Kelsie Hutton

Lesson Week Reflection

I. What were the formative assessment results each day in ONE of the content lessons?
Make these results up and DESIGN an electronic TABLE GRAPH to identify the results
for this one content. How would you use the results the next day in your planning and why:
Be very specific and correlate your reasoning with sound research/readings from what you
know about young children and learning. It is expected that you have 3 citations. Did you
expect these results? Why or Why not?
Content: ELA/SS
Name of Student I can create a complete I can create a response that Comments:
response using experiences shows complete
or by gathering information understanding of rules/laws
from the text. that exist in different
settings.
Madilyn X X Was able to clearly meet
both objectives.
Grayson Did not support the
response with experiences
X and/or information from
the text.
Alexis X X Was able to clearly meet
both objectives.
John X Did not support the
response with experiences
and/or information from
the text.
Kinzleigh X Did not support the
response with experiences
and/or information from
the text.
Rylan X X Was able to clearly meet
both objectives.
Peyton Stated topics from
experiences that were not
X related to laws/rules.
Renni Did not meet either
objective- did not answer
the writing prompt with
relative information.
Samuel X X Was able to clearly meet
both objectives.
Brooke X X Was able to clearly meet
both objectives.
Teagen X X Was able to clearly meet
both objectives.
Cameron X X Was able to clearly meet
both objectives.
Stella X X Was able to clearly meet
both objectives.
Charles Began a sentence (only
provided three words) and
drew pictures.
Annabella X Did not support the
response with experiences
and/or information from
the text.
 Kelsie Hutton

I would use these formative assessment results to determine if the students still needed additional
practice using experiences or information from a text to support their response to a writing
prompt. I would also use these results to determine the students understanding of laws/rules that
exist in different settings. According to Dodge (2020), “Tiering your activities for two or three
levels of learners is usually what is called for after a review of assessment data”. I would use the
assessment data to place the students in groups based on their results of the assessment. I would
do this to better meet the needs of each student by working with the students in small groups for
the next day of learning. In those small groups, I would work with them on the specific skills that
they did not exhibit during the prior day of learning which was obtained through the formative
assessment results. The results show that many of the students still need practice responding to a
writing prompt that uses support from experiences or by gathering information from the text and
that only a couple students did not demonstrate understanding of rules/laws that exist in different
settings. These results were expected because the students have not had many opportunities to
respond to a writing prompt using experiences or by gathering information from the text for
support.
Content: Social Studies
Name of Student Provided two rules they Provided one rule they follow
follow outside of school outside of school during turn
during turn and talk. and talk.
Madilyn X
Grayson X
Alexis X
John X
Kinzleigh X
Rylan X
Peyton X
Renni X
Samuel X
Brooke X
Teagen X
Cameron X
Stella X
Charles X
Annabella X

I would use these formative assessment results to determine if the students understood what rules
were and if they were able to explain rules that they follow outside of school. According to West
and Cameron (n.d.), “Although, pair talks give students an opportunity to explore an idea; it is
not expected that all children will understand what is up for discussion by the end of the turn and
talk or even the whole group discussion”. The purpose of the turn and talk activity was to
encourage the students to make connections from experiences or from their background
knowledge to the new content. The results were expected, because the goal was not for the
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students to master the content, only to begin making connections and using the vocabulary. For
the next day of learning, I would use the formative assessment results to have and additional turn
and talk activity while asking the students to again recall two rules they follow outside of school.
The goal of this activity would be to determine if the students did make any growth from the
previous day of learning.

Content: Math
Students I can complete eight I cannot complete eight
comparison problems of comparison problems of
two-digit numbers, using two-digit numbers, using
the symbols >, =, and < the symbols >, =, and <
with an 80% accuracy. with an 80% accuracy.
Madilyn X
Grayson X
Alexis X
John X
Kinzleigh X
Rylan X
Peyton X
Renni X
Samuel X
Brooke X
Teagen X
Cameron X
Stella X
Charles X
Annabella X

I would use these formative assessment results to determine if the students could successfully use
the symbols >, =, and < to compare two-digit numbers. According to Wriston (2015), “In
mathematics, conceptual understanding and applied knowledge greatly build upon each other”. I
would make sure that the students have mastered the skill assessed in the formative assessment,
before moving on. The formative assessment data shows that the students could benefit from
additional instruction and practice with this skill in the next day of learning. These results were
expected because this was time the students were introduced to the concept of using symbols >,
=, and < to compare two-digit numbers. In the next day of learning I would approach this
content again, but in a different way. I would do this by using more hands-on materials and
visuals.
 Kelsie Hutton

Content: Science
Student I can classify 9 pictures into a I cannot classify 9 pictures
category based on the needs into a category based on the
of living things by needs of living things by
completing a picture sort with completing a picture sort with
90% of accuracy. 90% of accuracy.
Madilyn X
Grayson X
Alexis X
John X
Kinzleigh X
Rylan X
Peyton X
Renni X
Samuel X
Brooke X
Teagen X
Cameron X
Stella X
Charles X
Annabella X

I would use this formative assessment data to determine the student’s ability to identify the basic
needs of living things. From the results, it is evident that the students could use more instruction
and/or practice with the basic needs of living things. These results were expected because this
was the student’s first lesson on this topic. According to “Young children’s daily realities are
fertile ground for helping them observe and understand the world around them”. In the next day
of learning, I would make more connections to the student’s daily realities to support their
understanding of the basic needs of living things.

II. Describe what you learned about teaching and learning related to assessment, student
feedback and the use of student data from assessments? Please be specific and use some
concrete professional citations in your answer.
I learned that teaching and learning is guided from assessment results and that assessment is an
essential part of student success. For a teacher to fully meet every student’s needs, assessment
must be conducted, and the results must be used when planning for future instruction. According
to Dyer (2016) “teachers can use the growth projection data and learning statements to develop
individual academic learning goals with students”. By implementing on-going assessment,
teachers can keep track of not only whole group growth, but individual growth. By doing so,
teachers have a greater chance of understanding and meeting individual students needs, which
will set each student up for success. I learned that assessment is beneficial for both teachers and
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students. Assessment provides teachers with data that they can use to create a supportive
classroom environment by meeting the needs of all. In addition, assessment enables students to
learn content on their level and at their pace which sets them up for success by their individual
needs being tracked, while taken into consideration.
 Kelsie Hutton

References
Butler , M. (2020). Motivating Young Students to be Successful in Science: Keeping It Real,
Relevant and Rigorous. Retrieved April 4, 2020, from
https://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_ngsci.pdf
Dodge, J. (2020). What Are Formative Assessments and Why Should We Use Them? Retrieved
April 4, 2020, from https://www.scholastic.com/teachers/articles/teaching-content/what-
are-formative-assessments-and-why-should-we-use-them/
West , L., & Cameron, A. (n.d.). Turn and Talk One Powerful Practice, So Many Uses. Retrieved
April 4, 2020, from
https://rbteach.com/sites/default/files/west_cameron_turn_and_talk_0.pdf
Wriston, J. (2015). The Importance of a Strong Mathematical Foundation. Retrieved April 4,
2020, from https://ideaexchange.uakron.edu/cgi/viewcontent.cgi?
article=1182&context=honors_research_projects