Manal Khan

November 26, 2022

EED 4950 Internship in Elementary Education
Bev Allen

Student Learning Analysis

Introduction

For my student teaching internship, I have been placed in a second-grade class, at Oak
Ridge Elementary. The school is located with the Royal Oak School District. The number of
students within my class are twenty-three students. In my specific class, students are placed into
three levels of math fluency. This helps allow for differentiation in math workshop. For the
Student Learning Analysis, I chose to focus on Unit 2 of the math curriculum, more specifically,
the concept of place value. The math curriculum that students are working with is called Bridges.
This is a new math curriculum to the entire district. The specific section this concept is seen in is
unit 2, module 1, with it mainly being focused on in sessions 1 and 2. The modules are then
broken up into different sessions. Each module can typically go on for 6-7 session, focusing on
one specific concept. The learning goal of unit 2, module 1 session 1, is for students to
understand 3-digit representation in terms of place value. The reason I chose this concept is
because it is valuable when understanding how to read numbers. This is also the foundation for
identifying later on which numbers are greater than or less than. I believe that understanding the
value of different numbers in different digit amounts is a core piece when working with numbers
in mathematics.

Section I. Goals and Standards

The learning objectives for this session of the module and unit had been to demonstrate
an understanding that the digits in a 3-digit number represent amounts of hundreds, tens,
and ones (2.NBT.1). Students would also need to demonstrate an understanding that 100 can
be thought of a bundle or groups of 10 tens, called a hundred (2.NBT.1a). The pre-
assessment, module session workbook pages, and post-assessment align with these two
standards. They focus on having students build two-to-three-digit numbers using place value
units and identifying a number based on the place value units given in writing. A big piece of
these two concepts that the curriculum involves is the ability to identify that “12 tens” is equal to
a set of one hundreds unit, and two tens.

Section II. Assessment Information Gathered

The pre-assessment that I used was provided by the curriculum. There was need for
adaptations because the original pre-assessment focused on the entire unit 2 as a whole. Because
the focus of this analysis has been on place value, students were only given two pages of the pre-
assessment, while originally, there is a total of five pages. There were six questions total within
the pre-assessment, with each problem breaking up into different parts (a, b, c, etc.). To analyze
the place value data, I only focused on the first page of the pre-assessment. When administering
this pre-assessment, students worked in a whole group setting. While the pre-assessment was
whole group, each student had a privacy screen at their tables to show their own independent
thinking. I projected the pre-assessment onto the Smart Board, and students followed along as I
explained and went over each question. After students had all finished one question, we would
then move on to the next question as a whole group. Naturally, there will be students who do not
need this type of process. But it was expected that everyone would be working on the same
question at the same time. Using this method was beneficial because it saves having to walk
around and have multiple students needing assistance on different questions. When working
through the pre-assessment together, I knew that if a student were raising their hand, it would be
a question about the problem we are currently working on. While I did explain each question
thoroughly, there was no guidance from me in terms of how to add place value units together.
After students had completed the pre-assessment, the results provided an understanding of which
students are able to recognize place value units and finding the total, which students are able to
recognize the total through vocabulary such as “I have 2 tens and 5 ones”, as well as identifying
which digits represent the hundreds, tens, and one’s place. Along with the pre-assessment, there
were workbook pages students had worked on, bell work, an online check, and a final check in
that all focused on place value and its units. Although I am providing pre-assessment data of the
entire class as a whole, my main focus will be on five individual students that at the time of the
pre-assessment, were scoring “below than average”.

Pre-Assessment Results:

Section III. Analysis of Student Thinking

Before having given students the pre-assessment, I had encouraged students to try their
best with the assessment, and to focus on each question carefully. After analyzing the pre-
assessment data, I found that students mainly fell in a middle range. To specify, students could
have gotten a total of ten points if all questions had been solved correctly. What I found was that
students were mainly scoring five through eights. There was one student who had scored a ten
out of ten, and one student who had scored a nine out of ten. After gathering and analyzing the
data, the results had not come much of a surprise to me. There are some students in this group
that have had prior knowledge on place value, and were able to apply that to this pre-assessment.
Then there are others who can identify
different place value unit totals, but cannot
take each value, and add it to another. The
positive that I had found was that majority of
the students were falling in a range that would
be “easier” to work with when giving
instructional delivery. Students were falling in
a range that would make the language needed
to be used falling in a common place. There
were two students that had scored zero out of
ten. This had not come by surprise either. One
of the students that had scored a zero receives
special math accommodations already, while
the other student also falls in a space where
their math fluency is not in a beginning of
second grade range. Because there were
students who were on the lower end of the scale, I would need to consider extra support. To
supplement the information rather than continuing on with the unit, I would need to provide
students with extra support with the foundational pieces of place value. This could be having
them work on the building blocks of place value in their morning work, or having them work on
those specific pieces instead of workbook pages from the curriculum. Based on the results of the
pre-assessment, I had an understanding that in order for students to successfully understand
three-digit representation, we would need to go over the different place values each math session.

When analyzing the pre-assessment of

the five students, three of the students
followed a similar pattern type. That
being that they left questions blank and
unsolved (Aiden E., Holland, and
Sadie). All three students scored a zero
out of ten. Students that scored a two out of ten (Kasey and Will), both attempted all of the
questions of the assessment, but were producing answers that were not aligning with the
appropriate place value units. The feedback I had provided students on their pre-assessment was
what I felt was necessary for their learning. I understood that marking “x’s” on papers that
scored a zero out of ten would not receive well academically for these students. Instead, I had
decided to provide the feedback through supplementation throughout their morning work. This
process was a big learning point for me. It had shown me that providing additional support as
well as testing accommodations is necessary in order for each child to present their best thinking
and abilities.

Section IV. Future Instruction

The instructional plan that I felt was necessary was to move forward with module, and to
provide students with as many hands-on math manipulatives necessary to understand the
concepts on hundreds, tens, and ones. I understood that students would be able to work through
the sessions that continue to go over those concepts. Therefore, adding different strategies and
methods of learning would only increase the value of student learning. Another instructional plan
that I had decided to follow through with is having this group of five students move forward with
the curriculum sessions (lessons), with the entire class, and provide additional support
throughout those sessions. The number of lessons taught place value and its units were five
sessions. For students that had scored in the zero out of ten range on their pre-assessment,
supporting them with physical hands-on manipulatives would be appropriate in their learning
growth and concept understanding of place value units. These group of five students also were to
additionally practice place value through the usage of an online tracking program called Boom
Learning. Here, students could practice through flash card like structured problems, without the
dread of a paper and pencil assignment. I had planned to provide students the space to explore
this learning tool and gain comfortability before I generated reports.

Section V. Additional Assessment Information Gathered to Determine Student Growth

Student growth can be tracked through curriculum sessions (lessons), bell work, post-
assessment (checkpoint), as well as online learning tools. The post-assessment that was used was
provided through the Bridges curriculum. After students had completed five sessions on place
value, a checkpoint was provided. I used this checkpoint as a place value post-assessment. The
post-assessment of the entire unit 2 provided by the curriculum would not be given to students
until December, as we are still working through the unit. Therefore, the “checkpoint” was an
appropriate place for post-assessing students because they had worked through all of the sessions
that involved place value. The number of questions given on the post-assessment were twenty.
The post-assessment was broken up into four different categories. The first category included a
picture of place value units, and having students write a number for how many units were being
shown in all. The second category was having students identify a number based on a written
representation of place value units (I have 2 tens and 3 ones). The third category was having
students place a circle (or circles) around a number. For example, 62. This category tested
students on their ability to see groups of ones, tens, and hundreds. The fourth and final category
of the post-assessment was having students identify the hundreds, tens, and one’s digit in a three-
digit number.

Pre-Assessment Data: Post-Assessment Data:

The data within the post-assessment had shown me growth in the five students that had prior
been scoring lower than the rest of the whole group. Aiden E. who in the post-assessment was
scoring a zero, is now attaining half of the points of the post-assessment. Will is now scoring in a
range that can be made out as the median of the whole group. When Sadie was given her post-
assessment, she had accommodations. One accommodation was that fewer questions were given
to her. Another accommodation is that she had her test read to her one on one, where each
question was read in a manner that paused in order to allow her the time to think of each question
individually and in depth. The reason the post-assessment data shows Holland and Kasey as
“ungraded” is because there were many pieces of the post-assessment that were missing. I had
not felt that it would be right to put a score on top of the paper that did not match what I knew
they were capable of doing. Therefore, the final post-assessment given at the end of the entire
unit is what will be used to truly track their place value understanding. I feel that these two
students would have also benefitted from similar accommodations that Sadie had been given.
Therefore, I would need to provide them with that before scoring them on this specific
checkpoint (post-assessment). Next, I will be providing data taken from curriculum sessions
going over place value concepts. These sessions were taught prior to the checkpoint (post-
assessment).

Sadie:
Aiden E:

Will:
Kasey:

Holland:

Show Me Base Ten: incomplete

The data that I am most concerned about when looking at these student workbook pages is how
students are able to identify each number in place value units in at least one method. These
student workbook pages are meant to a method of practice as well, therefore, I did not formally
mark anything as “right or wrong”. What I gathered from it was that there was some ability to
circle units that equal to a two-digit number, as well as some ability to identify a two or three-
digit number when written out verbally. But there was not a widespread understanding amongst
the group of five students. Now, I will be providing data from bell work that was assigned to
students. This data in comparison to the student workbook pages, felt more valuable. The reason
for this is because it goes over basic place value concepts that I am looking for students to be
able to know and understand. In places where the curriculum lacks, I feel that bell work such as
this one is appropriate supplementation.

Sadie:
Aiden E: Will:

Kasey: Holland:
Here, all five students did great independent work. I feel that their abilities to identify hundreds,
tens, and ones, were all fully shown through the results. I had provided each student with verbal
feedback by showing them how well they did with the assignment, and how I am proud of the
progress they have made from the beginning of the unit. Lastly, I will be providing data taken
from an online resource known as Boom Learning. Here, students were given a set of thirty flash
cards with different concepts, all involving place value. I will be providing examples of the kinds
of problems students were shown, as well as the data I gathered at the end. Each concept
involved ten different flash cards, with a total of thirty.
The data collected from Boom Learning:

In the “mastery” section, you will find either a “1” or “2”. The reason for this is because some

students had finished early, and were encouraged to give the set of cards another try for extra
practice. Through these results, I have found that students are all showing progress with the
different place value concepts. I am seeing tremendous growth from the pre-assessment until
now. Therefore, through a continuation of practice and supplementation, students should be able
to continue to show more progression, and excel in areas where they were falling short at the
beginning of the unit.

Conclusion:
 Overall, this group of five students have all shown progress throughout their time and
efforts with place value. Two students out of the five (Holland and Sadie) are currently in the
process of being evaluated for Special Education. Therefore, their progress that I have tracked
and seen throughout this concept is enough to show me that they are retaining information in a
manner in which they can apply to their work. I feel that I could have supplemented more work
throughout the place value sessions, and given these students additional work to practice the
skill. If I were to teach this skill again, I would supplement with my own evaluations and lessons.
I feel that the curriculum does a lot in terms of add ons to a lesson. These add ons are not always
beneficial to students, nor do they often make sense to teach. So, moving forward, I would like to
practice using my own ideas to better teach a concept or skill to students. I would like to see
myself taking big curriculum ideas, and supplementing with my own lessons.