Evidence of learning

The assessment administered to my students during this learning segment was for me to
assess a number of objectives which were covered in each lesson, along with it building upon
prior knowledge. The common assessment for all students occurred in small groups at a time
during learning segment three, both focal children were in a group and recorded for clip two.
The language objective for the common assessment was for students to be able to verbalize, or
fill in their hand chart with the five elements of the five finger retell method. In addition, the
literacy objectives for this lesson were for students to be able to utilize the five elements to
guide telling a story in a condensed version. The assessment provided utilized sequence story
card kit and I tweaked it to make it take their learning a step further. As shown in the videos I
first modeled what I would expect from my students, so they were aware of what they needed to
do. I instructed them that they would receive four cards and their goal or objective was to place
them in order based on the pictures. Their second goal was to tell a story and then identify each
five finger element in their story. I wanted to be able to test students sequencing skills along
with their use of the five finger chart to pull out the important information. This assessment
activity allowed me to look for each object that is described above, but also allowed for
differentiation and students creativity.

Identify Five Correctly Retell a story Identify five Orally told Wrote
Finger sequence utilizing five finger story w/ their
elements story cards finger elements of story story
element story cards cards and five
chart finger
elements
Focal Child / X / / x
1
Focal Child X X X / x
2
Student 1 X X X X x
Student 2 X X X / x
Student 3 / X / / x
Student 4 0 / 0 0 x
Student 5 X X X X x
Student 6 X X X X x
Student 7 X X / / x
Student 8 X X X X x

Students will receive a x if they have fully mastered the objective. Students will receive a / if they
reached the objective partially, or if they need some work on that aspect. Students will receive a
0 if they were unable to reach that objective. Students received a / mark if they needed
guidance or missed pieces during the assessments. The third labeled column was an informal
assessment during lesson two, and the fourth column was the formal assessment of lesson 3.
The last two columns correlate with the formal assessment.

The chart that is created above is a very useful tool in identifying where each of my students
are in their learning progress. Due to the varying levels of students I had in my group there is a
variety of abilities in completion of the lesson objectives. Seven of the ten students were able to
identify all five retell elements on their own without referring to a chart. Two students had to take
their time to work through the elements and needed prompting or to refer to a chart when
identifying the five elements. Only one student was unable to produce all five elements. This
pattern of learning was fairly consistent throughout the entire learning segment. The one
student who could not identify all five elements, even with prompting and the chart struggled to
retell a story as well. However an interesting pattern that emerged was that all children were
able to sequence a story correctly. I believe this is due to their extensive focus on this skill
throughout the year. Whereas the results for identifying the five elements of a story were more
difficult because they have not practiced this skill as frequently. It does not appear that overall
there was any effect of whether or not the children wrote versus orally told the story affected
their ability.
My focal children during this entire learning segment were the two students seen during clip
two. Both focal child 1 and focal child 2 are very diverse learners. Focal child 2 is the female
student and is a gifted learner who is above grade level in all subject areas. I was excited to
work with her and see how I could challenge her to take this method and use it in her everyday
reading. Focal child 1 is the male student and is on grade level or slightly below in all subject
areas. He has trouble focusing during lessons and still does a good job with retaining as much
information as he does. I was excited to work with him to see what techniques I could use to
help him grow as a student and master this skill. The patterns of learning for the focal children
were consistent with that I had expected from them. Focal child 1 exhibited an ability to name
the five finger retell elements with prompting or referral to a chart. One source of evidence that
backs that up is the paper where he traced his hand and filled in each finger. He also in the
beginning of clip two reviews each term and with prompting names each story element. In
addition, during clip two he was able to correctly sequence a story. Focal child 1 was able to
place the cards in order of how he thought the story should go, and then he was able to verbally
describe each picture to create a story. He did retell the story and identify the five finger
elements, however it took a lot of prompting. Therefore, he is able to identify the story elements
but is unable at that time to on his own walk through the five fingers and explain a story. During
clip two he used the key vocabulary while he was practicing the five finger strategy. Focal child
1 can be seen and heard naming each element and counting off on his fingers as he goes.
Focal child 2, overall did very well with this learning segment. An interesting piece of learning for
focal child 2 to me was that she was able to correctly retell a story with the five finger elements,
however when she wrote the story down she did not directly use the key vocabulary. One
pattern I noticed about her work sample is that she did not label specifics of the character is, the
solution is etc. but she was able to point to me which sentences identified what element. I wrote
on her paper as feedback what pieces she labeled with the correct word so moving forward she
can refer to that and remember to use the labels. One thing I noticed about focal child 2’s work
sample is that she did not identify the setting of the story at all. However, when verbally asked
she was able to produce the answer. Overall, she grasped this concept quickly and is able to
utilize it.