Individual Lesson Assessment Reflection Lauren Paolucci

SECTION 1: Background information (3rd grade Classroom)

In my ELA/SS lesson, the learning objectives for ELA was for the students to identify 2-
5 character traits to describe a character in the story, One Green Apple, in small groups.
For SS, my objective was for the students to be able to express the idea that people from
diverse cultures live in the same community by making connections to the story during
whole group discussion. For my math lesson, the objective was for the students to create
a bar graph online using data from a picture card. The other objective was to have the
students use the data they organized on their bar graph to answer questions reflecting on
elements found on the graph. For science, the objective was for the students to be able to
name the 3 states of matter and give examples of each.

2. Describe how you pre-assessed to know students were ready for each content lesson.
Readiness is critical in moving forward. This could have been a pre-assessment you
developed or by observing what children had been learning.
For ELA, I pre-assessed the students by giving them a scenario where their teacher was in
a story and they had to come up with 5 character traits to describe her. Only 6/15 students
were able to come up with one trait. No students were able to name 5 character traits. For
math, I asked questions about elements of a bar graph, including the x and y-axes, title,
and a question using ‘how many more’. Only 2/16 students were able to accurately
identify the x-axis, 3/16 identified the y-axis, 8/16 knew the title and 5/16 answered the
‘how many more’ question correctly. For science, the students did a short quiz that asked
them to choose the 3 states of matter, circle the example of the solid, explain what matter
is, and name two liquids. Only 2 out of 14 (14%) students correctly identified the 3 states
of matter. When circling the element that is a solid, 6/14, about 43% of students circled
the correct element. Only 1 out of 14 students (about 7%) could write what matter is.
When writing 2 liquids, 9/14 accurately named them.
3. Describe your formative assessments and scoring guides for each content.
For ELA, I kept anecdotal notes during the whole group and small group activities. I
wrote down which students raised their hands to answer my questions and if they were
correct. When walking around to the small groups, I kept a checklist noting if the
students had the required number of character traits, if they were accurate, and if the
students could explain why they chose the trait using details from the story. I also had an
exit slip where the students wrote 4 character traits to describe someone close to them.
This helped me determine if they understood what character traits were.
 For math, the students created a bar graph in groups, so I was able to see if they
represented the data correctly. Also, the students answered a worksheet of questions in a
small groups, so I used a checklist to see which groups answered the questions
accurately. I walked around to each group and asked them to show me the x-axis, y-axis,
title, and labels for their graph. I used a checklist to record which students were able to
identify them correctly.
For science, the students had to answer questions aloud about the video they watched.
The students also had sort the element on their index card which showed me if they paid
attention to the video and presentation. When walking around to the groups, I asked the
students to name the states of matter they observed, so this helped to show me if they
could name some states of matter and explain why they thought so. The students also
took a post-assessment quiz that was the same as the pre-assessment to show growth.
4. Describe the 2 children based on your observation logs.
Student 1 is a third-grade student who has been identified with a specific learning
disability. This student does not participate in whole group discussions unless prompted
by the teacher. The student needs extra time in class when completing reading, writing,
and math assignments. The student has difficulty with comprehension of stories and often
needs questions and directions repeated. The student is strong in expressing ideas orally,
but has difficulty with his writing fluency. The student seems to benefit from small group
and one-on-one interaction and modeling. The student is a hands-on learner and benefits
when using manipulatives to solve math problems. He is motivated to do his work, but
needs redirection throughout the lessons.
Student 2 is a motivated, independent worker in the classroom. This student participates
in almost all group discussions. The student is strong with comprehension and is able to
answer higher-level questions when asked. This student is at the top of the class in
reading, writing and math. Her writing is very organized and detailed, she just needs
more practice with spelling. There are times that the student is not being challenged
enough in the classroom. She picks up on new content fairly easily and is fluent in ELA
and math.