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Pre-assessment (baseline) List actual data for objectives

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Pre-assessment (baseline) List actual data for objectives

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Abbey:
1 student scored 11/18 (61%)
1 student scored 12/18 (66%)
1 student scored 13/18 (72%)
1 student scored 14/18 (77%)
5 student scored 15/18 (83%)
3 student scored 16/18 (88%)
4 student scored 17/18 (94%)
2 student scored 18/18 (100%)

Carrlie:
1 student scored 19/19 (100%)
3 scored 18/19 (95%)
9 scored 17/19 (89%)
1 scored 16/19 (84%)
5 scored 15/19 (79%)
1 scored 14/19 (74%)
1 scored 13/19 (68%)
2 scored 12/19 (63%)

McKenzie:
8/8/ (100%)- 6 students
7/8 (87%)- 5 students
6/8 (75%)- 2 students
5/8 (62%)- 4 students
4/8 (50%)- 1 students
2/8 (25%)- 1 student
1/8 (12%)- 1 student
0/8 (0%)- 2 students

Kaci:
16/16 (100%) - 6 students
15/16 (93%)- 5 students
13/16 (81%)- 4 students
12/16(75%) - 2 student
11/16 (68%)- 2 students
9/16 (56%)- 1 student

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K.NS.A.4; K.NS.B.5-7; K.NS.C.10-11 Counts, compares and writes numerals 6-10 (pacing chart)

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Review of number identification, counting, writing, subsidizing, and comparing numbers in math centers.

Carrlie, Abbey, McKenzie,Kaci: We will be doing centers as a review of the other two lessons. One center will be counting, one will be writing, one will be identifying, and one will be comparing numbers. These will all be engaging centers and the students will rotate through all four of them.

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Comparing numerals 1-10.

Carrlie, Abbey & McKenzie: we will do an interactive comparing number sets game from splash math on the interactive board. The game compares two groups of objects and asks the students to answer whether one set is greater than, less than or equal to the other set. Students are going to be coming up to the board to answer the question in groups of 3 with students who have the same color card. They will be working together to count the objects in each set and thinking together to determine the answer. One friend will count the first set, the other friend will count the second set and then the student will discuss what the answer is and the last student in the group will answer.
Kaci- Students will begin at the carpet where we will review the information learned in lesson 1 by writing the numbers together on the interactive whiteboard and following along on their own busy boards. We will also review counting by counting aloud together and reading the book "10 Little Pumpkins." Students will then be asked to get their iPad and meet back at the carpet. We will then open an activity that I have put into their Seasaw class that will practice counting, comparing and writing numbers and groups of objects. Students will then be engaging in small group work in 4 centers. The centers will consist of writing, counting and comparing activities. Each group will rotate through each center before being brought back to the carpet for closure. Students math skills will be assessed by work done in the centers and a self assessment. Social skills will be assessed with a checklist.

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District, school and classroom

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Number identification, counting and writing  numerals 1-10.

Abbey and Carrlie: Students are using whiteboards to write and going up to the smartboard and practicing their numbers on there. Then, they will move to table groups and work as a table. They are going to be working on taking turns with each other and not talking over each other. At the table, the will be matching cards with numbers in different forms on them. Then, they will order the numbers 1-10. Once they are finished with this activity, they will be assessed.

McKenzie: I will be using the teacher iPad during the instructional activity to model handwriting of numbers 0-10 in the 123s ABCs Preschool Print Letters (HWOT) app. I will also send the app out to the student's individual iPad using google classroom. The students will first watch me model how to write the number (it will be screen mirroring on the interactive board). Then the students will practice writing the number. After completing all the numbers, then we will complete a group counting activity. There will be a set of ten objects at each groups. Students will work together to make groups of (6, 7, 8, 9, 10) and place the objects in the 10 frame.
Kaci-  Students are using whiteboards to write and going up to the smartboard and practicing their numbers on there. Then, they will move to table groups and work as a table. They are going to be working on taking turns with each other and not talking over each other and working together. The centers at the tables will included practice writing number on the doodle app, counting number in a dice activity, a worksheet that will be used for a formal assessment and building numbers with building sticks. Students math skills will be assessed by work done in the centers and a self assessment. Social skills will be assessed with  a checklist.

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Pre-Assessment Analysis (need of students)

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Pre-Assessment Analysis (need of students)

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After completing and analyzing the pre-assessment students in all 4 kindergarten classes need further instruction and practice in the writing of numbers 0-10 and counting objects in order.

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Contextual Factors impacting each lesson

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Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)

-Lesson 1: All students may not have met the previous learning goal for this standard. The Jackson R-II school supplies classroom teachers with many materials and manipulative to enrich student learning, such as a variety of counters, 10 frames, dice, Go Math, one-to-one technology (iPads), interactive smart board, etc.

-Lesson 2:  All students may not have met the previous learning goal for this standard. The Jackson R-II school supplies classroom teachers with many materials and manipulative to enrich student learning, such as a variety of counters, 10 frames, dice, Go Math, one-to-one technology (iPads), interactive smart board, etc.

-Lesson 3:  All students may not have met the previous learning goal for this standard. The Jackson R-II school supplies classroom teachers with many materials and manipulative to enrich student learning, such as a variety of counters, 10 frames, dice, Go Math, one-to-one technology (iPads), interactive smart board, etc.

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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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McKenzie-  a potential bias that I have is that the one student in particular is defiant sometimes when the classroom teacher is teaching, but is even more defiant when I'm teaching. My potential bias is that I think he does not respect me as a teacher as much as he does the classroom teacher. Another bias I have is that two of my students completely failed the pre-assessment, which has made me worried that they will not be able to learn the material. Although, all children have the ability to learn. I will just need to differentiate more for them. Furthermore, I also have two children who are well ahead (the classroom teacher and I think they could possibly qualify for the gifted program) I am worried that they will not be engaged in the activities because they are so far ahead. Again, I will have to differentiate for them so that they don't check out or act out. I plan on giving them numbers 0-20 instead of just numbers 0-10.

Carrlie- One potential bias is that I will be the one teaching this unit and the children do not have the same respect for me as they do for their actual teacher. I also have a bias against this one student because I know from what I have observed that he will not willingly participate and follow directions. He will really struggle following along with the assessment. I also have a bias against another student who I also know I will be nervous and not be confident because that is how I have been in previous lessons. I plan to counter this bias by going into the class with more confidence and being over prepared in order to try and fight off my nerves.

Abbey- A potential bias is that I have a student that my teacher believes he has a processing disorder. He struggles with keeping up on task with the rest of the class. I have a bias because I am afraid that I am going to struggle to make sure this student is following online and on task. He tends to get off task easily because he falls behind and can never catch up and gets frustrated.

Kaci- A potential bias that I have is that my mentor teacher struggles with behavior issues with four particular students and I feel they respect me and my authority even less so I am afraid that classroom management for those four with be particularly difficult during my teaching. I have a student that speaks Englsih as a second language, although she communicates very well she does require extra processing time, I am worried that I will not allow for that by trying to keep the rest of the class engaged and on task. I also have a student that can become very upset and aggressive without much warning if asked to do something he does not like to do. I worry that his behavior could become out of my control during my lessons. I have differentiated for each of these biases to help prevent any of the occurrences.

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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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Unit Goals: Students will count, identify, compare, and write numerals 0-10.

Obstacles:
- Students struggle with writing numerals and have never had to write 6-10 before. They write a lot of numbers backwards.
- Students struggle with identifying numerals. They have seen the numbers 6-10, but have never been assessed on them before.

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K.NS.A.4; K.NS.B.5-7; K.NS.C.10-11 Counts, compares and writes numerals 0-20 (pacing chart)

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Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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Students will need to count, identify, compare and write numerals 0-5.

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Previous Learning Goal (Where were the students?)

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Previous Learning Goal (Where were the students?)

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K.NS.A.4; K.NS.B.5-7; K.NS.C.10-11 Counts, compares and writes numerals 1-5 (pacing chart)

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-Students struggle with writing numbers
-Some students struggle with identifying written numbers
-Students struggle with greater than, less than and equal to concepts
-Students struggle staying on task and following directions

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McKenzie, Abbey, Carrlie,Kaci: We will ask students to think about a time when they would have to write numbers and identify numbers. We will ask them when you might have to write a number outside of school. We will also ask why it is important to work together with their classmates.

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McKenzie, Abbey, Carrlie,Kaci: We will ask students to think about a time when they would need to compare numbers. We will also ask why they think it is important to know how to count and compare numbers.

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McKenzie, Abbey, Carrlie: We will ask students to think about a time when they may have to use counting or handwriting. We will also ask how they would feel if a student were to talk over them and not take turns. We will also ask why they think its important to know how to count and write numbers.
Kaci- I will ask students how/when they will need to use numbers. I will ask students why it is important to take turns, share and work together. I will ask students what they think they could learn next after the numbers 1-10.

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The kindergarten student will count, identify, compare and write numerals 0-10 with 85% accuracy with 100% participation. (DOK 2)