Math:

Names: Able to solve money Solves greater than Comments:

word problems and or less money

count the appropriate pictures:

number for change:

Gabby 6/10 6/8 Struggles all

the way

around with

basic word

problems and

money. She

has a hard

time

understanding

details without

someone

having to be

right there by

her side. She

doesn't like to

pay attention.

Abby 8/10 8/8 Struggles to

pay attention

and takes a
 long time to do

work, but

understand

the concept.

Rylan 7/10 6/8

Eliza 10/10 8/8

Aryanna 10/10 6/8

Jonah 4/10 7/8 Struggles for

the concept.

Aubree 8/10 5/8

Landon 6/10 7/8 He struggles

unless he

uses his

manipulative

ways, but

without his

friends using

them he does

not want to

use them.

Riley 5/10 6/8 Struggles with

concepts in all
 areas,

especially

math.

Issac 9/10 8/8

Violet 8/10 5/8

Lilliana 7/10 7/8

Grayson 8/10 7/8

How will I use this:

When dissecting this information and analyzing how one could use it to help the students

with gaining knowledge and understanding of money the teacher candidate has realized that out

of thirteen students seven of the students have an understanding of the concept of counting coins

and solving word problems, while four students struggle with understanding word problems

dealing with money and how to solve those problems. While moxy students have an

understanding of the concept there are still many areas of improvement for at least nine of the

students could use extra support in order to understand money as well as the word problems

dealing with money. When analyzing the students' data there were only a few questions, that is

the students took a moment to reread the word problem and find the key word that deals with

addition and subtraction they would have been able to solve the problem correctly.

Next, looking at the students who were very below average when looking at their

assessments they need more support put in place. The students do not only need one- on- one

interventions with the teacher, but the students would also benefit from interventions that will be
able to help them understand how to solve word problems dealing with keywords. The students

will benefit through extra work that will be assisted by the teacher to help them.

Did I expect these results:

When analyzing the results as a whole the results were kind of shocking. The students

that were expected to be higher had some incredibly lower scores than expected. There were a

few students that their scores were very evident in the way in which they learn in class and how

much they participate. One result that was shocking is when one of the student ones was

observing the score higher than expected, he scored exceptionally high. One would say that

because through the observations in class the student did not pay all that much attention to the

lessons being taught in school. The students did well with the understanding of greater than, less

than, or equal to when comparing the coins values to one another. The struggling students had a

hard time finding the keywords that identify addition and subtraction within words problems.

Even when a chart was made dealing with key words one should look for during solving word

problems, but still did not use the chart to understand word problems and their key words. So,

these results were not expected, but they showed where students might have been struggling

without asking questions.

Science:

Names: Understands push ✅/ ❌ Comments:

and pull/ force and

motion.

Gabby 5/8 ❌ Mixed up a

 few between

push and pull.

Abby 3/8 ❌ Could not

focus so she

was just

guessing even

with the help

from the

teacher.

Rylan 6/8 ✅

Eliza 8/8 ✅

Aryanna 7/8 ✅

Jonah 6/8 ✅

Aubree 7/8 ✅

Landon 8/8 ✅

Riley 5/8 ❌ Mixes push

and pull up

Issac 7/8 ✅

Violet 5/8 ❌ Was coloring

the wrong

pictures but
 was able to tell

which was

which.

Directions did

not make

sense to her.

Lilliana 7/8 ✅

Grayson 8/8 ✅

How will I use this information:

Looking into the information and looking at how during the next lesson one can

incorporate this into future lessons it is evident that one should allow the students to do stations

before they do a worksheet because it will deepen their understanding of the concept and can

help the struggling student understand with a visual representation. Stations allow for hands-on

experience that some students need because that is the way in which they learn better. With there

being different styles of learning the teacher candidate should take that into consideration when

planning the future lesson. As stated in an article 15 Powerful Reasons to Use Stations in the

Classroom, the author Katrina states, “One effective approach is the use of station activities

in the classroom. Station activities are designed to provide students with a variety of

learning experiences, all within the same class period. The benefits of using station

activities in the classroom extend to both the students and the teacher” (Katrina, 2023).

This helps one realize that using stations allows for helping not only students, but

teachers to see where understanding is at and where there is a struggle. Stations are a
good assessing tool before giving the student a true assessment such as formative or

summative assessment.

Did I expected these results:

Analyzing the results from the students' formative assessment were the results that one

could expect. The results were better for science than they were math due to the fact that there

was more hands-on learning for the students. Did one think that science would be better than

math? The answer to that is no, but one believes that due to it not being taught as much it is

evident that they find that content area more enjoyable and not like the students feel forced to

learn about it. The results were more shocking due to the amount of students who had scored

higher on the science summative assessment when they were just introduced to the topic, while

during math they had previously been learning in prior weeks.

ELA/SS:

Names: Wrote their letter ✅/ ❌ Comments:

while getting the

majority of the rubric

correct.
Gabby 10/15 ❌ Comments left

on rubric/ held

individual

conference.

Abby 13/15 ✅

Rylan 13/15 ✅

Eliza 15/15 ✅

Aryanna 14/15 ✅

Jonah 12/15 ❌ Comments left

on rubric/ held

individual

conference.

Aubree 13/15 ✅

Landon 11/15 ❌ Comments left

on rubric/ held

individual

conference.

Riley 11/15 ❌ Comments left

on rubric/ held

individual

conference.
 Issac 14/15 ✅

Violet 13/15 ✅

Lilliana 14/15 ✅

Grayson 12/15 ❌ Comments left

on rubric/ held

individual

conference.

How will I use this information:

Through looking over and analyzing the information about the students' writing and how

well they did it is evident that they still need work on the writing process. When writing and to

help the students develop their writing one should have the writing process posted in the

classroom to allow the students to refer to when writing/ typing their papers in the future. Some

students struggle with meeting the informational needs that the teacher candidate was looking

for, while others struggle with just meeting the requirements of prompt. Some of the students

that scored lower than their classmates on their writing is because they misspelled sight words,

and had errors, where one did not think that they would have errors in. Those lower scoring

students should be placed in a writing group to help strengthen their writing and when given a

new prompt the teacher should pull them and help them or differentiate their rubric and checklist

a little more.

Did I expect these results:

 Did these results be ones that one could expect? No, a lot of students struggle with

writing and getting their thoughts down on paper so with the majority of the class scoring a

thirteen or higher was surprising because it is evident during observations that the students

struggle with forming sentences that make sense and flow nicely. For the most part some

students' results were spot on with only missing a few points, but still passing. The students

worked hard on this assignment so they put in the best effort they could and that is not an area of

surprise. The students did well, the scores were surprising, but illustrated the students strengths

and weaknesses and what and who needs more support and structure to strengthen their writing.

Discussing the important feedback to students:

During discussion feedback with students and helping through adding support and extra

time for the struggling students to complete work one would believe that feedback was helpful,

but the students still need further in depth feedback and help. When researching how feedback

can be beneficial to the students it was evident when students receive feedback their knowledge

for content they are learning about grows. As stated in an article The Importance of Feedback,

the author Robert Holl states, “Focused, specific feedback helps students understand learning

objectives, choose the best strategies for the task, make course corrections throughout the

learning process, monitor their own learning, and determine where to go next” (Holl). While the

feedback was beneficial to the students there needs to be a further extent to the students verbal as

well as written feedback to help them grow and expand their learning.

With regards to the feedback given to Child A the student would apply the feedback

when she wanted to and she was on task and focus and an adult would be redirecting her to tasks.

If the student was not focused for the day no matter the feedback given she would not apply it to

the concept that the class was learning about. Does the student benefit from the feedback given,
yes she was growing when applying the feedback given, but it took a lot to get her to understand

the feedback that was being supplied to her.

When giving feedback to Child B one does not believe that feedback benefits his learning

through the feedback given. The student did not seem to apply any of the feedback given when it

came to certain areas and while he was not following what the teacher was doing her was still

scoring well on the assignments that he was doing and turning in with only missing a few points

in certain areas. Does one believe that if he would have applied the feedback given then he

would have done better? Of course, the work would have been more than likely a very high score

if the student did add or apply the feedback that the teacher was giving him.

Describe what one learned through assessments and teaching:

When giving the assessment to the students it was difficult in some areas due to the fact

of not knowing if the students gained all the knowledge that one taught them. When teaching and

seeing which students interacted during the lessons were the students that scored really well on

the assessments. When analyzing the assessments and looking at them from the teaching aspect it

was evident that some students truly struggled in areas that were hard to assess and provide

support to. But after giving the assessments and being able to provide the students with feedback

it is very evident if some students were placed in certain groups and made a rotation station

dealing with the students writing then the students will grow tremendously.

When looking for support on stations that would help the teaching in whole group

instruction as well as in small group instruction it was evident students and teachers would

benefit from them. Teachers instructing the whole class in their writing will get the baseline

across that the teacher is looking for, but having stations with all the students and the teacher

being able to see how each group is progressing is beneficial because the students can gain
feedback as well as individual support. As stated in a blog, Small Group Writing instruction that

Works, the author Shelley explains, “The beauty of small group writing instruction is that the

collaboration is taught and modeled so that when they are writing on their own or with partners,

they can use the same strategies and language with their classmates” (Shelley). The way in which

having small group instruction allows for the students to gain more knowledge on strategies and

for the teacher to break down and differentiate instruction to either help or challenge a group's

writing.

What would one do differently:

During lesson week an area that one would do differently is allow more hands-on

activities for the students. The reason to have more hands-on activities is because with second

graders it is evident that students are more likely to apply what they are learning about if they use

manipulatives and stations within the lessons. Another area that one would have done differently

during lesson week is doing the stations before having the students do their formative assessment

piece. Having the students do the stations before their formative assessment allows them to have

a deeper understanding of the content or concept that they are learning about and they can apply

what they were learning at each station to the formative assessment that they end up doing.

Changing these areas within the future lessons will allow for the students to gain more

knowledge before assessments are given. The change will also allow the teacher to make sure

that the students understand and have a baseline of the understanding before giving them the

assessment. Seeing the teacher who is struggling will allow the teacher to provide extra support

to the student or students and give them time to help them comprehend the lesson materials.
 References

Holl, R. (2019, August 1). The importance of feedback: Learning A. Z.

https://www.learninga-z.com/site/resources/breakroom-blog/importance-of-

feedback#:~:text=Focused%2C%20specific%20feedback%20helps

%20students,determine%20where%20to%20go%20next.

Katrina. (2023, February 25). 15 powerful reasons to use station activities in the

classroom. The Animated Teacher.

https://www.theanimatedteacherblog.com/station-activities-in-the-classroom/

Shelley. (2021, September 14). Small group writing instruction that works (a blog series).

The Write Stuff Teaching. https://thewritestuffteaching.com/small-group-writing-

instruction/#:~:text=The%20beauty%20of%20small%20group,and%20language

%20with%20their%20classmates.