Individual Lesson Assessment Reflection

SECTION 1: Reflection in Action

1. What were the formative assessment results each day in each of the content lessons? DESIGN
electronic TABLE GRAPHS to identify the results for each 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. Did you
expect these results? Why or Why not?

A) Math
Math Lesson Rubric Results

MORGAN DOM

10 5

CHRYSTAL JOE

0 5

AMERICA EARL

10

L’BRAYLA
SHLETON

10 10

AYDEN HARMONY

0 10

KEYLYNN

0
Math Results:
I would use the results to determine that many students still need to practice using
pennies, dimes and nickels in order to solve word problems. The students were taught how to use
strategies of breaking apart word problems in order to help them solve the equation. A large
portion of the class was able to get the first question correct which was answering: “Leah has 2
dimes, 4 nickels and 6 pennies. How much more does she need to buy a barbie that costs 75
cents.” The students struggled with being able to take a number when adding coins together and
subtracting it by a total that they needed in order to find the answer of how much more coins
they need to purchase the given object. According to Carolyn Ito (2001), strategies serve as
scaffolds, promoting student independence in using a series of steps they already understand.
The strategy reminds students of what comes next in a process and would benefit students with
attention, memory and metacognitive deficits. The students had to apply form what they learned
about breaking about strategies in order to help them solve the world problems efficiently. Once
the students mastered how to solve the problems, they are more likely to get the problem correct.
The students have not mastered how to use manipulatives such as coins, and strategies of
breaking down word problems in order to master this topic. The students need more work on this
which shows.
Ito, C. (2001). School of EducationTraining & Technical Assistance Center. Retrieved from
https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/helpstudentsolve/index.p
hp

B) Language Arts

Questio Morgan DOM JOE EARL SHELTON HARMONY AMERICA KEYLYNN CHRYSTAL L’BRAYLA AYDEN
n

1 2/2 1/2 0/2 2/2 2/2 2/2 1/2 0/2 0/2 2/2 1/2
2 2/2 2/2 1/2 2/2 0/2 2/2 0/2 1/2 1/2 0/2 1/2
3 2/2 0/2 2/2 2/2 1/2 2/2 1/2 1/2 1/2 2/2 1/2
4 2/2 2/2 1/2 2/2 2/2 2/2 2/2 0/2 2/2 1/2 0/2
5 2/2 2/2 2/2 2/2 2/2 2/2 1/2 2/2 1/2 1/2 2/2
Score 12 7/12 6/12 12/12 7/12 12/12 5/12 4/12 5/12 6/12 5/12
 /12
Language Arts Results:
I would use the results from the language arts lesson to inform my plans for further lesson
which will continue the following day. It seems that most students answered question 3 with
great detail but still struggle with getting 100% in that area. It also seems that students are getting
one question correct with great detail but have a hard time getting the second one correct. The
students struggled to get both questions great when providing great detail and when finding the
topic and key details within a story. This is something that we went over a lot in class where
students should be understanding, but it seems that students need more instruction and modeling
before moving on to the next sequence of lessons. It is evident that the students are still learning
on how to find the main topic and supporting details when given a multi-paragraph text. The
results that were shown were expected since this was the first lesson that the students were
introduced to finding main topic and key details. According to a website called, Helping
Children to Identify Main Ideas and Supporting Details When Reading (2019), there are some
helpful steps for students to take when finding main idea and supporting details. The first step is
main idea in pictures, the second is finding main idea in single sentences, the third step is
diagraming a sentence into main idea or details, the fourth is diagraming paragraph into main
ideas and details, and the last step which is the fifth step is stating main ideas and details as
complete sentences. To see better results, the teacher candidate should use these steps when
trying to help students find the main idea and key details.

Ginsberg, M., Nicole, Ayesha, Nick, Raan, Jones, M., … Kamuanya, B. (2019, May 28).
Helping Children to Identify Main Ideas and Supporting Details When Reading. Retrieved from
https://www.speechandlanguagekids.com/helping-children-to-identify-main-ideas-and-
supporting-details-when-reading/

C) Social Studies

Social Studies Results:

I would use the results of the informal assessment to determine that only a few students
were having difficulty when using academic language to find main idea and key details when
given a page number. Most students during this in class discussion when modeling and working
together on the anchor chart, seemed to be understanding. When finishing up the anchor chart,
many 4/11 students seemed to have difficulty with following along, understanding and making
sure they are writing down their answers when going over as a group. Students need more
practice when in group work to make sure they are doing as told. A factor that I felt created the
students to not follow along would be the idea of not having this assignment be graded.
According to Mlicausi (2016), informal assessments can have cons which lead to the teacher
having no way to remember the material for planning purposes since there is no way to track for
progress or growth. With this being said, more formative assessments are benefited in lessons
instead of the usage of informal assessments.

Mlicausi, 1, mlicausi on J., & *, N. (2016, May 12). Pros and Cons of Informal Assessments.
Retrieved from https://mrslsleveledlearning.com/2016/05/pros-and-cons-of-informal-
assessments/

D) Science

Science Results:

The formative assessment that was used for science was an anchor chart. The students
worked on this on their own after watching the video up on the SmartBoard. Before the students
headed back to their seats, the teacher went over some questions after to see if students
understood. The teacher candidate also asked if they had any questions. The teacher candidate
used a checklist as the scoring guide for the formative assessment. On the anchor chart, students
were showing more understanding then they have in the previous lessons in the other content
areas. Some students were not meeting their full potential which showed when answering
questions about the video they watched. This can result in the students not paying attention to the
video or had no idea what the video was talking about. Some ideas that could have had students
understand the material better would be having the students be more engaged with the video with
the usage of a handout to allow them to follow along with. According to Lise Framstad (2016),
she states that creating short video assignments and connect the learning to real-life situations
can help students stay interested and engaged throughout the assignments.

Framstad, L. (2020, January 14). 4 Ways to Engage Your Students Using Video. Retrieved from
https://www.wevideo.com/blog/for-schools/4-ways-to-engage-your-students-using-video