Kristina Gjokaj

Bev Allen

Student Teaching – Kindergarten

12 November 2018

Student Learning Analysis

The following is a write up on my student learning analysis in the fall of 2018. The

assessments were performed with eighteen Kindergarten students in Lake Orion, Michigan. The

time between the pre-assessment and post-assessment was approximately six weeks. The

students were asked four math questions. Each of the questions was read to the students for both

the pre-test and the summative assessment.

I) Goals and Standards: The assessment assessed the following standards.

Question One:

Questions one asked students to

identify which shapes were circles.

The students were asked to draw a

line underneath each circle.

Students had multiple shapes to choose from. Two of the shapes were circles of different sizes.

This assessment question assessed the following math standard:

CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or

overall size.

Question Two:
 Question number two asked

students to identify which

shapes were rectangles. Once

the students identified which

shapes were rectangles, they

were asked to underline the shapes which they perceived as rectangles. This assessment question

assessed the standard CCSS.MATH.CONTENT.K.G.A.2 correctly name shapes regardless of

their orientations or overall size.

Question Three:

Question number three asks the students to connect the

dots in order. This assessment question assessed the

standard CCSS.MATH.CONTENT.K.CC.A.2 Count

forward beginning from a given number within the known

sequence.

Question Four:

Students were asked to connect the dots in order. This

assessment question assessed the standard

CCSS.MATH.CONTENT.K.CC.A.2 Count forward

beginning from a given number within the known sequence.

I chose two standards to assess the students. I also chose to

use two different questions to assess the same standard in order to get more clear information on
 whether there are other circumstances like anxiety, unclarity of instruction, and/or confusing

layout that may have affected the student’s answers.

The objectives were as follows:

1. I can count forward from a given number in a sequence.

a. I can count forward from 1-6.

2. I can correctly name shapes regardless of their orientations or overall size.

a. I can identify a circle.

b. I can identify a rectangle.

The main objectives for the entire unit are numbered. The sub-bullets (‘a’ and ‘b’) are the

objectives for the mini-lessons taught throughout the unit.

II) Assessment Information Gathered

Table 1

Question 1 Question 2 Question 3 Question 4

Key PRE POST PRE POST PRE POST PRE POST

Pre-assessment = blue K.G.A.2 K.G.A.2 K.G.A.2 K.G.A.2 K.CC.A.2 K.CC.A.2 K.CC.A.2 K.CC.A.2

Post-assessment= white (identify (identify (identify (identify

Green = Standard met circles) circles) rectangles) rectangles)

Red= not yet

Logan

Ayen

Emerson

Kyle

Liam

Brandon

Tenzing

Ellery
Aaron

Nicholas

Abby P.

Abby

Peter

Grayson

Oliver

Carter

Hanna

Aubrey

77% 94% 16% 100% 61% 94% 66% 100%

As we can see, for standard K.G.A.2 on question number one, we can see that approximately

seventy-seven percent of my students were able to identify a circle for this question. On the post-

assessment for the same question, ninety-four percent of my students were able to identify a

circle for the same question.

On question two, where the standard K.G.A.2 correctly name shapes regardless of their

orientations or overall size was also assessed more in particular the identification of a rectangle.

We can see that for the pre-assessment on that particular question only sixteen percent of the

entire class was able to correctly identify all the rectangles. When asked the same question on the

post-assessment one-hundred percent of the class was able to identify all of the rectangles in the

picture.

For questions number three and four, the following standard were assessed K.CC.A.2

students were asked to count forward beginning from a given number within the known

sequence. In question three pre-test sixty-one percent of my students were able to correctly
connect the numbered dots in sequence. In the post-test, for the same question ninety-four

percent of my students were able to correctly connect the numbered dots in sequence.

For question number four the standard K.CC.A.2 count forward beginning from a given

number within the known sequence was once again assessed. This time the connecting dots

created a shape and the numbers one and five were already connected for the student. On the pre-

assessment sixty-six of my students were able to connect

the dots in sequence. Moreover, on the post-assessment

one-hundred percent of my students were able to correctly

connect the dots in sequence.

III) Analysis of Student Thinking/Student Feedback

& V) Additional Assessment Information Gathered

After looking at my data from my pre-assessment, the one

part that really jumped right out at me was question

number two. Question two asked the students to identify

the rectangles. I noticed that a majority of my students

failed to answer this question correctly. I recalled students

whine over not knowing what a rectangle was during the

pre-assessment. After looking at the percentage, 16% of

my class could identify all the rectangles, which meant

that 84% of my class was unable to identify rectangles of

different sizes. I could finally see that it was truly most of

the class that struggled with identifying what a rectangle

was. Moreover, I also noticed that some of my students

only found the one thinner and long rectangle but failed to find the wider shorter rectangle as

shown in figure 1 and figure 2. After looking throughout student work I noticed that some

students simply did not look for all the rectangles, while some students seemed to have no idea

of which was a rectangle. This type of information from student’s assessment helped me to

realize that I needed to teach thoroughly not only what a rectangle was but how to look for more

than one answer. Moreover, how to look at every choice and decide whether or not it is a can be

an answer to the question.

Figure 1 (student 1)

Figure 2 (student 2)

My lesson right after the pre-

assessment taught students the

rectangle and the square in one lesson,

which in my mind seemed like a bad

idea. The two shapes are almost

similar, and I believe teaching them together in one little lesson can have some fall backs.

Nonetheless, after teaching the lesson, I walked around and had students find a rectangle for me.

The data is located below in table 3. The results were worse than I imagined. I noticed that only
 Table 3 Formative

assessment
50% of my students were able to effectively identify a rectangle
after lesson 1
(figure 3). So, I decided to do individual personal lessons for every
Key K.G.A.2

Green = Correctly name student I encountered that was unable to identify a rectangle. As
Standard met shapes
one
Red= not yet regardless of
of the students pulled out a square instead of a rectangle, I spoke to
their

orientations or them about why that was a

overall size.
square and not a rectangle. I then pulled out a rectangle and had
Logan
them run their fingers down the side of the shape to feel the
Ayen

Emerson difference between the sides of a rectangle and a square. I then had

Kyle them find a rectangular shape again, which they all succeeded to do
Liam
so. As I continued teaching Math, we had a practice problem that
Brandon

Tenzing
asked students to draw three rectangles. This was another formative

Ellery assessment for me to identify how my students were doing. To my

Aaron
surprise I had 7 students ask me what a rectangle was. I was
Nicholas
worried at this point. I thought back to my lesson and quickly
Abby P.

Abby realized that I really needed to reteach this lesson. So, I retaught just
Peter
the rectangular shape on its own. I had a bucket of shapes and had
Grayson
students help me sort rectangular shapes with non-rectangular
Oliver

Carter shapes. I pulled in a few squares, which had some students think
Hanna they were rectangles. This was the perfect opportunity for me to
Aubrey
reteach the qualities of a rectangle again. I designed a game for my
50%
students to identify rectangular shapes in the classroom. In teams,

students walked around the classroom to find a rectangle (a shape with 2 long sides, 2 short
sides, and 4 corners). As students finished up their scavenger hunt, I had them come up in groups

and discuss all of the different things they found and as a class we sorted out the shapes (I had

students throw in some tricky shapes to help trick the class). As groups came up, I gave feedback

to students like “wonderful job, I like how you found the two long sides and two short sides to

identify a rectangle”, “ nice try, we are looking for a rectangle, a shape with two long sides and

two short sides and four corners, does that shape work?”, and “class, is this shape a rectangle?

Does it have two long sides, two short sides, and four corners?”. I also gave feedback to students

who were discussing each shape and working together as a group. I said things like, “great job,

mathematicians, I love how group 1 is working together to find as many shapes as possible”.

Students enjoyed this activity very much. Once the activity was over, I gave students a little

sticky note, the students each put his/her names on it and handed it to me as an exit ticket. I was

delightfully surprised to see that this lesson ‘worked’ and all of my students successfully drew a

rectangle.

For the standard CCSS.MATH.CONTENT.K.CC.A.2 Count forward beginning from a

given number within the known sequence. Students practiced this many times throughout the

day. Students practiced this during calendar time while we counted the days we had been in

Kindergarten and counting to find out what the date was. I would stop at a certain number and

ask students which number is next? Students would then tell me. There were some cases where a

few students were unable to tell me what the next number was. I jotted their names down and

made sure to do some extra practice with them. I worked with each of those students a little more

and challenged them to count along with the class. Also, I would try to involve counting for any

activity we had. For example, for Halloween we counted lines on pumpkins and used blocks to
Table 4 Formative

assessment count how tall our pumpkins were. This allowed students to practice

Key K.CC.A.2 Count counting forward.

Green = forward
I also did a formative assessment with the students (results
Standard met beginning from

Red= not yet a given number

are in table 4). The students were asked to write the numbers 1-6 in

within the order. I realized that only 72% of my class was able to count forward
known
beginning from a given number within the known sequence. I
sequence.

Logan
decided that I needed to instruct this again and work with students

Ayen more rather than just counting as a group or in class. So, I drew 6
Emerson
dots on the board which were all numbered. I then had students help
Kyle
me to connect the dots. Later in the week, I passed out a spider web
Liam
which had students connect the dots. To my surprise all but one of
Brandon

Tenzing my students were now able to do this. Abby P. was my student who

Ellery still needed extra help in this area. So, later that day, during rest time,
Aaron
I pulled Abby P. to the back table and worked with her to connect the
Nicholas
dots. Abby P. seemed to be struggling with the instruction. I feel that
Abby P.

Abby she may have just looked at the dots and gotten overwhelmed. I

Peter asked her step by step, number by number, which number “which
Grayson
comes next? Connect the dots.” It only took a couple times of
Oliver
prompting until Abby P. got into the swing of it and did it all on her
Carter

Hanna own. I praised Abby P. on how quickly she got it. I thanked her for

Aubrey listening to directions. I also discussed focusing on one thing at a

72%
time with her, so she doesn’t get overwhelmed.
IV) Future Instruction

Overall, if I were to teach Kindergarten again, I would teach differently than out of the book

for standard CCSS.MATH.CONTENT.K.G.A.2 correctly name shapes regardless of their

orientations or overall size. The book squeezed in both rectangles and squares into one lesson

and I believe that even I would be confused. I believe that those two shapes should, without a

doubt, be taught separately. The results from my formative assessment after that lesson proves

the point. After teaching the two shapes together only five more of my students were able to

identify a rectangle correctly. In fact, it seemed that the students who did not get it after this

lesson were actually more confused. I would teach the two shapes on separate days. I would

also ensure that students get that hands-on practice with the shapes. I would allow the students to

try to find the shapes and give the students constructive feedback as soon as I can. I believe that

students need that hands-on practice and constructive feedback. I believe that those two together

can completely transform the students learning to be more successful.

As for CCSS.MATH.CONTENT.K.CC.A.2 count forward beginning from a given

number within the known sequence. I would ensure that students see the same type of question

while they practice. Of course, it is helpful to count with the students, however, it is important

that they see and practice with a similar question in context. For example, the pre-test asked

students to connect the numbered dots in sequence. So, it is important that students practice

connecting the dots in sequence while in the classroom. Students may very well be able to count

in sequence, however, they may not have seen that type of question before, so it may be unclear

to them and affect how they answer the question or go about the problem. So, in sum, it is

important that students get enough practice seeing those types of questions in order to be able to
calmly answer the question correctly. My students results show, between just practicing counting

numbers all together for my pre-assessment 61% of my students were able to count forward

beginning from a given number within the known sequence. After more practice counting and

doing many counting activities 72% of my students (as shown in figure 4) were able to count

forward beginning from a given number within the known sequence. Once, I practiced with

students connecting the dots in sequence (which is how this standard is assessed on the

assessment) 100% of my students were able to do so. I think that sometimes assessments can be

faulty, just because a student does not answer the question correctly does not mean that the

student has not yet met the standard. Instead, it may just be that the student has never been asked

that question in the same context. That is why it is important that students are exposed to the

same types of questions in context to the way they are assessed during practice. I do not mean to

teach to the test, but students need to see and practice problems that they may see on the

assessment in order to properly understand what the question is asking and answer appropriately.

V) Additional Assessment Information Gathered

This section is discussed together with section three: Analysis of student thinking/student

feedback. In summary, I made effort to identify student thinking after every lesson. I made

formative assessments to help me do this. Students were asked to draw shapes on white-boards,

write exit-tickets, and I also walked around and formatively assessed students individually. This

type of data helped me to cater my future instruction. It helped me decide which students needed

help and whether my lesson was effective in helping student learn for understanding. After a few

of my formative assessments I looked at my results and decided that I needed to reteach the

lesson.
 Formative assessments also helped me identify what students may be thinking. What were

my students truly struggling with? Was it that the instructions were unclear or had my student

really not meet that standard? For example, as discussed earlier, Abby P. was overwhelmed

when looking at the problem. All she needed was one-on-one explanation and support to help her

answer the problem. It wasn’t that Abby P. was not able to count forward beginning from a given

number within the known sequence, rather that she needed to be taught how to direct her focus

on each part of the problem. This information is more thoroughly discussed in section three.

Another example was when most of my class just did not understand the attributes of a rectangle.

My students just needed to direct their focus and study the rectangle and practice with that shape

and in another lesson at another time learn and practice with a square. I identified through

formative assessments that my first lesson did not help most of my students and I needed to

‘think like a kindergartener’ and reteach the information separately along with allowing students

to practice with the shapes and offer swift beneficial feedback as they practiced.

In conclusion, my teaching helps students to learn for understanding. While some of my

lessons were not as effective as I would have liked for them to be, I made use of assessments, so

my students would not fall through the cracks. Assessment’s helped me to ensure that all of my

students were learning and if they were not, they helped me to identify whether I had to reteach

the lesson in a whole-group, small-group, or one-on-one. On average between my pre-

assessment and post-assessment, my students grew 42%. Compared to the low percentages of

student understanding on the pre-assessment test (table 1). By the time of my summative/post-

assessment between 94% to 100% of my class was able to successfully perform the standard.