Stone_TeacherCandidateWorkSample_Final

TEACHER CANDIDATE WORK SAMPLE 1
Teacher Candidate Work Sample
Kevin W. Stone
Feinstein School of Education and Human Development
Elementary Education
Rhode Island College
Monday, December 5, 2016
Author Note
Kevin W. Stone, Elementary Education, Rhode Island College.
The Teacher Candidate Work Sample is a requirement for Feinstein School of Education
and Human Development teacher education programs. Pseudonyms are used in place of district,
school, and student’s names to ensure confidentiality throughout this report
Correspondences concerning the report should be addressed to 17 Curtis Circle,
Wakefield RI, 02879. Contact kstone929@cox.net

Table of Contents
Abstract……………………………………………………………………………………………4
Part I. Contextual Factors With Instructional Implications……………………………………….5
Demographics and Culture………………………………………………………………..5
Learners…………………………………………………………….……………………...7
Policy Environment…………………………………...…………………………………11
Previous Assessment Data……...………….…………………………………………….13
Part II. Goals………..……………………………………………………………………………15
Student Learning Goals…………………………………………………………………..15
Rationale…………………………………………………………………………………22
Part III. Assessment System…………………………………….………….……………………25
Assessment Plan………………………………………………………………………….25
Rationale……………………………….....…...……………………….….….….………27
Scoring System……………………………………………………………………….….29
Part IV. Design For Instruction—The Unit…………………..……..……..…….....………...….32
Unit Plan……………………………………………………………………………...….32
Calendar Block Outline…………………………………………………………………..35
Analysis of Pre-Assessment Data………………………………………………………..37
Rationale…………………………………………………………………………………37
Formal Lesson Plan………………………………………………………………………40
Part V. Assessment Results………………………………………………………………………44
Key Findings with Tables and Figures…………………………………………………..44

Part VI. Learning From Practice—The Reflection………………………...…………………….54
Conclusions……………………………………………………………….…………..….54
Instructional Decisions…………………………………………………………….……..55
Self-Assessment……………………………………………………………………..…...56
References………………………………………………………………………………………..59
Appendices…………………………………………………………………………………….…61

Abstract
The Teacher Candidate Work Sample is a requirement of teacher candidates in the
Feinstein School of Education and Human Development. The Work Sample serves as a
representation of teacher candidates abilities to plan, implement, and reflect on a unit. The
Teacher Candidate Work Sample consists of six parts.
Part I, Contextual Factors, talks about the school and district background and
instructional implications that come as a result of this data. In Part II, Goals, Student Learning
Objectives in the unit are implemented and justified using different target criterion. Part III,
explains the assessment system used to apply towards the SLOs and how students learn. The unit
is elaborated upon in part IV, Design for Instruction. A lesson plan is displayed and the different
sections of the unit are broken down to show progression towards the SLOs. Part V is where the
data is brought into play and the assessment results are presented through graphs, tables, and
written analysis. In the last section, Part VI- The Reflection, the previously displayed data is
talked about and meaningful connections are made between the Assessment results and the
success of the unit.
Within this work sample, you will see almost all students progressed. Students who did
not progress simply remained the same while there were no students who scored lower on their
post-assessment. Student success towards the SLOs are compared in the assessment section, Part
V, showing most students met the target criteria set forth in part II, Goals.

Part I: Contextual Factors With Instructional Implications
The Rosa Regional School District is composed of three towns. Within the school
district, there are 7 schools that host 518 teachers and 3,237 students of all ages from Pre-K
through 12. Rosa Regional is located in Southwestern Rhode Island and borders Connecticut to
the west. Known primarily as a farming community, Sharpie Elementary School, located in
Sharpie , provides Pre-K through 4th
grade education to 238 students (Infoworks). The town of
Sharpie boasts rich Native American Indian heritage, as it is the home of the Narragansett Indian
Tribe. Sharpie Elementary School is composed primarily of a 95% Caucasian population. 3%
Hispanic and 2% multiracial ethnicities compose the remaining 5% of the school’s diversity.
Within the school, 21% of students qualify for subsidized lunch and 17% of students receive
special education services.
Demographics and Culture:
Within the school, there are many different learning styles that emerge out of a diverse
demographic and culture. The median household income from a 2000 census in Sharpie is
$43,264. This figure can have some instructional implications for what the school needs to do to
for its learners.
The first implication is the amount of students who qualify for free and reduced meals.
There are times where this may play a part in the classroom social structure. “Research indicates
that children from low (Socioeconomic Status) households and communities develop academic
skills more slowly compared to children from higher SES groups” (American Psychological
Association- Morgan, Farkas, Hillemeier, & Maczuga, 2009).

This fact is a direct representation of how educators must connect with students. Lower
SES presents teachers with a challenge and a different learning style to target within their
lessons.
It is very important to show this community of learners a diverse viewpoint when looking
objectively at situations. Because the community itself is primarily composed of Caucasian
members, it is important to emphasize diversity in the classroom and other cultures for students
to have different viewpoints just as RIPTS number 1 states. For students to view differences and
different ways of thinking, the teacher must be creative and work with other school
professionals. This will also provide an understanding of how students grow and develop in their
learning.
A practice used in the classroom to emphasize these student’s backgrounds is to have
them work together and share often. The students can get a sense of how other students live and
what their individual lifestyles are like. That simple process helps the student understand the
viewpoint of another person. Within the classroom, a research project and news review is also
conducted to get the students to share and look into other cultures and other lifestyles. The
students will understand and see that there are many different cultures, religions, ethnicities, and
lifestyles represented in their classroom.
Learners:
Within the cooperating 2nd
grade Sharpie classroom, there are 19 students. Of these
students, they are broken down into three different tiers: High, medium, and low. The tiers

contain different learners with different learning styles. There are 6 students in the high group, 8
students in the medium level, and 6 students at the low level. The students in the high level show
success in the primary subjects: Math, ELA, science, and social studies. Within the medium
level, these students show an adequate efficiency in these subjects. The lower level has a more
difficult time with these concepts. Some students perform just under the norm where others fall
far below adequate success in these subject. These groups are put together with overall student
assessment data. The data that groups these students in different tiers is STAR testing data.
In the class, there is one student has an IEP that requires out-of-class special education
services. There are two students who have an IEP in math, three students who are given
English/Language Arts help as part of their IEP, and one student receives assistance from a
speech pathologist. Some health concerns within the classroom include one student who has a
history of vasovagal response, or episodes of fainting from certain stimulus, and one student who
has Factor V Leiden, a blood clotting condition. We also have one student who has ADHD and is
treated for it with medication at home. In order to appeal to some of these students, it is
important to vary the forms of instruction. Where one student may learn best with strategies done
through intervention, other students may work best
For the student who is medicated for ADHD, there is a gadget plan in effect. The gadget
plan puts different little devices in the hands of the student who has difficulty with attention and
focus. Within the classroom, there are stress balls to help students focus and allow them to focus
without drawing their attention away from the lesson. The lessons themselves are also conducted
in a hands-on manner. Kinesthetic learners utilize physical interactions in order to learn. The
students were given a small slip of paper that asked questions about learning preferences and
preferred learning styles. By organizing the students by preferred learning type, when asked

about it at the beginning of the year, they tend to work much better towards their favored
learning style.
As mentioned earlier, the students are “tiered” in differentiated groups. All students work
on the same lessons, however there are different ways we separate and analyze our learners to
provide the most fitting lesson for the student. As Lev Vygotsky describes in his concept, the
Zone of Proximal Development, or ZPD, students use scaffolding and social interaction to do the
most they can with available supports on an assignment (McLeod, 2010). Scaffolding the
students provides them with the best advantage for learning. In order to get to this point, we had
to figure out what kinds of groups we had in the classroom.
The students worked in the previous year on math, reading, and language arts to find
what kind of skills they had in each. Once entering the second grade, the children were given
another assessment to see if the levels of reading, math and language arts improved, remained
the same, or lessened. Students practiced sight words and worked with their first grade teacher
on running records and these assessments were used once again within the second grade
classroom. These assessments helped to group students and work with how well they did. In
doing these assessments, there was a clear-cut method of devising students into low, medium,
and high levels. Sometimes with these record-keeping ways, we found some students excelled in
math and did not do as well in reading, or vice versa.
As RIPTS number 3 says, we as teachers must “create instructional opportunities that
reflect an understanding of how children learn and develop” (The State of Rhode Island, 2007).
By knowing what group of learners we had, it was easy to apply our knowledge to the students
understanding and our lessons. There is also a respect for the diversity of learners and groups of
learners, as the educators may often have to slightly alter some things to help make it clearer for

some learners. There are many instances when some lessons may have to be made clearer for
some students, or the verbiage might be a little too difficult.
The tiered groups themselves are a big part of the classroom dynamics. Students took
STAR tests three times a year to get data on their learning levels and working knowledge on
different subjects. From these tests, students were placed into tiers. The accommodations are a
necessity for some students, as they need guidance in the right direction with a certain group of
students. Some students in the high level group finish and moved on from assignments before
others working on the same assignment. With this in mind, it is important to have something to
do when the students finish their assigned work. The attached table lists student’s tiers and
descriptions of the students’ ability in mathematics.

Tiered groups and Individuals Requiring Accommodations and Modifications in Mathematics
Groups
Number and IDs of
Students Belonging
to group
Brief
description/Attributes
Instructional
Implications
High (6) 13 (CC), 14 (CF),
25 (SM), 28 (MD),
99 (HL), 24 (DB)
Finish early, Few
errors, higher grades
on beginning
examination, more
experienced and
exposure with doubles
and near doubles.
(Math Addition of the
same number twice).
More intensive
work for students,
extra work/ games
for early finishing,
less attention/ time
commitment.
Scaffold to a certain
point.
Medium (7) 11 (DL), JD (96), 18
(AT), 23 (RP), 50
(AA), 73 (BMS), 12
(MC)
Students on par with
grade level
expectations of
students entering
second grade.
Some may have
experience with
addition of the same
number twice, but
many seem to only be
able to add the number
5 or lower.
Students are
provided with
adequate time to
complete
assignments and
projects.
Tasks can be done
as a group or
individually, as
deemed by the
instructor.
Low (6) 44 (KH), 29 (KB),
77 (AC), 39 (JB), 38
(MN), 27 (AP)
Difficult time picking
up concept of doubles
and near doubles.
Students may have
seen numbers less than
5 used as a double.
Often, students are
seeing or working on
this concept for the
first time.
Added time for
math and writing.
Larger font numbers
and words. Word
book organizer
(Mini-dictionary).
Ability to return to
work if needed later
on. Use of
scaffolding and
added time (1:1)
Policy Environment

Sharpie School has many policies, procedures and expectations. As a bucket filling
school, where students are rewarded by the “Filling of a bucket” with cards and rewards. The
school rewards and pushes good work to the young learners and in classrooms. The state has
implemented a new recess policy for all schools to follow. It is said that every child must have a
continuous recess. By taking away a method of reprimanding the students, the school and
classroom has resorted to other ways to discipline uncooperative students. A ticketing system is
implemented for the students to have a way to earn a “Friday-Fun-Time” at the end of the week.
This Friday-fun-time serves as an extra time for students to go outside before the end of the
school day. Students can lose access to this privilege and may have to make up work they did not
complete if not done by this time. Students can also lose tickets for disruptive behavior.
For the school curriculum, there are a few different ways that the classrooms operate. The
school follows the Common Core State Standards closely. The teachers are responsible for
developing lessons that adhere to the Common Core. Within the classroom, the teacher has a
map with different weeks marked off to different standards to be met. A unit is put together of
the different standards brought together over a time frame, then tested to see what the students
get out of the lessons. The members of the school learned different ways to apply to the common
core at the monthly district professional development meetings.
Professional development plays a large part in student’s success. My cooperating teacher
has taken part in numerous different professional development opportunities. For the previous
professional development for the Rosa School District, I attended and took part with my
cooperating teacher. For our sessions, we attended info-sessions on technology resources in the
classroom. There was a heavy emphasis session on being able to read and interpret the

Partnership for Assessment of Readiness for College and Careers, or PARCC, assessment. These
sessions helped us develop our scheduling, grouping, rules, and routines.
When looking at the classroom rules and routines, it really helped to start the school year
by seeing the students coming in to a fresh classroom. I was able to see how students contribute
to set and maintain their own sets of rules and expectations so that they would know what they
should and should not be doing. The students were in charge of creating their own classroom
expectations, which are now displayed around the classroom for reference by the classroom
teacher. For grouping, the students were divided into groups based on their tiered grouping.
Some students were easily grouped together while others took time to provide a set grouping of
the students. Some students who are lower tiered work better with upper-tiered students while
others cannot be grouped as easily with higher tiered students. This can often be attributed to a
student feeling that their work is of a lower levels than that of another student and can drain their
motivation. The scheduling of the lessons is another important factor in the daily schedule.
It is proven that student’s focus and attention drains if they spend too much time in one
location, sitting or standing, and on one thing. (Wilson, 2014) The scheduling of the lessons is
strategically done so the students can put forth their best effort for a short amount of time. Some
lessons can be 30 minutes while others are scheduled for an hour. The hour lessons are often
crafted around movement or stations. Each student may work at a 20-minute station in order to
keep attention and focus for the short period of time. This short term allowance helps students by
providing them with a physical movement during their learning.
There are some policies that directly influence instruction. Students are often
pulled from lessons for special education services or Response To Intervention math or ELA
help. The school policies include a full interaction in school specials, making it difficult for

teachers to collaborate with other school personnel to coordinate times for a child to be pulled for
such services. During a lesson a lesson in math, students who have difficulty in English might be
pulled, thus hindering their progress in another subject.
Previous assessment data:
Sharpie Elementary School uses STAR testing as a basis for their students testing and
facilitating college and career readiness. The STAR testing series also allows schools to see
where their students rank on a percentile-based rank and shows whom could benefit from RTI or
additional services. The school carries out a framework in literacy and mathematics and uses it to
help in Response To Intervention, or RTI, techniques. Sharpie Elementary School has recently
transitioned from AIMSweb to STAR testing. The testing is a two-part test and takes 20 minutes
per section. The testing is done three times a year: fall, winter, and spring. The end result of the
testing series provides schools with a percentile-based rank on all students.
The STAR assessment allows Rosa Elementary faculty to identify students who need
interventions early on and continues to provide these students with progress reports as it is taken
three times. The previous year’s testing has revealed that one student in our classroom’s low tier
requires special education services. The results also showed that 2 students in the low tier and
one in the medium tier require extra, individualized ELA help through RTI. The testing series
also provided a result of 2 students to work with interventions in mathematics. Of these results,
there were no students who required both mathematics and English Language Arts Interventions.
The next up-and-coming STAR test date is scheduled for Wednesday, September
21st
. On this date, students will access the STAR test in mathematics first, and then move on to

the ELA portion of the test. Through these examinations, we will be able to see where the
students stand in their proficiency in these subjects. These tests are important for many reasons.
The tests themselves, work on a progressive basis. As students answer questions, the
assessment will advance to more difficult content if correct, or less rigorous review concepts if
provided with an incorrect answer. This assessment will help to show which concepts, based on
standard, the students individually need to focus on.
From an instructional standpoint, accommodations will have to be made for some
students while other students may need extra or more challenging work. For our learners, we
must provide the most rewarding lessons for each individual student. Vygotsky’s thoughts on
structuring students’ learning are very important when looking at these tests. (McLeod, 2010)
The purpose of modifying lessons is to provide challenges for the student to work beyond their
comfort level while using scaffolding to help structure improvement with their understanding of
the concept. Students and teachers alike must work together to be flexible in their lessons and
learning to better each other’s education.

Part II: Goals
SLO Goals Table
SLO
1
Students will be able to accurately create, label and input numbers into a bar graph while also
being able to look at a graph and interpret data from it.
SLO
2
Students will be able to compare two three-digit numbers using <, =, and > by using place value
skills.
SLO
#
Standar
ds
Students Target Criteria Assessment
Evidence:
Type of Evidence
Assessment
Evidence:
How Measured
SLO
1
CCSS.M
ATH.CO
NTENT.2
.MD.D.9
Students are tiered high,
mid-level, and low.
There are 6 high-tier
learners. These students
scored highly on the
STAR assessment in
math at the end of the
year in grade 1.
There are 7 mid-tier
students. These students
got an average rating on
the STAR assessment in
the end of the year in
grade 1
There are 6 low-tier
students. These students
scored below the
average rating on the
STAR assessment at the
end of the year in grade
1.
Students in the
high level tier
should be able
to achieve
scores in the 8-
10 correct
range.
Students in the
mid-level tier
should be able
to reach scores
of 7-9 correct,
potentially
reaching
mastery at 10.
Students
performing in
the low range
tier are
expected to
reach scores
within the 6-8
Correct range.
Kahoot!
A 10-question quiz
will be given to the
students to assess
their knowledge and
understanding.
Students will answer
questions from an
online quiz forum
with their
credentials entered.
The quiz will
portray pictures of
graphs and labels.
The questions will
include where each
label should go and
what to put as an
appropriate graph
title.
Kahoot!
The numbers
answered
correctly will be
displayed along
with an option to
increase scores
based on time it
took to answer.
Quicker
answering leads
to better scores.
Two students
may answer all
questions
correctly and
have a different
score from one
another.
SLO
2
CCSS.M
ATH.CO
NTENT.2
.NBT.A.4
Students are tiered high,
mid-level, and low.
Students in the high
level will be able to
answer 11-12 correctly.
Students in the mid-
level tier will be able to
answer 10-11 correctly.
Students in the low level
will be able to answer 9-
11 correctly.
Students should notice
improvement as they
Students will
meet criteria by
successfully and
accurately
comparing three
digit numbers.
The students
who meet
criteria will
answer 9-12 of
the questions
correctly. 9
results in a
Sticker sheet:
Students will use
stickers with greater
than, less than and
equal to, in order to
assess whether three
digit numbers are
more, less, or equal
to another number.
Three digit numbers
will be represented
on paper with a
space in between
Students will be
given the sheet
of paper with 10-
12 questions on
it. The questions
will have all
different
numbers and
comparisons on
it. Students
should be able to
compare
numbers using a

learn the lesson top and
should thus be able to
improve their scores as
we progress as a class.
75%, 10 correct
results in a 83,
11 correct
results in a 92,
and 12 correct
is a 100.
them and students
will have to identify,
through place value
comparison, how the
numbers compare.
Students will have
three different
variants of the
worksheet to ensure
no collaborative
work.
Students will use
stickers as it gives
them a sense of a
“final” answer and if
they change their
answer, they will
explain their
reasoning.
place value
comparison.
Student’s
assessment will
be measure using
a percentage
scale. This scale
will help with
understanding
the student’s
work and
providing a
grade scale for
assessment.
The assessment
will be given as a
pre-test as well
as a post-test.

SLO 1
Student Learning Objectives, or SLOs, are specific learning goals structured to student
growth in a subject area or concentration. SLOs are additionally used to track student progress
towards a goal and growth measures. SLOs are generally measurable and assessable through
different types of assessments; formative assessments and summative assessments.
Standards in schools are an important part in our everyday teaching. As the status of the
classroom progress relies solely on the teacher, strong SLOs are important to produce
measureable objectives. These SLOs are carefully selected to work with the needs of an
individual school system and the students attending that school. The pair of SLOs selected to be
used are based off of different Common Core State Standards.
Common Core State Standards are the roadmap that Sharpie Elementary School follows
to produce well educated students. Teachers are supplied with monthly maps that have different
units to be taught. These units are selected based on the standards they cover. Units are
structured to cover standards in a progressive way. As an example, students would learn three-
digit place value before they learn how to compare two three-digit numbers based on place value.
The calendar focuses on different aspects of the student’s intellectual learning and how
they connect different subjects.
Within the calendar, there is a need for the students learning to focus on two different
things; bar graphs and comparisons. In creating my SLOs, I took these and created a unit that fit
into the curriculum objectives and allotted time frame. The first measureable SLO is “students
will be able to accurately create, label and input numbers into a bar graph while also being able
to look at a graph and interpret data from it.”

This SLO is extremely important, as students need to focus on graphs in many instances
of everyday life. The SLO represents a major concept we grasp in everyday life. Students will be
able to work together to gain a better sense of the importance of graphs. Being able to input
numbers and information into graphs will help the students to decipher any graph they may come
across. Students also need to know how to read graphs for the CCSS. The SLO provides a basis
for students to learn proper ways to read, interpret, and input data into graphs.
The SLO itself talks of the two different parts of graphs: creating and reading them.
Creating graphs is important as it serves as a way to display data. The students will be able to
display different things from their favorite colors to favorite sport. Being able to present data is
another way of summarizing data. Students will see the data they gather from classmates and be
able to look at the numbers and know what a graph for that data would look like. Not only would
this help them to display data, but it would also help them to read it.
For students to thrive at the SLO, they must also be able to read or interpret graphs and
the data they show. Students should be able to read data from a graph and summarize the
information on it. As one of the important skills we gain growing up, we are introduced and read
more graphs. These graphs are an introductory way for students to look at data and information.
A student could get a sense of what most of the class has as a preference. For instance, students
will be able to see what the majority of their class may have voted for as their favorite color.
This SLO will help dive right into the student’s higher-order thinking as it talks about the
different ways graphs and charts are practical. Students will analyze charts and information by
drawing different connections between ideas and inputting that information into charts. The SLO

applies to Bloom’s Taxonomy as it allows students to interpret the data from a bar graph and talk
about what it means.
Connecting the SLO to Web’s Depth of Knowledge (Mississippi State University, 2009),
students will primarily have to use Extended Thinking, level four, to analyze data from the
graphs. The children will also utilize Skill/Concept (level two) to graph, collect and display,
organize, and interpret data and information. The objective will make students apply different
thinking to their work in order to come up with an idea to help them understand the graph
presented.
SLO 2
The Common Core State Standards also apply to the second SLO. The students will be
able to compare three digit numbers using less than, equal to, or greater than symbols. This
objective will help students to make comparisons. Comparisons are really important with many
different concepts such as estimation and everyday tasking. Students make comparisons every
day regarding money, amounts, and everyday encounters with two separate things.
Students need to know this concept directly from the state standards. The standard talks
about students being able to make these comparisons with these symbols to better their
knowledge in other subjects. Students talk about weights, heights, and distances as well using
these symbols. This SLO represents a greater concept the students must be able to know.
Students should be able to talk about and compare things in whatever they do. Some students use
a comparison when talking about class heights and others may use a comparison when showing
how a meter and a yard differ. This “big idea” skill shows students how to use three symbols to
show relationships between two things. Further down the road, students also use these skills to
compare three or more things, respectively. The students should be able to use the knowledge of

these symbols in the allotted time as an easy way to learn and help remember would be the
alligators bite, in reference to the two symbols.
Bloom’s Taxonomy plays a role in the student’s ability to learn these concepts. As they
not only compare two things, but also explain the difference between them, students are able to
use Bloom’s “Analyze” level of higher order thinking. The students draw connections between
two numbers while comparing, contrasting, and differentiating between them. The students
would also be able to use Web’s Depth of Knowledge, or DOK, to reach different levels of
thinking. Students would use Level Three DOK, Strategic Thinking, to assess and differentiate
between two things. Students would be able to compare and contrast two numbers, objects, or
amounts by the end of the unit.
Standards
In both SLO’s, the Common Core State Standards include the details of the SLO’s. The
Common Core State Standards include graphing and comparisons using place value in the list of
standards for grade two. The primary focus of the SLOs are based on information in the common
core. As a part of the school’s method of teaching, different objectives are to be taught at
different times in the year, where all the standards are taught.
Students
Students in the class are broken into different groups. There are a few students who
identify as “Gifted” or high tier. There are many in the mid-level or middle tier, category and a
few in the lower tier of learners. These tiered groups are established by breaking down students
into groups of learners who need advanced help, some help, and not much help or guidance at

all. The students who need guidance on the performance pre-assessment will comprise the lower
tier. The different tiers have different target criteria in this unit. The target criteria is set in order
to give all students a goal to work towards.
Another grouping is the learners who do not need much guidance in solving their work.
Some students self guide themselves as they work to achieve and surpass the target criteria. The
learners in this group identify as “gifted” and will often be able to achieve their success without
much guidance from the teacher. These students need to be provided with more intensive work
or.
As the mid-level learners tackle these SLOs, they will find they may need little assistance
from the teacher in order to achieve the target criteria. These learners may need to re-visit some
earlier concepts or may also get caught up on new topics, however, they may ultimately be
moving forward in the right direction.
Within the class, there are about 6 students who are identified as gifted. 5 students are in
the low level and 9 students fall in the middle level. The bell-curve of students demonstrates how
a classroom is set up with all different style learners. The lower level students may need some
modifications to achieve target level proficiency. These modifications should be implemented in
a way that will help the group without providing any unfair advantages.
Target Criteria
Students in the high tier will work towards achieving a goal that is rather high for their
level, essentially receiving near perfect grades in the 80% to 100% range. In the middle tier,
students will have an average objective to work towards. The word average is representative of a

typical student of their age. The students in the middle tier should work towards answering 70%
to 90% correctly. In the lowest tier, the students have a little bit of a lower bar than the typical
student in their age group. Low tiered students will be expected to answer 60% to 80% of the
questions correctly in order to achieve target criteria.
The target criteria are focused on the student’s abilities in the subject of math and what
level they are capable of performing at. The student’s pre-assessment data also shows a need for
some students’ target criteria to be set lower or higher than another group, based on the tiered
group’s initial score.
Rationale
The students must use the computer program “Kahoot!” to answer questions about graphs
and their usefulness. This pre- and post- assessment will help assess what the students learn
about SLO 1. The students, while teaching towards SLO 2, should be able to utilize comparisons
and the symbols related to them to reach the target criteria. Students will have to compare many
different things and they will have to answer as many as they can correctly.
“Kahoot!” is an online assessment which displays questions on a projector where the
students enter their answers on their own electronic device. This assessment tool can accurately
measure the student’s performance and knowledge towards the skills and effectiveness of
questions in an efficient way. The assessment can show the students percentage and time taken
to answer questions and compile it into one raw score. Questions will cover all material from the
unit and display it in different ways. With SLO 2, students will have a written form of
assessment. During the unit, different opportunities will arise in order to have the students

individually come up and demonstrate the knowledge of comparisons. These assessments will
provide summative and formative data.
With “kahoot!,” some students may need an extra time allotment or untimed portions of
the quiz. There are some students who have difficulty reading or using computers. These
students can use an untimed version of the same test to boost confidence and motivation. The
different criteria are attainable for the students at different levels. The students can all receive
good marks on the tests, as they will be learning, reviewing and monitoring their improvement
through the unit.
Assessment Evidence
The assessments used are the “Kahoot!” website and a paper with stickers applied. The
assessments are not the only things the students will be using as evidence for growth in the unit.
Students will have opportunities to go up to the Smartboard and put their comparison on the
board with symbols. Students will also be called to provide and example of something they like
more than or equal to something else. They might provide a meal preference, show, or sport. The
informal assessments can help to show many other viewpoints of the concept and give other
students an idea of comparisons.
The assessments on the Smartboard will cause higher-order thinking as they have the
students apply their thoughts on a subject. The informal parts of lessons often help students to
learn more. The questioning used by a teacher can often prompt students to engage and learn
more. The informal assessment for scoring can include participation and student’s willingness to
contribute in class to the concept we’re working on.

The students will help construct a graph and guide us through labeling. The children will
also work on his or her own to label an individual graph. These graphs will help to provide an
idea on what needs to be looked at and what students need more help with.
The assessments themselves constitute selected response, presentation, and performance.
The selected response is through the “Kahoot!” and the presentation format is through informal
lessons. The performance section of it shows students that they can work to provide others with a
new idea or viewpoint. Students will give different ideas on comparisons or different numbers.
The kids would work together to present a graph as well to their peers to show that there are an
infinite amount of things that can be graphed.
Reflection
The assessments referenced above will include an online section and an activities paper
with stickers. There will be other informal assessments and points in the lesson that will
contribute to student’s progress. The assessment information will just help to see where the
student needs help and their understanding of the concepts. This part will also provide me with
evidence of what I might have done well and what I could work on more with the class. I think
these assessments will help to show which parts of the unit went well and what I could have
spent more time with the class on.

Part III: Assessment Plan
Plan for Unit Assessments: Formal and Informal
Type of
Assessment
SLO #
Address
ed
How Assessment Measures
Student Growth
Accommodations
and Modifications
per Tiered
Group(s)
1. Pre-Assessment:
-Kahoot! Test
-Sticker Sheet
-Comparison sheet
#1
#2
Pre-test data:
Students will answer questions
to show their prior knowledge
on the subjects and working
SLOs.
Extra time given on
computer for 3
students who have a
difficult time
navigating virtual
classroom
2. Formative
Assessment:
-Class bar graph
work
-Class Comparison
#1
#2
View student’s skills at
labeling and inputting
information from class
generated figures.
Devise numbers and personal
interests into comparison chart
Questioning to prompt students
thoughts and ideas when
working with graphing
concepts.
Out of five students,
create one group of
3 and one group of 2
to work
collaboratively.
Give extra time.
Provide a model and
fill it in with what
information goes on
the X and Y axis.
Have students use it
for creating their
individual graph.
Use patterns for
colorblind students.
3. Summative
Assessment:
-Personal interest
bar graph
-Individual
Comparison Quiz
-Learner Self
Assessment
#1
#2
Students will come up with
their own question and have the
class provide their views. The
student will then label and
input their own graphs with
colors and numbers.
Students will come up with a
comparison quiz for their group
and accompanying key.
Applied to comparison content
Give extra time.
Provide exemplar of
a separate graph
with labels to
students who need
accommodations.
View where
students are in
lesson and who
needs extra
help/time
Provide 1-on-1 time
with students
struggling on data
Provide an
organizer for the
students to intake
data and sort it out.

(Make it easier to
display their
numbers)
4. Post-Assessment:
-Kahoot! Test
-Sticker Sheet
-Comparison Sheet
#1
#2
Post-test data:
Students will answer same
questions from pre-test to show
how their knowledge on the
subject might have changed.
Extra time given on
computer for 3
students who have a
difficult time
navigating virtual
classroom
Small shark picture
on student’s paper
Planning:
Students will need different modifications and help during the lessons. The overall goal
of the lessons is to help the students to succeed at reading and making graphs. The modifications
can be given to students in the low tier but may be offered to students in all tiers to assist them.
Students will be introduced to graphing by collaboratively making an “Eye Color Graph” to
view. The class will also talk about things they enjoy doing versus things they don’t like so there
is a sense of comparison using the language “more than” or “less than”.
SLO Connections
The above table shows that students will be monitored by assessment of both SLOs. The
SLOs will be monitored as student’s active working knowledge enhances. The assessment
scaffolds the students as their knowledge grows. The class will collaboratively work on correctly
labeling and numbering a class graph. The comparison of the class will help them to apply things
they like to the lesson so they can enjoy making comparisons and link it with good and bad
things.

As the students get better, the supports will be less and less. The summative assessment
will have them working on their own to make a graph and a “mock exam”. The pre- and post-
assessments would be the same to accurately monitor student growth.
In the second assessment, the students will compare two different numbers using
individual strips of tape with the words “greater than”, “less than”, or “equal to” on them. These
tape strips will be placed in between two numbers in order to compare them and their values.
Rationale
The assessment “Kahoot!” was brought up in an Assessments class in which we learned
about different forms of assessment and data. The assessment Kahoot! was brought up as a great
way to measure student progress and knowledge. As we dove deeper into assessment strategies,
we learned about the timing structure and looking in depth at it as an instruction indication of
understanding. Students who answer quickly will get a higher score than their classmates.
In looking at this assessment strategy, the course also showed a sense of student’s
attention. The common practice of stimulation for a student works really well with Kahoot!. The
students can maintain attention span and work rate as they work to answer questions with
entertaining pictures and moving components to the assessment. The informal assessment of
creating classroom bar graphs will get the students excited to put forth their own information and
see how we can create a graph out of personal interest.
Utilizing stickers as an assessment will help tap into student’s kinesthetic styles. Having
students stick little stickers onto the assessment sheet will force them to take a hands-on
approach. By giving them steps to doing something, it also slows them down and gives them a
little more time to think through the problem. The process of peeling a sticker off and knowing

where to place it could make the student re-evaluate their answer and select a different way to
place their comparison signs, similarly to how wait time elicits more response from students. The
informal assessment of comparison will put the power in the children’s hands. They will be able
to create their own examples and share with classmates to prompt greater class involvement. The
informal assessment also serves as an easy checkpoint to see where the students are in terms of
their progress towards the SLO.
The assessment system implemented will strongly work with the group. The group uses
assessment strategies that reflect an understanding on how students learn and develop. Similarly,
Rhode Island Professional Teaching Standard, RIPTS, number three states “Teachers create
instructional opportunities that reflect an understanding of how children learn and develop.”
This standard shows how a teacher can create an opportunity for a student to work with a
different medium for progress towards a goal. Students enjoy using technology and working with
hands-on materials. The RIPTS applies directly to those two different assessments and will help
students feel more comfortable and confident when taking an assessment.
The lesson also relates to RIPTS number six as it involves student interaction with other
members of their class community. The students will get the opportunity to move around and
question their classmates about their topic to make graphs. Similarly, the informal assessment of
comparison will allow them to test their knowledge with their classmates by working to complete
the sheet they created themselves.
The experience given over this unit applies students to the Constructive Learning Model,
also know as Constructivism or CLM (thirteen.org, 2004). The assessment system goes full
circle just as the CLM does. The CLM gives the students an experience in providing them with a
classroom wide graph and comparison. They also get the reflection out of it and are able to

observe modeling and reflect on the graphs they are introduced to through questioning. The
students then do their best to create their own with little supports and then gain more and more
support. It finally comes full circle when they go on to create their own examples of graphs and
comparisons. The students can take away quite a bit from this assessment system and through
looking at comparisons and graphs.
The student’s greatest strength is through constructing meaning from their experiences in
the classroom and applying them to the outside world in which they live. The assessment applies
to all student’s interests and puts the project in their own hands. value their own successes and
work to make assessments as well done as they can be. This enjoyment of the lesson will
contribute to their schema and stick with them.
Scoring System
The assessments will be given to students in the beginning of the unit. The students will
have to do their best, as we always encourage, to work their way through something they may
have never seen before. The students will gain support structures in order to work to build their
knowledge on the subject. As the unit digs deeper, students will have more exposure to graphing
and comparisons. Every new assessment is spaced out and done so to take away supports from
the students to guide them to working on their own. In assessing the students, we get to collect
data and check for understanding. With this, we are able to assess and monitor student’s growth
in the unit and with each lesson. The scoring system used in these two assessments will be
compared to the original pre-assessment used to monitor student growth towards the SLO.
The Kahoot! assessment will be scored right away as the students take the assessment.
Out of 10 questions, the students will receive a raw score in the Kahoot! program that is based on

if they got it correct and the time it took for them to answer. The program will then allow for the
data to be downloaded right onto the computer.
If a student answers a question quickly, they received a higher score than a student who
took a little while to answer. This helps to see the students understanding. If the student knows
the concept right away, they are more likely to answer quicker. Students may get the same
amount correct, but the data will show if one student answered faster. Based on individual
question scores, it will be evident how quickly a student answered an individual question. The
students will have 10 comparisons to make. The students scores will represent the time it took to
answer and whether they got the answer correct or not.
For the second SLO, the students will be given 16 stickers to work with. They will be
required to use “less than” four times, “greater than” four times, and “equal to” two times. The
scores will be on the scale of 10. The stickers will be placed in between the two numbers they are
comparing and used to show their comparison. By working in this way, students will be showing
their knowledge on the assessment. The scoring scale will use a ten-point system. With this ten-
point system, student’s responses will be based out of ten and then multiplied by 10 to get a
percentage. A six-out-of-ten will result in a 60% score. In using this scale system, it will give an
accurate representation of what the students know about comparison.
Assessment Criteria Checklist
Assessment Questions # Correct/ SLO
Kahoot! Test 10 1
Sticker Sheet 12 2

Class Bar Graph Looking for 5
chart labels and
observable
features
1
Class comparison Input in overall
creation of class
comparison chart
2
Personal Bar Graph Looking for 5
chart labels and
observable
features
1
Individual Comparison
Quiz
How many
questions
generated and
accurate key
2
Kahoot! Test 10 1
Sticker Sheet 10 2

Part IV: Design For Instruction- The Unit
Unit Plan
Unit Plan Table- Math (Appendix A)
Lesson #
and
Topic
Key
SLO
Standards Instructional Procedures/Key
Activities
Strategies for
Differentiating
Instruction
Pre-Test
(Kahoot!) Bar
graph
SLO 1 CCSS.MATH.CONTENT.2.
MD.D.10
Test the student’s understanding, labeling,
and comprehension of bar graphs.
Assisted instruction for
a student with difficulty
on a computer.
1. Labels SLO 1 CCSS.MATH.CONTENT.2.
MD.D.10
Have students work in a classroom setting
looking at how to label bar graphs.
Students will then work individually to
construct labels on a bar graph that is
accompanied by a story.
Come up with 4-6 ideas for students
graph.
Labeled graph for an
individual in the
classroom who has
special needs. Personal
aid, 1-to-1, in classroom
for assistance to that
student.
2. Class
Comparison
MD.D.10
CCSS.MATH.CONTENT.2.
MD.D.9
Students will create a bar graph with
class-generated topics and begin to input
and create graphs on their own.
Topic pre-planned out
for student identified in
lesson 1. Devised
worksheet with
student’s names on it
where they can check
off the student as they
take their option choice
within topic.
3. Bar Graph
basics
MD.D.10
MD.D.9
We will take a more in depth look at bar
graphs with a focus on colors, spacing,
order, and data collection.
Colored graph sheet.
For students with color-
blindness, put a symbol
with each color. Also,
utilize a pattern or

texture with each bar of
the graph.
4. Personal
Interest Bar
Graph
MD.D.10
MD.D.9
Students will come up with their own
personal topics and survey the class to
create their own personal graphs. Graphs
will cover a wide variety of topics and I
will look for accuracy in data input,
labeling, and other common traits of a
graph.
There will be a X- and
Y- axis explanation
sheet to aid students
who need extra help
with labels. Students
will also be given
additional time if
needed to complete their
graph.
5. Bar Graph
Comparisons
MD.D.10
MD.D.9
The class will look at a few different bar
graphs and begin to decipher what the
numbers and figures mean. They will then
take data from the graph and be able to
successfully input it into an accompanying
sheet.
Additional time and
personal assistance will
be given to the student.
Two of the lower tiered
students will be working
together on completion
but will be completing
their own individual
papers.
6. Highly
numbered
graph
comparisons
SLO 1
SLO 2
NBT.B.5
NBT.B.6
Students will be shown graphs with large
data sets on it. The data sets will have
three-digit numbers that the students will
have to add together. The students will
also add together numerous two-digit
numbers to find the whole data set.
Select students will be
given place value
markers which show the
hundred’s, ten’s, and
one’s places. These
students will get a
display sheet that helps
them see place value
within graphs number
sets.
7. Place
Value Sticker
Sheet
NBT.A.1
Students will be given a sticker sheet full
of greater than/less than signs. The
Two students will
receive a paper cutout
of an alligator. These

NBT.A.1.A
NBT.A.4
NBT.B.9
students will also have the words “Greater
than” and “Less than”
two students may
require additional time
for assignment
completion.
8.Three-Digit
Comparison
NBT.A.1
NBT.A.1.B
NBT.A.4
I will begin to introduce the students to
three-digit comparisons by showing the
importance of place value in terms of
comparing numbers. They will work on
place value comparisons by looking at the
place value of the digits being compared.
The two students will be
asked to pull out the
three-digit place value
sheet once again. They
will also utilize the
cutout (>,<,=) to help
with work.
9. Individual
Comparison
Quiz
NBT.A.1
NBT.A.4
Students will use numbers and objects to
create a “quiz” for a fellow classmate that
they can create using greater than and less
then signs to show interest or preference
as well as comparison of large, three-digit
numbers.
Three students will
receive personal
assistance with their
work. The place value
concept of two-digit
numbers was difficult to
them, so they will
receive the addition
supports.
Post
Assessment
SLO 1
SLO 2
NBT.A.1
MD.D.10
Students will re-take the initial “Kahoot!”
quiz and the quiz will show results. The
students will also work to display their
knowledge of
Student with difficulty
on the computer will
receive assistance
navigating the exam.
Select students may
receive extra time for
completion of the quiz.

Table
Calendar Block- Math (Appendix B)
Week Monday Tuesday Wednesday Thursday Friday
Week of
October
16
10/17
9:00-10:00
Pre-Assessment:
Kahoot!
Assessment to
view students
initial
understanding of
bar graphs.
10/18
1:00-2:00
Lesson 1
Labels: Students
will learn about
basic labeling of a
bar graph
including the title,
X-axis, and Y-
axis.
10/19
9:00-10:10
Lesson 2
Class Comparison:
Students will create
a bar graph with the
class and
demonstrate basic
labeling techniques.
10/20
9:00-10:10
Lesson 3
Bar graph basics:
Students will learn
about colors,
spacing, numbers,
and different types
of graphs.
10/21
9:10-10:10
Lesson 4
Personal interest bar
graph: Students will
come up with their
own comparison sheet
and create their own
bar graph on graph
paper.
Week of
October
23
10/24
9:00-10:10
Lesson 5
Bar Graph
comparisons:
Students will
begin to take data
from bar graphs
and input it into
facts and figures.
10/25
1:00-2:00
Lesson 6
High-numbered
graph
comparisons: Start
to view
comparison of
three-digit graphs
as place value
comparisons.
10/26
9:00-10:10
Lesson 7
Place value sticker
sheets:
Students will work
through a place
value type
assessment with
sticker sheets in
order to demonstrate
their understanding
of comparisons.
10/27
9:00-10:10
Lesson 8
Three-digit
comparison:
Students will begin
to learn more about
how place value is
involved with
making greater
than, less than, and
equal to
comparisons.
10/28
9:10-10:10
Lesson 9
Individual comparison
quiz:
Students will create
their own comparison
quiz with objects,
numbers, colors, and
other things and
survey their group to
see how they compare
two things.
Week of
October
30
10/31
9:00-10:10
Post-Assessment:
Students will
11/1
Move on to next
unit.
11/2 11/3 11/4

utilize the same
“Kahoot!” test
and the scores
will be compared.
Students will also
utilize a second
comparison
sticker sheet.

Analysis of Pre-Assessment Data
The pre-assessment data is an important stage of the unit. Within the pre-assessment, the
students take a quiz to show their prior knowledge of bar graphs and comparing place values. In
looking at the results, some students may show a need for more instruction in one area, data
input for instance, while another student could have difficulties in another. The pre-assessment
data gives a visual of things students may need to work on in the lesson. The data also gives me
an idea of things I should focus on more during the unit.
The pre-assessment data shows a need for students to look more in-depth at the different
labels as well as looking at graphs that skip-count by twos. Students showed a need for learning
about comparative language such as “more than” as well as understanding how graphs data is
input. The pre-assessment showed a need for specific areas to improve and provided a concrete
example of where each student stands in the beginning of the unit.
I included many different mediums for learning within the unit. The students start and
end with an online based quiz through the Kahoot! Website. The students use other mediums
such as coloring, cutting things out, and social interactions for different ways to learn. The
students take charge in their own learning as they are responsible for generating graphs
individually and constructing meaning from those graphs. They also create things for other
classmates to utilize as a learning tool.
Rationale
The lessons included in this unit plan are organized in a way that can maximize student
learning and appeal to schema. The students will be able to build onto their working knowledge
so they can work from graphing into comparisons using place value. The concepts flow together
with comparisons being worked into the graphing midway through the unit. The students can

build on their schema and it would be easier for them to make comparisons with visuals and data
figures. The first introduction to comparisons comes into the student’s mind as they think about
what each bar on the graph means.
In reviewing Piaget’s Theory of Cognitive Development, I chose to appeal to the
student’s prior knowledge to get the most out of their learning. In considering my learners,
young second graders, I found that the best way to appeal to them was to use concepts that they
are interested in. I was able to further support this introductory method as I got to know and
understand the student’s interests and desires more. There were students whom I figured out
benefitted from hearing things out loud and others love to read for information. These learners
differed and required some different examples when explaining the class generated graph.
My goal is for the students to be completely supported in their learning. As they
successfully move into different areas of data input and comparison, they will show proficiency
and visually chart where their successes are. The students will work through many different
mediums so they can have as much success as possible in the unit. The students will use
interactive Smartboards, whiteboards, books, music, charts, and videos to look at different
comparisons and charts. The mediums will help to appeal to all learners: whether they be visual,
kinesthetic, or auditory.
I believe this unit is a necessity within the second grade as it provides students with a
greater understanding of a central core concept. The core concepts listed in the Common Core
State Standards are important to hit upon when working to better the students. The students will

benefit from being taught this unit as it will play a large roll in the learners they become. We
make comparisons and use visual representations every day, thus showing importance.

Formal Lesson Plan (Appendix C)
Stone, Kevin W.
Lesson plan 2 (Mathematics)
Lesson Date: October 19, 2016
Dr. Obel-Omia
Rhode Island College
Lesson Length: 45 minutes to 1 hour
Graphs: Classroom constructed graph.
Objectives (SWBAT):
1. Students will be able to:
a. Construct, label, and input data into a graph
2. Come up with a valid data set for the group of students within the classroom.
3. Provide and view their personal input and how it contributes to the composition of a
graph.
Assessment:
For my assessment:
1. I will be looking for student’s knowledge on labeling, inputting, and constructing a bar
graph.
a. I will look for students to have a select few things in their graphs:
i. Title
ii. Labels for groups
iii. Labels for numbers
iv. Differentiation of colors within the bars of the graph
v. Differentiate what information goes on the X and Y axis
2. Students will construct their own graph with class data with accuracy and order
a. Students will have order in their graph and not place data so it goes high-to-low or
just because it looks good.
3. Students will be able to describe their graphs and findings when asked higher-order
questions
a. Questions may include:
i. Which group had the highest amount of votes for it?
ii. Which group had the least amount of votes in it?
iii. Which two groups made up the most amount of the data?
iv. Why do you think the graph looks the way it does?
v. In what way does the graph you created display the class as a whole?
4. Within student’s notebooks, I will look at which type of data collection they utilized
a. Tallies
b. Numerical notes
c. Check marks

Instructional Materials:
• Dry Erase Board with Marker
• Individual graph paper
• Pencils
• Ruler
• Crayons/ markers/ colored pencils.
• Class full of students
• Random, classroom generated topics listed on classroom whiteboard
o 4-6 topics
o Come up with the class before
Instructional Activities:
1. In the class prior to my lesson, I will come up with four to six topics with the students of
the class. The students will provide objective topics such as “favorite color” or “favorite
sport” so they can all list something different.
2. Students will be able to come up with 4-5 commonalities between each category.
3. Once they have finished, they will start to survey their fellow group members at their
table.
4. Students will then venture out and make sure to survey peers only once about the topic
they selected. These students will mark down the results and individuals.
5. Once students have taken their classes votes, they will make sure they have 21 student’s
votes accounted for.
6. Upon succession, the students will then look to begin labeling the blank graph included.
7. Students will then begin to take data values and input them into the blank bar graph.
8. Once students have labeled, input data, and drawn their bars on the bar graph, they will
begin to color in their graphs.
9. Students will then have questions listed on the board that they will answer in a notebook.
a. Which group had the highest amount of votes for it?
b. Which group had the least amount of votes in it?
c. Which two groups made up the most amount of the data?
d. Why do you think the graph looks the way it does?
e. In what way does the graph you created display the class as a whole?
10. Students will then be asked to share their graphs using either the presentation camera
(document-cam) or just holding their graphs up in front of the class.
Learner Factors:
The students will do many different things in this assignment. Throughout, they will
physically do things with their bodies that involves movement. They will also interact with their
fellow classmates in order to find data. An interesting concept of this lesson is how it involves
many major things that the students will have to do.
I will provide some aids for the students to be able to utilize for the betterment of the lesson. I, as
well as the lesson, will:

• Provide oral scaffolding for students struggling with what to place on the X and Y axis of
the graph.
• Constant time reminders for students to remain focused on the task and not the clock.
• A show-and-share for students to view all different types of graphs in the classroom.
• Colorful representations of graphs as
Environmental Factors:
Students will work individually on the assignment with a heavy emphasis on the group data
collection. Social interaction plays a huge roll in the student’s success as they will be able to
converse and interact in a productive way that lets other students view their perspective. The act
of movement in the classroom allows students to increase blood flow into their brains.
Students will also be able to use color in the lesson. As minuet as this seems, it will allow
them a stimulus and medium to creatively express themselves through their graphs. The students
will be working by themselves at their desks but can talk within their group as each student
ideally should have a different topic.
Standards/Individual School System’s Outcomes/ or GLE’s:
2.MD.10:
Measurement and Data
Represent and Interpret Data.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to
four categories. Solve simple put- together, take-apart, and compare problems4 using
information presented in a bar graph.
3.MD.3:
Measurement and Data
Represent and Interpret Data.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Solve one- and two-step "how many more" and "how many less" problems using information
presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar
graph might represent 5 pets.
RIPTS:
Standard 2: Teachers have a deep content knowledge base sufficient to create learning
experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of
inquiry of the disciplines/content areas they teach.
Standard 4: Teachers create instructional opportunities that reflect a respect for the diversity of
learners and an understanding of how students differ in their approaches to learning.

Standard 6: Teachers create a supportive learning environment that encourages appropriate
standards of behavior, positive social interaction, active engagement in learning, and self-
motivation.
Instructional Resources:
Rhode Island Professional Teaching Standards
Idea for Bar Graph Template:
Superteacherworksheets.com

Part V: Assessment Results
Key Findings with Tables and Figures
The assessment to the unit plan unveiled quite a bit about what the students learned
throughout the unit. When looking at the data, the figures showed a great improvement in the
success of the students. These successes were especially evident when charts and tables were
created to illustrate this data.
The charts created helped to show that the data and tiers could be organized to show
student success. When putting the data table into tiered groups, I could see, with evidence, where
some students were so far ahead of the group. It also didn’t take me long to realize that there
were some student’s who could have seriously benefited from more one-to-one time within the
unit. The data displayed many interesting things. Of these things, I saw clearly how students
grew and benefitted from this unit. With the exception of 4 students, every single child within the
class improved on their initial test score over the length of the unit.

Appendix I.
Appendix I.
Post-Test
Percentage
Correct
Pre-Test Percentage
Correct Increase or Decrease? % Increase
(CC) 13 100% 70% Increase 30%
(CF) 14 100% 80% Increase 20%
(SM) 25 90% 70% Increase 20%
(MD) 28 90% 90% -
Remained the
Same
(HL) 99 70% 70% -
Remained the
Same
(DB) 24 70% 60% Increase 10%
(DL) 11 100% 90% Increase 10%
(JD) 96 100% 70% Increase 30%
(AT) 18 100% 60% Increase 40%
(RP) 23 100% 40% Increase 60%
(AA) 50 90% 30% Increase 60%
(BMS) 73 80% 60% Increase 20%
(MC) 12 80% 60% Increase 20%
(KH) 44 70% 60% Increase 10%
(KB) 29 70% 30% -
Remained the
Same
(AC) 77 60% 30% Increase 30%
(JB) 39 60% 50% Increase 10%
(MN) 38 50% 50% -
Remained the
Same
(NP) 27 30% 20% Increase 10%
15 Students Increased in score
4 Students remained at their
original score

Also noticeable within the graphs is that those students who did not improve, simply
stayed exactly where they were at. They did not do worse on the assessment, they simply had the
same score on the pre- and post- assessment. These students might not have improved because
they did not really benefit from the lessons. The students may have also been absent or missed
things due to RTI or other intervention programs. Likewise, not every student greatly succeeded.
While some students boasted a much higher score, others improved gradually. Appendix IV and
V show one student, Student 27, who improves on his pre-assessment grade of two correct out of
ten, to three correct out of ten. Although this is progress, it shows that this student struggled with
the lessons and the understanding of the unit. This might have been a direct correlation of the
student. The student receiving special education services may have had difficulty with these
types of exams or the concept in general.
Appendix II.
In contrast, there is another student who achieves great success throughout the unit. In
appendix II., Student 23 shows great progress as they improve by 60%. On appendix II., student
success is laid out by their percent increase. The percent increase is taken by comparing the
students pre-assessment score to the post-assessment score. Student 23’s success could be
attributed to many different factors. They might have had little to no prior exposure to graphs
0
1
2
3
4
5
Remained the
same
10% 20% 30% 40% 50% 60%
Amound of Students
Score Percent (%) Increase
Student's Test Score Percent (%) Increase

and data or they may have just tried to answer each question quickly in a race to beat their fellow
classmate. The percent increase is displayed in order to show how students did in terms of
learning. I thought this was an extremely important graph to display as it is what we aim to do as
teachers. Visualizing the percent of change that the students make help to show us how we are
doing with our unit. It is important to show student growth in terms of how much they have
learned over the unit.
Appendix III.
The graphs also display things in our unit that can be confusing. In appendix III.,
we see the individual questions broken down as to how the students answered them. Within the
line graph is a statistic that drew my attention; on one question, students successfully and
correctly answered it better on the pre-test than on the post test. On the 4th
question, two more
students answered it correctly.
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
1 2 3 4 5 6 7 8 9 10
Students who answered correctly
Question Number
Pre- and Post-Test Correct
Answers
Pre-Test Correct Answers
Post-Test Correct Answers

I looked back and analyzed this question and thought about different possibilities
that could have caused this result. The unit may not have addressed the topic as well as it should
have. The question “What is the title of this graph?” may have thrown students off a little. The
answers included “baby animals on the steppe” and another option for “animals born on the
steppe”. A student who rapidly answered would have a difficult time distinguishing between the
two. The wording of the question may have been confusing for the students. The lesson that was
supposed to address question number four. These three questions are the ones that could be
important in determining the cause of these students doing worse on this question.
There is also a chart that includes how well the students did at aiming for the goal or
objective. Appendix VII takes a statistical look at all the students and the different tiered groups.
The table displays all the data and the graph shows, in blue, the number of students who have
succeeding in either meeting or achieving their goals. In the orange, the students who did not
meet their goals, fall much shorter than the overpowering blue bar. Within this graph, one can
even see that each member of the middle tier achieved or surpassed the unit goal. A 100%
success rate in the middle tier really illustrates that students used this unit to progress.

Appendix IV.
The final bar graph included, appendix IV, shows all the students correct and incorrect
answers in total on one bar. By combining these facts together, we can see that students, as a
whole class, really did much better on the post-assessment. These bars show a class wide
collection of correct and incorrect answers. The class post-assessment showed 24.4% increase in
the classes answers. The data had to be put into percentage as there was one student who didn’t
answer a question and it was not counted on the assessment.
0
20
40
60
80
100
120
140
160
180
200
Pre-Assessmnet Post-Assessment
# of Questions
Assessmnet
Total Number of Answers Assessment Comparison
Correct Incorrect

Appendix V.
The biggest part of this data analysis was finding the tiered groups. These groups showed
quite a bit about how the unit went. As discussed in appendix V., the middle group all met their
goals while the majorities in both the higher and lower tiers also met their goal. In statistics, this
is called a bell curve. This helps to prove the validity of the assessment materials used and
fairness in expectations of the students. The bell curve is used to show that the data occurring the
most happens within the middle of the group. The group also shows that the tiers are somewhat
justified and that students can work for their successes. The data showed an improvement in
skills and ability in all students and within all tiers.
0 1 2 3 4 5 6 7 8
High
Medium
Low
Number of Students
Tiers
Students Progress Towards Goals
Did Not Meet Met

Appendix VI.
The tiered groups really tied the whole unit together. According to appendix VI., once
can tell all three tiers came quite a bit from their initial scores. The greatest improvements came
from the medium tiered students. The groups initial scores started lower than that of the high tier
and their post assessment reveals they came out with a higher score in the post-assessment. It is
interesting to see how the students improved based on tier. The students met target criteria in two
of the three groups, but showed improvement in each group. The groups also showed that the
middle tier truly had the most change within their group. The high tier had a 14% increase in
group score where the low group had a 16% increase in group scores. The middle group
surpassed both groups combined by boasting a 34% increase in group score. This group score
might be reflective on the students within it. There were students within this group that had an
immense increase in score from the pre-assessment to the post assessment. Two students in the
middle tier boasted a 60% score increase. These scores, along with others who improved by 30%
and 40% respectively, are most likely the cause of the middle tiers success.
0% 20% 40% 60% 80% 100%
Low
Medium
High
Tiered Groups Pre- and Post- Test Scores
Average Score (Post) Average Score (Pre)

Appendix VII.
The results in regards to Student Learning Objective number 1 are shown about in
appendix VII. The student’s success and growth on SLO 1 was very well seen as a positive as the
questions were specifically made to test the student’s knowledge of standard input, data analysis,
labeling, and interpretation of the graph. The questions specifically included hints towards the
student’s knowledge of graphs and data. Appendix VII. takes three SLO specific questions
(seven, eight, and ten), and interprets the results based on the pre- and post- assessment. The
analysis above proves that the students hit specific goals and improved on their knowledge of the
content in SLO 1. The data set for each questions are listed in the appendix section.
0
10
20
30
40
50
Pre-Assessment Post-Assessment
SLO 1 pre-Assessment Vs. Post-Assessment
Questions
Correct Incorrect

Appendix VIII.
The student’s understandings of place value skills also increased. As stated in SLO 2, the
students were to learn and understand comparisons of three-digit numbers using place value. The
questions incorporate comparison and place value as important concepts. These questions also
included specific place value incorporation as the numbers may have had the same or similar
digits in the ones, tens, or hundreds place. Based on the information of the graph, the students
gained a much greater understanding in SLO 2 and learned quite a bit about the different The
questions focused on the main portion of the SLO, which stated the students would be able to
compare two three-digit numbers using place value. The answers to the questions show that the
students were able to learn a significant amount about comparison using place value.
SLO 2 was also a large portion of this unit. The students spent quite a bit of time working
to understand, use, and apply place value concepts. The students also, according to the data, were
able to use place value to compare different data sets. Wrapping up this lesson, the post-
assessment proved that the students were able to learn a significant amount about the focus
objective and successfully fulfilled the Student Learning Objective.
0
10
20
30
40
50
60
70
Correct Incorrect
SLO 2 Pre-Assessment vs. Post-Assessment
Questions
Pre-Assessment Post-Assessment

Part VI: Learning From Practice- The Reflection
Conclusion
The unit progressed in a positive direction from the very start. As the unit was being
taught, the students insight and direction towards the Student Learning Objectives became more
and more enhanced. I found that as more physical instructional materials were introduced to the
students, the more they enjoyed working on and creating graphs and comparisons. The students
utilized many different types of lessons as a way to learn and use different methods for
constructing those graphs and comparisons. I personally believe the students benefited from
social interactions.
The types of social interactions the students had was through utilization of computers and
by gathering and collecting data. The student’s formative assessment, constructing graphs, really
helped them step out of their shell and create their own graphs on what they wanted to do. I
really think this hands-on activity helped them learn and understand data input and how graphs
work. The students used a higher-order thinking process and I believe they benefitted as a result
of it. With the breakdown of some of the different questions on Kahoot!, I was able to see what
to work on more with the students in the beginning of the unit.
The unit itself showed me a need for different work on different areas. I found that it was
important to provide the students with lessons that would add to their schema by being enjoyable
to educational at the same time. The lesson I provided for the students on the comparisons SLO
was one that had them color and cut-out a dinosaur. They did this in order to see which direction
the greater than or less than sign should point. I felt this had a strong impact on the students as it
was referenced by many of the students when they provided feedback about comparing two

numbers. I thought that the students responded really well with hands-on activities and enjoyed
using color.
Instructional Decisions
I found that many students in the classroom are kinesthetic learners and truly get the most
out of learning-by-doing. I had students compile numerous bar graphs based on their interests to
begin the bar graph lessons. By being able to color and tape their individual pictures up to the
whiteboard, students really were able to gain experience and knowledge into making bar graphs.
I found that this was a good way to help gain some students attention. It is important for the child
to feel comfortable and excited to create something of their own so they can learn from it.
I also found that many students also did not learn best by doing. Some students learned
best by talking about graphs and data where others had to visually see it before they could get to
work. These types of students generally had a tough time visualizing what the graph might look
like beforehand. The students all had many different preferences for learning, and that could
have been a reason the unit was as successful as it turned out to be. These students may have
benefitted a little bit more from differentiated lessons, but I found it still appealed to many
learners.
A finding within the data suggest that one of my questions in the SLO 1 assessment
might have been difficult for the students to understand or too confusing for them. Upon
conferring with my cooperating teacher, I found that many of the students may not be cognitively
ready to handle the question. The question, question 4, provided data in which the pre-
assessment had a higher score than the post-assessment. I noticed, through this data analysis, that
I may be able to reword or change the question if I were to do this unit again.

I found it was interesting to see the tiered groups progress as well. I found the middle tier
did an excellent job on boosting their scores and group average. I feel as if this had a very strong
connection to the physical aspect of the majority of the lessons. I believe the findings show that
these students did a much better job of connecting the lessons taught to the assessment used.
The unit design could have used a little tweaking. As a long unit, I found that the students
may have gotten tired of how much graphing we were doing. I think that the students focus can
only be narrowed so much before their interest in the topic starts to dwindle. I would shorten this
unit in order to keep the students focus. Knowing how I taught the lessons, I can also see what
things to include or exclude from the unit. I found, overall, that the lesson had quite a bit of
content that could have been cut down to allow the students more direct access to important
concepts relating to the SLO.
Self Assessment
The unit was well prepared and taught, but I feel as if it could have had a few minor
adjustments in order to improve for the best of the students. I really feel the lesson was strong
and it helped the students learn quite a bit. That being said, there is always strengths and
weaknesses to look at and criticize for the betterment of the students and teacher alike.
The lesson seemed to be be tough to introduce to the students. Although it took some
doing, the students were able to open up and come up with different topics for good graphs. The
lessons also took up a large chunk of time and having a large portion of the unit time devoted to
certain things became difficult. When the students had difficulty one certain topics, it required a
lot more time to work on. Within the unit, there was difficulty with the lesson flow. Because
there were times when more focus had to be given to one lesson, it made it difficult to smoothly

move through the unit in a confined time frame. A separate difficulty within this lesson was the
focus on some lessons. It was, at times, difficult to stick to the second SLO and relate it within
the unit. Although it was incorporated, I felt I could have broken down the first SLO into more
parts in order to focus the students and get the most out of their bar graphs and data analysis.
A strength of this unit was the way in which it was presented. I felt as if this unit
was well organized and presented new content in every lesson. The lessons went well and each
day, a new concept was introduced for the students to learn. One of my strengths related to this
unit was the connection to the Common Core. I felt I did a good job connecting each lesson to
the Common Core State Standards. The standards set in place and implemented by the State of
Rhode Island helped guide me as I planned and carried out each lesson. It was difficult to create
a lesson while linking it to CCSS and I feel proud of how the lessons came out. The lessons
incorporated different ways that the students can learn and I was able to get a better connection
of the standards and how to apply them.
These strengths were helped by my access to computers, a Smartboard, a document
camera, white boards, and online instructional materials that helped aid me along the way. I felt
there were many opportunities to succeed in the classroom as I had many available instructional
materials to work with and resourced to use within the school and class setting. Fortunately, I
was able to ask questions about my lessons and talk with my cooperating teacher as well as the
teaming teacher in the other second grade class. In order to achieve my goal, the other team
teacher was able to talk with me about technology driven practices for success. The other
resource I was able to use was my own cooperating teacher. Valuable feedback helped me to
make little tweaks and changes to the lessons before and after they were done. The lesson felt so
much easier having these invaluable resources at my disposal.

A goal I might set for myself is to use the basic “Keep It Simple, Stupid” rule, or KISS.
Often times, I find myself over-preparing and having too much information and content for the
students to work through in a short time frame. I firmly believe that simplification might help me
to work through many of the things that I confuse the students with. I know it is tough for them
to pick up information, yet everyday I learn more about how to teach towards their cognitive
level. The obstacles I may face in reaching this goal is with the student’s level of thought process
and schema. I often have difficulty relating things to a younger student to help them learn. To
combat this, I may start looking more into the works of Piaget. Reading up on Piaget’s theory of
cognitive development directly relates to the problem I often face and can help me in the long
run.
I believe I could use the aforementioned resources to help me achieve my goal and learn
more. Using more experienced teachers as a resource is important for success. The computer and
other helpful resources will surely help me to make sure my goals attainable and within reach of
the student’s cognitive process. By reading and looking up more information similar to Piaget’s
works, I can reach and surpass my goal. I believe I can simplify my lessons, and do continue to
do it every day, but the transition remains to be the most difficult part of my goal.
Overall, I thoroughly enjoyed teaching and working on my unit. I enjoyed putting time
into working on my individual lessons and concepts that the students should know. With the
different learner factors, it was an interesting for me to work through the diversity in the
classroom learning structure. If I end up working in a second grade classroom, I would certainly
use the resources in this unit plan to teach the students the most they could get out of such a unit.

References
Data Access and Dissemination Systems (DADS). (n.d.). American FactFinder. Retrieved
December 01, 2016, from http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml
Hope Valley Elementary School - School and District data - RIDE InfoWorks. (n.d.). Retrieved
December 01, 2016, from http://infoworks.ride.ri.gov/school/hope-valley-elementary-
school
Saul McLeod published 2010, updated 2012. (1970). Zone of Proximal Development. Retrieved
December 01, 2016, from http://www.simplypsychology.org/Zone-of-Proximal-
Development.html
Wilson, P. D. (2014). Move Your Body, Grow Your Brain. Retrieved December 01, 2016, from
https://www.edutopia.org/blog/move-body-grow-brain-donna-wilson
R. (n.d.). The Rhode Island Professional Teaching Standards. Retrieved December 01, 2016,
from http://www.ride.ri.gov/portals/0/uploads/documents/teachers-and-administrators-
excellent-educators/educator-certification/cert-main-page/ripts-with-preamble.pdf
Constructivism as a Paradigm for Teaching and Learning. (n.d.). Retrieved December 01, 2016,
from http://www.thirteen.org/edonline/concept2class/constructivism/
Target Learner Growth Using Student Learner Objectives as a Measure of Educator
Effectiveness. (n.d.). Retrieved December 01, 2016, from
http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/targeting-
growth.pdf
Webb's Depth of Knowledge Guide. (2009). Retrieved December 01, 2016, from
http://www.aps.edu/re/documents/resources/Webbs_DOK_Guide.pdf

Marzano, R. J. (n.d.). TEN Effective Research-Based Instructional Strategies. Retrieved
September 25, 2016, from
http://web.nmsu.edu/~susanbro/sc2/docs/research_based_strategies.pdf

Appendices
Post-Test
Percentage
Correct
Pre-Test
Percentage
Correct
Increase
or
Decrease? % Increase
(CC) 13 100% 70% Increase 30%
(CF) 14 100% 80% Increase 20%
(SM) 25 90% 70% Increase 20%
(MD) 28 90% 90% -
Remained the
Same
(HL) 99 70% 70% -
Remained the
Same
(DB) 24 70% 60% Increase 10%
(DL) 11 100% 90% Increase 10%
(JD) 96 100% 70% Increase 30%
(AT) 18 100% 60% Increase 40%
(RP) 23 100% 40% Increase 60%
(AA) 50 90% 30% Increase 60%
(BMS) 73 80% 60% Increase 20%
(MC) 12 80% 60% Increase 20%
(KH) 44 70% 60% Increase 10%
(KB) 29 70% 30% -
Remained the
Same
(AC) 77 60% 30% Increase 30%
(JB) 39 60% 50% Increase 10%
(MN) 38 50% 50% -
Remained the
Same
(NP) 27 30% 20% Increase 10%

Pre-Test
Percentage of Questions
answered Correctly
(%)
55.50 52.60 31.60 73.70 94.70 63.20 31.60 84.20 63.20 26.30
Post-Test
Percentage of Questions
answered Correctly
(%)
89.5 68.4 79 63.2 94.7 73.7 63.2 100 89.5 73.7
Percent Change 34 15.8 47.4 -10.5 0 10.5 31.6 15.8 26.3 47.4

Total Correct
divided by total
questions
Pre-
Assessment 55.1
Post-
Assessment 79.5
24.4%
difference

Kahoot! Assessment Questions
Did more
people vote
for lettuce or
red peppers
as their
favorite
vegetable?
What grade
has the least
amount of
students in
the
elementary
school?
What snack
did 2
students
prefer in
Mrs.
Glosser's
Class?
What is the
title of this
graph?
What kind of
pet did the
most people
own?
How many
times did the
archer hit the
Bull's-Eye
on Tuesday?
How many
laps did
Amanda
swim?
How many
pizzas did
the chef
make on
Tuesday?
What are the
top two
favorite
sports?
How many
years did the
Civil Car and
Korean War
last
altogether?

Pre-
Assessment
data
STUDENT
ID
CORRECT
ANSWERS
INCORRECT
ANSWERS SCORE
28 (MD) 9 1 8521
14 (CF) 8 2 7365
25 (SM) 7 3 6668
99 (HL) 7 3 6516
13 (CC) 7 3 6334
24 (DB) 6 4 5551
11 (DL) 9 1 8038
96 (JD) 7 3 6098
12 (MC) 6 4 5466
18 (AT) 6 4 5332
73 (BMS) 6 4 5267
23 (RP) 4 6 3593
50 (AA) 3 7 2823
44 (KH) 6 4 5570
39 (JB) 5 5 4592
38 (MN) 5 5 4388
77 (AC) 3 6 2832
29 (KB) 3 7 2793
27 (NP) 2 8 1873

Pre-Assessment Pt. I
Did more people
vote for lettuce or
red peppers as
their favorite
vegetable?
What grade has the
least amount of
students in the
elementary
school?
What snack
did 2 students
prefer in Mrs.
Glosser's
Class?
What is the title of this
graph?
What kind of
pet did the
most people
own?
How many times
did the archer hit
the Bull's-Eye on
Tuesday?
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6
Red Pepper 1st Crackers
Baby Animals on the
Steppe Cat 17
Baby Animals on the
Steppe Dog 17
Lettuce 3rd Crackers
Baby Animals on the
Steppe Cat 17
Red Pepper 1st Cookies Number of Animals Cat 17
Baby Animals on the
Steppe Cat 18
Red Pepper 1st Cookies
Baby Animals on the
Steppe Cat 18
Lettuce 1st Crackers
Baby Animals on the
Steppe Cat 17
Red Pepper 1st Chips
Baby Animals on the
Steppe Cat 17
Lettuce 1st Fruit
Baby Animals on the
Steppe Cat 15
Red Pepper 4th Cookies
Animals Born on the
Steppe Cat 17
Lettuce 4th Fruit
Baby Animals on the
Steppe Cat 17
Baby Animals on the
Steppe Cat 17
Lettuce 1st Fruit
Animals Born on the
Steppe Cat 18
Lettuce 1st Cookies
Baby Animals on the
Steppe Cat 17
Baby Animals on the
Steppe Cat 17
Red Pepper 3rd Crackers Number of Animals Cat 16
4th Fruit Number of Animals Cat 17
Lettuce 3rd Cookies
Baby Animals on the
Steppe Cat 18
Lettuce 3rd Chips
Baby Animals on the
Steppe Cat 16

Pre-Assessment pt. II
How many
laps did
Amanda
swim?
How many
pizzas did
the chef
make on
Tuesday?
What are the top two
favorite sports?
How many
years did the
Civil Car and
Korean War
last
altogether?
Percentage
Correct
Question
7
Question
8 Question 9
Question
10
25 6 Swimming and Cricket 3 years 90%
15 7 Swimming and Soccer 4 years 40%
20 6
Cricket and Martial
Arts 4 years 33%
30 6
Martial Arts and
Skating 6 years 30%
20 7
Martial Arts and
Skating 4 years 20%

Post Assessment Data
STUDENT
ID
CORRECT
ANSWERS
INCORRECT
ANSWERS
SCORE
(CC) 13 10 0 12631
(CF) 14 10 0 12581
(SM) 25 9 1 10961
(MD) 28 9 1 10345
(HL) 99 7 3 8105
(DB) 24 7 3 8068
(DL) 11 10 0 12435
(JD) 96 10 0 12324
(AT) 18 10 0 12270
(RP) 23 10 0 12012
(AA) 50 9 1 9440
(BMS) 73 8 2 8683
(MC) 12 8 2 8124
(KH) 44 7 3 7429
(KB) 29 7 3 7046
(AC) 77 6 4 6109
(JB) 39 6 4 5838
(MN) 38 5 5 4818
(NP) 27 3 7 2565

Post-Assessment pt. I
Did more
people vote
for lettuce or
red peppers
as their
favorite
vegetable?
What grade
has the least
amount of
students in
the
elementary
school?
What snack
did 2
students
prefer in
Mrs.
Glosser's
Class? What is the title of this graph?
What kind
of pet did
the most
people
own?
How many
times did
the archer
hit the
Bull's-Eye
on
Tuesday?
Question 1 Question 2
Question
3 Question 4
Question
5
Question
6
Red Pepper 1st Crackers Baby Animals on the Steppe Cat 17
Red Pepper 3rd Crackers Baby Animals on the Steppe Cat 17
Red Pepper 1st Crackers Animals Born on the Steppe Cat 17
Lettuce 3rd Crackers Animals Born on the Steppe Cat 17
Red Pepper 2nd Chips Animals Born on the Steppe Cat 17
Red Pepper 4th Crackers Baby Animals on the Steppe Cat 17
Lettuce 1st Fruit Baby Animals on the Steppe Cat 18
Red Pepper 4th Crackers Baby Animals on the Steppe Cat 17
Red Pepper 1st Cookies Animals Born on the Steppe Cat 18
Red Pepper 3rd Chips Animals Born on the Steppe Dog 15

Post-Assessment Pt. II
How many
laps did
Amanda
swim?
How many
pizzas did the
chef make on
Tuesday?
What are the top two favorite
sports?
How many years
did the Civil Car
and Korean War
last altogether?
Question 7 Question 8 Question 9 Question 10
25 6 Swimming and Cricket 7 years
30 6 Swimming and Soccer 4 years
30 6 Swimming and Soccer 3 years

Pre-Assessment and Post-Assessment Data Comparisons
Post-Test
Percentage
Correct
Pre-Test
Percentage
Correct
Increase
or
Decrease? % Increase
100% 70% Increase 30%
100% 80% Increase 20%
90% 70% Increase 20%
90% 90% -
Remained the
Same
70% 70% -
Remained the
Same
100% 90% Increase 10%
100% 70% Increase 30%
100% 60% Increase 40%
100% 40% Increase 60%
70% 30% -
Remained the
Same
50% 50% -
Remained the
Same

Stone_TeacherCandidateWorkSample_Final

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