Evidence of Student Learning

Evidence of Student Learning

Katherine Reck
Towson University
Part A: Learning Context, Content and Objectives

NES is located in Ellicott City, Maryland and has a current enrollment of 690 children
with 51.7% white, 29.4% Asian, 6.7% Black/African American, 5.7% Hispanic/Latino and 6.4%
of students identifying as two or more races. Less than 5% of students are identified as free and
reduced lunch and less than 5% of students are identified as limited English proficient. 6.3% of
students qualify under special education guidelines. All classrooms are designed under the
inclusion model with the exception of one special education classroom that works with five
students at any point in the day. This is a new model working within the Howard County Public
School system where students who were previously in regional programs for special needs, now
all attend their home schools and receive services there. For students whose parents believe they
would better function within a contained special education class, they are pulled from their class
for the entirety of the day besides related arts. These students attend related arts classes (i.e. art,
physical education, music, media and technology) with their regular education inclusion classes.
Class sizes range anywhere from 21-24 students in the primary grades to 24-30 students in the
intermediate classrooms. There are 30 homeroom classes at NES.
The class highlighted in this report is Mrs. Ss first grade class. Because of the large
number of children at NES, they sprinkle students with classes when they go to their related
arts classes. This means that some students from one class will attend related arts classes with
other students. In first grade, I have several students that come to technology with Mrs. Ss class
that are in Mrs. Ts first grade class. This is how the schedule is kept manageable for related arts
teachers but in turn, class sizes are large. In Mrs. Ss first grade class there are 29 students,
16 males and 13 females. In this class, there are three students who have been identified and
have current IEPs. Student #1 has reading foundations skills objectives of blending CVC words,
using simple phonemes, work solving skills and substituting individual sounds in words. His
writing goals include writing legibly and using proper spacing. Student #2 has reading
foundational skills objectives that include sight word goals, changing letters to make new words
and identify short vowel sounds. He also has speech articulation goals to improve speech
intelligibility. He has several math goals that are not relevant to this unit or any of its lessons.
Student #2s writing goals that include using proper capitalization, punctuation, spelling
words phonetically and writing letters that correspond to consonant and short vowel
sounds. In addition, student #2 also has multiple social/emotional, self management and
behavior as well as social interaction skills goals in his IEP. Student #3 is also male and has a
reading foundational skills goal of understanding of spoken words, syllables and sounds. The
objectives include, identifying and using high frequency words, isolating and pronouncing
individual sounds and producing rhyming words. Student #3 has math goals that are not
applicable to this unit or any of its lesson plans. His speech goal is articulation and producing
speech sounds correctly and use effective strategies to improve intelligibility, with objectives in
producing consonant sound clusters and articulating all sounds while producing verbal sentences.
His written expression goal is to produce clear, coherent writing in which the development
organization and style are appropriate to task, purpose and audience. His objective is to produce
writing that is readable by writing in a designated area that is readable area on/near baseline, use
readable formation and space between words. Student #4 is a female and was recently released
from official special education services but still has several accommodations that have followed
her in written expression, speech and reading foundations. The students that receive IEPs are all
students are English speaking and there are no students who receive ESOL services through the
school. There are no non-IEP students who receive ESOL services either. Although all of these
students are in one class, they are all of varying academic levels but are lower when it comes to
their writing skills. It is one reason that we have chosen to use a writing piece as a summative
assessment for this class. Oral language differs greatly from student to student. The students
with speech objectives in their IEPs are students who have been identified and are working
toward those goals with outside intervention but there are two students who have been identified
as having issues in the classroom with their speech and are currently going through the IIT and
testing process.
The following objectives will be the drive for the unit.
Overview Objective: Maryland College and Career Ready Curriculum Framework
Maryland State Common Core for English Language Arts
Cluster: Research to Build and Present Knowledge
W7CCR Anchor Standard
Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Grade 1 Students W7: Participate in shared research and writing projects (e/g/, explore a number
of how-to books on a given topic and use them to write a sequence of instructions.
Essential Skills and Knowledge
With guidance, identify an assigned or personal information need.
With guidance, use technology tools to find data/information within a specific
source.
Prepare the final product for presentation and/or publication in a variety of
formats.
Grade 1
Standard 6.0 Nutrition and Fitness
Students will demonstrate the ability to use nutrition and fitness knowledge, skills and strategies
to promote a healthy lifestyle.
Topic
E. Nutrition and Physical Activity Guidelines
Indicator
1. Recognize that foods are categorized into groups.
Objectives
1. Recognize the My Plate as an outline for healthy eating.
2. Explain the location of the food groups on my plate.
3. Demonstrate why it is important to eat at least five servings of fruits and vegetables a
day.
For the entire class, the summative objective will be for them to create a completed My
Plate food organizer with correctly placed foods and write a How To narrative explaining
how a person could create a well balanced meal with foods from all food groups. Each
day will carry its own, formative objective that will aid in completing the final assessment
assignment. The students will demonstrate the knowledge that they have gained by showing they
are able to make choices of food to place onto the My Plate organizer and then then being
able to put those steps that they followed into words on the page. For the students who have
IEPs there will be interventions put into place to help those students reach the goal of the
assessment. For the students with writing goals, they will be working with either a scribe or a
near point model to aid in their final product. They will also have assistance with sounding out
words and making choices of which foods go into which sections on the organizer. These
students may also have a vocabulary list, with visual cues, that they are working from that has
been provided by the teacher.
Before the students have come into this unit in technology they have been researching
and reading examples of how to texts and have written several examples in their language arts
classroom. They have received extensive instruction on how to complete this kind of writing and
have read many different examples of text featuring this type of writing. Each of the children
have written two different examples of how to pieces in their classroom and the students with
IEPs have written them in collaboration with the special education teacher that works with them
during their language arts block everyday. These children have writing goals written into their
IEP goals, some of which require that they have someone scribe for them. Those students who
require this intervention, will get the assistance that they need from me during their writing
activity. They have also received no previous instruction about the food groups that will be
featured in this lesson. Even though this is a health lesson, there will be a writing crossover
piece that is to be completed on Day 3 of the unit. Two of the first days will have similar
objectives but the third day will have a writing objective for students but they will need the
information learned on days 1 and 2 for the writing lesson on day 3. In the health lessons, the
students will be introduced into the five food groups and learn how to build a meal that is
balanced out with a combination of the five groups that they have learned about.
Part B: Assessment Plan

The students will be completing formative assessments each day at the completion of the
lesson and then a final, summative assessment during the final day of the unit lesson. The final
assessment (can be viewed in Appendix 5) will draw from a writing unit that they have been
working on for the previous month in their language arts and reading classes. There has been
extensive planning and correlation among several teachers that the students work with in both
classes to create a lesson plan that carries from one classroom to the other. The formative
assessments that the students will be completing each day, are a show that they were able to
begin to understand the concepts that was introduced and apply it to a task. For the first day the
students will have to choose three fruits and three vegetables and sort them into categories to
show that they can identify those items and place them correctly (see Appendix 2). On the
second day, the students will have to recall the information from the first day and apply the new
information from the second day to create a well balanced My Plate meal in the organizer that I
have provided (see Appendix 4). All of these formative assessments will be modeled for students
and they are very familiar with the program that they are using to complete them. For the final
days writing assignment, they will get their My Plate organizer back from the teacher and use
it to complete the assessment (see Appendix 4). The How To writing piece has been studied
extensively in their homeroom classroom and this will be a review of this type of narrative. We
will be assessing their ability to complete this narrative and use the information about the food
groups to show they can apply what they have learned in days one and two of the unit to the final
writing piece (see appendix 5). When I had figured out what the summative assessment was
going to be, we knew that the pre-assessment would have to test their ability to choose foods and
be able to place them onto the My Plate organizer. For the pre-assessment, the students will be
given an empty organizer and be asked to place foods in the correct categories and name the
categories (see Appendix 1). The instructions for the students were, if they were unable to name
the category, they should leave it blank and complete what they were able to complete. After
administering the pre-assessment, we were able to determine that there were no students that
were able to name the categories and place the correct foods on them. During the days lessons,
there will be observations taken by the teacher while the students are working or participating in
activities to see if re-teaching or further teaching of the days objectives were needed. While the
students were working, this was also a time for the teacher to answer any questions and spend
time working with the students who needed assistance. Differentiation can also be determined
during the lesson and at the end of each day for the students who may require it. Since I am
aware of the needs of certain students in the classroom, there are differentiations that are planned
to be used during all three days of the unit. Differentiation that is available to students during the
lessons are: near point models, movement breaks, scribing, visual models and close adult
supervision when working. These interventions will be used as needed with each of the students.
When the lessons are taking place, I will be using the grading scale that the teachers are required
to use when grading report cards and assigning grades. An I indicates that the students were able
to complete the assignment independently, a W indicates that the student completed the
assignment with assistance and a N indicates that the student was not able to complete the
assignment, even with help from the teacher or other students. Any students who are showing
that they cannot complete the assignment or activity, even with the help of their classmates or a
teacher, will be identified as needing further interventions during the following day and a review
of the material from the lesson.
Below is data that was collected at the beginning of the unit, the pre-test data shows that there
was only one student who was able to name any of the food groups or place foods in the correct
places. At the end of the second day, all of the students were able to place 15 foods into the
correct places on the My Plate organizer (see Appendix 4). The writing grade that they
received is in the final column. For the summative assessment (see Appendix 5), the students
received an I- completed independently, a W- completed with assistance or an N- not apparent at
this time. The students were also given an effort grade based on their behavior and work effort
while completing their assignment.
These are the handouts that were given to the students in need of visual cues throughout
the lessons. Each was printed in color and provided to the students that needed further visual
interventions while working. They were stapled together but only one food group on each page
as to not overwhelm or confuse the student. There were also multiple examples of each food
group that they could use while they were making their plates or completing any of the activities.
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Part C: Instruction
At the beginning of each lesson, the objective(s) for the day will be clearly stated to all
students, and they will also know what is going to be expected of them when the lesson is
complete. I find that briefly explaining to all students, why the current lesson is being taught, is
critical to gaining their attention and helping them see the relevance of the information that they
will be learning. For day 1, the objective is to be able to identify three different fruits and three
different vegetables, choose pictures of those foods and correctly sort them into the correct
category. On day 2, the objective is for students to be able to identify foods that fit into the
grains, proteins and dairy category and create a well balanced meal by choosing three foods to fit
into each of the five food groups. Day 3s objective is for students to use the aforementioned
nutritious meal and write a How To narrative about how to create a well balanced meal. In
addition, I will approach the IEP students at the beginning of the class and pose a simple
question to get them thinking about the days topic. When the students came into the classroom
during this this unit, I asked them their favorite foods while they were logging into their
computers. As they shared their favorite foods, with me and with their peers, they began to think
about the topic of the days lesson and also referring to the previous days information. This
began the engagement for the lesson each day, the students loved talking about themselves and
the things that they enjoy! The motivation for the students in these lesson each day was helping
them to promote healthy eating, we discussed how eating healthy foods can help them to grow
and do their best in school. The time for modeling new content in each lesson came at the
beginning of the lesson and I used BrainPopJr. videos which the students are very used to and we
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use often. They like the characters and the videos have great visuals that help to engage students.
The language used is also very child friendly and the videos only last a few minutes as to not
overwhelm the time limit that the children are attentive. These videos have been very useful and
we utilize them often in the technology classroom. Since this is a technology classroom, most of
the teaching and modeling happens using an ELMO or an LCD that shows all of the assignments
up on the board. I use these tools everyday and the students are given the tool throughout the
lesson. I always leave the example/model up on the board so that the students are able to
reference it while they are working on their independent assignment. I see students consistently
referencing this tool while they are working during all lessons that are taught, not just the ones
that were featured in this unit. Most of the guided practice takes place while the students are
playing the activities that are available online for them. I am constantly working my way
throughout the room helping students who require an intervention and answering questions from
those students who have them. There was time for all students to have guided practice and
independent work in all three lessons included in this unit. At the end of each day, the formative
assessment provided me with information as to which students were able to master the days
information and which students needed review or re-teaching. From what I was able to tell from
each of the formative assessments in this unit, there was not re-teaching that was needed but the
review of the information was built into each days introduction. This is normally how I run
my lesson plans from week to week if there is cross over in the information. The review
of the information that they will need to recall from the previous lessons is a great way to move
into the new topic while refreshing the minds of the things that they have already learned. The
formative assessments that I have planned at the end of each lesson are very useful for planning
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the next class and seeing what information has been understood and what information needs to
be revisited.
The best thing about working in a technology based classroom is that I am able to see the
work that students are developing while they are working on the large screen in front of them and
I can provide one-on-one assistance or interventions as the students are working independently. I
can also keep students together in groups by rows that may be able to help each other. This has
been a very useful tool in my classroom. Since the students in this class have very different
capabilities, utilizing their peers has been a very helpful way for students to learn from one
another and not always from the teacher. For this lesson, when we are learning about food,
having students interacting with each other and keeping an open dialogue showed me that the
students learn just as much from one another than they do from me. This aspect of the classroom
is very encouraging that all students, of all abilities, can share and contribute to the development
and learning of their peers. Having many different children from different cultural backgrounds,
learning abilities and language needs, may seem like it is difficult to meet the needs of all of
them. But in a classroom that is build around technology and working together, the differences
of all students can be met while learning the same material. Students who learn best by seeing a
model, students who learn best by listening, students who learn best by interacting with material,
are all accommodated at some point during these lessons. As students are working and
conversing, this was a perfect opportunity for me to make time to provide students with feedback
about the work that they are doing. This feedback could be suggestions about how to navigate
through an online activity or how to make the best choice on which food they could choose from
which group. If the students did ask me which food they should choose, which was rare, I tried
to point them in the direction of choosing a food that they enjoyed eating or that they know is
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good for them. Some also expressed interest in trying some of the new foods that they came to
know through the activities or the sticker library in Wixie. The most important points of the
lesson are: introducing the five food groups and being able to identify where foods fit onto the
My Plate organizer and using the information that they have learned about the food groups to
create a balanced meal that includes foods from all five of the groups. Each of the assessment
tools that were used on each day drove the next days instruction and choice of appropriate
strategies that would be most helpful for all students. After the pre-test, we were able to
determine that all students needed full, explicit instruction on all of the five food groups and
which foods were going to fit into each group. By the end of day 1, reviewing the formative
assessment showed that the objective was mastered by all students. This let me know that
moving onto the next objectives the following day was an appropriate instructional choice for all
students. When day 2 began, taking observational data while discussing the three remaining
groups I was able to determine that having the information included from the previous day
included in the day 2 formative assessment would be an appropriate instructional choice. Even
though some of the exceptional need students needed some simple interventions to be able to
complete the full plate and create a well balanced meal. Reviewing the data at the end of day 2
let us know that proceeding with making the well balanced meal was a fitting choice for the
students in the class. By day 3, the writing assignment, with selected interventions, gave me data
that the students were able to apply all of the instruction that they learned in the first two days of
the unit to the final summative assessment. Those students with exceptionalities did receive
interventions that were chosen by their regular education teacher, the special education teacher
and myself. Reviewing each of the students work at the end of each of the classes, we were able
to make decisions based on what they showed during each of the previous lessons. All of the
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interventions decisions were made with thought and input from all three people involved in the
regular teaching of the students with exceptionalities. From the information that I was able to
gain from all of the formative and summative assessments, is that the information that was
presented to students was retained and then used in application during a writing assignment. The
assessments that were chosen, were done so very deliberately because I wanted to be able to see
what information was retained during the lessons in the unit. Each day, the provided me with the
information that I needed to know to drive the following class instruction.
Part D: Analysis and Instructional Decision-Making

When looking at students work to find evidence of what has been learned, I decided to
look at the summative assessment because it involved all of the skills that we were looking for
throughout the entire unit. There were several different aspects of the work that I was looking
for specifically. I looked for the students ability to use their My Plate as a guide while
completing their writing activity. I wanted them to be able to look at the print out that they
completed during day 2 of the lessons and use that organizer to guide them through the process
of their writing narrative. When I was looking for evidence of their learning, I also considered
how were able complete their writing piece. If a student seemed like they were unable to work
on any part of the writing piece, without teacher intervention, I made note of which students
needed that assistance and which intervention was necessary. I was very pleased with all of the
students performances, especially the IEP and needier students. They really showed me that
they were utilizing all of the interventions that were made available to them and when they didnt
need them, they were able to work independently and complete an assignment. When
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looking at the MCCRS and Essential Skills and Knowledge, learning was determined by the
ability of the students to use the technology available to find the information and prepare for the
final product, which we did through the creating of each students My Plate organizer.
Learning was also determined through the ability of each student to create a sequence of
instructions in a final product narrative. Even though I considered the grammar, spelling and
capitalization that the students showed in their writing, it was not a critical piece of the learning
that I was looking for during this unit. It was marked down on a different copy that was
provided for the classroom teacher and she graded the students work with different expectations
in mind.
For this unit, comparing the pre-assessment and the summative assessment were not the
same as comparing the same grades as in other units. At the beginning of the lesson I assessed to
see the knowledge of the groups and foods that fit into them but at the end I was not only looking
for the gained knowledge of those groups and the foods that fit into them but the ability to take
that information and put it into a final writing narrative. By analyzing the data that I gathered
during the pre-assessment, I was able to surmise that there were no students who had knowledge
to apply to the My Plate balanced meal organizer and they were not able to identify foods that
fit into the categories. This information let me know that the direction of the following lessons
were appropriately chosen and the interventions that were planned would be helpful to all
students with varying needs. Though this was a big goal for the students, they showed that they
were more than capable of being able to achieve it, most of them without significant intervention
or assistance from the teacher. Below are the scores that the children received throughout the
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lessons and whether or not they completed these assignments with or without assistance and
interventions from the teachers.
Student
Pre-test /
6
1
2
3
4
5
6*
7
8
9
10
11*
12
13
14
15
16 *
17 *
18
0/6, I
0/6, I
0/6, I
0/6, I
0/6, I
0/6, W
0/6, I
0/6, I
1/6, W
0/6, I
0/6, W
0/6, I
0/6, I
0/6, I
0/6, I
0/6, W
0/6, W
1/6, I
15/15, I
15/15, I
15/15, I
15/15, I
15/15, I
15/15, W
15/15, I
15/15, I
15/15, I
Absent
15/15, W
15/15, I
15/15, I
15/15, I
15/15, I
15/15, W
15/15, W
15/15, I
Met
Goal
N/A
19*
0/6, W
15/15, W
100%
20
21
22
23
24
25
26
27
28
29
0/6, I
0/6, I
0/6, I
2/6, I
0/6, I
0/6, I
1/6, I
0/6, W
0/6, I
0/6, W
15/15, I
15/15, I
15/15, I
15/15, I
15/15, I
15/15, I
15/15, I
15/15, W
15/15, I
15/15, W
100%
100%
100%
67%
100%
100%
83%
100%
100%
100%
Post-test /
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Final Change
from Pre to
Post
100%
100%
100%
100%
100%
100%
100%
100%
83%
N/A
100%
100%
100%
100%
100%
100%
100%
83%
Writing Grade
I, W, N
Effort 1, 2, 3
I, 1
I, 2
I, 1
I, 1
I, 2
I, 1
I, 1
I, 1
I, 1
Absent
W, 3
I, 1
I, 1
I, 1
I, 1
W, 2
W, 2
I, 1
W, 1 but his assignment is
incomplete because he had
to attend speech therapy.
I, 1
I, 2
Absent
I, 1
I, 1
I, 1
I, 2
I, 1
I, 1
W, 3
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This table shows all of the formative assessments and the interventions that took place for
each of the students that required them. The grade is shown and also whether each student
completed their work with or without assistance, some requiring interventions but not all.
Student
1
2
3
4
5
Day 1
Formative
Assessment
6/6, I
6/6, I
6/6, I
6/6, I
Absent
6/6, W
6*
7
8
9
10
11*
12
13
14
15
16*
6/6, I
6/6, I
6/6, I
Absent
6/6, W
6/6, I
6/6, I
6/6, I
6/6, I
6/6, W
6/6, W
17*
18
6/6, I
6/6, W
19*
20
21
22
23
24
25
6/6, I
6/6, I
6/6, I
6/6, I
6/6, I
6/6, I
Intervention(s)
Partner intervention,
near point model for
vocab, visual prompting
Teacher reminders,
visual reminders
Movement breaks,
teacher
intervention/reminders,
visual prompts,
modeling
Movement breaks,
teacher
visual prompts
Day 2
Formative
Assessment
15/15, I
15/15, I
15/15, I
15/15, I
15/15, I
15,15, W
15/15, I
15/15, I
15/15, I
Absent
15/15, W
15/15, I
15/15, I
15/15, I
15/15, I
15/15, W
15/15, W
15/15, I
15/15, W
15/15, I
15/15, I
15/15/ I
15/15, I
15/15, I
15/15, I
Intervention (s)
Minimal teacher
assistance, visual
prompts and modeling
Teacher assistance
Movement breaks,
teacher
visual prompts
Teacher assistance,
visual prompts, decoding

26
27
28
29
6/6, I
6/6, W
6/6, I
6/6, W
Teacher reminders
Partner reminders
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15/15, I
15/15, W
15/15, I
15/15, W
Teacher reminders
Teacher reminders
Analyzing all of the final data showed me that all of the students in the first grade class
were able to gain knowledge about the food groups and creating a well balanced meal. All
students were also able to show that they could apply that learned knowledge to a writing
narrative. The data that was gathered by all of the formative and summative assessments on all
three days showed us that the instruction and interventions that were planned for and used during
the unit were effective and gave all students better opportunity for mastery and success.
Part E: Reflection and Self-Evaluation
Planning and teaching this unit gave me an unusual chance to analyze the teaching
methods and learning that was happening in my classroom. For many reasons, my lessons are
usually taught as one week/60 minute classes that teach the students in the class a skill and then
perform the skill independently. There are not many times when the students get the chance to
work on a unit that spans several weeks and gives me the opportunity to adjust my instruction
depending on the assessments that are given. Teaching this unit allowed me the chance to use
data and observations to make modifications to the instructional strategies and interventions that
were utilized. By using the data that I gathered during the pre-assessment, I was able to know
that there were no students who were coming into the lesson with previous knowledge that
would be learned throughout the unit. At the end of each of the first two days, reviewing the
formative assessments showed me that the students were able to use the knowledge that they
learned in the days lesson to complete an independent assignment. Using this data, I was also
able to know that the interventions that I was using were helpful to the students that needed
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them, and even for some of the students that werent identified as children who may need them in
the beginning. At the end of the first day, using the knowledge that I had gained through
assessments and observations, I was able to know that the following week I was going to need
more visuals for those students with IEPs and even some without who were struggling on Day 1.
The visual interventions were very useful but did need some additions made to them that I was
able to determine through observation and data reflection. By the end of the third day, the
summative assessment showed me that there were additional writing interventions that could
have bene useful but since it was the end of the unit, they will have to be noted and saved for the
next writing assignment that we work on in technology. As a whole unit, I was able to use data
and assessment reflection to make decisions based on what I saw during the previous days
lessons as well as making adjustments during the time that the students were working
independently. The instruction that was provided during this lesson helped all students to learn
the objectives that were set for them and gain knowledge about food groups and how to make
nutritious choices about the food that they eat. I presented information about the five food
groups to all students and gave them the chance to interact, in detail, with all of the groups. They
were given the opportunity to categorize the foods that they were already familiar with as well as
learning new foods that they have never heard of before. Each lesson focused on different
groups of foods and which of those choices were the healthiest. On the first day, fruits and
vegetables were covered and all of the students were able to share their preferences in those
categories and learn new foods that fit in with the ones that they knew. They also had the chance
to share their differing cultural experiences in the foods that they had been exposed to in their
lives. Working with other students of differing abilities and experiences gave all children the
chance to experience something new. On day 2, learning about grains, dairy and proteins gave
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all students the chance to learn how to categorize many familiar foods as well as learn new ones.
They had the chance to categorize as a class and interact verbally to share their knowledge. On
day 2 they also had the chance to create their own plate by making decisions based on the
knowledge that they had gained over the past two days. The freedom to make those personal
decisions was very exciting for all of the students who do not usually get many choices to make
on their own. They had additional instructional freedoms to make on the final day of the unit
when completing their writing assignment. I allowed students to choose the wording that they
used in their How To and add in pictures to accompany their narrative. These freedoms
provided students with motivation and the chance to express what they have learned through
their own words and illustrations. For the future teaching of these lessons, I will continue to use
interactive materials that give the students the opportunity to interact with the visuals and be able
to learn in different ways. They are able to listen to material that is shared, write down what they
have learned in sorting activities and collaborate with their peers while they work. I used the
data that was collected each day to determine whether the strategies that I have used in
instruction were effective and they all showed that the strategies were effective and useful to
students. I feel that the visual representations and interactive materials were the most effective
tools that were used in the strategies and that knowledge will drive future instruction of all
students. Not only did the strategies reach the regular education students but they were able to
help the special education students as well. Another strategy that I felt was most effective based
on the data was giving children the freedom to make choices and access their prior knowledge to
build upon. Children make connections based on experiences that they have had and
emphasizing those previous experiences gave a solid foundation for making new knowledge
relevant.
21
Working along side other professionals in the building helps me to take my strategies for
instruction and adjust them to meet the needs of all students. Having insight into additional
strategies that are helpful for students with additional needs allows me to reach them during the
first time that they are exposed to material without the need to re-teach or review material.
Additional insights into each student and the dynamics of a classroom are also shared when you
are collaborating with staff members in your building. I have found this information extremely
useful and used it when planning and evaluating students. The wealth of knowledge that is
brought to planning when there are additional staff members allows for extensive collaboration
of strategies and instructional tools that will be most effective in reaching all students.
While completing the Evidence of Student Learning Assignment, there were two CEC
standards that emerged as prominent while I was reflecting on the processes and experiences
with this unit. Standard 4, Assessment, states that beginning special education professionals use
multiple methods of assessment and data-sources in making educational decisions. This unit
provided me the chance to appropriately chose assessments that would produce data that would
drive instruction and well chosen strategies. The chosen methods of assessment that I used in the
unit provided proper feedback to drive instructional decisions and provide information about
effective strategies. There were also assessment choices that were made based on collaboration
with colleagues from several different departments with different levels of experience and
perspective about the most effective methods for all students. Standard 5, Instructional Planning
and Strategies, states that beginning special education professional select, adapt and use a
repertoire of evidence-based instructional strategies to advance learning of individuals
exceptionalities. This unit provided me with the chance to plan and use strategies that would
best support all learners in the classroom while considering all communication, language,
22
development and learning experiences for individuals in the class. This particular classroom and
available equipment also gave me the chance to use pieces of technology to support assessment,
planning and delivery for all individuals in the classroom. The objectives that were chosen to be
covered in this unit were highlighted with cross disciplinary knowledge from health to writing
and reading. The chosen assessments were used to better understand mastery of the objectives
and standards while collaborating with staff members from across the building. Overall, there
were elements of all of the CEC standards that were used while planning and implementing this
unit in the first grade technology classroom but those two were the most evident with the
analytical use of instruction, assessment and learning strategies.
23
Appendix 1: Pre-Assessment
Appendix 2: Formative Assessment: Day 1
24
25
Appendix 3: In-Class Sorting Activity: Day 2

This is a picture of the sort that we completed as a class. The students with spacing and writing
goals in their IEPs had assistance from me when writing their words on cards. Also students who
have phonics or phonemic awareness objectives.
Appendix 4: Formative Assessment: Day 2
26
27

Appendix 5: Summative Assessment
28
29
30
Appendix 6: Lesson Plans

Nutrition Lesson Day 1
Katherine Reck
About This Lesson
DESCRIPTION
During this lesson, students will be introduced into the "My Plate" nutrition builder and be
introduced to the first two groups in the unit, Fruits and Vegetables.
PREREQUISITES
To participate in this lesson, students will only have to have limited knowledge about what food
is and why we eat certain foods. We will be covering material about how to categorize all foods
over the unit so they will not need additional knowledge other than beginner understanding about
food. The students will need to know how to use the Hand-Out folder and the Wixie application
that they have been using since the beginning of the school year in technology.
ESTIMATED TIME
45 minutes
Potential Use
PURPOSE:
Classroom Instruction
GRADES:
K-2
CONTENT AREAS:
Other
COMMON CORE:
No alignment information
Goals
INSTRUCTIONAL GOALS
Students will be able to verbalize why we use the "My Plate" organizer and make themselves
familiar with two groups, Fruits and Vegetables.
OBJECTIVES
Students will be able to choose three stickers that show fruits and three stickers that show
a vegetable.
VARIABILITY
31
For this lesson, students will come into the situation with many varying levels of knowledge
about food and many different experiences with food. These differing backgrounds will all be
useful, even if the knowledge is limited. I will be introducing all of the food groups as if the
students have never had any of the foods before. If students are not able to navigate through
Wixie, I will be available to help them create their plate using pictures of food and organized
libraries of stickers. For these students I will also have websites ready for them to use and choose
foods from that they may or not have had before. Students with many different ethnic and
language backgrounds will all have the chance to share their cultural differences with the class
and write about it in their "how to".
Assessments
FORMATIVE ASSESSMENTS
For this lesson the students will have to produce a Wixie document that has the sticker pictures
of three fruits and vegetables to show that they can identify and categorize items between the two
headings.
SUMMATIVE ASSESSMENTS
The summative assessment for this unit will be a "My Plate" that has items from each food group
and then write a "how to" piece about how to create a balanced meal by using items from all the
food groups.
Instructional Methods
OPENING
For the opening of the lesson, I will begin with a slideshow of foods when the students enter the
room. As they file in and take their seats, there will be a slideshow of different foods from
different food groups. This will engage students in the topic for the day and the final slide of the
slideshow will be a picture of the "My Plate" food organizer. This will be my segment into the
new topic for the unit, food and nutrition. We will open with a discussion about why learning
about food is an important topic and to share one thing that they already know. I will also ask
the students what they know about why we need to have foods from all of the food
groups. While this issue is not the main topic of the lesson, we will still touch of it during the
following weeks. This will segment into the beginning of the new information in the lesson.
DURING
I will introduce the first two food groups of the lesson using a video on the website
BrainPopJr. These videos feature a young girl, Annie, and a robot who she teaches many
different things to. In the beginning of the video, she restates the idea of eating healthy and
having balanced meals. How this will keep your body working well and keep your organs
functioning. After they "discuss" the idea of proper nutrition, Annie begins to teach Moby about
the specific categories that are on "My Plate". The first is the fruit category. She will name
fruits and talk about why they are important to a daily diet. I will pause the video after she is
done with the fruits category and ask students to turn and talk to a neighbor and name a fruit that
they know or they like to eat. I will also interject to refer to my favorite fruits to hopefully
32
motivate students to share their own. If there are students who do not know any fruit names or
who do not like to eat fruit, I will make sure that they are paired with someone else who seems to
have a lot of experience with food and know many examples. Annie will repeat the same
process with vegetables. She will tell Moby why they are important and then name several
examples while showing pictures. I will pause again to have students share their examples and
experiences with vegetables. I will share my own love for these foods to help and motivate
others into thinking of something they may also like. When the fruits and vegetables portion of
the video is over, I will open up a website called morematters.com on the front screen for the
students to use. This site is created solely for the use of people to learn more and interact with
different fruits and vegetables. I will show the students how to get to the games that are located
on the site, there are three steps that it will take for the students to get there. The link is located
in my Hand-Out folder and I have labeled the site with a picture of fruits and vegetables. The
students will return to their computers and head to the site to complete the activities with fruits
and vegetables. I will move to the part of the room where the students with IEPs are sitting to
help them navigate through the activities with fruits and vegetables.
CLOSING
After the students have had at least 15 minutes to work on the activities, I will bring all the
students back to the front of the room and show them the closing assignment that they will need
to complete before they leave the room. The assignment is located in Wixie and all of the
students are very familiar with how to get into that program. I will open the program but before
showing the assignment, we will have a closing discussion about anything new that they learned
about fruits and vegetables, why we eat them and if they can name any new ones that they may
want to try. After the closing discussion, we will refocus back to the assignment on the
screen. Once back on WIxie, they will need to choose from fruits and vegetable stickers and
place three of them onto the boxes that are labeled as such. I will show an example on the board
of one fruit and one vegetable in the boxes that I have. They will also need to put their names
onto the page before they print their final copy. This assignment will be the assessment grade for
the day. If they finish early, they will be able to go back and play any of the More Matters
activities that they did not get a chance to complete earlier in the class.
Materials
MATERIALS AND SUPPLIES
Teacher will need:
1. BrainPopJr. username and password
2. Wixie access to the templates that the children are required to complete
Each child will need:
3. Access to Wixie, with speech tool
4. Access to More Matters website
5. Access to a printer
6. Headphones so that children can hear the sounds that accompany each activity
LESSON REFLECTION
33
Student Intern: Katherine Reck

Mentor Teacher: Mrs. Stacy Foster
Date: February 2, 2016 Time: 2:00- 3:00 School: Northfield Elementary School
p.m.
Grade: 1
Content Area: Technology/Health
University Supervisor: Dr. Kandace Hoppin
Title of Lesson Plan (in UDL Exchange): Nutrition Lesson #1
Document the learning that occurred at individual and group levels
In this lesson, all students were introduced to the concept of nutrition and eating
nutritious foods. All students also were introduced to the fruits and vegetables group,
completed several online activities about fruits and vegetables and then completed a
formative assessment that required them to choose several foods from each category and
place them in the correct place on a chart. For the IEP students, they were required to be
able to choose three fruits and three vegetables and place them onto an organizer. Also
recognize the two new vocabulary words: fruits and vegetables.
Document results from each subgroup

a
e.g. IEP, 504, ESOL, other testing subgroups
All students showed that they were able to identify three foods that fit into the fruits
group and three foods that fit into the vegetables group at the end of the lesson. This
includes students with IEPs.
Explain results for students who learned more or less than expected.
34
I expected most students who do not have IEPs or are recently exited from special
education services to be able to identify the two food groups and foods that fit into those
groups. Surprisingly, all students showed that they were able to identify multiple foods
that fit into the two categories and complete the assignment at the completion of the first
lesson.
Describe how future lessons could be improved:
If you were to teach this lesson again, what would you continue to do?
Teaching this lesson again, I would continue to use online, interactive activities that
allow children to work with the vocabulary and the concepts that were learned in
class. I would also have students work in a multi-media program like Wixie so they
could develop their vocabulary and have a plethora of choices and ways to navigate
this new information when completing their assignment at the end of class.
If you were to teach this lesson again, what would you do differently to improve
the results?
To improve this lesson, I would have children be able to look at pictures of actual
fruits and vegetables, not just give them access to the cartoon/drawn
List at least one goal for improving your future lessons.
35
For improving my future lessons, it is important to keep in mind that the students with
IEPs often need movement breaks and written vocabulary that they are able to look at
while they are working. This class comes at the end of the day and for most kids, it is
the most difficult time of the time that they spend at school. Most of the class also
benefits from taking breaks and moving in between receiving directions and
completing activities. This is a very important aspect of keeping students motivated
while they are completing their lessons and they are exhausted from the day.

Katherine Reck
About This Lesson

DESCRIPTION
Students will be identifying foods that fit into the protein and grains categories on My Plate and
then work to create a balanced meal based on information that they have learned from Day 1 and
Day 2 of the lessons.
PREREQUISITES
The students will need to know what My Plate is, be able to identify foods that fit into the fruits
and vegetables category that were previously discussed in the Day 1 lesson. They will also need
to know how to to use the program, Wixie.
ESTIMATED TIME
45 minutes
Potential Use
36
GRADES:
K-2
CONTENT AREAS:
Other
COMMON CORE:
College and Career Readiness: Anchor Standards
Goals
INSTRUCTIONAL GOALS
Students will be able to identify foods that fit into the grains, dairy and proteins sections of My
Plate and they will be able to create a balanced meal with items from all sections of My Plate.
OBJECTIVES
All students will be able to identify foods that fit into the grain, dairy and protein sections
of My Plate.
Students will be able to use Wixie to create a balanced meal including foods from all of
the food groups.
VARIABILITY
This lessons ability to reach students who have had many different experiences in their
lifetime. The focus of the lesson is food and students of all academic levels and from all different
cultures will bring their own personal experiences but can all find similarities in that they ate
foods from each of the food groups. Children with little knowledge about food and food groups
will be introduced to them and not need much prior knowledge beyond being able to use
Wixie. They will also have the support of their classmates and teacher while they are working to
build their meals.
37
Assessments
As a final summative assessment for this part of the unit, the students will be creating a "well
balanced meal" in Wixie by choosing foods from stickers to fit into each category of My Plate.
As in the overall goals of the unit is that the students will be able to write a "How To" piece of
writing that goes through the steps of creating a well balanced meal of healthy foods, they will
begin this process during day two of the unit when they choose foods from stickers in Wixie to
complete "My Plate".
OPENING
To open the lesson, we will review the information that we discussed during Week 1 of the unit,
which was our fruits and vegetables lesson. The previous week, we watched the beginning of the
BrainPopJr. video about the food groups. We only watched the piece of the video that reviews
fruits and vegetables. I will then pause the video at the end of the segment that we completed
before and I will have all students think, pair and share with someone that is sitting next to them
on the carpet to name two fruits and two vegetables. They can share ideas of fruits and
vegetables that they like but also names of fruits and vegetables that they may not like. There
may be students who are insistent that they do not like anything from these groups but that will
not keep them from being able to share their ideas just because they do not enjoy eating them. I
will then choose several students who would like to share their ideas out loud to the entire class,
no students will be forced to share publically. After the review, we will segment into the last
three food groups that are featured on My Plate. I will ask if there are any students who know
who the three remaining groups that we have left to discuss.
38
DURING
To gain knowledge about the three remaining food groups, we will begin by completing the
BrainPopJr. video on the topic with stops at the end of each group that is reviewed to discuss
what we have learned. At this time in the video, I will also pause it and have the students name
some foods using Think, Pair and Share time to discuss with each other. After they have had
some time to generate ideas they will each be given a post it and they will write one dairy, one
grain and one protein on a post it that they will put onto the board. When the ideas are all up on
the board, we will read through them as a class. This would also be the time that the students
will be able to ask questions if they encounter information that they would like clarified or more
information added to. At the end of the video, I will open up a link that I have given all the
students access to through my Hand-Out folder. This link is to a game that the students will use
what they know and have learned about the food groups to build a meal from options that are
provided. I will show several examples of the game and how it works. They will return to their
seats and open the game to try it independently. At this time, I will go back to the second row
where two of my neediest students sit and work with them while they are working on the meal
building. They will be playing a game that is an easier version of the game that the rest of the
class is playing and I will be working through it with them. After the students have had the best
chance to build at least one meal, I will have them quit and return to the carpet to receive
instruction on the next part of the lesson. When they are all returned, I will ask them to share
some new foods that they saw and some new ideas that they have about foods or food groups
after playing the game. To complete the lesson, the students will be creating their own "plate" of
food, in groups that we have learned about in the class. This will also be a similar activity to the
one that they completed in the lesson before when they were sorting fruits and vegetables.
CLOSING
I will then open Wixie on the main screen and show the students the activity that they will be
completing for the lesson. At this time, I will have all students go back to their computers, log
into them, open Wixie and have their assignment open on their screen. When they have the
assignment up they will all return to the carpet to review further directions. Once all of the
students have come back to the carpet, I will show them how to choose stickers from the sticker
library and place them onto the plate in the correct category. I will also emphasize that they
should read through the labels on the pictures so they may learn new foods and expand their
vocabulary. If they are not able to complete the assignment by the end of the class time, they
will be able finish it the following lesson. If they are able to finish, they will print the plate and I
will have a copy for them to refer to the following week. With three minutes left in the class, all
of the students will quit out of the program and we will come back as a class to the front of the
room and have a closing discussion about what they were able to achieve and any concerns or
successes that they would like to share with the class or me. If there are any students who need
to complete their plate, they will have plenty of time to do so in the following lesson.
39
Materials

All students will need:
Post It Notes
Pencil
Computer & mouse
Wixie
Access to a printer to print a final copy of their work
LESSON REFLECTION
Date: February 23, 2016 Time: 2:00School: Northfield Elementary School
3:00 p.m.
Grade: 1
Title of Lesson Plan (in UDL Exchange): Nutrition Lesson Day 2
1. Document the learning that occurred at individual and group levels
In this lesson, all students will be learning about the next three food groups; grains,
proteins and dairy. This lesson will also be a review for students of the first days lesson
where fruits and vegetables were introduced. All students were required to complete a
40
My Plate food organizer that shows they are able to choose three foods to fit into each
food group.
2. Document results from each subgroup

a. e.g. IEP, 504, ESOL, other testing subgroups
From the formative assessment that all students completed, I was able to tell that all
students were able to apply the learned information to a final activity. Each of the 28
students completed a My Plate food organizer with a 90% accuracy or better while
working independently. Those students in the class with IEPs showed that they were able
to complete the task with minimal interventions and assistance from the teacher. They
did ask questions and were monitored as they completed the assignment but did a
fantastic job with a lot of independence and problem solving.
3. Explain results for students who learned more or less than expected
During this lesson, the students showed me that they learned more than I expected them
to. A lot of this additional information came from the conversations that they had with
their peers and the open dialogue that was kept throughout the class while the students
were learning and working. They spoke to each other frequently about what they were
enjoying about the foods and the assignment as they were working as well as personal
experiences with the teacher and peers during the duration of the class. This helped to
create a personal connection for all students and furthered learning of all those involved.
41
4. Describe how future lessons could be improved:

a. If you were to teach this lesson again, what would you continue to do?
i. I would continue to use material that was engaging and interesting for
children. They found many personal connections to this topic and were
able to use the online activities to further their interest. I also would
continue to allow children to talk and converse while they were working.
They were able to share personal stories and ideas that created a personal
investment in their independent work.
b. If you were to teach this lesson again, what would you do differently to improve
the results?
i. When I teach this lesson again, I will look for more interactive and hands
on resources for the children to use that will give them more time to work
with the grains, protein and dairy groups. The resources that were
available to the class right now, were not ideal but I was able to improvise
using the sorting activity as a way to create a connection with the
vocabulary and the students.
c. List at least one goal for improving your future lessons.
i. To improve future lessons, I will allow more time for the students to
interact with online materials that they find interesting, even if it does not
fit into the timeline of the lessons. When students are finding personal
connections and are motivated by a certain activity, they should be given
more time to relate to that material.
42
43
44

Katherine Reck
About This Lesson
DESCRIPTION
In this lesson, the students will be writing a "how to" narrative about how to create a balanced
meal that includes foods from all of the food groups that have been discussed in previous
lessons. This narrative will show an understanding for the food groups and the "how to" writing
form.
PREREQUISITES
In order for students to begin this lesson, they will have had to create a full "My Plate" food
organizer in the previous day's lesson. This plate will show an understanding for foods that fit
into each of the five food categories: fruits, vegetables, protein, grains and dairy. In addition, the
students will have to have the knowledge of what a "how to" narrative piece is and how to write
the steps in a "how to" piece. All of the students have studied this extensively in their language
arts and reading classes and will have a template to work from in technology. They will also have
to know how to use Wixie, which they have used in each of the two previous day's lessons.
ESTIMATED TIME
1 hour
Potential Use
PURPOSE:
Classroom Instruction
GRADES:
45
K-2
CONTENT AREAS:
Other, English/Language Arts
COMMON CORE:
English Language Arts
Goals
INSTRUCTIONAL GOALS
Students will use their knowledge of "how to" narratives to write a "how to" piece on how to
create a balanced meal including foods from all five food groups that have been learned and
discussed in the two days previous lessons.
OBJECTIVES
Students will be able to use the "My Plate" food organizer to create a balanced meal.
Students will write a How To narrative about creating a well balanced meal in
step by step form.
VARIABILITY
Throughout this lesson, the students will have multiple opportunities to share their experiences
with food, even if they are limited. No matter the cultural background or economic status of a
student, they will have learned about these foods in the classroom and had at least limited
experience with some of them. If there are students who cannot relate to any of the foods, there
will be additional reading and written materials for them to have access to during the lesson. I
will also be providing support to those students who are not able to complete the assignment
unassisted. Technology will give students additional paths to take when investigating foods and
connecting with material.
Assessments
46
The formative assessment for this lesson is the completion of the the "how to" writing piece
using the template that I have provided for them. The "how to" piece will require students to
recall information from the previous weeks' lessons about each of the five food groups. They
have also already completed their "My Plate" food organizer and will use that to aid in writing
their "how to" narrative.
The summative assessment for this assignment is also the formative assessment because this is
the final day in the unit. The goals of the unit are to be able to walk through the steps that
someone would take to create a balanced and complete meal using the five food groups that we
have discussed in class: fruits, vegetables, grains, proteins and dairy. The "How To" narrative
piece will show if the students are able to complete a balanced meal using the appropriate foods
and also if they are able to use what they know to describe the steps that it took to make it. The
writing pieces will be graded using the same scale that they use in the classroom and on the
HCPSS report cards: I- independently completed assignment, W- with assistance the assignment
was completed and N- not apparent at this time are the skills shown that the student would need
to complete this assignment. There will also be an effort grade given to each student for their
effort 1, 2 or 3, with one being exceptional effort given by the student during this writing
assignment.
OPENING
During the opening of this lesson, the students will complete an online sort of foods when they
come into the class. This will be completed as a large group on a smart board. The website
where the sort is located can be found at http://www.healthyeating.org/Healthy-Kids/KidsGames-Activities/My-Plate-Match-Game.aspx. I will bring children up to the board to help
categorize the foods into the appropriate categories. After they have had the review, I will ask
students to share any new foods that they have eaten in the past week since I have seen them. If
there are no students, I will share some of my favorite meals that I have had, I even have some
pictures of the food that I have had. When I show one pictures of a meal that I have had, I will
begin to explain how I made that meal and how I chose the foods that were included, this will be
the segway into the "how to" writing piece that all the students will be writing for the day.
47
DURING
To introduce the topic, we will refer back to a video series that we used in the two previous days,
BrainPopJr. On the site, there is a young girl, Annie, who explains different concepts to a friend
of hers, Moby. In this particular video, she goes through the steps of writing a "how to"
essay. They may have not called it an essay before, but I will be stopping the video throughout
and explaining different steps that she goes through. In this explanation, she makes a craft and
her "how to" essay is written for someone who would want to make the craft without watching
her do it. As we go through the video, I will pose several questions:
1. Have you ever had the chance to read any "how to" narratives?
2. Have you ever writing any "how to" narratives?
3. What are some things that you know how to do that you could explain to someone else?
4. Even if the task is simple, can you still write a "how to" narrative?
5. What are some of the important piece of a "how to" essay?
All of those questions may be things that most children can answer, if they think that they are not
able to write an essay about something that they can do, I will help them to think of something
simple, like brushing your teeth or coloring a picture, that they are capable of doing on their
own. When the video is complete and we have had the chance to discuss what we know about
this type of writing, I will show the students the template that I have created for them in
Wixie. The template has all of the steps labeled for the students and for several of my IEP
student who need a scribe or additional help, this will be provided during the writing time. I will
write an example for the students about the meal that I showed them a picture of in the
introduction and we will write a "how to" make Mrs. Reck's meal. At this time, the students will
get the paper back that has the meal on it that they made at the conclusion of the previous class to
use when writing their narrative. They will go back to their seats and being writing their
narrative. At this time, I will begin to work with the IEP students who require a scribe or the
students who need me to write down their ideas so they can type from a point of reference. Each
student has chosen which foods that they wanted to include in their plate organizer and that aid in
motivating them to complete the writing piece that coincides with it.
CLOSING
In closing, I will bring all of the students back to the carpet, to share some of the "how to"
narratives that they wrote. Not all students will be required to share if they do not want
48
to. Depending on how many children would like to share their narratives, I will split the students
into small groups and have them share their final drafts within the groups. The students will
have the opportunity to print two copies and bring one home with them on the day that they
finish the assignment. As a closing for the unit, the students will have the time to have a healthy
snack that they have brought with them to class. They can share ideas with other children that
brought them but they are not permitted to share food with others. I have extra snacks that are
approved by the cafeteria staff available to the children who did not bring a snack with them.
Materials

Each student will need:
1. Access to their computer with their user names and passwords.
2. Online access to Wixie
3. Completed "My Plate" organizer from Day 2 lesson.
4. Lined paper and pencil to write anything down or take any notes that they may need.
5. Healthy snack (provided from home or school).
6. Classroom printer
LESSON REFLECTION FORM

Date: March 7, 2016 Time: 2:00-3:00
School: Northfield Elementary School Grade: 1
p.m.
Title of Lesson Plan (in UDL Exchange): Nutrition Lesson Day 3
1. Document the learning that occurred at individual and group levels
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At the completion of this lesson, I was able to look back and see that all students showed
growth of knowledge and skills during this lesson and unit. On the individual level,
students that usually take a lot of time avoiding their work or asking questions that have
already been answered, seemed to be more independent in their work and quality of their
output. As for the final writing assignment, I was able to see that all of the students
showed they were able to use the template and the instruction to complete their narrative
with great success. They used the knowledge that they acquired about the food groups to
create a step by step narrative and create a healthy meal.
2. Document results from each subgroup

From each of the subgroups, I was able to see that all of my students, even those with
IEPs needed less interventions and less assistance with the final writing assignment than
they have needed any point this year. They found motivation when talking about
something that they found a personal connection to and were able to channel that
motivation into independent and positive work. Each student was able to complete their
writing assignment with minimal help from the teacher.
3. Explain results for students who learned more or less than expected
At this point, all of the students learned about what I had expected them to. I was able to
tell this because the lesson from the previous day showed me that they were making great
progress with the information and were comprehending the ideas that were being
covered. For the final writing piece, the students really got out of it what they were able
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to put into it. If they showed that they were proud of the meal that they created at the end
of day 2, then their writing was more detailed and complete. If they seemed indifferent to
the meal creation, then their writing reflected that with a lack of detail and effort.
4. Describe how future lessons could be improved:

a. If you were to teach this lesson again, what would you continue to do?
i. I would continue to use a writing method that they had learned a lot about
and were comfortable using. Since this is a technology class and not a
writing one, teaching the writing method would have been much too indepth for the purpose of these lessons. They had studied the how to
writing narrative extensively in the classroom and we reviewed it in class
before the students were expected to use it. I also provided a template and
a guided example for the students to work from.
b. If you were to teach this lesson again, what would you do differently to improve
the results?
i. If I were to teach this lesson again, I would give the students the chance to
write their how to narrative with the choice of whether or not to use the
picture that they had drawn the day before. Some of the students wanted
to change the foods that they had chosen from the previous lesson, but we
simply did not have the time. Even though they asked and seemed to
really want to, they still completed the assignment using the organizer that
they had already created.
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c. List at least one goal for improving your future lessons.
To improve future lessons, I will do my best to create personal connections for the
students in the topics and assignments that we work on in class. When
information is relatable for children, they become invested and motivated to work
together and create something that is meaningful and personal. This gives me
insight into each childs abilities and their personalities which helps me to connect
to them better and reach them on the levels that work for them and me.

Evidence of Student Learning

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