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Standards:
1.NBT.A.2- Students will compose ten(s) and one(s) to form a two digit number.

1.NBT.B.5- The students will add within 100 by adding a two digit number and a one digit number and justify the answer using concrete models, drawings, and/or symbols to convey strategies that connect to place value understanding.

Objective: The second graders  will calculate the answers to the math problems on the pre assessment with 90% accuracy. (DOK1)

Pre assessment:
https://semo0-my.sharepoint.com/:w:/g/personal/lcreiter1s_semo_edu/EeeyMW0GMN1KssZHNOB7-sYBWjfgo__PKTZL5JEHFeA6fA?e=TlqejU

Contextual Factors:
https://semo0-my.sharepoint.com/:w:/g/personal/lcreiter1s_semo_edu/Efy7EAS9ezZOhrum0lt3b58BeKbaMkHMTIJ7cBPwW2ENlw?e=58wP7b

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Reading: Students were able to ask and answer questions about given topics, objects, or materials with an accuracy of 65.3%. There were a total of 10 points that assessed the reading standard.

Science: Students were able to distinguish properties of objects by classifying them based off properties such as size, color, and texture with an accuracy of 89.5%. There were a total of 9 points that assessed the science standard.

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To end the Differentiated Instructional Unit, the whole class will engage in a kahoot.it. This activity will be very fast paced to test if they know how to classify objects. This kahoot.it will have ten questions asking about classifying objects. An example of a question is “Which two objects are classified by color? The answer choices will be “A. Apple, Pineapple,” “B. Banana, Lemon,” “C. Broccoli, Banana,” “D. Banana, Apple.” Since there is not enough electronic devices for the whole class, each student will have four Popsicle sticks with each answer choice. There will be four different sticks that match the kahoot.it choices. For example, there will be a stick with a red triangle, yellow circle, blue diamond, and a green square. The students will have 20 seconds to decide their answer, and when I say “Go” they will hold up the Popsicle stick they think is the correct answer. This game will be engaging and fun for them to test their quick classifying skills. As the game goes along, if they need more than 20 seconds to think about their answer, they can have more time. This activity will also be helpful to check understanding, as well as ask questions, in why the students chose the answer they did.

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“Who can explain to me what the word classify actually means?”
“What are some other words that mean the same as classify you might hear?”

“Why do you think people classify objects?”
“What are some objects that you classify?”
“Have you ever classified an object before?”
Ask why it is important to ask questions?
Ask why it is important to answer questions?

“What is one question you have about me?”

Ask the students if they can guess what animal it is. Ask the students how they knew what animal it is.

“Does anyone have any questions on how or why that picture is classified as different?”

Having the children classify objects their own way.

Listed above are some examples of questions and ways students were challenged to think critically. We used these methods and questions to encourage outside of the box thinking and develop skills by thinking through multiple different questions and answers. They were not given the choice of just a yes or no answer.

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“Based upon what we have learned from the last time i taught you a lesson, how do you think i may have decided how to transfer you over to the carpet?”

“What are our goals and what am I looking for from you?”

One person at a time gets to choose how they will sort the objects secretly while others will have to figure out how that student classified.

The students come up with questions that could help them guess a secret item in a bag.

Students have to think of a question to ask starting with a.  word from the word ball.

Listed above are some examples of questions and ways students were challenged to think critically. We used these methods and questions to encourage outside of the box thinking and develop skills by thinking through multiple different questions and answers. They were not given the choice of just a yes or no answer.

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“Who remembers what we learned about in the last two lessons I taught you?”

“Does anyone have questions left about how to classify objects?”

-Other students are able to answer the question if they feel they know the answer.

On the T-chart, they are to decide if an item can go under 1, 2, or none of the categories they are classifying by.

The students are to come up with questions on what to ask in order to guess the correct person based on classifications.

They have to think about questions to ask others depending on the word they landed on on the ball and the other students must think of a relevant answer.

Listed above are some examples of questions and ways students were challenged to think critically. We used these methods and questions to encourage outside of the box thinking and develop skills by thinking through multiple different questions and answers. They were not given the choice of just a yes or no answer.

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Reading: Questions will be modeled when reading the story, followed by an opportunity for the students to ask questions about the mystery animals.

Science: Students will use clues that describe an object to figure out what they object is, first by solving mystery animals, and then by sorting various manipulates in small groups.

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Reading: Students will ask questions to figure out what item is in the mystery bag, and use clues in how that item classifies to figure out what it is.

Science: Students will ask questions to figure out what item is in the mystery bag, and use clues in how that item classifies to figure out what it is.

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Reading: Students will ask questions to figure out what object is on their headband, and use clues in how that item classifies to figure out what it is.

Science: Students will ask questions to figure out what object is on their headband, and use clues in how that item classifies to figure out what it is.

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To start the Differentiated Instructional Unit, I will read The Shapes Book to the students. The students will stay at their desk while I read the book to them and they will not be allowed to see any of the pages while I read. Before starting the book, I will have the students get a piece of paper and pencil out. I will ask them to write down items that they hear, as well as shapes of objects. They can write words or draw as they hear them. I will be sure to read clear and concise. After I read the story once, I will have the students pair up with someone at their table group and ask each other about their drawings or words they have and why they wrote, or drew those things. After the students have discussed and asked and answered questions to each other, I will have the students bring their papers to the carpet and I will read the story again. This time, when I read the book, I will read a page then ask if anyone drew anything from that page, and ask what they drew. I will then the students what the page looks like. This activity will be engaging because students will get the opportunity to use their imagination, listen carefully to what they hear, ask peers questions, and answer them. This activity will allow students to discuss how different things are classified by their shape.

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Pre Assessment Analysis (need of students)

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Pre Assessment Analysis (need of students)

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In order to help the students be successful in the unit formal assessments, the students needed the questions to be read to them to explain what the question was asking of them. We realized that the students have a hard time comprehending questions on formal assessments, and others have a difficult time reading words at all, which skews the actual knowledge of the students. It was hard to read the questions to them because some students would skip ahead and not actually listen when we read the question to them and described it in detail for them.

Some students that have hard time writing did not depict what they were trying to say very well. We had to go back and ask them what their writing stated because it was so hard to read. Some students who did not have any writing structure at all had their answers written for them by the teacher or teacher-candidate.

Some ELL students had a hard time trying to say what they wanted to or comprehending the questions because they have low English comprehension.

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Reading: Students were able to ask and answer questions about given topics, objects, or materials with an accuracy of 54.2%. There were a total of 5 points that assessed the reading standard.

Science: Students were able to distinguish properties of objects by classifying them based off properties such as size, color, and texture with an accuracy of 86.7%. There were a total of 6 points that assessed the science standard.

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Contextual Factors impacting each lesson

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Contextual Factors impacting each lesson

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-Lesson 1:

Contextual factors that might impact instruction and student learning: Students have low socioeconomic status and do not have background knowledge on classifying objects. The school does not have a lot of resources and neither does the classroom, so we had to bring in a lot of materials to allow the students to have hand on experience feeling, touching, and seeing objects.

Connections between contextual factors and pedagogical choices: Most of the reading done in the classroom is not very engaging, so we brought in a book that was a mystery to solve the type of animals given a couple details about it. This mystery book caused the students to get excited and be engaged in learning about what questions they have about animals that they have not heard of before

-Lesson 2:

Contextual factors that might impact instruction and student learning: Students have low socioeconomic status and do not have background knowledge on classifying objects. The school does not have a lot of resources and neither does the classroom, so we had to bring in a lot of materials to allow the students to have hand on experience feeling, touching, and seeing objects. The students do not have much engagement in technology throughout the day, so we wanted to bring in technology that could incorporate a type of engagement that required movement and excitement.

Connections between contextual factors and pedagogical choices: For this lesson, we played a video that reminded introduced asking questions about objects. I provided many real-life examples of questions that they might as through their school day that related to them, and questions that many of them have asked before. Students also had plenty of engaging hands-on materials to work with that kept them excited and help them have new background knowledge about classifying objects.

-Lesson 3:

Contextual factors that might impact instruction and student learning: Students have low socioeconomic status and do not have background knowledge on classifying objects. The school does not have a lot of resources and neither does the classroom, so we had to bring in a lot of materials to allow the students to have hand on experience feeling, touching, and seeing objects. students to do not move around very often in the classroom due to the small space.

Connections between contextual factors and pedagogical choices: For this lesson, students to do not move around very often in the classroom due to the small space, but we wanted an opportunity for kinesthetic learners to be engaged, so we had arrows on the floor helping them stay focused in how they were to move around for their stations. The students do not play games very much as school, so we wanted to incorporate games in to learning. Students played the game, Headbandz which was really fun and engaging to them, as well as it allowed them to learn how to ask better questions to each other, build social skills, and learn how the items they were guessing about classified based off of the color, texture, size, and shape, as well as other ways to classify.

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Reading Objective:

The second grade student will be able to ask and answer questions by showing their interest in classifying objects with accuracy of four out of six.  DOK: Level 2

Science Objective:

The second grade student will be able to sort materials by placing objects together that have similar color, texture, and size with accuracy of four out of six.  DOK: Level 2

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Reading Objective:

The second grade student will be able to ask and answer questions by showing their interest in classifying objects with accuracy of four out of six.  DOK: Level 2

Science Objective:

The second grade student will be able to sort materials by placing objects together that have similar color, texture, and size with accuracy of four out of six.  DOK: Level 2

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Reading Objective:

The second grade student will be able to ask and answer questions by showing their interest in classifying objects with accuracy of four out of six.  DOK: Level 2

Science Objective:

The second grade student will be able to sort materials by placing objects together that have similar color, texture, and size with accuracy of four out of six.  DOK: Level 2

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Potential biases affecting instruction or assessment and plans for countering biases

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Potential biases affecting instruction or assessment and plans for countering biases

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Jordain Brown:
Before teaching this unit, I assumed that second graders  knew the differences between a question and a statement. I felt as though many children asked multiple questions everyday so they would understand what it means to ask a question. When the students were told to ask a question based on a picture, the majority of the class stated a fact. The students would state something such as,  “the duck is sitting on a red tractor,” instead of asking, “why is the duck sitting on a tractor?” When explaining to them that we are wanting them to ask a question, they continued to say, “yes, that is what I am doing.” When being prompted to ask a person questions to figure out what was secretly inside the bag, many responses were simply just guessing what was inside automatically without asking questions. They would blurt out, “it’s a clip,” or “it has to be smooth,” instead of asking, “is it a clip? Is it smooth?” I had to constantly explain that a question is something you ask to get to know more about something and a statement is something you say about something you already know.  In order for them to understand how to ask a question, I came up with a game that had to do with starting a question using who, what, where, when, why, and how. Although these are not the only ways to start a question, it is a start in teaching them how a question can be asked. I came to realize that the students may not understand the difference between asking a question and stating a statement so I had to find a way to help them better understand so that I could get over this bias.
Another bias I had  that affected my instruction and assessments was that I believed by second grade, students would be able to read and write for the most part. This was also proven false. When giving my students a post-assessment that dealt with them having to read a worksheet and answer their questions by writing them down, I found that most did not pass the post-assessments. This did not mean that they did not understand the content, this could simply mean that their answers could not get transferred through reading and writing.  I had assumed that students could read short, common words on a page and write a response to the best of their ability. Looking at the pages, I was unable to gather what majority of the students were trying to say. I had to change my assessment by reading the questions one by one out loud to the class. If the student had zero knowledge of spelling or writing letters, I had a teacher translate their verbal words to writing format.

Jordan Johns:
Before teaching this lesson, I assumed students had the opportunity at engaging and interactive lessons. But, I do not think the students have done very many lessons with props, materials, and interactive resources brought into the classroom before. For my first lesson, the students went absolutely crazy over the activity, which made me excited for them, but I had terrible classroom management because they had never acted that way before and I did not know how to respond to their crazy behavior. I overcame this bias by having more classroom management in my second lesson, and even more classroom management in my third lesson. I realized I had to prepare them for the excitement, but remind them of the privilege and how to act when learning, quite, respective, and kind.

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Probable Obstacles for students' for objectives and why?

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Probable Obstacles for students' for objectives and why?

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A group of students get pulled out of the class during my lesson teaching time so they would miss part instruction. Also, they are asked to write answers in assessments but some students are unable to spell or write, causing their answers to be taken as incorrect.

Some students are unable to ask a question, they make statements instead.

Some students cannot read assessment questions to accurately show their knowledge on assessment.

Not understanding that objects can be used under more than just one classification.

Have never heard of the word classify before.

Reasons

If a student cannot read, they cannot understand assessment questions to be able to show the knowledge they have about asking questions and classifying objects.

If a student has never heard of the word classify before, they may not have any background knowledge to help them have some type of interest in the unit lessons.

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Reading:

Use background knowledge to connect to question asking.

Answer who and where questions to demonstrate understanding of details in a familiar text.

Seeking clarification, and using information/facts and details about stories and other texts and supporting answers with evidence from text

Science:

Classify objects using more than one classification.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.]

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Students' prior knowledge of content/skill for each goal

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Students' prior knowledge of content/skill for each goal

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Majority of the students were unaware of the difference between a question and a statement. They were not able to ask a question when prompted to do so most of the time. When asked if they have ever heard of the word "classify" only three students raised their hand but none could tell me what it meant. When described that classify is similar to sort, they were able to pull prior knowledge about how to sort different objects.

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Reading:

Be able to ask a question and understand when a question is being asked.

Classify objects using more than one classification.

Use background knowledge to connect to question asking.

Science:

Recognize characteristics of objects such as color, texture, shape, and size.

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Reading: Students will ask and answer questions about a given topic or object.

Science: Students will classify objects using their senses and categorize based off the size, texture, and color of the object.

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Many students are unable to read or write. It was needed for someone who can, to read questions to them and help translate their verbal wording to on paper. They also needed guidance on what the difference is between a question and a statement.

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Reading:

Classify objects using more than one classification.

Science

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.]

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Reading: Show questioning and answering by investigating properties of materials and how they classify  ideas by asking and answering relevant questions.

Science: Distinguish objects from each other by using their senses and answering questions about the objectives by Classifying a group of objects based on different properties. (Color, shape, size, texture)