TWS Prompt 5: Data Analysis Jasmine King 1

Objectives Lesson 1: The students will draw a picture to represent the addition word problem they are assigned by the teacher candidate in small grouping Lesson 2: The students will recognize why brushing the teeth is important to their health. Lesson 3: The students will be able to correctly identify the landforms presented in the model. Lesson 4: The students will compare insects to determine the differences in the organisms. Lesson 5: The students will identify the life cycle of a butterfly by constructing a model of each stage. 0= Does not understand the objective, 1= Needs improvement, 2= Developing, 3= Meets/Exceeds Objective Name Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Total Pre Post Pre Post Pre Post Pre Post Pre Post /30 Eriyuanna 1 2.5 2 2 Not Present 1 2 1 2 13.5/24= A. 56% Donovan B. 1 2.5 2 2 1 1.5 2 2.5 1.5 2 18/30= 60% Tykevious 1 3 2 2 1 1 1.5 1.5 1 2 16/30= 53% B. Luis C. 1 3 2 3 1 3 1.5 3 1.5 3 22/30= 73% Jacob C. John F. Skai H. Alijah H. Natali H. Alan J. Landon K. Tamarra M. Fabian P. Gabby P. Ahmad S. Candice S. 1 1 1 1 1 1 1 1 1 1 1 1 1.5 2 2.5 2 3 3 3 2.5 3 3 3 3 Not present 1.5 2 1.5 2 2 2 2 2 2 2 2 1.5 2.5 1.5 2 3 2 2 3 3 2.5 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1.5 2.5 1.5 3 3 2 2 3 3 1.5 3 Not Present 1.5 2 1.5 2 2 2 1.5 2 2 2 2 2 2 2.5 3 3 3 2 2.5 3 2 3 1 1 2 1.5 2 2 2 1.5 2 2 1 1.5 1.5 2 3 2 3 3 3 2 3 3 2 3 7/18= 39% 15/30= 50% 20.5/30= 68% 16/30= 53% 22/30= 73% 23/30= 77% 21/30= 70% 17.5/30= 58% 22.5/30= 75% 23/30= 77% 18/30= 60% 20.5/30=

TWS Prompt 5: Data Analysis Jasmine King 2

Nathan S. Malikah S. Omar R. Mia W. Brenna W. Jadyn W. Travion M. Arnold

1 1 1 1 1 1 1 1

2.5 3 1.5 3 2.5 2.5 3 3

1.5 1.5 1 2 2 2 2 2

1.5 2.5 1.5 3 3 2.5 2.5 3

1 1 1 1 1 1 1 1

2 2.5 1 2.5 3 2.5 2 3

1 2 1 2 2 1.5 1.5 2

1.5 3 2 3 3 3 1.5 3

1 1.5 1 2 1.5 1.5 1 1

2 3 2 3 3 2 2 3

68% 15/30= 50% 21/30= 70% 13/30= 43% 22.5/30= 75% 22/30= 73% 19.5/30= 65% 17.5/30= 58% 22/30= 73%

Jermaine H. Not present During this lesson the children were asked to draw pictures to represent the addition problem then solve it. 54% of the students met this goal

2 3 Based off the data collected from this lesson only 37% meet the standard but 46% were developing the concept.

1 3 38% of the students meet the learning goal and 33% were developing the concept

2 3 50% of the students meet the learning objective. 38% of the student didnt a little more guidance to meet the goal

2 3 19/24= 79% 54% of the student meet or exceeded the learning objective. 46% of the students needed more guidance from the cooperative teacher or me to meet the learning objective.

Whole Class In the chart represents the data collected on the students before and after I taught my lessons. At the end of each lesson I calculated how many students met the learning objective and placed my results under the corresponding column. For the majority of the lessons, at least half the class achieved the learning goal with guidance from me during their assessment. The students very bright but some of them need a little more one on one attention to grasp the concept I was teaching. A few of the students have not comprehended the prior knowledge required for the learning objective; which caused him or her not to be able to achieve the goals. Those are the students who did not receive a developing score. Overall the students are smart and have potential to meet the highest expectations. Three Individual Students

TWS Prompt 5: Data Analysis Jasmine King 3

Jermaine is one of the higher performers in this class. He is an exceptionally bright student. This student pays attention and seems engaged in all five of the lessons that I taught during the semester. Jermaine transferred to Mrs. Cindys class in February but did not have problems with catching up with the other students. It is obvious that his parent/guardian spends time teaching him how to read, write, and add. I watched him during the lessons that were taught by my Mrs. Cindy and he learns best through visual aids and hands on activities. During my showcase lesson he created a great model of different landforms. He looked at the pictures and used them as inspiration for creating his own mountains and lake. When I asked Jermaine to tell me about his picture he know exactly which landforms he had created using the proper terminology. When I was planning the assessments for the lessons I had to make sure they were still challenging for a high performer student like Jermaine. Travion is one of the average performers in the classroom. This student is a talented and bright young boy. He has shown great progress throughout the semester. During my showcase lesson (lesson 3), he did not seem to know much about landforms during the pre-assessment. My cooperative teacher told me he was one of the students who did not show much knowledge on the content before teaching my lesson. When I was teaching my lesson he didnt really pay attention to my presentation until I asked the children a question or the other students made a comment about the picture on the screen. As I walked around to monitor the student progress during their individual work I noticed that he had sculpted three mountains and lake but didnt really know the proper terminology for the landforms. After giving Travion a little guidance to the proper terms and their features he seemed to have a better understanding. Travion repeated the same behavior most of the time a lesson was taught regardless of who taught the objective. With a little guidance Travion and other average students like him could achieve the goals set for that lesson. Jacob is one of the lower performers in the classroom. This student is still working on catching up with the rest of his students academically. He did not come into the classroom with some prior knowledge of his numbers, how to count, and or standards addressed in Pre-K. Jacob struggles with the basic knowledge in mathematics and reading, such as recognizing letters and numbers, spelling, and phonics. During most of the lessons that I taught Jacob did not show much comprehension during pre-assessment but things would improve after my lesson if it was interactive. My showcase lesson allowed the student to interact with play-dough and provided hands-on learning. Jacob was very intrigued by the lesson but when I came around to speak with him about his creation he could not give me much detail with the help of the visual aids or his peers. I believe that if he could have related it to some real life event exposed to him prior to the lesson Jacob would have improved his comprehension the objective.