Sydney Teal Task 2 March 16, 2014 Contextual Information A. I am in a Kindergarten classroom of 25 students.

The content area that I covered for this lesson was mathematics. There are a few students with special needs in my classroom. There are two students who have speech and hearing needs, and one student who has physical needs. B. There are three low students in my classroom who do not know numbers through 10, and who do not know all of the letters and sounds of the alphabet. These students impact my instruction; because I have to make sure that I meet their needs for assessments and not just focus on the middle and high students. When assessment time comes, I do have them orally tell me what they are thinking, and how they got the answer they did. If they are struggling with a number, I have them start from zero and count to that number. The student who has the mobility need, I make sure that when she needs assistance, and I am there to meet her need. C. The community that I am in is a low economic area. Therefore, the students do not have many resources at home. This is a big factor, because they are limited. They leave what they learn at school at school. Selecting a Single Assessment A. The common core standards that were aligned in this lesson were MA.K.KG.1-Describe objects in the environment using names of shapes, MA.K.KG.2-Correctly name shapes regardless of their orientations or overall size, MA.K.KG.3 Identify shapes as two-dimensional or three-dimensional, KG4-Analyze and compare 2 and 3D shapes using informal language to describe their similarities, differences, parts and other attributes, L1.awriting many upper and lowercase letters, L2- Capitalize the first word, use punctuation and spell simple words. The learning goal of this lesson was for the students to identify a sphere, and write one fact about the sphere. B. The assessment of this lesson was for the students to be able to identify a sphere, and write one true fact about a sphere. The students were given a picture of a sphere and a picture of a beach ball showing that there are objects that are spheres. After gluing down the pictures, they had to think back to the lesson and all of the facts that they gave me about spheres. They wrote a fact about a sphere in their math journals. When they finished, I had them tell me what shape was glued down, and then they had to read me their sentence. I chose this assessment, because it would give me exactly what I was looking for. I wanted the students to be able to identify the sphere and give me a fact about it. Doing this in their math journals allowed me to go back and see who knew a fact about a sphere. C. The rubric that I made for this assessment focused on the information about the sphere, and if they spelled simple words and wrote letters correctly. After

Sydney Teal Task 2 March 16, 2014 going through the students math journals, looking at my rubric for each student, I saw that they all gained information about the sphere. D. The evidence of student learning that I collected was that all students gained information about the sphere. All students identified the shape as a sphere, and were able to write/tell me a fact about a sphere. I collected this data by having them write the information in their math journals. I had them write in their math journals, because it is something that they are used to doing. I do not like handing out worksheets, and them having to go by that worksheets layout. I wanted them to use their own thinking and processing to give me what they know about a sphere. Attach assessment portion of lesson plan Preparing the Learners for Assessment A. The instructional strategy that was the core of the assignment was having students write one fact about the sphere. I chose this as my assessment, because I know that my students are capable of producing a sentence or more in writing. B. The learning activities that the students participated were pairing up and talking about the characteristics about a sphere, they sang a song about 3D shapes, and as a class we made a chart about a sphere. I chose these activities because this allowed them to explore the shape on their own, and come up with characteristics they noticed. Not something that I told them. The song was there for repetition for the students who need that form of instruction. The chart gave that visual instruction for the students who like more visual instruction. I paired the student up in twos during the activity that allowed them to explore the shape. I chose two students, because three would simply be too many. For the assessment I chose small groups, because this allowed me to visually see all of the students, and let me walk around to meet the needs of the students. C. The materials that I used for this assessment was the smart board that displayed a song, a shape cut out, and an object that looked like the 3D shape. One each for each student. Glue was needed, their math journals, and a pencil. All of these are the necessities for completing the assessment. The Two Focus Students A. The two focus students that I chose was Focus student A, who is the highest in the class, and Focus student B, who is the lowest student in the class. Focus student A excels in all that he/she does. She/he is independently working in different areas of mathematics, can spell compound words on their own, and can work independently at all most anything that is given. Student B requires one on one instruction for everything that is given. After I instruct whole group, I go to assist his needs one on one. Focus student B

Sydney Teal Task 2 March 16, 2014 does not know their letters/sounds, number to 10, and is being tested for SIT. Student B is also very tactile. I try to incorporate as much hands on learning during the instruction specifically for this student. B. For Focus student A, there will be more explanation of how she/he received their answer, and going more in depth in writing. For Focus student B, I normally have he/she orally tell me what I want them to give me. Then I would assist them in writing or completing the assessment. I chose these modifications, because I feel that they are best fitting for these students. Student A is capable of processing more information, and student B needs that one on one instruction so that he/she will get something from the content that was taught. Analysis of Assessment Data and Student Learning of Whole Class A. The rubric aligned very well. It provided me with the exact information that I needed to see gain or regression in student learning. The rubric guided my grading by if the student could give one fact about the shape, and if they wrote the sentence correctly. B. According to the graphic representation of the data that I collected, all students gained information about the sphere. The graph showed the gain or regression as a whole, and the whole class gained information about the sphere. C. The data collection was very efficient, because the students wrote their response in their math journals. Doing this allowed me to go back and check each students response. I went back to check my Focus Student A, and she had written two sentences about the sphere that were both correct. D. I feel that the instructional strategies, the learning activities, the groupings, and materials were effective for student learning, because they were all positive attributes to the assessment. They all played their role in getting the student information to have for the assessment. The students were grouped in pairs to discuss and explore the sphere, and they were then dismissed to their tables, which are grouped small. This allowed me to observe each student, and see how he or she processed the new information. E. I engaged my students in analyzing their own assessment, by them reading me their sentence and telling me what shape we discussed before I gave them a Whopper, which is shaped like a sphere. This was very engaging, because they all wanted the candy that was shaped like a sphere. Attach rubric and graph of student progress from lesson Analysis of the Assessment Data and Student Learning for each of the focus students A. I learned from each Focus Student, that the way I incorporated my instruction met the needs of all of the students in my classroom. According to

Sydney Teal Task 2 March 16, 2014 the assessment information, both Focus Students gained information from this lesson. They both were able to give a fact about the sphere. Focus Student A gave more information than Focus Student B, but student B gave me information showing that he gained from the lesson as well. Cite evidence from Focus students B. The impact that my modifications made on each student was positive. Student A was capable of producing more that what I asked for, and they did exactly that. I had to meet one on one with Student B for him to orally tell me what he learned about the sphere. C. The instructional strategies, activities, groupings, and materials that I chose met the needs of both Student A and B. Student B really benefited from the hands on activities that I provided for them to do, because Student B is a tactile learner. Student A would of been fine doing this on their own, because they are not very sociable when it comes time for learning. Student A focuses on what we are learning, and then they are ready to move on. Student A benefited from the small group/individual assessment, because they like to work independently. D. I engaged each focus student by keeping them excited about the new shape. I asked if student A could think of any more descriptions for the sphere. She was able to give me two more facts. Student B is tactile, so I gave him some spheres to hold and observe while he told me different attributes of the sphere. Attach sample of students work Reflecting on the assessment for the whole class A. The data analysis guides me for future instruction, by letting me see how they responded to that type of instruction. B. If I could go back and modify the assessment, I would have the students choose from different shapes the right shape that would be needed. This would really show me if they knew what a sphere looked like, instead of me having the shape laid out ready to glue down. C. A modification that I would do for instructional strategies would be to focus on more objects that look like a sphere, and how they know that they look like a sphere. My learning activity modification would be to have more hands on activities involving the sphere. I would do this because all of the students enjoyed exploring the sphere on their own. I would use more technology than what I did. I only used technology to play my song. If I could go back and find an interactive activity that would allow the students to come up and manipulate spheres. I would do all of these modifications, because I feel that they would enhance student learning.

Sydney Teal Task 2 March 16, 2014 D. Again, I could have an assortment of shapes both 2D and 3D. The students could chose from the assortment of shapes, and tell me how that shape is considered a sphere. I could then record their answer. Reflecting on the Assessment for Each of the Focus Students A. Focus Student A and B both showed gain from the assessment. I feel that the information that I provided, and the activities and instruction met the needs of both students. B. One modification that I would make in the assessment for Student A would be to compare the sphere to another shape that they would know. This would get them thinking more about the sphere and expand their knowledge. For Student B, I would have them to visually show me the shape, and orally tell me why they chose that shape. I would choose this because this would be straight to the point for them. For the assessment that I had them complete, I had to sit with Student B and tell him the letters to help him write his sentence. This took away from other students, or further instruction time. C. For Student B, I would provide more tactile learning activities to strengthen their knowledge for the assessment. For Student A, I would have higher order thinking questions for them to process. I would make these modifications, because it would strengthen the students knowledge, which would show on the assessment.