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6. Analysis of Student LearningShowcase lesson (LO 1.1 & 1.2) (APS 3 & 7)
TWS Standard
The teacher uses assessment data to profile student learning and communicate information
about student progress and achievement.
Task
Analyze your assessment data, including pre/during/post assessment data summary (formative)
to determine students progress related to the lesson objective(s) in your "showcase" lesson. Use
visual representations and narrative to communicate the performance of the whole class and
three (3) individual students (one low, one average, and one high performer). Conclusions drawn
from this analysis should be provided in TWS section 8 - Reflection, Self-Evaluation, and
Professional Development.
Whole Class:
Lesson 1: Greater Than
See page 15 for chart 1
This table displays the pre, during, and post assessment data taken during lesson one in
my Kindergarten clinical class. My pre-assessment for the students was having them count from
1-10. The class counted from 1-10 twice. As the class was counting, I was observing to see who
was fluent in this counting sequence. The data shown in the table shows that 5 out of the 27
students were not fluent in this counting sequence. About 19% of students were not fluent but
about 81% were. During this lesson students were given a number on a stick and I randomly
called different students to the front of the room and ask the whole class to raise their number if
it was greater than the number shown by their classmate at the front of the classroom. As
students were answering the questions I was taking notes to show who was answering the
questions correctly. The data shown in the table shows 5 out of 27 students did not comprehend
the concept of greater than. Again about 19% of the students did not understand but about 81%
did understand. The post assessment for this lesson was a worksheet out of their math book.
They did the worksheet in groups at Mrs. Will or my table. The data show in the table is based
off of the worksheet. The data shows that 100% of the students understood once they had one on
one attention from either Mrs. Will or I. This concept was a hard concept for students to grasp
but I was very pleased with the ending result from each student. At the beginning of the lesson I
did not think the 19% were going to understand but by the end of the lesson 100% of the class
understood the concept of greater than.

Lesson 2: Read Aloud/ Concepts of print

See page 16 for chart 2

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The table displays the pre, during, and post assessment data taken during lesson two in
my Kindergarten clinical class. My pre-assessment for the students was answer questions about
concepts of print. I used the name Popsicle sticks to call on students. I also had students hold
thumbs up or down if they agreed of disagreed. The data shown in the table shows that 3 out of
the 27 students did not understand some of the basic concepts of print. This means that about
11% of students did not understand but about 89% did. During this lesson students were asked to
turn and talk to their neighbors about questions I asked them. As they talked to their neighbors I
walked around the classroom listening to their conversations and taking notes of who was
predicting events and who was not. The data shown in the table shows 2 out of 27 students did
not predict events or were not talking. This means only 7% were not predicting or talking but
93% were. During the post assessment for this lesson I drew names out of the can and asked
students to answer and/or come show the class words, beginning and end of sentences, or front
and back cover and spine of the book. The data shows that 100% of the students understood
basic concepts of print. At the beginning of the lesson 89% of students knew or had a basic
understanding of concepts of print and by the end of the lesson 100% of students knew or had an
understanding. I was pleased with the participation and engagement of students during this
lesson. I was also pleased to see that the 11% that did not know at the beginning knew at the end.

Lesson 3: Ordinal Numbers

See page 17 for chart 3
The table displays during and post assessment data taken during lesson three in my Kindergarten
clinical class. To begin this lesson I read aloud the book we read on Tuesday and had students
tell me ordinal numbers (first-fifth). During the assessment for this lesson was interactive. I
asked five students to come to the front of the classroom and they wore ghost bibs, and I asked a
series of questions about ordinal numbers. I asked these questions to the students whose names I
drew. After I asked ten questions about that group I asked another group to come to the front and
asked ten more questions about that group. An example of a question is, what color shoes is the
third person wearing? As students answered these questions I took notes on if their answers were
correct or not. The chart shows that during the assessment about 12% of the students present did
not say the correct answer but about 88% did answer correctly. The post assessment for this
lesson was a worksheet (see below). I had a group at my table and Mrs. Will had a group at her
table. After each group was finished I went through and assessed the number of students who got
the questions right and who seemed to have an understanding for first-fifth. The table shows that
one student did not understand so only 96% of the students who were present understood the
concept. The student who did not understand was my low performing student. This student could
not correctly identify first-fifth throughout the whole worksheet. This concept was not an easy
one for them to understand but I was pleased to see that they worked hard to understand if they
did not understand automatically.

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Lesson 4: Counting Read-Aloud

See page 18 for chart 4
This table displays the pre, during, and post assessment data taken during lesson four in
my Kindergarten clinical class. My pre-assessment for the students was having them count from
1-20. The class counted from 1-20 using the number of days in school chart. As the class was
counting, I was observing to see who was fluent in this counting sequence. The data shown in the
table shows that 11 out of the 27 students were not fluent in this counting sequence. About 41%
of students were not fluent but about 59% were. During this lesson students went to Mrs. Wills
table or mine. Due to time after the lesson I was unable to meet with Mrs. Will to assess the
students she worked with. The table indicates which students were at Mrs. Wills table. Students
at my table were given a hand fun of beans painted like jack-o-lanterns, ghost, or goblins. I read
a poem (attached below) aloud to the students. Students had to listen carefully to the number and
location of jack-o-lanterns, ghost, or goblins in the poem. The data shown in the table out of the
14 students I worked with, six did not do this correctly. This means that about 43% of the
students did not do this correctly but about 57% of the students did. For the post assessment I
asked the children at my table to give me different numbers for jack-o-lanterns, ghost, or goblins.
After everyone gave me different number, I asked students to count the total number of beans
they had on their mat. Students had to whisper the answer in my ear before they could go to their
center. I made students whisper the answer to ensure that each student could count their beans.
The data shown in the table is based off of the answers they told me. The data shows that 100%
of the students told me the correct answer of beans after we remade the poem. This was a fun

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lesson to teach and I was very pleased to see that the students I worked with improved from
during the assessment to the post assessment. I wish time had allowed me consult with Mrs. Will
about the progress of the students she worked with.

Poem I read:
It was on a spooky Halloween night
No trick or treaters were even in site
Four little jack-o-lanterns were all a glow
Sitting on the fence with the wind blowing slow
Three more jack-o-lanterns were sitting by the ground
Waiting to scare the trick or treaters who would soon be around
Four green goblins floated quietly in the air
Hoping to snatch some candy if they dare.
Two ghost were in the window, noisy and white,
Wanting to make this scariest Halloween night.
In the attic three more ghost were staring at the moon,
Watching for the witch to fly by on her broom.
As the trick or treaters approached what did they see?
Count and you will find out how many can there be?

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Lesson 5: Then and Now
See chart 19 for chart 5
The table displays the pre and post assessment data taken during lesson five in my
Kindergarten clinical class. My pre-assessment for the students was having a discussion about
the book and identifying the title of the book. I assessed the students by asking them to put their
thumbs up if they agree of disagree with the answers given by their classmate. The data shown in
the table shows that 2 out of the 27 students were could not answer the questions or did not
participate actively in the discussion. About 7% of students could not answer or did not
participate but about 93% did. For the post assessment student had a writing sheet. They had to
finish the sentence I can and tell a chore that they can do or do at their house. Once the student
wrote their sentence they were to draw and color their picture. The data shown in the table is
based off of the completion and correctness of their sentences. The data shows that 96% of the
students completed their sentences with correctness. This lesson was not done as originally
planned but I think it went better than I planned.

Individuals
I chose three students in my class that demonstrate high, average, and low levels of performance.
It is important to understand these three students and their levels of performance because in order
to assess the lessons I am teaching I have to be sure that I am accommodating each students need
and that they understand the content the same, no matter what their level is. In this section I will
show samples or data that I recorded for each of the five lessons. I will address how each student
changed through the different assessments.
Lesson 1: Greater Than
High Performing Student:
My high performing student knew how to count from 1-10 and during the lesson she was able to
determine if her number was greater than the students number standing at the front of the room.
During the post assessment this student was able to show which group was greater than the other
with little assistance from me. Seeing that this student was able to do all three of the assessments
showed me she obtained the lessons objective. This student was 100% accurate in this lesson.

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Average Performing Student:

My average performing student was able to count from 1-10 and during the lesson this student
was able to determine if his number was greater than the students number who was standing at
the front of the classroom. This student was able to do this but I had to assist the student a little
through out this assessment. During the post assessment the student understood more than during
because he had a visual representation to look out and was able to count the object. This student
excelled at the post assessment. Seeing this students progress from during the assessment to the
post assessment, I know this student met the lessons objective. This student was 100% accurate
in this lesson.

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Low Performing Student:

My low performing student could not count from 1-10 or determine whether is number was
greater than the students number at the front of the classroom. When this student came to my
table to work on the worksheet, I assisted him. He did not understand at first but by the end he
was able to do the back of the worksheet by himself. Seeing that this student could complete this
and determine which group was greater, I know he met this lessons objective. This student was
33% accurate in this lesson.

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Lesson 2: Read Aloud/ Concepts of Print

High Performing Student:
Based on the data I collected throughout this lesson, this student exceeded in all three
assessments. When I asked this student questions about certain concepts of print, she was able to
tell me the correct answer automatically. By seeing and noting this students performance
throughout this lesson, I can conclude she met this lessons objective. This student was 100%
accurate in this lesson
Average Performing Student:
Based on the data I collected throughout this lesson, this student also exceeded in all three
assessments. When I asked this student questions about the concepts of print in the book, he was
able to tell the answers. By seeing and noting this students performance throughout this lesson, I
can conclude he met this lessons objective. This student was 100% accurate in this lesson.
Low Performing Student:
Based on the data I collected throughout this lesson, this student could not answer basic concepts
of print during the pre-assessment. This student however could predict what they thought might
happen in the story. During the post assessment the student was able to answer questions about
the story and concepts of print. By seeing and noting this students progress throughout this
lesson, I can conclude he met this lessons objective. This student was 66% accurate in this

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lesson.
Lesson 3: Ordinal Numbers
High Performing Student:
During the assessment this student was able to answer my questions about the order and place of
the students standing at the front of the room. The post assessment for this lesson was a
worksheet that required students to color the correct object for the ordinal number it was asking.
This student was able to do this assessment with no problem. Seeing that this student was able to
complete all three assessments correctly shows me she met this lessons objective. This student
had was 100% accurate in this lesson.

Average Performing Student:

During the assessment this student was unable to tell me the correct answer the first time he was
ask, which is why I did not give him credit for the during assessment. On the post assessment
however this student was able to color the correct objects. Although I have to assist this student
periodically during this assessment, at the end of the lesson I was able to ask this student the five
ordinal numbers and he was able to tell me with no help. Seeing this students progress from
during the assessment to the post assessment, I can conclude he met the objective for this lesson.
This student was 50% accurate in this lesson.

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Low Performing Student:

During the assessment this student was not able to tell me the correct ordinal number when I
asked him questions based on the students that were standing in the front of the classroom,
which is why I did not give him credit for during the assessment. The post assessment was a
worksheet and this student could not correctly identify first-fifth without me saying it for him,
which is why I did not give this student a check mark. This student completed the worksheet and
did the best he could and try very hard, but I was unable to say he met this lessons learning
objective because he was unable to tell me the ordinal numbers. This student was 0% accurate
during this lesson and was worked with further after this lesson.

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Lesson 4: Listening Carefully

High Performing Student:
Based on the data I collected throughout this lesson, this student met all three assessments with
100% accuracy. As I read the poem this student was listening and placing the correct number of
beans in the correct place before I could finish. This student was able to count all the beans with
no problem. By seeing and noting this students performance throughout this lesson, I can
conclude she met this lessons objective.
Average Performing Student:
Based on the data I collected throughout this lesson, this student met all three assessments with
100% accuracy. This student was able to count from 1-20. During the assessment this student
was able listen and place the correct number of beans on his make. This student was also able to
count the total number of beans at the end correctly. By seeing and noting this students
performance throughout this lesson, I can conclude he met this lessons objective.
Low Performing Student:
Based on the data I collected throughout this lesson, this student could not count from 1-20
during the pre assessment. During this assessment this student was unable to listen and place the
correct number of beans in the correct place. During the post assessment the student however
was able to count the total number of beans on the mat. By seeing and noting this students

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progress throughout this lesson, I can conclude he met this lessons objective. This student was
33% accurate in this lesson.
Lesson 5: Pilgrim Children Had Many Chores
High Performing Student:
Based on the data I collected throughout this lesson, this student met both assessments with
100% accuracy. When I asked this student questions about concepts of print she was able to
answer. This student participated in conversation about the story and chores she helps with.
During the post assessment this student worked hard to write the sentence and draw the picture.
When this student was finished writing her sentence I asked her to write one more and she wrote
two more. This student excelled during this lesson.

Average Performing Student:

Based on the data I collected throughout this lesson, this student met both assessments with
100% accuracy. This student was able to answer a major question asked before the read-aloud
began. During the post assessment this student was able to write a sentence and when asked he
was able to go back and make his sentence more detailed. By seeing and noting this students
performance throughout this lesson, I can conclude he met this lessons objective.

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Low Performing Student:

Based on the data I collected throughout this lesson, this student was able to tell me a chore he
has to do at home. He was able to connect and understand the meaning of the word chore, which
is why he passed the pre-assessment. During the post assessment the student was unable to write
a sentence. The student was very distracted and was not putting forth an effort, which is why I
was unable to give him credit for the post assessment. This student was 50% accurate in this
lesson.

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Lesson 1: Greater Than

Student
Pre-Assessment During Assessment Post Assessment
Student 1
X
X

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10
X

Student 11

Student 12

Student 13

Student 14

Student 15 (High)

Student 16
X
X

Student 17

Student 18
X

Student 19

Student 20

Student 21

Student 22

Student 23

Student 24

Student 25 (Low)
X
X

Student 26

Student 27 (Average)

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Lesson 2: Read Aloud/ Concepts of Print
Student
Pre-Assessment During Assessment Post Assessment
Student 1
X

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14
X

Student 15 (High)

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23

Student 24

Student 25 (Low)
X

Student 26

Student 27 (Average)

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Lesson 3: Ordinal Numbers
Student
During Assessment Post Assessment
Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12
Absent
Absent
Student 13

Student 14

Student 15 (High)

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23
X

Student 24

Student 25 (Low)
X

Student 26

Student 27 (Average)
X
X

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Lesson 4: Counting Read-Aloud
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15 (High)
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25 (Low)
Student 26
Student 27 (Average)

Pre-Assessment
X

X
X

X
X

X
X
X

During Assessment
X

At Mrs. Wills table

At Mrs. Wills table
At Mrs. Wills table

X
At Mrs. Wills table
At Mrs. Wills table
At Mrs. Wills table
At Mrs. Wills table
At Mrs. Wills table
At Mrs. Wills table

X
At Mrs. Wills table
At Mrs. Wills table

X
At Mrs. Wills table
X
At Mrs. Wills table

Post Assessment

At Mrs. Wills Table

At Mrs. Wills Table
At Mrs. Wills Table

At Mrs. Wills Table

At Mrs. Wills Table
At Mrs. Wills Table
At Mrs. Wills Table
At Mrs. Wills Table
At Mrs. Wills Table

At Mrs. Wills Table

At Mrs. Wills Table

At Mrs. Wills Table

At Mrs. Wills Table

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Lesson 5: Pilgrim Children Had Many Chores
Student
Pre-Assessment Post Assessment
Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12
X

Student 13

Student 14

Student 15 (High)

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23
X

Student 24

Student 25 (Low)
X

Student 26

Student 27 (Average)