Naytira Baker 5/7/13 1
New York State Academy for Teaching and Learning
Learning Experience
Final
NAME: Naytira Baker
LOCATION: Buffalo, New York
E-MAIL: [email protected]
TEACHING POSITION: Student Teacher, Kindergarten
SCHOOL: Maryvale Primary School
COOPERATING TEACHER: Mrs. Paula Magaris
SCHOOL ADDRESS: 1 Nagel Drive, Buffalo, NY
SCHOOL PHONE: 716-685-5800
Title of Learning Experience: Using Connecting Cubes For Addition New York State Learning Standards: Grade Level: Kindergarten Domain: Operations and Algebraic Thinking Benchmark: Addition Benchmark indicator: Understand addition as putting together and adding to,
understand subtraction as taking apart and taking from. Sample Indicator: Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,
expressions or equations. Peer Review Date: March 26, 2013 Peer Review Focus Question: How can I engage my students more in my learning
experience?
Naytira Baker 5/7/13 2
Table of Contents
Content Page Numbers
Learning Content
Congruency Table
Assessment Plan
Rubric
Student Work
Procedure
Resources
Differentiated Instruction/Modification
Table
Time Required
Reflection
Appendices
3
4
6
7-8
9
11
13
14
16
17
19
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Learning Context
Purpose:
The purpose of this learning experience is for students to grasp the idea of using
manipulatives to solve addition equations. The students learn how to use connecting
cubes of different colors to solve number stories. While using the cubes, the students are
instructed to use two different colors to represent the number groups in each addition
equation from the number stories recited. The students then become familiar with number
stories and how numbers can be used in real life situations.
Enduring Understanding:
Joining parts to make a whole is one interpretation of addition.
Essential Question:
What happens when two groups are joined together?
Guiding Questions:
How many colors can be used to represent number groups in addition
equations?
Key Vocabulary:
Number story: Stories involving number groups. Join: Bringing more than one item or object together. In all: Counting all items together. Altogether: Counting all items together.
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Congruency Table Level: Elementary Grade Level: Kindergarten New York State Common Core Learning Standards Standard Area: Mathematics Domain: Operations and Algebraic Thinking Cluster: Understand addition as putting things together and adding to understand
subtraction as taking part and taking from. Standard: K.OA1. Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds, (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
Instructional Tasks Learning Objectives Student Work Assessment Tool
-Create number
stories using
drawings shown on
the smart board.
-With limited
assistance from the
teacher, use objects
to represent
numbers in addition
equations. -Complete
Connecting Cubes
worksheet activity,
while using objects
to solve addition
equations.
-TSWBT will be
able to use
drawings of a pair
of shoes, a frog, and
an ice cream cone to
create number
stories. -TSWBT use
connecting cubes to
solve and represent
the addition
equations from the
number stories
recited.
-TSWBAT
complete the
Connecting Cubes
worksheet activity
while using two
different colored
connecting cubes
and crayons to
represent the
number groups in
each addition
equation.
-A verbal
explanation of the
number story
created with the
drawings shown on
the smart board.
-Use the connecting
cubes to
appropriately
represent each
number group and
solve the addition
equations.
-A completed
worksheet showing
that the student used
two different colors
to represent each
number group and
solved the addition
equations.
-The students are
not assessed for
their verbal
explanations, for
this part of the
lesson serves as an
introduction.
However, the
teacher takes
observational notes.
-The students are
assessed through a
checklist indicating
whether they are
able to use the
connecting cubes to
represent and solve
the addition
equations from the
number stories.
-The students are
assessed through a
four point
Connecting Cubes
Worksheet Activity
rubric that considers
the accuracy of their
answers, effort,
coloring and
coloring for
understanding to
represent and solve
the addition
Naytira Baker 5/7/13 5
equations.
Supporting Standard: L.K.4 Common Core Standard: New York P-12 Common Core Learning Standards Grade Level: Kindergarten Domain: Language Arts and Literacy Benchmark: Speaking and Listening Benchmark Indicator: Comprehension and Collaboration Sample Indicator: Describes familiar people, places, things, and events and, with
prompting and support, provide additional detail.
Classroom Background
This learning experience was taught in a general education classroom at Maryvale
Primary School. This classroom contains 24 students with one lead teacher. There are 11
girls and 13 boys, all ranging between the ages of 5-6 years old. All students are typically
developing, however, three students are diagnosed with ADHD.
Within the classroom, the students often demonstrate good behavior in order to
move themselves up on the behavioral color chart and take a visit to the treasure box
(which is further explained in Appendix C). The student’s seating consist of six desk
arranged in a U-shape. There are two floor areas with both white and yellow tape to
remind the students of their seating arrangements. The students work well from both their
seats and the floor areas. The classroom environment is welcoming and encourages the
feeling of safety. The classroom arrangement is further described in Appendix D.
Student’s Knowledge Prior to learning experience -Knowledge of colors -Knowledge of numbers stories -Identification of objects/items -Identification of numbers During learning experience -How to connect connecting cubes -Using (two) different colors to represent number groups After learning experience -How to represent number groups by color
-How to use connecting cubes to solve addition equations
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Assessment Plan
Diagnostic
Before the lesson begins, the student’s knowledge to addition and number stories
are determined during the anticipatory set. Use the smart board to display the students a
drawing of counters. Ask students to identify the drawing. Display drawings of a frog, a
pair of shoes, and an ice cream cone on the smart board. Use the photos to instruct the
students to create number stories. Ask students to identify the photos. Ask students to
recall the meaning of number stories. Instruct students to think of a number between 1
and 5. Use the suggested numbers to create number stories with the drawings. Direct the
students to the yellow tape area to demonstrate the use of connecting cubes for addition.
This activity serves as an introduction to the lesson; therefore, the students are not
assessed at this time.
Formative
Demonstrate how to use connecting cubes to solve number stories. Create a
number story and identify the number groups using (two different colored) connecting
cubes. Instruct the students to count the cubes in each number group. Connect all cubes
and instruct the students to count them all together. Direct the students to their seats to
work with the connecting cubes. Recite three number stories and observe how the
students use the connecting cubes to solve the addition equations. Assess the students
with a checklist on their ability to identify the number groups and count the connecting
cubes. Put a check mark next to the student’s name and under the number story that they
utilize the connecting cubes appropriately. Put an “X” next to the student’s name and
under the story that the student did not use the connecting cubes appropriately. Introduce
the connecting cubes worksheet activity and explain the directions. Display a copy of the
worksheet on the easel. The connecting cubes worksheet is found in Appendix F. Instruct
the students to look at the numbers under the squares. Instruct students to gather amounts
of connecting cubes according to their worksheet to solve the addition equations. Inform
students to color the squares with two different colored crayons to represent the two
number groups. Notify the students that they are not required to complete all seven
questions, however, if fully completed, the student earns a penny. The classroom
procedure is included in Appendix C.
Summative
The connecting cubes worksheet activity includes seven addition equations
sentences. The summative assessment is a reflection of the formative assessment. Provide
the students with the worksheet activity. Instruct the students to wait to be told to start the
activity. Notify the students to use the connecting cubes only for the worksheet activity
and when to begin. To complete the connecting cubes worksheet activity, students use the
strategies taught during the guided practice. The students are graded on their answers,
effort and their understanding of coloring to represent the number groups. The highest
grade that a student can receive for this activity is a16 out of 16.
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Use of Connecting Cubes for Number Stories Check List
Students Story 1 Story 2 Story 3
Student A
Student B X
Student C X
Student D
Student E X X
Student F X
Student G
Student H
Student I
Student J X X
Student K
Student L X
Student M
Student N X X
Student O X
Student P X X
Student Q X X
Student R X X
Student S X
Student T X
Student U X
Student V X
Student W X
Student X X
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Rubric: Operations and Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as
taking part and taking from. 1. Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds (e.g. claps), acting out situations, verbal explanations,
expressions or equations.
Attributes 4 3 2 1 0
Answers
___ out of 4
The student
completed all
addition equations correctly.
The student
completed 5-6
addition
equations correctly.
The student
completed 4
addition
equations correctly.
The student
completed 1-3
addition
equations correctly.
The student did
not complete
any addition
equations correctly.
Effort
____ out of 4
The student
completed all
addition
equations.
The student
completed 5-6
addition
equations.
The student
completed 4
addition
equations.
The student
completed 1-3
addition
equations.
The student did
not complete
any addition
equations.
Coloring
___ out of 4
The student colored
all number groups
to represent the
connecting cubes
used for the
worksheet activity.
The student
colored 5-6
number groups
to represent the
connecting cubes
used for the
worksheet.
The student
colored 4
number groups
to represent the
connecting
cubes used for
the worksheet
activity
The student
colored 1-3
number
groups to
represent the
connecting
cubes used for
the worksheet
activity.
The student
did not color any number
groups to
represent the
connecting
cubes used for
the worksheet
activity.
Coloring for
Understanding
___ out of four
The student used
two different
colors to represent
the two number
groups for all
addition equations.
The student used
two different
colors to
represent the two
number groups
for 5-6 addition
equations.
The student
used two
different colors
to represent the
two number
groups for 4
addition
equations.
The student
used two
different
colors to
represent the
two number
groups for 1-3
addition
sentences.
The student
used one color
to represent
the two
number groups
for all addition
equations.
Visuals to
Illustrate
Student Grade
Score:
Comments:
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Student Work
The work in this learning experience is representative of a kindergarten class of 24
students. There are no students with disabilities; however, there are three students who
have been diagnosed with ADHD. Considering the distinguished, proficient and
developing levels, 63% of the students were distinguished, 21% percent were proficient
and 16% were developing. It is obvious that the majority of students were able to
complete the assignment successfully. The pieces of student work included in the
Appendices H, I, and J show examples of distinguished, proficient and developing levels.
The assessment for the worksheet activity requires the students to use connecting cubes
to solve addition equations, and represent the number groups using two different colors.
When using the connecting cubes, the students are tested on their abilities to complete
addition.
Diagnostic Test
Level Number of Students % of Students
Distinguished 8 33%
Proficient 10 41%
Developing 6 25%
Total 24 100%
Summative Assessment Data
Level Number of Students % of Students
Distinguished 15 %63
Proficient 5 %21
Developing 4 %16
Total 24 %100
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Graph Summary
As shown in the above graph, majority of the students met the objective of the lesson,
with fifteen students who scored at the distinguished level on the post assessment, five
students at the proficient level who satisfactorily met the objectives, and only four at the
developing level who partially met the objectives but could use some help on the topic.
From the pre-assessment to the post-assessment, the number of students at the
distinguished level increased, as well as the number of the students at the proficient level.
The number of students at the developing level decreased, supporting the students
understanding of the objective. Though it is clear that the students show growth in the
proficient and distinguished areas, there are some threats to validity that exist. During the
input activity, students may not have been aware that they were being graded when only
working with the connecting cubes and chose to utilize the cubes for play purposes.
When completing the worksheet, students were aware that they were being graded, as
they are for any other worksheet activity. This may have encouraged the students to
complete the worksheet to the best of their ability.
0
2
4
6
8
10
12
14
16
Distinguished Proficient Developing
Pre-Asessment
PostAssessment
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Procedure
Objective: Students will be able to use connecting cubes to represent number groups and
solve addition equations.
Anticipatory set: Began by using the smart board to show the students a picture of
counters. Asks, “Who can tell me they see on the smart board?”. Students are expected
to answer correctly from having previous work experience with counters. Show the
students drawings of a frog, a pair of shoes and an ice cream cone using the smart board.
Ask the students to identify the photos. Ask students to define number stories. Ask the
students’ to think of a number between 1 and 5. Us the student’s suggested numbers to
create number stories with the drawings.
Input: Instruct the students to the white tape area. Demonstrate how to use the
connecting cubes to solve number stories. Recite a number story about three fishing boats
on the lake. Inform students about one boat on a lake. Hold up a red cube to represent the
boat. Inform students that two more boats appear on the lake. Hold up two blue cubes to
represent the boats. Join (connect) all cubes together. Ask the following questions:
-How many cubes are there all together? -Why are there two different colored groups of cubes? Direct students to their seats and inform students that they will practice using the
connecting cubes to solve number stories. Recite three number stories, while
demonstrating the use of connecting cubes. Instruct students to use the connecting cubes
to represent each number group. Ask the students to state how many cubes there are all
together for each number story. Observe and assess the student’s understanding of the use
of connecting cubes through a checklist. Introduce the Connecting Cubes worksheet
activity.
Modeling/Guided practice: Explain to students that they will use connecting cubes to
complete the worksheet activity. Reveal the worksheet to the students. Explain that the
squares symbolize the connecting cubes, which the students color according to the
numbers in each number group. Provide students with an example. Instruct students to
look at the worksheet and identify the numbers under the squares. Gather the number
identified by each student of (two different colors) connecting cubes. Connect all cubes
and ask students to count them all together. Direct the student’s attention back to the
worksheet and demonstrate color differentiation of the number groups, using a crayon.
Independent Practice: Place the materials at the student’s desk. Provide each student
with 20 connecting cubes (10 red and 10 blue). Instruct the students to work alone for this
activity. Inform students to only use the connecting cubes for work purposes. Walk
around the classroom to ensure that students are following directions and are on task.
Closure: After 10 minutes, have the students meet on the floor area to discuss their
answers.
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Assessment: The students are informally assessed throughout the lesson based on their
participation and answering questions. The students are formally assessed on their
completion of the Connecting Cubes worksheet activity. The student’s work is critiqued
from their on their answers, effort and their understanding of coloring to represent the
number groups.
Technology: Throughout this lesson, technology is only implemented during the
anticipatory set and input to display drawings. As followed is a description of how
technology could be further implemented within the lesson:
-Please consider adding an addition song in your lesson, specifically during the
anticipatory set. It’s developmentally appropriate and gives the students an opportunity to
utilize their bodily kinesthetic multiple intelligences.
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Resources
References - Envision Math Addition: Teacher's Edition. United States: Pearson Education Inc.,
2009. 181A-2C. Print. - Jordan, Toni. Addition. New York City: HarperCollins Publishers, 2010. N. pag. Print. - Williams, Rozanne L., and Michael Jarret. Little Number Stories. New York City:
Creative Teaching Press, Incorporated, 1995. N. pag. Print.
- Montague-Smith, A., & Price, A. (2012). Mathematics in Early Years Education. 3rd
Edition. Routledge, Taylor & Francis Group. Print.
Materials -Connecting Cubes Worksheets
Supplies -Pencils -Crayons -Connecting cubes
Technology -Smart Board - Google Images: http://www.google.com/images -Number stories: http://www.turtlediary.com/
Naytira Baker 5/7/13 14
Differentiated Instruction / Modification Table
Modification Table Specific
Modification
Rationale
Benefits
Environmental
management
Two class-wide
behavioral
management
systems: -Collecting pennies
to earn a trip to the
treasure box. If the
students collected up
to 10 pennies, they
were given an
opportunity to visit
the treasure box,
which contains
candy, pencils and
small toys. -Being able to move
ones self up on the
color chart. The color
chart included the
colors orange,
yellow, red, green,
blue, purple and
white. Students who
were on the green,
blue, purple and
white colors were
recognized in the
weekly newsletter
and also granted a
trip to the treasure
box. Students on the
red or orange colors
are given warnings
and are not rewarded.
Both of the
environmental/manage
ment strategies
mentioned were used to
encourage the
appropriate behavior
and also to motivate the
students to complete
given assignments.
Every Friday, during
free play or centers, the
students who earned 10
pennies and were on
specific colors, were
called to the back table
to pick out one item
from the treasure box.
Also, at the beginning
of each day, one
student is allowed to put
everyone’s pictures on
the color green to
promote a new day and
a fresh start.
Being individually
managed, the students are
able to see that everyone
is responsible for their
own behaviors.
Instructional The activity is taught
to the students
through a group
discussion. Students
work independently
during the worksheet
activity, where they
implement their
Because the students are
engaged in the activity,
while working with
connecting cubes, the
assignment appears to
be more exciting and
interesting. Providing a
hands-on experience
Having the opportunity to
use familiar
manipulatives during the
activity, the students have
to make the choice of
using the manipulatives
to work or play. The
students are given a
Naytira Baker 5/7/13 15
understanding of the
instructions
provided. Teacher
support is provided
when needed.
with manipulatives
that the students use
during play, encourages
the students to learn.
chance to demonstrate
their understanding of the
instruction and take
responsibility for the
completion of their work.
Material -One worksheet
activity for each
student. -20 connecting cubes
for each student -5 to 10 different
colored crayons for
each table.
The students were
instructed to work
independently during
this activity. Had the
students worked in
pairs, they may have
been encouraged to use
the connecting cubes for
play.
Being instructed to work
independently informs the
students that it is their
responsibility to utilize
the provided materials for
work purposes.
Furthermore, the students
understand that they are
responsible for their own
work.
Tasks -The students are
given the opportunity
to answer questions
about concepts
taught during the
anticipatory set and
input. -The students create
number stories by
suggesting numbers
and answering
questions to solve
addition equations.
-The students
complete a
worksheet activity
that requires the use
of connecting cubes
and crayons to
represent and join the
number groups seen
in each addition
equation.
The goal of the lesson is
to engage the students
and have them use their
creativity when given
the option to choose
numbers. Students are
also allowed to express
creativity when
completing their
worksheet activities
because they can
represent the number
groups by color.
Students learn that math
can be used in real life
situations. Students also
learn how to represent
number groups while
using the different
colored connecting cubes
and crayons.
Naytira Baker 5/7/13 16
Time Required
Planning
This lesson takes about 35 minutes to plan. This includes the time to find
the drawings used for the anticipatory set. Also, the student’s worksheet activity was
created through Microsoft Word, which 26 copies were printed to be administered.
Implementation
This lesson was designed to be completed within a 30-35 minute range. This
includes the anticipatory set, input, guided practice, independent practice and the closure
of the lesson. The students are given 15 minutes to complete the worksheet activity
provided.
Assessment
The formative assessment only takes three minutes to administer. The students are
only required to provide a number between 1 and 5. The post assessment takes five
minutes due to creating the number stories and demonstrating how to utilize the
connecting cubes. The students are given 15 minutes to complete the summative
assessment. Each worksheet takes one minute to grade effectively.
Schedule
Before the addition unit, the students learn about money and the value of different
coins. The students practice counting coins each day during their morning routine. After
this learning experience, the students began a unit on subtraction, where they learned to
distinguish and separate groups of objects or items. This learning experience was taught
during this time of the year because the students had just begun learning about money
and value.
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Reflection
This Learning Experience was created specifically for Dr. Jeff Arnold’s course,
EDU 327: Teaching to The Standards at Daemen College. This learning experience was
developed to teach students how to use connecting cubes to solve addition equations.
Though the students were being taught addition, it was important that the students were
able to represent number groups. Throughout the lesson, the students were able to review
number stories, which were also important because number stories indicate that
mathematics can be used in real life situations.
Reflecting on this learning experience, I feel as though I met my personal
teaching objectives, seeing that majority of the students scored in the both the
distinguished and proficient levels. The students enjoyed using the connecting cubes to
solve their addition equations. Before teaching this lesson, I was aware that the students
were already familiar with connecting cubes, which I felt would encourage their
participation. Also, having the students create number stories during the anticipatory set
challenged the students and encouraged them to think about numbers in a realistic view.
When grading the connecting cubes worksheet activity, I became very happy with
the student’s results. There were 15 students who scored at the distinguished level, 5
students who scored at the proficient level, and 4 students who scored at the developing
level. Before the post-assessment, only 8 students were at the distinguished level, which
clearly proves that the students were able to meet the objectives. The graded rubrics also
explain that the students were graded on their answers, effort and their understanding of
coloring to represent number groups.
This learning experience impacts the student’s life outside of school because they
are able to use objects/items or people to create mathematical equations. Rather than
using numbers, the students are able to demonstrate the use of different manipulatives to
create number stories and solve addition equations. When creating number stories
involving real life situations, students are able to identify number groups of their choice.
This learning experience is beneficial to the students overall because it involves numbers
which the students use when telling time, using money, playing sports, etc. While
creating this lesson, I wanted the students to be able to have fun using the connecting
cubes. I was reassured of this when a student said to me, “I love connecting cubes. I play
with them at home. I did not know that we could use them for math too.”
My peer review for this learning experience took place on Tuesday, March 19,
2013 at Daemen College. The focus question is as followed: How can I engage my
students more in my learning experience? During my peer review, my group members
provided me with great feedback on the implementation of my learning experience. One
of my group member said to me, “I love that you had the student create number stories
used during your anticipatory set. That was a very creative idea!” I thanked my group
member for her comment and informed her that I thought of the idea myself. Based on
lesson learned, I modified my learning experience by including an addition song, which
was suggested by another group member. The next time that I teach this lesson, I will
Naytira Baker 5/7/13 18
include a song about addition and encourage the students to sing and dance. This will
encourage the students to utilize their bodily kinesthetic and musical multiple
intelligences. Students who differ in learning styles may become more interested in the
lesson.
Naytira Baker 5/7/13 19
Appendices
A. Letter Home to Parents
B. Classroom Rules
C. Classroom Procedures
D. Classroom Floor Plan
E. Visuals Used During Smart Board Activity
F. Connecting Cubes Worksheet Activity
G. Post Assessment Teacher Exemplar (Distinguished Level)
H. Student Work at Distinguished Level and Rubric
I. Student Work at Proficient Level and Rubric
J. Student Work at Developing Level and Rubric
K. Peer Review Comments
L. Lesson Sketch
M. Power Rubric
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APPENDIX A-Letter Home to Parents
Dear Parents,
Next week, we will be starting a unit on addition. The students have been learning
about money and value, which is the perfect way to transition into addition. The students
will use manipulatives such as counters, connecting cubes and dominoes pieces to solve
addition equations. I invite you to our classroom to join us for some addition fun. As
always, if you have any questions or concerns, please do not hesitate to call or email me.
Thanks for your support!
Miss Naytira Baker
Naytira Baker 5/7/13 21
APPENDIX B-Classroom Rules
1. Follow directions.
2. Raise your hand before speaking or leaving your seat.
3. Keep hands, feet and objects to yourself.
4. Work safely on assigned tasks.
5. Share classroom resources by taking turns.
Naytira Baker 5/7/13 22
APPENDIX C-Classroom Procedures
1. Seating Arrangement: The students have assigned seats that are arranged by
boy/girl, boy/girl. The students also have assigned seat at both the white and
yellow tape areas. The tape areas give the students a closer view to the smart
board and easel.
2. Behavior for entering the classroom: The students are instructed to place their
belongings on the hook, their folders in the bins and their books inside their
cubbies.
3. Behavior when leaving the class: The students are instructed to get on line quietly
and follow the teacher as she leads the line. The students are expected to stay
quiet in the hallways. The students always wait for the teacher directions to line
up. When lining up for lunch, the students make two lines, dividing those who
brought their own lunch and those who are purchasing lunch.
4. Bathroom: There is a bathroom inside the classroom, which the students use after
getting permission from their teacher. After lunch, the students go to the bathroom
located in the hallway in groups.
5. Responsibility: Every week the students are assigned classroom jobs such as line
leaders, board eraser, office monitor, etc. The students are given instruction for
each job and are expected to fulfill that responsibility.
6. Completed assignments: When students have completed their given assignments,
they are to put their assignments in the “finished work” bin. If other students are
still working, those who have completed their work may read a book or choose a
center.
7. Procedure for going to the clinic/nurse: Students notify the teacher that they are
not feeling well. They will be given a slip and sent to the nurse with another
student.
8. Rules for attire: If dressed inappropriately, students may be sent home or provided
with clothing from school.
9. How to ask for assistance: The students raise their hands to get the teachers
attention.
10. Behavior management: The students are given pennies all throughout the week
for good behavior. If students earn up to 10 pennies, they will earn a visit to the
treasure box, which includes candy, pencils and small toys. The students are also
managed by a color chart that includes the colors white, purple, blue, green,
yellow, red and orange. If the students are behaving appropriately, they will be
instructed to move themselves up on the color chart. If the students land on the
colors white, blue, purple or green; they are on the right track. Students who land
on the colors red, yellow or orange are not behaving well and will be warned and
not rewarded.
Naytira Baker 5/7/13 23
APPENDIX D-Classroom Floor Plan
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APPENDIX E-Visuals Used For Smart Board Activity
Naytira Baker 5/7/13 25
APPENDIX F-Connecting Cubes Worksheet Activity
Name _________________________________
Use the connecting cubes to find the answer. Color each number group a
different color.
Example
and
is
5 2
Now you try.
1.
and
is
3 1
2.
and
is
3 4
3.
and
is
6 3
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4.
and
is
6 4
5.
and
is
5 5
6.
and
is
7 3
7.
and
is
8 2
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APPENDIX G-Post Assessment Teacher Exemplar
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APPENDIX H-Student Work at the Distinguished Level and
Rubric
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APPENDIX I-Student Work at the Proficient Level and
Rubric
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Student Work at the Developing Level and Rubric
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APPENDIX K-Peer Review Comments
Warm Comments Cool Comments
1. Relation to Standards
We really liked that the
vocabulary words are defined in
simple terms. This allowed them to
relate well to the standard you
incorporated.
Your lesson aligns to the
standards.
Relation to Standards
Please consider using an
ELA writing standard as a
supporting standard.
You may also want to
consider using a NYS common
core color standard.
2) Intellectual Challenge
We agreed that your lesson
was developmentally appropriate for
the grade level you were teaching
(kindergarten).
The use of pictures to make
relatable addition word problems
sounds really fun!
We thought it was nice that
you challenged the students in your
classroom from the beginning to the
end of the lesson.
It was wonderful to note
that the students in the
class were ready for that
kind of challenge.
Your enduring understanding,
guided questions and focus questions
are solid! They are engagement
oriented and truly guide the direction
of your lesson.
Intellectual Challenge
Was the summative
assessment the same as the
formative assessment?
Was the same worksheet
used twice during your lesson?
At times there could be
more modeling to set an example
for the students. Please consider
incorporating some more
modeling, especially when you did
“counters” with the students and
during the worksheet included in
guided practice.
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3) Assessment Plan
We all agreed that your
visuals at the bottom of your rubric
were really appealing.
The assessments seemed
developmentally appropriate for the
kindergarten level.
Assessment Plan
Are there other ways
besides anecdotal notes to assess
the students understanding of the
material?
I think that the four-point
rubric seemed a bit advanced for
the kindergarten level. Maybe
instead of having numbers,
incorporate a form of images
going from happy to sad.
You may want to make the
number sentences mandatory for
every student.
What is the difference
between “Answers” and
“coloring” on the rubric?
4) Engagement
The use of technology to
draw the students into the lesson
was great!
We liked how you constantly
engaged the students in hands on
math activities, especially with the
counting cubes!
Engagement
Please consider having
small groups (1 to 4 students) and
ask everyone to count the students
in the group. After add more
students to the group and ask them
how many students are now in the
group. This will allow you to use
the students as models for
counting.
Please consider going over
a “number story” before asking
the students to come up with one
themselves.
You may want to provide
different worksheets for the
different levels of students
(developing, proficient,
distinguished – easy to more
challenging addition problems)
5) Adaptability
We thought it was great to
show the students the worksheet
before doing the lesson.
We thought it was good to
explain to the students that they
didn’t have to complete both
worksheets.
Your anticipatory set to your
lesson was wonderful. The use of
Adaptability
Did you use leveled
worksheets with your students? Or
were your students on the same
developmental ability level that
you don’t need to use leveled
worksheets?
How did you adapt the
lesson for the three students with
AD/HD?
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the props really grabbed the
student’s interest of the activities. How many students
worked on the independent
practice worksheet in pairs? Was
this considered on their grade for
the assignment?
Please consider revising
your rubric. We felt that it was
confusing to read, especially in
your choice of words throughout
the different levels.
6) Technology Integration
We think that the use of the
smart board in your lesson worked
out very well.
It seemed that the students
knew how to use the smart board.
We liked that you included
technology that was easy for
everyone to use.
Technology Integration
What technology was
available to you in your
classroom?
Please consider adding
and/ or using an addition song in
your lesson, specifically during the
anticipatory set. It’s
developmentally appropriate and
gives the students an opportunity
to get up and move around a little
bit instead of constantly sitting
down.
7) Presentation/Implications
You came to your
presentation professionally dressed.
Great tone of voice!
We liked how you brought
the student work and explained the
worksheet.
Presentation/Implications
Watch out for words
ending with –ed. Please consider
revising your learning experience
using the present tense. It’s a
requirement for the assignment.
Please consider adding
page numbers to the bottom of the
pages. This is also a requirement
for the assignment.
Don’t forget to give your
rubric a title!
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APPENDIX L-Lesson Sketch
Objective: The students will be able to use connecting cubes to join groups.
Materials: Worksheets, connecting cubes, crayons and smart board.
Anticipatory Set: Start off the lesson by asking students, “Who remembers what we did
with the counters yesterday?” Choose students with their hands raised to answer. Inform
students that they will complete addition equations, but with a different tool. Inform
students that before we start, we will watch a video. Notify students to pay very close
attention to the video because they will be asked questions later on. The video was taken
from a Sesame street episode and will expose students to adding groups of animals. After
the video, ask the students, “What happened in the video?”
Input: Inform the students that we will use connecting cubes to solve math problems.
Also, after the video, there will be a slide with pictures of an ice cream cone, a frog and
shoes. Ask the students to help create a number story using the pictures. After choosing a
picture, choose two students to give me numbers between 1 and 10 to create a number
story. Hold up the connecting cubes to represent the two number groups. Ask the
students, “Why do you think I used two different colored cubes?” Instruct students to
count the connecting cubes all together.
Modeling/Guided Practice: After the number stories, direct students over to the yellow
tape, where you explain the directions to complete the worksheet activity. The activity
worksheet will require students to use their connecting cubes to find the answers to the
number sentences under the boxes, which represent the connecting cubes. Demonstrate
two examples to make sure that they students understand the directions.
Independent Practice: Distribute the worksheet and connecting cubes to the students.
Each student will get 20 connecting cubes. Students will work independently on this
activity.
Assessment/Closure: As the students are working, observe and provide help as needed.
Look to be sure that they students are doing the activity correctly.