and during the lessons I go over what we are learning and why we are learning it. The standards are posted in the
classroom for the students to see daily to remind them of what they are learning and how it can be useful to them in the
future.

What prior knowledge do students need for this lesson?

The students should have mastered understanding halves thirds, and fourths in shapes; What a fraction is; Fractions on a
number line; equivalent fractions; and comparing fractions. Many of these skills students need to have knowledge of but not
have mastered.

What are the connections to previous and future learning?

The students previous learning should show an understanding of fractions in shapes; fractions on a number line; what a
fraction is; equivalent fractions; and comparing fractions.

The students will gain an understanding for future learning of equivalent fractions; addition and subtraction of fractions; and
comparing fractions.

INSTRUCTIONAL PLAN
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
Establishing the Learning Objectives : Learning Targets

What is the purpose of this lesson?

The students will have the following I can statements; I understand that a fraction is part of a whole; I understand that a
fraction is a number on a number line; I can compare the size of fractions; I can explain equivalence of fractions

How does this lesson fit into the curriculum continuum for state content standards?

This lesson is from the Ready Common Core curriculum and is set up to follow the common core standards.

What in this lesson is important to know and understand today? What in this lesson will inform future learning? What enduring
understandings could emerge from this lesson?

The students will need to have a deep understand of fractions to be successful with this unit. They will need to be able to
explain their thinking in a way where others could repeat what they have done. Each of the lessons in this unit have practice
parts that will given me an idea of what I need to cover in small group before the assessment. The students should gain a
mastery of what fractions are as well as how fractions can be used in the real world.

How will the learning objectives/targets be made clear to students?

The targets will be posted in the room as well as stated at the beginning and end of each lesson.

What misconceptions about content need to be considered?

Students could think that any number less than one on a number line is also less than zero; students will sometimes count the
lines instead of the intervals between the lines on a number line; and students may want to write a whole number as a fraction
inverting the numerator and dominator of a fraction.


INSTRUCTIONAL PLAN
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
Gathering Appropriate Resources
What new learning is needed to teach this content?

The students will learn about fractions other than 1/2, 1/3. and 1/4 and students will be able to compare fractions using
symbols.

What resources will be necessary to plan and to teach this lesson?

I will be using the ready common core tool box; the students will need their ready common core books; I will need art supplies
for one of our activities; the students will need measuring materials for another activity; the students will need their math
notebooks; I will need fraction mats; dry erase markers; I will need copies of the different fraction foldables and interactive
notebook pages for each student.

How did data inform the planning of this lesson?

The students were given a pre test, the information from the pre test helped me group students for small group instruction as
well as letting me know which lessons in the unit I needed to focus on a and which lessons the students already have a
understanding of.


INSTRUCTIONAL PLAN
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
Instructional Strategies (How the teacher conveys the content)
What are the instructional strategies used for this lesson?

I will be using the gradual release method to teach this unit. I will use hands on activities to teach this lesson. I will use real world
problems to teach this lesson.

Why were these strategies chosen?

I try using strategies that I know will work with my students based on their learning. I am also using methods introduced and repeatedly
used in the ready common core book.

How will the instructional strategies lead students to independent and self-directed learning?

Each lesson is designed to guide the students from introduction, to Guided instruction, to guided practice, to common core practice which
the students will do on their own. By the end of the unit the students will be able to come up with their own real world situations where
fractions are used.

How do the strategies equip students for rigorous work?

The strategies used will help guide the students to independent practice and higher level thinking. The students will do a lot of explaining
how they solved problems.


INSTRUCTIONAL PLAN
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
Instructional Activities (What the students do to engage with and learn the content)
What activities provide students opportunities for deliberate practice of the learning strategies?

The students will do hands on activities such as comparing fractions activity using sand, hands on activities comparing fractions using
fraction bars, making fractions with equal parts using paper, making their own fraction bars, video lessons, and creating story problems
about fractions.

What activities provide opportunities for authentic learning?

creating story problems about fractions, finding fractions at home, creating an equivalent fraction notebook, finding equivalent fractions
with different shaped parts, understanding fractions through games, and draw story models about fractions.

What activities require higher-order thinking skills?

fraction flowers, finding fractions at home, equivalent fraction notebook, and drawing story models about fractions.

What activities engage students in interdisciplinary connections?

creating story problems about fractions, equivalent fractions notebook, and drawing story models about fractions.

What activities allow students to collaborate and share their knowledge?

comparing fractions with sand and fraction bars, understanding fraction through games, draw story models about fractions.


INSTRUCTIONAL PLAN
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM

Differentiation
How will you determine if differentiation is needed for this lesson?

I use the students pre test and i ready diagnostic to determine if any differentiation needs to be done through out the unit.

How will you provide access and appropriate challenges for students?

I provide small group instruction through out the unit to provide students who need it challenges. I usually use the next grade level up
lesson for the same skill or any challenge activities that ready common core offers.

How might the lesson be adapted to accommodate students?

I use my small group time during the unit to accommodate students needs. I usually have the students grouped according to their needs.

Resources and Materials
List resources and materials needed for this lesson.

Ready Common Core books per student
Ready Common Core tool box
Art Supplies
Fraction Flower Template
Sand, Measuring Cups, Fraction Bars, Worksheets
Fraction Lapbook Template

INSTRUCTIONAL PLAN
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
Reflection:

Resident Educators, collaboratively, with the guidance of mentors, extend their understanding of the Teaching & Learning Cycle by analyzing student work. This
best practice moves Resident Educators from grading student work for accuracy, to analyzing student work for understanding.

Preparation for Collaboration:

After Resident Educators have planned and taught a lesson and assessed student work for accuracy and quality, they should bring the graded samples to be
analyzed.

Guiding Questions for Analyzing Student Work
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM

What questions came to mind after grading the work for accuracy?
Many of the students that showed understanding during each lesson in the unit did not do well on the assessment, so of them I
think rushed other I think forgot some of the material. Would it have helped to do centers during this unit to keep all of the
skills in the unit fresh in their minds.

How does the work meet expectations for high quality work?
I think the students learned that quality is very important in their work this year. The all are doing their very best and are
answering questions in complete sentences. They also seem to take pride in what their work looks like for the project that
were completed in this unit.

How does the work reflect high levels of student inquiry and creativity?
The students were given chances to do hands on activities, inquiry based learning activities, and creativity activities through
the lesson listed above.

What does the work tell about how students learn?
The work in this unit shows that the students need a variety of different kinds of learning activities for each student to gain
full understanding. By providing different kinds of learning experiences more of the students could gain an understanding of
fractions by the end of the unit.

What trends and patterns are identified within the class?
Most of the students seemed to have trouble at the beginning of each lesson during the unit, and they also had a problem with
some of the common core practice parts, but they did great during the middle of the lesson. They did all show that they
learned something during the assessment
How does the work reflect independent student learning and self-monitoring?
The students had a chance to do a lot of the activities on their own, they also could use the common core practice pieces to
see if they were understanding what they were learning before we got to the assessment piece.
What purposeful feedback will equip students to perform at a higher level?
The students are given feedback on each of their common core pieces, they are also given feedback during class, and they are
given a chance to work with others who learn like them in small group.
What reflection questions might you ask students relating to the work?
What have you learned about fractions that could help them in real world situations? What activities can help you better
understand fractions? Teach one thing that you didn't know about fractions when we started this unit.
How will the data gathered from this collaborative analysis be used in the planning of future lessons?
The data gathered will be used to help group students for my up coming review unit covering all of the skills that the students
have learned this year.
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Assessment of and Planning for Student Learning
OHIO RESIDENT EDUCATOR PROGRAM
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