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What information did you use to make your decisions?

Prior to giving the pre- assessment to the children, I made my decisions based on the
standards for first graders. After I gave the pre- assessment, I then used that
information to direct my teaching. I was able to see that the students have all learned
about simple addition but have not learned about the communitive property. This also
showed me that one student was below the standard and one student was above,
leaving four students that were at grade level. I also used the information that I gained
through observation during the activities to determine the childrens interest to add into
the lesson plans.

Pre-Assessment

Pre-Assessment Goal: The goal of the pre-assessment was to identify what the
students who are struggling with addition and those who already understand it. I plan to
use the information that was gathered to direct the lessons to fit the needs of all the
students. This also showed me where I need to start teaching, what I need to teach, and
what students I will need to differentiate instruction for.

Skill/Topics/Concepts: Procedural skills, skip counting by 10s to 120,

identifying different shapes, using the communitive and associative property of
addition, and using algebra to complete the addition equation

Reliability, Validity, and Bias: I believe the pre-assessment was mostly reliable and
unbiased but not completely. It was given the same way to every student, it asked the
same questions for all students, and the students had as much time as they needed to
work on it. However, due to the fact that the children were not able to read any of the
questions, each child understood it a little bit differently. I also think it might have been a
little bit unreliable because the testing conditions where not the best. It was loud in the
classroom and there were lots of distractions and the children also wanted to race to
see who could finish first. I do not believe the pre-assessment was valid for many
reason. First of all, since it wasnt reliable, it cant be valid. Also, a valid assessment
measures what it is supposed to measure. The students were supposed to learn about
simple addition and the different properties of addition. The pre-assessment did not
have anything about shapes or counting to 120, meaning it was missing key parts of the
standard. Having this would identify exactly where the student was going into the first
grade, showing us if they had a base knowledge of what we were learning.

Reflection:
When giving the pre- assessment, I did not take into account that the children would not
be able to read any of the questions. My co- teacher and I had to work one on one with
the students to make sure they were able to know what the question was asking. This
did alter the reliability of the assessment, due to my co-teacher and I reading the
questions differently, or writing out the problem for them to see it. Though the children
were not able to read the questions, the difficulty of them I felt was on target. The
children did struggle with majority but were able to get a few questions right. This
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showed me that the students had plenty of room for improvement and were able to
learn more.
During this assessment, I also learned that the students were outgoing and also wanted
to ask questions about how to find the answers to their questions. When we were
participating in an activity of standing on a number tile when given an addition problem,
Rhys would think out loud and explain her reasoning. By her thinking out loud, I was
able to get inside her head and follow her thought process.
Overall, I think that the worksheet had the perfect level of difficulty and the activity was
used to collect informal data. If I had to redo this activity, I would have made the
questions readable for children who are entering the first grade and may not be able to
read. Also, I would have the tile activity to be individual, this would help identify any
students who were unsure how to solve simple addition, and would follow others and
not think for themselves. I think it was actually a pretty great day.

Reflection of Results:
If I was to give this pre assessment again, I would do it in a small group with just
2 students. I would give them a little lesson on time-laps and then have them complete
some activities individually and together while I worked with the other two. I learned that
it is really hard to differentiate instruction to meet each individual needs and making the
lesson appropriate for delayed and advanced learners. I also learned that even if you
divide a class into level of ability, each one of those groups will have different levels of
ability within that you have to differentiate for. For example: my group was a below
average group but within my group each student was on a different level. I also learned
that it is important to try to split them a little so it isnt so hard on the teacher.

Lesson Plan Day 1

Date Taught: June 26th, 2017

Topic: Math- Counting to 120
Standard: CCSS.Math.Content.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.
Objectives: Students will be able to count how many popsicle sticks they have
correctly.

Student-Friendly Objective: Students will have fun as they learn math through
different activities.
Assessment Plan: Formal testing will be done with an adding by 10 worksheet. The
teachers will then look at the information to see what the child is still struggling with.
Materials Needed:
- Popsicle sticks
- Tape
- Paper
- Worksheet
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Key Vocabulary:
Addition: process of adding something to something else.
Groups: place things together with a common interest or purpose.

Anticipatory Set:
We had the materials on the table so that the students could see what we are doing for
the day. We talked to the students to see what they did on Tuesday. We asked what
they enjoyed and didnt enjoy from Mondays lesson and then we reviewed the
childrens name.

Instructional Inputs:

Modeling:
Activity 1: For the first activity, we used popsicle sticks. I asked the students to show
what 2+2 was. I model this first problem for them.
Activity 2: For this activity, we only modeled how to add by 10s we counted together as
a class before having them do it alone.

Guided Practice:
Activity 1: After modeling the first problem for the students, I asked 5 or 6 questions for
the students to show me the problems.
Activity 2: We went into the hallway and played toss and add. We explain that the
children were going to through the pieces of paper into a square and then they had to
add the problem.
Activity 3: Challenge the students and have them count by 10s with the paper that
made it in the squares.
Activity 4: Bundling the popsicle sticks into groups of 10s and saying how many
popsicle sticks we have total.

Closure:
Review the key points that were taught today, count to 120 by 10s, and go over how to
create groups.

Independent practice/application:
- The students by themselves worked on a 10s addition worksheet. They could use the
popsicle sticks to add the numbers together.
- During the worksheet, we split our teaching, my co- teacher worked one on one with
Clara and Rhys, while I worked with Eli and Amanda.
- The students could do the math in their head, use a whiteboard, use popsicle sticks,
fingers or the markers to see and model the math problems.

Reflection:

I think for a first day of instruction, the day went over pretty well. The first few activities
were fun and engaging for the students but we did seem to lose the attention of the
students when we went in the hall to play a game. I believe that this was due to the
distractions that were in the hall. So if I were to change the way I executed this lesson, I
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would have either planned it during a time were there would be limited distractions or in
a locations were there would be less. Also, I would have given the instructions to the
activity prior to going into the hall and verified that they understood the expectations.

After this lesson, it was apparent who was above and who was below average in math
going into the first grade. This was the first day that we worked one on one with the
students who were struggling along with challenging the students that were above. Eli
was one of the students that was above in the group. To differentiate for Eli, we had
extra problems that were created to challenge him. Not only did they challenge him,
these problems were also created because Eli was a fast finisher. Rhys did not need
any additional instruction, she got every question right, and took her time doing it.

Lesson Plan Day 2

Date Taught: June 30th, 2017
Topic: Math- Addition and Subtraction
Standard: CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 =
11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add
2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 =
12. (Associative property of addition.)
Objectives: Students will be able to apply properties of operations with adding and
subtracting. For example they will be able to answer if 8+3=11 then 3+8=?
Student-Friendly Objective: Students will have fun as they learn math through
different activities.
Assessment Plan: The students will need to model the properties of operations with
adding and subtracting with cubes, the teachers will be able to take pictures of the
students work.
Materials Needed:
- Math cubes
- Balancing worksheet
- Dice
- Balance scale

Key Vocabulary:
Operations:
Properties:

Anticipatory Set:
The popsicle sticks will be laying out on the desks when the students come into the
room. They will see these and wonder what the lesson is going to be about. We will
start with a quick review of what we learned the day before.

Instructional Inputs:
The students will listen when the teacher is talking, if the teacher needs to get the
students attention then the teacher can use an attention getter to get the students to be
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quiet and listen. At the beginning of the lesson share what is expected from the
students.

Modeling:
- Model how to do the balancing scale with the worksheet. They students will do the first
few with the teacher.

Guided Practice:
-Take students through the process step-by-step
- Components to help students successfully master or take steps towards mastery of
the objective
- Did an activity for reviewing shapes and having the students see what shapes they
could make out of the 6 shapes that they were given.
- The teachers will check for understanding by students a worksheet that each needs to
complete as they roll a die. They will draw what the die looks like and then solve the
problem. They will also do the balancing worksheet.
-Provide Clara with more one- on- one instruction to help her understand the dice
worksheet
- Eli B. will be challenged, on the back of his worksheet, Eli will have a great level of
difficulty of problems to solve on the back.

Closure:
-Review the key points and concepts that were taught during the day

Independent practice/application:
-The students will use what they learn and apply it to a worksheet

Reflection:

I just want to start put by saying, I think that the activity that we had for this lesson, was
one of the best visuals for teaching children the concept of communitive property. I
thought the children really had light bulb moments of understanding during this activity.
For example, when I was working one on one with Amanda, she struggled with the first
3, but one I showed her how to break down the problem she was able to quickly move
through the rest and showing her work as she did it.
If I did have a chance to give this lesson again, I would have made it more hands on for
each student. Though we did have a great visual aid, I think that they would have had a
better understanding of what they were learning. Also, I would have kept these groups
small and done it sitting on the floor where we could all be close together. The reason
that I would do this is because it gives the students an opportunity to be close together
a watch how other students use their resources to solve the problems.
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Lesson Plan Day 3 (revised)

Date Taught: July 5th, 2017
Topic: Math- addition
Standard: CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Objectives: Students will be able to write the answer to the fill in question correctly.
Student-Friendly Objective: Students will have fun as they learn math through
different activities.

Assessment Plan:
The students will be able to complete the worksheet with little to no help from the
teacher.

Materials Needed:
-Math cubes
-Worksheet

Key Vocabulary:
Addition: grouping objects together.
Subtraction: Taking things apart or getting rid of things.

Anticipatory Set:
The students will walk into the room and see the math cubes sitting on the table. They
will wonder what we are doing for the day. For the first few minutes of class we will talk
to them about what they did doing their weekend and for the fourth of July.

Instructional Inputs:
Explain what is expected from the students when instruction is being given and what is
expected with the cubes the students were given.

Modeling:
The teacher will model what the students are to do when they get the cubes, they will
show how to do the math with the cubes.

Guided Practice:
-The teacher will help the students with the worksheet if they need help. The students
can use the math cubes to figure out how to do the problems.
-For clara she needs more one on one help. The worksheet will allow her to have one
on one help from a teacher.
-Eli needs more of a challenge, today we planned for a double digit addition worksheet
but he didnt want to do more than the first row.

Closure:
Review or summary of critical objectives
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-take the students outside and have them play a game of red light/green light with math
problems. They could only move the amount of spaces the answer was, for example
2+2=4 the students could move 4 spaces. We then did 5 jumping jacks plus 3 more to
see how many they did. We then came inside and let them do the last worksheet.

Independent practice/application:
The students will complete a worksheet correctly without help

Reflection:

The lesson that was given today was not one that went over very smoothly. Due to this
lesson being given the day after the fourth of July, the students and myself included,
were not very involved in the lesson. Though this was a very difficult day, I think it was a
great opportunity to see a portion of what it will be like when students come back to
school the day after a holiday. Though the children did pay attention during instruction,
they looked but with purely glazed eyes. The lesson, was well done but due to the
outside impacts, the lesson did not go over as smoothly.
Even if I did have a chance to redo this lesson, I do not think that I would change that
much. The only issue really came from the children being tired and sick after the 4 th of
July. I am very impressed with the lessons and plans that were taken place today, I
thought that there was enough activities that were active, and enough that provided us
with formal data.
Post-Assessment

Post-Assessment Goal: The goal of the post-assessment is to identify what the

students did and did not learn. From the data collected from the post-assessment, it
could be used to identify what students need to review and what topics need to be
taught more in depth again.

Skill/Topics/Concepts: Procedural skills, skip counting by 10 to 120, double

digit addition, identifying shapes, understanding communitive property of
addition, and using algebra to find missing number in addition.

Reliability, Validity, and Bias: I believe the post-assessment was mostly reliable and
unbiased but not completely. It was given the same way to every student, it asked the
same questions for all students, and the students had as much time as they needed to
work on it. However, due to the fact that the children were not able to read any of the
questions, each child understood it a little bit differently. I also think it might have been a
little bit unreliable because the testing conditions where not the best. It was loud in the
classroom and there were lots of distractions and the children also wanted to race to
see who could finish first. I do not believe the pre-assessment was valid for many
reason. First of all, since it wasnt reliable, it cant be valid. Also, a valid assessment
measures what it is supposed to measure. The students were supposed to learn about
simple addition and the different properties of addition. The pre-assessment did not
have anything about shapes or counting to 120, meaning it was missing key parts of the
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standard. Having this would identify exactly where the student was going into the first
grade, showing us if they had a base knowledge of what we were learning.

Reflection:
For the post assessment, the day was almost replicated exactly for the pre-
assessment. We started with the same activities and complete the same assessment
containing the same questions. By doing this, we were able to keep all of the
information that we were assessing to be reliable to use as a comparison to the pre-
assessment. I think that today went over just as well as it did the day the pre-
assessment was given. My co- teacher and I had to work one on one with the students
to make sure they were able to know what the question was asking. This did alter the
reliability of the assessment, due to my co-teacher and I reading the questions
differently, or writing out the problem for them to see it. Though the children were not
able to read the questions, the difficulty of them I felt was on target. Also, there was
clear improvement on each childs post- assessment, this shows us that there was
learning that took place.

Summarize What the Data Demonstrates:

The assessment data demonstrated that two of the four students are still
struggling overall with telling time. They will need more one-on-one or small group
lessons to understand the concepts more. The other students understand how to solve
simple addition along with communitive and additive property.

Reflection of Results:
If I was to teach this unit again, I would do it in a small group with just 2 students.
I would give them a little lesson on time-laps and then have them complete some
activities individually and together while I worked with the other two. I learned that it is
really hard to differentiate instruction to meet each individual needs and making the
lesson appropriate for delayed and advanced learners. I also learned that even if you
divide a class into level of ability, each one of those groups will have different levels of
ability within that you have to differentiate for. For example: my group was a below
average group but within my group each student was on a different level. I also learned
that it is important to try to split them a little so it isnt so hard on the teacher.

Overall Reflection

When given the age group, I was first worried that I would not know how to start
teaching a foundation unit. This was something that I thought that I was going to have to
struggle with, but learned very quickly that it was not that difficult. The students have
already learned a foundation for counting and have already done simple addition in an
informal way.

Having a co- teacher was something that I thought I was going to struggle with,
but I was able to work with someone who I trusted and worked well with. I think that
because we had a good dynamic of working together, it made our lesson go over much
smoother. We knew who was teaching what and who needed to work one on one with a
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certain student. I am happy to say that I think that this co- teaching experience was a
successful one, we were able to learn what was expected from us, teach these children,
and mostly have a great time doing it.

If I did have a chance to redo this experience, I would have had both my lessons
and assessments line up better to the state standards. This would have made it easier
to compare how the students are doing and on what level they are preforming
compared to those standards. Also I feel like if those were set to the standard, it would
have been easier to monitor their progress in the class. These standards would also be
in place to help identify the students who had a strong foundation in a certain concept
and were ready for new information to be built upon it.

Differentiating instruction was more difficult than I thought it would be. I thought
to have a student who was a fast finisher just do any extra worksheet or color on the
back, and for a student who struggled needed more than one on one. I learned that for
a fast finisher, have an activity that they can do alone and relate back to the lesson.
This could be as simple as rubber band shapes or math cubes. For a student who
needed a little extra help, I can have a hands on way of teaching so they can see the
math take place and not have to try to picture something they have never seen. These
small but effective techniques allow me to develop my own tools that I can put in my
back pocket and use in my own classroom.

I did find that a challenge came from have 2 students that were on different sides
of their math ability. With one student who really needed one on one instruction, another
who was a fast finisher, and one student that needed a little help staying focused, really
made it a challenge to help all the other students. During this experience, I also learned
that it was ok to let your students struggle a little bit, this made them think for
themselves, along with working to be able to solve their own problems.

Another challenge that I faced, was a child who struggled with staying focused
during instruction. This became an issue because the other students wanted to join him
and it really made all the students disengage from class. Also, this made it difficult to do
any activities that were away from the table and caused any distractions. We wanted to
have activities that were fun and let the children leave their seats, but if we did this, he
would be too distracted by the surroundings.

I do have to say that the reason I think that our class those two weeks went as
successfully as it did, was due to the preparation that went into make sure all the work
was done before and not the morning of. I learned the importance of preparation, the
children can see if you are flustered and unprepared. Also, the more work and effort you
put into the lesson, the more effort they will put in to learn from it.

Overall, I am very grateful for this experience to learn how to differentiate

instruction, lesson prep and work with a co- teacher to help students learn. I was able to
develop new tools that I can put in my pocket and use in my own classroom, along with
new fun engaging activities to teach math.
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Pre & Post-Assessment Results

# Correct Per Question

7

0
Question #1 Question #2 Question #3 Question #4 Question #5 Question #6

Test 1 Test 2

# Correct By Student
7

0
Amanda Ellie Ryhs Clara Elli B. Elli S.

Test 1 Test 2