ELM 590 STEP Assessment and Data Literacy Worksheet
ELM 590 STEP Assessment and Data Literacy Worksheet
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**PLEASE NOTE*** I have already started filling this out so I just need whatever is blank to be filled in by following each days lesson. I have already wrote the relfection as well so feel free to add to it.
Assessment Description
At this stage in the unit development, you have aligned student learning to state, national, and technology standards, and assessed your students’ knowledge and abilities related to your targeted content.
Collaborate with your cooperating teacher/mentor to design a unit of instruction that aligns to state content standards. Include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students. Implement your unit and analyze data to determine learning outcomes. ELM 590 STEP Assessment and Data Literacy Worksheet
Follow the instructions found in the STEP Template. Complete STEP Standards 3-5 that includes the following:
- Assessment and Data Literacy
- Unit and Lesson planning
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STEP Standard 3- Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.
| Subtraction worksheet to determine how much they know. Based on what students know, the class will be dived into groups. Worksheet is “Are You Ready”? |
| Number of Students | |
| Highly Proficient (90%-100%) | 5 |
| Proficient(80%-89%) | 10 |
| Partially Proficient(70%-79%) | 4 |
| Minimally Proficient(69% and below) | 3 |
| Pre-Assessment Analysis: Whole Class | |
| Based on the data above about the pre-assessment, the lesson did not require any changes to the academic standards I chose. Both the learning objective and learning goals will also remain the same with no changes. Students that were minimally proficient, and partially proficient were given some extra time to finish their work worksheet and given additional practice sheet to complete at home. “Using at least one formative assessment daily enables you to evaluate and assess the quality of the learning that is taking place in your classroom,” (Dodge, 2021). ReferencesDodge, J. (2021). What Are Formative Assessments and Why Should We Use Them? https://www.scholastic.com/teachers/articles/teaching-content/what-are-f |
| Post-Assessment –Copy and pastethe post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether studentsare Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives. |
| Part of the post-assessment helped me asses the students understanding of how much they knew about representing and solving subtraction problems. Additional test prep opportunities were given to the class for them to practice online for then to prepare for Getting Ready for High Stakes Assessment.The spiral review problems will help determine if the students have retained information taught during the instruction. Students will need to demonstrate and ability to add doubles. |
STEP Standard 4- Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrateyour understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.
Grade Level: First Grade
Unit/Subject:Operations and Algebraic Thinking
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | |
| National/State Learning Standards | NY- 1.OA.1Use addition and subtraction within 20 to solve word one-step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknown in all positions. | NY- 1.OA.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. | NY-1.OA.3Apply properties of operations as strategies to add and subtract.(Examples: If 8 +3=11 is known, then 3+8=11 is also known)*Commutative property of addition* | NY-1.OA.4Understand subtraction as an unknown-addend problem within 20.(Example: Subtract 10-8 by finding the number that makes 10 when added to 8) | NY- 1.OA.5Understand subtraction as an unknown-addend problem within 20 *Review day* |
| Specific Learning Target(s)/Objectives | Students will solve subtraction word problems and represent subtraction in different ways such as with objects, drawings, and equations. | Students will use counting back as a strategy to solve basic subtraction facts. | Students will use counting on as a strategy to solve basic subtraction facts. | Students will use addition to solve basic subtraction facts. | Students will use making a ten as a strategy to solve basic subtraction facts. |
| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | Equation, subtract, difference, minus, take away | Count back | Count on, addition | Difference, Minus, subtraction | Equation, subtract, difference, minus, count back, count on. |
| Unit Resources, Materials, Equipment, and TechnologyList all resources, materials, equipment, and technology to be used in the unit. | PencilSmartboardVideo “Subtract with a Pirate”Into Math By, Houghton Mifflin | PencilSmartboardInto Math By, Houghton Mifflin. ELM 590 STEP Assessment and Data Literacy Worksheet | PencilSmartboardInto Math By, Houghton MifflinTwo color counters | PencilSmartboardInto Math By, Houghton MifflinConnecting cubes | PencilSmartboardReview worksheet“Check Understanding” |
| Depth of Knowledge Lesson QuestionsWhat questions can be posed throughout the lesson to assess all levels of student understanding?· Level 1: Recall· Level 2: Skill/Concepts· Level 3: Strategic Thinking· Level 4: Extended Thinking | What’s the meaning of subtraction?What’s the meaning of addition? | What symbol shows it’s a subtraction equation?What symbol shows it’s an addition equation? | Determine whether the number sentence is true.Recall– children’s answers to this question will demonstrate if they understand the meaning of subtraction | Turn and Talk activity. Encourage the students to think about how the pictures on this page helped them to write a subtraction story.Ex: I saw that some butterflies were orange, and some were purpleBasics application of skills and concepts– Students will explain what tools can use to represent the subtraction problem. | Strategic thinking and complex reasoning– Children’s answers will demonstrate if they can make their own subtraction problem and represent it with an equation and a drawing. |
| Anticipatory SetHow will students’ prior knowledge be activated as well as gain student interest in the upcoming content? | This warmup activity allows to test student’s prior knowledge. For example, allows children to think about the equation 4-2= 2. | This warmup activity allows students to think about the relationship between addition and subtraction. | This warmup activity will allow students to describe what is happening in the picture while creating a subtraction | This activity will allow students to use learned vocabulary words to create their own equation sentence. Students will then write it out and solve their equations. | In this warmup, students will use what they learned to solve subtraction equations. By using counters, they will then model the equation on their own and write the correct answer. |
| Presentation of Content | |||||
| Multiple Means of RepresentationDescribe how content will be presented in various ways to meet the needs of different learners. | Auditory math drillVisual representation on smart board, books.By having students watch the video on subtraction, students will be able to see it on the whiteboard and then can demonstrate it on their own | By using the smartboard, students will work as a class to solve subtraction equations. They will then work on their own while using the smartboard for reinforcement. | During circle time, we will read a book about subtraction, students will be asked to give an example of words that describe the sentence problem. This meets the needs of all students by using visuals during the story time and then reviewing each meaning of the words. | Students will work on Iready while on their chrome books. They will use their headphones to complete word problems. The use of technology is a great way to meet the diverse needs of each student. I will walk around to assist students if they are experiencing difficulties. | With the use of their chrome books, students will complete the review on subtraction. This activity will help them understand how to find the difference in the equations. They will also be able to point out key words that show them what they must do to solve the problem. For example, Sam has 5 balloons and 1 flew away, how many balloons does Same have left? They will then have to write the sense |
| Multiple Means of Representation DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support) | For differentiation the use of visuals will allow students to see the vocabulary words and discuss them.For early finishers, students will be allowed to move on to the next page. | ||||
| Application of Content | |||||
| Multiple Means of EngagementHow will students explore, practice, and apply the content? | Students will be called on to explain what words shows us that we need to subtract in an equation. | Small group work will allow students to work together to draw a picture to represent the following story. (11 chipmunks are in a three. 3 run away. How many chipmunks are in the tree now?) | During small group time, students will write an equation that represents the picture they drew about the chipmunks. Ask students which number do you start with? And which number are you taking away? | With the use of the MathBoard, write a subtraction problem, such as 13-8= on the board. Have children work together to solve the equation. Students should record their story and the equation on the MathBoard. Have children discuss the connection between the story and the equation. | |
| Multiple Means of Engagement DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional sources/support) | The use of visuals on smart board and extended time will be provided. Early finishers will be allowed to move on to next page in their math books | The use of visuals on smart board and extended time will be provided. Early finishers will be allowed to move on to next page in their math books | The use of visuals on smart board and extended time will be provided. Early finishers will be allowed to move on to next page in their math books | The use of visuals on smart board and extended time will be provided. Early finishers will be allowed to move on to next page in their math books | The use of visuals on smart board and extended time will be provided. Early finishers will be allowed to move on to next page in their math books |
| Assessment of Content | |||||
| Multiple Means of ExpressionFormative and summative assessments used to monitor student progress and modify instruction. | Students will complete the Are You Ready worksheet. If students are experiencing difficulties, I will walk around to provide some guided instruction. | Students will complete the Fluency- Addition and Subtraction worksheet. This will evaluate their understanding in adding and subtracting within 5. | Students will complete the spark your learning activity. Student will circle or cross out 2 frogs to show the frogs that hopped away, they are demonstrating exemplary understanding of the concept. Students will have the opportunity to share and explain how they got their answers with the rest of the class. | Students will reflect on the Spark your learning activity. Students will discuss how they subtracted; they understand the concept of subtraction but may find it challenging to write an equation later. To activate prior learning, have students mark the frogs in some way so that they can see the original frogs. Ask how you can use your drawing to show the frogs that hopped away? Why might you want to erase the frogs? | Use Exit Ticket (12 goats are in a field. Then 7 goats run away. How can you write a subtraction equation to find how many goats there are now?) Have students complete the worksheet Write and equation to solve. This will test how much the students learned throughout the lesson. According to the results, I will provde students with additional worksheets to practice on at home. |
| Multiple Means of Expression DifferentiationExplain how materials will be differentiated for each of the following groups:· English Language Learners (ELL)· Students with special needs· Students with gifted abilitiesEarly finishers (those who finish early and may need additional resources/support) | For the students with special needs, they will have an extended vocabulary list | ||||
| Extension Activity and/or Homework | |||||
| Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. | Students will be asked to draw a picture using a subtraction equation. Students will then be asked to write out the equation and solve the problem. Students will have the opportunity to share their work to the class the next day. | Students will be asked to draw a picture using a subtraction equation. Students will then be asked to write out the equation and solve the problem. Students will have the opportunity to share their work to the class the next day. | Students will be asked to draw a picture using a subtraction equation. Students will then be asked to write out the equation and solve the problem. Students will have the opportunity to share their work to the class the next day. | Students will complete the test prep worksheet. The test prep items provide a subtraction problem that assess understanding. | N/A |
STEP Standard 5- Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video prior to submitting.
Video Recording Link:
Summary of Unit Implementation:
By the request of the cooperating teacher, a unit on subtraction strategies was developed to teach the understanding of subtraction strategies on a first-grade level. The activities designed for the lesson helped improve students understanding and helped improve learning. The unit first started off with a worksheet called “Are you ready”? This served as a pre-assessment tool to help diagnose prerequisite mastery, help identify intervention needs and to modify and set up leveled groups. The lesson was then followed by a subtraction song to enhance their learning. The lesson focused on solving subtraction word problems and represent subtraction in different ways, such as with objects, drawings, and equations. Students gained understanding on what subtraction means and were able to explain it in their own words. The final part of the lesson included a hands-on activity. Students used counters to help solve subtraction equations. For example, show children 10 counters, ask a volunteer to take a counter away. Next, ask children how many counters are left. ELM 590 STEP Assessment and Data Literacy Worksheet
Summary of Student Learning:
After this lesson, the activities that were given during the lesson helped improve students understanding of the topic. They were able to use their math skills to help solve subtraction problems. My observations during the lesson helped instruct me in ways that helped meet the diverse needs of each students. For example, the use of the white board helped provide visuals to the whole class while also meeting the needs of one of our students who has an IEP and benefits from this strategy. ELM 590 STEP Assessment and Data Literacy Worksheet
Reflection of Video Recording:
After watching my video and evaluating my teaching performance, I feel that being this was my actual first time teaching a lesson, I was a bit nervous. The struggle of making sure my instruction met the needs of all students was a bit challenging. The students were engaged and eager to learn and participate. Their prior knowledge based on subtraction strategies showed in their work and answers during the lesson. When it comes to addressing the need for differentiation, I feel that one thing I would like to improve would be to plan lessons that can be used for all students in stead of altering the lesson to fit the needs of that one student. Being able to do that, will allow students to all have a better sense of understanding and will not take away from time spent on individual students throughout the whole lesson, For the students who showed difficulties, I feel that pulling them out and putting them into a small group will allow them to work together. While I feel that this was one of the areas of improvement, the one strength I feel I which showed throughout the lesson was the use of engaging questions that helped students enhance their understanding. Being able to look back and use my video to evaluate how I presented my lesson, was beneficial because it helped me understand areas I may need to improve and my strengths.