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Teacher Work SampleStudent B-Elementary Fall 2012

White River Elementary School

White River School District 47-1

White River, SD

Kindergarten

Numbers 0-5

September 29, 2012

Chadron State College

Table of ContentsTable of Contents…………………………………………………………….……...2

Instructional Setting/ Contextual Factors……………………………………….…..4

Assessment Plan ….………………………………………………………….….….10

Data Analysis of Pre Assessment Data……………………………………..………22

Data Analysis of Post Assessment Data………………………………….………...27

Instructional Plan…………………………………………………………………….33

Instructional Decision Making, Reflection, and Self Evaluation……….........…….51

2

Instructional Setting/ Contextual Factors

White River Elementary School is located in a small, rural, culturally diverse community

in the badlands of South Dakota. The population at the 2010 census was 581. The racial makeup

of White River is 52% white and 44% Native American. This diverse makeup is due to the fact

that White River is located only twenty miles from the Rosebud Sioux Indian Reservation. The

median income for a household in White River is $25,500 with 25% of the population living

below the poverty line. This is directly correlated to the 66.8% of students in the school district

qualifying for free lunch. The elementary, middle, and high school are connected and located in

the heart of the town. There is another elementary school located in the district, which is located

thirty three miles from White River in Norris. The elementary school in White River has 180

students enrolled and the elementary school in Norris has 35 students, 68% being Native

American. White River School District’s wide range of demographics is due to the open

enrollment policy.

Pre- Kindergarten through fifth grade is considered elementary in the district. Class sizes

in the elementary school range from nine students to seventeen students. The Elementary school

believes that all children can learn and each personnel is willing to work to provide a positive

school environment. They will enable every student within the educational setting to learn the

essential skills that will enable then to succeed at their next level of education. The community

of White River supports education and people of the community are always willing to do what is

in the best interest of the students.

4

I have been working in a kindergarten classroom for the first eight weeks of my student

teaching experience. I based my teacher work sample on the math lessons that I have been

teaching since week two of school. The number of students has changed almost every week since

school started, but I was able to pre-test and post-test fifteen students. The classroom is arranged

by red table, yellow table, and blue table. The tables are divided with duct tape so that six

students are able to sit at each table. The duct tape provides students with their own work space.

The smartboard is at the front of the room and the shapes rug is right in front of that so students

are able to sit at the rug for story time or when the smart board is being used. This is used

frequently throughout the day. I have students move from their tables to the rug to keep attention

and break the prolonged sitting. Along with a smartboard, each classroom has a chalkboard,

ELMO, laptop, and a desktop computer. Kindergarten is a time for transitioning students into a

full time school environment, so play centers are located around the classroom. There are three

rules in the classroom: Be Safe, Be Respectful, and Be Responsible. There are various grouping

patterns that are used in kindergarten. During math and reading workshop, students are grouped

by skill level so that we can work on necessary skill building with students. Other grouping

methods we use are grouping more advanced students with students who need help because some

students learn better from peers. Some parts of the scheduling, like specials, recess and lunch are

predetermined and the teacher just has to schedule around those times. All teachers are required

to have a ninety minute reading block in the morning, which leaves math for the afternoon.

During math, students would start off on the shapes rug and we would review previously

learned concepts and vocabulary and then discuss new concepts and vocabulary. I used the smart

board with every lesson to keep students engaged and willing to participate. Whole- class

discussion and problem solving was done at the shaped rug for each lesson. After we were done

5

discussing new concepts, I sent students back to their desk and they sometimes worked

cooperatively with their table partners or worked individually. To keep kindergarteners involved,

a lot of manipulatives were used for kinesthetic learning. Through observation and collection of

in-class work helped me decide what students need to work on during math workshop. This

routine was followed for every lesson and when something was different or when students got

disrupted, they did not like it. I found that kindergarteners like routine and the one that I planned

worked.

Before I even started chapter two in math, I went through and set all my objectives and

found which standards they aligned to. These expectations were necessary so that when we

started a lesson I had a goal and when I finished the lesson I knew exactly what objective and

standard I had met for that lesson. The hardest part of teaching the lesson for me was having

good time management. White River is being watched very closely by the state and they are

really specific about quality time management. This is why I had to really make sure that I was

covering the standards and objectives that students needed to know at a mastery level. I learned

to be flexible and learned that lesson plans can change and be shortened at any time, but through

all that, I had to make sure that I was providing worthy and successful instruction to my students.

When designing my instruction and assessments I really had to consider the age,

maturity, and educational experience of each student. I chose to do a one-on-one pre and post

assessment because I really wanted to know what each student knew individually, without the

use of their partners. Most of my students are five years old and at this age, students do not even

know the significance or even what a test or assessment is. Some students are still overwhelmed

with the new routines of being in kindergarten.

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Each student has different learning needs, but I really had to take into consideration that

some students are really going to have no idea what I am asking of them and at this age they are

very sensitive and become uncomfortable when they do not know the answer. There are seven

girls and eight boys in my class. Only nine of the fifteen students went to preschool or head start.

There are three students who are at a very high level of learning and catch onto concepts very

quickly. There is one student who is able to read at a second or third grade level, but is not

mature for his age and has a very difficult time staying on task. I have one student who is in the

referral process for ADHD and needs a lot of help and reminding to stay engaged during a

lesson. I have one other student who is already on an IEP and requires extra assistance. There are

about 4 other students who struggle with learning new concepts and repetition is very important

for these students. With all these different types of learning styles, I had to adapt my instruction

to engage all of the students in each lesson. Using various different teaching techniques in one

lesson definitely helped to reach out to every student. The interaction of the smart board,

manipulatives, and coloring all helped to motivate students to be engaged in each lesson. It was

important to find out what each student was interested in and somehow add that into the lesson.

Knowing students’ interests definitely gave me an advantage because I was able to engage and

help students during math work shop. I have some students who liked cars, so I made flashcards

with them with cars. Little things like this can make a student want to learn. There is a definite

difference between those students who went to preschool and those who did not, but I learned

that you cannot let that stop you from reaching out to each child.

My students come from a variety of different backgrounds in regards to their culture,

family background and home life. We had an open house the first week of school which was a

great opportunity to get to know the parents and learn more about each of my students. Some of

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my students come from a ranching background, some have a strong native American

background, some have a strong family support system and some have been bounced around

from home to home. This boils down to knowing your students and putting forth the effort to

learn more about each student. I had to keep these factors in mind when designing my

assessment and realizing that some students really have the support of their parents were given

the opportunity to be exposed to more of what I was teaching and others have not. I needed to

ensure that I was providing each student with the opportunity to learn at the best of my ability.

Developing a pre-test was important so that I determining students’ prior knowledge of

numbers 0-5. By testing them individually, I was able to see what my students knew and where

as a class they stood on the topic. Some students have been exposed to these numbers through

pre-school and other students may have not been introduced to them at all. The results of these

tests will provide me with feedback on where I need to start with my lessons and the strengths

and weaknesses individually and as a class.

In planning my instruction, I decided to teach lessons that would satisfy the requirements

as a student teacher and curriculum my Cooperating Teacher provided me to teach. Learning

numbers 0-5 is a fundamental skill for all students. This skill was important for students to grasp

and once mastered will set them up for success, not only when I leave this class, but for the rest

of their education career.

8

Assessment Plan

I created a pre-assessment based on the learning objects I set when mapping my lessons

and the standards that needed to be met for learning numbers zero through five. The pre test

consisted of seven learning objectives that needed to be met. I will call each student back

individually and test them. I will first ask the student to count to five starting with zero. The next

objective was will be measured by recognizing and naming numbers out of order. This will be

done by showing students flashcards with numbers 0, 1, 2, 3, 4 and 5 on them. I will show them

to the students out of order to see if they really recognize the numbers. After going through the

flashcards with them, I will give them to the student and ask them to put them in order. The next

objective will be measured by having students count five blocks. Students will be asked to take

five blocks out of the bucket and individually count each block. The next objective is to read the

number words zero through five. This will be done the same as the number flash cards, but the

number words are written on them instead. To measure the next objective, I will have students

put the word cards in order. The last objective will be measured by having students write the

numbers zero through five. After the pre assessment is done, I will be able to determine which

students are at a mastery level and what they need to work on individually to meet mastery level

of the objectives. The pre assessment will also tell me what activities we will do as a class during

math workshop.

My formative assessments included observation, worksheets, games and class

participation. Class participation was expected every lesson, which was easy to keep students

motivated because students wanted to interact with the smart board. Oral questioning was done

frequently throughout each lesson to check for understanding and comprehension. Worksheets

and independent in-class assignments were done so that I could collect the papers to check for

10

the proper writing of numbers. I used these formal assessments to help group students for math

workshops.

During math workshop students were placed in stations. The stations consisted of

working together or individually to recognize numbers. The first station was recognizing

numbers. Once they recognized the numbers by putting them in order, they used blocks to put

that many number of blocks on the proper numbers. The second station was given flashcards

with the numbers zero through five written on them and play dough. The students used the play

dough to trace the number 3. The third station was given flashcards with clothespins and each

student had to put the number of clothespins on the flashcard. So, if the flashcard read 3, the

student would put three clothespins on that card. The fourth station was a matching game where

the student matched the number card to the word number card. The fifth station was also a

matching puzzle game where students had to match the correct number of pumpkins to the

correct number. This was great for the one to one correspondence. The sixth and final station was

a writing station. Students practiced writing the numbers zero through five with me. I wanted

students to be able to correctly write all the numbers we had been learning in math.

11

Kindergarten Chapter 2 Pre-test

Numbers 0-5Number 0 1 2 3 4 5

Counts to 5 starting with 0

Recognizes and names

out of orderPuts

number cards in correct order

Able to count 5 objects

Read the number words

zero-five

zero one two three four five

Puts word cards in correct order

Writes the number

Comments:

12

Description of Data Analysis of Pre- Assessment Data

Before starting chapter 2, Using Numbers 0-5, I administered a pre assessment. The

questions were aligned with the learning objectives that I formulated, which were aligned with

the South Dakota State Standards. The students’ test was performance based. I needed to know,

Could the students perform the objective? I pulled each student back individually and tested

their knowledge of each objective. After administering the pre assessment, I went through each

student’s assessment and graphed the learning objectives that each student had mastered. Then, I

created a graph to show the number of students showing mastery of each learning objective. By

compiling all the data, I was able to see what area the students were familiar with and what areas

we needed to focus on during the lessons.

As a class, the students did not have one concept completely mastered. The objective

with the most mastery shown was objective number four, students will be able to count five

concrete objects. I had twelve out of fifteen students that were able to successfully count five

objects. This was the strongest area as a class, so I noted that I did not have to spend as much

time teaching from my lessons in this area, as I did with recognizing and naming number words

zero through five and putting them in order. Out of fifteen students, I only had one that could

recognize and name the number words. Zero out of fifteen students was able to order the number

word cards in sequence. This told me we needed to focus on the concepts of learning to read and

recognize the number word, along with putting the number words and number cards in sequence

because all three of these areas were very low.

The pretest showed me that the students were familiar with counting to five and familiar

with the numbers. But as for recognizing and be able to put them in sequence, they struggled,

26

which shows me I have something to teach them. The data really helped me see which students

needed help in which areas. I did modify the instructional plans to spend more time on

sequencing, learning the number words and writing the numerals zero through five.

27

Pre Test Data Analysis

Learning Objective Number of Students Showing Mastery

1. Name 0, 1, 2, 3, 4, and 5. 10/15

2. Recognize and names numbers 0-5

out of order.7/15

3. Order numbers 0-5 in sequence using

number cards.2/15

4. Be able to count 5 concrete objects. 12/15

5. Recognize and names number words

zero-five out of order1/15

6. Order word cards zero-five in

sequence using word cards.0/15

7. Write the numerals 0-5. 3/15

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0123456789

101112131415

Pre- Assessment Mastery of Learning Objectives

Objective 1Objective 2Objective 3Objective 4Objective 5Objective 6Objective 7

Learning Objectives

Num

ber o

f Stu

dent

s Sho

win

g M

aste

ry

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Description of Data Analysis of Post- Assessment Data

I administered the post assessment the exact same way as the pre assessment. This was to

keep the testing and results accurate. After administering the post assessment, I graphed the

students’ mastery of the seven learning objectives just as I did with the pre-assessment. I also

graphed the class’ results as a whole. By looking at the graphs, the increase in student mastery is

obvious. Huge improvements were made in the students’ mastery of each learning objective. I

made a line graph that marked where the class was after the pre test and then where they are after

the post test. Objectives two, three and four were completely mastered by the entire class. Those

were the objectives that students were most familiar with at the pre test. The students showed

huge improvements of mastery for objectives five, six and seven. When we started learning to

read and recognize the number words, it became obvious to me that there would be five students

who would not be able to reach mastery at the same rate as the rest of the class. These students

are the ones that have never been to preschool and really do not even know the letters of the

alphabet; this made it even harder for them to master the objectives that dealt with reading the

number words which resulted in them not being able to put them in the correct order. There are

two students who struggle with their fine motor skills, including writing, so writing the numerals

zero through five was also a challenge. These two students have never been taught how to hold a

pencil, so having them write a number was definitely a challenge. I did spend a lot of extra time

during workshop with the students who I could tell were not reaching mastery at the rate of the

other students. We worked on recognizing the number words and sequencing the number words.

I worked with the two, who struggle to write during workshop every day, and the graphs do not

show this, but these students made huge improvements in their ability to hold a pencil and begin

to form numbers. In fact, one student wrote the numbers during the post test, but they were all

31

written backwards- but it is still improvement. This goes to show that these tests do not show

every improvement that a child makes.

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Post Test Data Analysis

Learning Objective Number of Students Showing Mastery

1. Name 0, 1, 2, 3, 4, and 5. 14/15

2. Recognize and names numbers 0-5

out of order.15/15

3. Order numbers 0-5 in sequence using

number cards.15/15

4. Be able to count 5 concrete objects. 15/15

5. Recognize and names number words

zero-five out of order10/15

6. Order word cards zero-five in

sequence using word cards.9/15

7. Write the numerals 0-5. 13/15

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0123456789

101112131415

Post- Assessment Mastery of Learning Objectives


Learning Objectives

Num

ber o

f Stu

dent

s Sho

win

g M

aste

ry

34

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

10

14

7

15

2

15

12

15

1

10

0

9

3

13

Mastery of Learning Objectives


35

Instructional Plan

Lesson Objectives:

Students will:

1. Name 0, 1, 2, 3, 4, and 5.

2. Recognize and names numbers 0-5 out of order.

3. Order numbers 0-5 in sequence using number cards.

4. Be able to count 5 concrete objects.

5. Name the words zero, one, two, three, four, and five.

6. Recognize and names number words zero-five out of order.

7. Order word cards zero-five in sequence using word cards.

8. Write the numerals 0-5.

These learning objectives are based with White River School District curriculum and aligned

with the South Dakota State Standards on what kindergarteners should be introduced to and

master.

South Dakota State Standard:

K.N.1.1. Students are able to read, write, count, and sequenceNumerals to 20.• Say the forward number word sequence to 20 and the backward number sequence from 10.• Say the number before and after a given number in the range 0-20.• Use one-to-one correspondence.• Keep track of what’s been counted.• Associate verbal names and standard numerals with whole numbers to 20.• Count objects in a given set and write the corresponding numeral.• Identify ordinal positions using an ordered set of objects, 1st through 10th.

√ Associate written word names with whole numbers to 10.

38

MATH M/W- 12:45-1:45T/Th- 11:45- 12:45

Tuesday9/11/12

Wednesday9/12/12

Thursday9/13/12

39

Lesson Chapter 2 Pre- Test andLesson 2-1: Numbers 1,2, and 3 pg. (43-44)

Lesson 2-2: Read and Write 1,2, and 3, pg. (45-46)

Lesson 2-3: Numbers 4 and 5. Pg. 47-48

Objective Name, recognize and count the numerals 1, 2, and 3 using concrete objects and illustrations

Recognize and write the numerals 1, 2, and 3.

Name, recognize and count the numerals 4 and 5 using concrete objects and illustrations

Motivation 5- Minute Check (Review of Lessons 2-1)

Have students show something in the room there is only one of.

Have students show a group of two objects and a group of three objects.

Problem of the Day Display a group

of three items. Have students point to each object as they count it.

5- Minute Check (Review of Lessons 2-2)

Show students one pencil. Have them count with you.

Write the number one on the Smart board.

Repeat the activity with two, then three.

Vocabulary Count, one, two, three

NumberBuilding Math Vocabulary

Tell students that a number is a way to show how many.

Write numbers one, two and three on the smart board.

Count one counter, and then show the number one on the board.

Repeat with two and three.

Four, fiveBuilding Math Vocabulary

Draw four circles on the board and count them aloud. Count again with students.

Draw five starts on the board and count them aloud with students. Count again with students.

Have students

40

place four counters in a group and count them.

Have students place five counters in a group and count them.

Body of Lesson

Introduce Write the word

one and the number one next to it on paper. Ask a volunteer to put one dot next to the word and number.

What things come in ones? Nose, chin, mouth, head

Model writing the number one on the chalkboard. Have students copy you by writing the number one in the air.

Repeat the activity with the number 2.

What things come in twos? Eyes, ears, hands, feet, gloves, shoes

Repeat with number 3.

What can you do in threes? Hop, jump, clap

Teach Hand out page 45.

IntroduceReview numbers one, two, and three using counters and showing quantities.

Put four counters in a shaker.

Shake them out and ask students how many counters were in the shaker. Count them together.

Have students drop the counters one at a time in the shaker while counting.

Tell students that four is one more than three.

Repeat the activity with five counters.

Be sure to say that give is one more than four.

Repeat using four or five counters randomly.

Allow time for

41

Name and count the objects in the park with students.

Have students name as many objects as they can that appear only one time in the picture.

Practice (Page 45) Direct students to

workbook page 45. Have students place 1, 2, or 3 cubes by the appropriate groups of objects in the park.

Have students say the number in Exercise 1 and draw one butterfly.

Guide students in writing the number one, tracing the dashed lines. Then have students write the number using the green dot and arrows as guides.

Repeat activity for Exercises 2 and 3.

Have students turn to page 46. Explain the directions and have students work independently on the exercises.

students to use the counters in small groups, counting out four and five.

Teach Hand out page

47. Count the four

bears on the left side with students. Have each student point to each bear as they verbally describe the number the bear represents.

Have students place a blue connecting cube on each bear.

Reiterate the number 4.

Count the five bears on the right side of the page with students.

Have each student point to each bear as they name the number the bear represents.

Have students place a red connecting cube on each bear.

Reiterate the number 5.

Practice (Page 38) Direct students

to workbook page 48.

Explain that some bears eat

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berries. Have students count out five counters and represent berries. Have them draw five berries on the bush.

Direct students to exercise 2.

Have students count the four berries beside the bush. Have them cut and glue each berry on the bush and count the berries again.

Standards K.N.1.1. Students are able to read, write, count, and sequenceNumerals to 20.

K.N.1.1. Students are able to read, write, count, and sequenceNumerals to 20.


Materials Coffee can with plastic lid, number strips, crayons, numbers cardsWorkbook pages (39-44)

Cups, pencils, cards, chart paper,Workbook page (45-46)

Drawing paper, crayons, pictures of objects, shakerworkbook pg. (47-48)

Evaluation Assess: Formative Assessment

Display a picture with one, two, and three objects.

Have students count the number of objects, then write the number that corresponds to the picture.

WorksheetOral QuestioningClass Participation

Display a picture with four objects and five objects.

Ask students to identify four objects, then five objects.

Have them count to check their answers.

Have students show a group of four and five using counters.

Worksheet

43

Oral QuestioningClass Participation

Reflection The pre assessment went really well. Some students were able to whip right through the test, and other students struggled a bit. Calling students back one by one was definitely a good idea for this type of assessment because I really got to focus on one student at a time. Some students asked me for help and seemed frustrated that they did not know the answers or what to do. I had to remind them that we have not learned this yet and that it is ok to not know the answers.

This lesson went really well. A lot of the students are already familiar with one, two and three so this lesson went smooth as expected. That is until we made it to the writing portion of the lesson. Some students struggled with this at first, but I had to remember to take it slow and be patient with the students. I walked around and helped every student correctly write the numbers one, two and three. Lots and lots of repetition! I tried to keep the lesson interesting and keep the students moving. They started on the shaped rug and then back to their tables, practiced writing, and then back to the shapes rug for assessment.

This lesson went really well! Again, students are familiar with counting to four and five! Using manipulatives in the lesson really helps the students use one to one correspondence for learning their numbers. The vocabulary part was a little tricky today. Students did struggle with reading four and five because they both start with ‘f’ and kindergarteners just aren’t that familiar with letter sounds yet. This is an area we will continue to work on!

Today during math workshop we started the stations and I grouped students on where I thought they needed to be because they were struggling in that area. The students really liked the stations and they will rotate to the next one tomorrow.

44

MATH M/W- 12:45-1:45T/Th- 11:45- 12:45

Monday9/17/12

Tuesday9/18/12

Wednesday

9/19/12

Thursday9/20/12

Friday9/21/1

2Lesson Lesson 2-4:

Read and Write 4 & 5 (49-50)

Lesson 2-5: Problem Solving Strategy (53-54)Lesson 2-6: Read & Write 0 (55-56)

Lesson 2-7: Compare Numbers 0-5 (57-58)

Lesson 2-8: Orders Numbers 0 to 5 (59-60)

Chapter 2 Post Assessment

Objective Recognize and Write the numerals 4 & 5

Name, recognize and count the numerals 1, 2, 3, 4 & 5 using

Use one to one correspondence and counting to compare groups

Order numbers from 0-5 in sequence using illustrations

Students will: Review and assess

45

concrete objects and illustrationsRecognize and Write the numeral 0

and determine which has more, less, or whether the groups are the same.

master of skills and concepts from Chapter 2.

Motivation

5- Minute Check (Review of Lessons 2-3)

Hold up a picture in each hand, one showing 4 dogs and the other showing 5. Ask students which picture shows four dogs. Have them count aloud the dogs in that picture to check their answer. Repeat with 5.

5 minute check: “What are

some things that come in fours?” legs on a table, wheels on a car, legs on a car

“What are some things that come in fives?” toes, fingers

Problem of the Day:

Use the Smart board and draw 3 circles and a row of 4 stars. Have students draw lines connecting each circle to each square. Which group has more? Stars

Show a line of 6 cats and a

5- Minute Check (Review of Lesson 2-6)

Ask students what the number zero means and call on a few students to practice writing zero on the smart board.

Problem of the Day:

Show a group of objects and ask students to count them. Show another group of objects and have students describe them verbally by counting. Ask which group

5- Minute Check (Review of Lesson 2-7)

Show students two groups of crayons. Ask what group has more, what group has less, or if the groups have the same number.

Problem of the Day:

Have students draw a picture with more than 3 birds and less than 3 flowers.

Make the review a game by catching and tossing the ball. Play the riddle game.

46

line of 4 fish. How many cats will not get a fish? How can you check your answer? Two; Draw a picture to show each cat that did not get a fish. Draw lines from cats to fish. Count cats not connected.

has more objects.

Vocabulary

Review VocabularyBuilding Math Vocabulary

Write numbers one to five on cards. Mix the cards. Give 5 students a number card.

Have each student use a

ZeroBuilding Math Vocabulary

Tell students that zero means “none,” or you do not have any.

Write numbers zero to five on cards. Mix the cards. Give 6 students a number card.

Review VocabularyBuilding Math Vocabulary

Tell students that zero means “none,” or you do not have any.

Write numbers zero to five on cards. Mix the cards.

OrderBuilding Math Vocabulary

Write numbers zero to five on cards. Mix the cards. Give 6 students a number card.

Have each student bring their card to the pocket chart, starting

count, zero, one, two, three, four, five, same number, more than, less than, order

Review the chapter vocabulary using visual vocabulary cards and playing a game.

47

finger to tap their nose the number of times that matches the number on their cards.

Tell the rest of the class to count aloud as each student taps.

Give five different students a number card. Repeat the activity.

Have each student bring their card to the pocket chart, starting with 0. Students visualize the number sequentially.

Give 6 students a number card.

Have each student bring their card to the pocket chart, starting with 0. Students visualize the number sequentially.

Next hand out the word cards that go along with the number card and ask 6 students to put them next to the correct number.

Next, hand out stamp cards. Each stamp card

with 0. Students visualize the number sequentially.

Next hand out the word cards that go along with the number card and ask 6 students to put them next to the correct number.

Next, hand out stamp cards. Each stamp card represents a number. Have students place them next to the number in which the stamps represent.

Choose a few stamp cards and ask which has more or less or equal.

Emphasize that this is putting numbers in order.

48

represents a number. Have students place them next to the number in which the stamps represent.

Choose a few stamp cards and ask which has more or less or equal.

Body of Lesson

Introduce Ask

students to use connecting cubes to make groups of four.

Model writing a number 4. Have students write the number four in the air.

Introduce: Display

five animals. Choose four students and ask them to each stand near one animal.

How many animals are there? Five

How many students are

Introduce Show

students 2 rows of counters on the smart board and have them tell you which one has more. Then have the students tell you which one has less.

Introduce Read the

story Five Little Monkeys Jumping on the Bed.

On the smart board, have students move 5 monkeys to the bed and the same with 4,3,2,1 and when the last monkey jumps off

Review with students and call students back individually to test.

49

Repeat with number 5.

Write the number four on the Smart board.

Ask students to hold up a train of four connecting cubes.

Repeat with the number 5.

Invite students to write the numbers on the Smart board.

Teach Hand

out page 49.

Discuss the construction site and what is occurring.

Talk

standing near an animal? Four

How many more animals are there than students? One

Teach: Handout

worksheet page 53.

Review what students know and what they need to find for each problem.

Have students discuss their strategy for solving the problems.

Guide students to act it out in order to draw a picture to solve their problem. Discuss the picture with the students,

Then ask students how we would make them equal.

Continue with showing them more rows or counters.

Teach Hand out

page 57. Verbally

describe the number by counting with students.

How many handsaws and pieces of wood do you see? Five, five

Does one set have more than the other set, less than the other set, or are the sets the same/equal?

how many will there be? Zero.

Emphasize that there is one less every time.

Teach Hand out

page 59. Discuss

peas and how they grow.

How many peas are in the first peapod? Zero

Have students write the number zero. Remind them that zero means none.

Repeat the activity for numbers one to five, verbally representing the peas by counting the peas in the pods and writing the numbers.

Count zero to five peapods with

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about each item.

Direct students to the four orange cones. Verbally describe the cones by counting them with students. Emphasize four and describe how it is written. Have students write the number four in the air.

Count the bricks with students. Emphasize five and describe how it is

explaining the game the children are playing. Have students count each fishing line and determine how many ducks can be caught with the fishing lines.

Have students look back at the problem to sure the answers fit what they already know about the problem. Discuss with students that mathematical statements can be true or false. Students need to check to makes sure their answers are true

Have students trace the lines matching the handsaws and wood. Explain that the two sets have the same number because we can draw lines to match the handsaws and wood. Have students say same/equal.

Repeat with hammers and nails. Have students say “more when referring to the number of hammers.”

Repeat with

students, saying the numbers in order.

Say that when we counted, we named each number in order. Tell them that when we wrote zero to five, we showed the numbers in order. Say that order is a special way to name and show numbers.

Practice (Page 59) Direct

students to workbook page 59.

Tell students to say the number on each pan. Then color that number of carrots above each pan.

Have students write the numbers in order from zero to

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written. Have students write the number five in the air.

Practice (Page 38)

Direct students to workbook page 49. Have them look at the orange cones and count them.

For Exercise 1, have students draw that many cones in the empty space. Have students trace the number four and write it beside

statements.

Practice: Direct

students to exercise 1 on pg. 53.

Have students draw a circle for each duck that was caught. Ask students to explain their drawings and tell how many ducks were caught.

Introduce Have

students work in pairs.

Give one student in each pair some connecting cubes. Ask students to give the connecting cubes to their partner.

Have the student describe the cubes

paintbrushes and paint cans. Have students say “less when referring to the number of paint brushes.”

Practice (Page 57)

Direct students to workbook page 57.

Count the screwdrivers with students. How many do you see? Four Have students write the number. Repeat with screws.

Have students draw lines to match the screwdrivers and screws.

five. What is

the order of the carrots? How do you know? The order is 0, 1, 2, 3, 4, and 5. We count in order from zero to five.

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their drawing.

For Exercise 2, direct students to look at the bricks and count them. Have students draw that many bricks in the empty space. Have students trace the number five and write it besides their drawing.

by asking him or her how many connecting cubes the first student now has in hand.

Tell students that after you give away all the cubes, you have none or zero. Write a zero on the board and say zero.

Teach Hand out

page 55. Direct

students to the first gumball machine and count how many balls are in each machine.

How many balls do you see? Five

Count with the students and have students

Is the number of screwdrivers the same/equal, more or less than the number of screws? How do you know? Same number; numbers or lines match

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represent the number 5 by writing it in the air with their finger.

Continue with four balls, three balls, two balls and one gum ball.

How many balls are in the last machine? Zero

Emphasize the last machine as having zero gumballs. Say that zero is the number we use to tell how many where there are none.

Practice (Page 38) Direct

students to workbook page 55.

Again, count how many balls are in each machine with

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students. Tell

students to write, next to each machine, the number that shows how many balls are in each machine.

Have students count numbers zero to five in order by pointing to each machine and saying the number of balls aloud, starting with the last machine with zero balls.

Have students turn to page 56. Explain the directions and let them work independently.

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Standards


K.N.1.1. Students are able to read, write, count, and sequencenumerals to 20.




Materials Workbook pg. 49-50, cards, pencils, markers, crayons, picture with objects, connecting cubes

Stuffed animals, two colored counters, connecting cubesWorkbook pages (53-54) (55-56)

Two colored countersWorkbook page (57-58)

0-5 number cards, two colored counters, connecting cubesworkbook pg. (59-60)

Flashcards, blocks, paper, pencil

Evaluation

Assess: Formative Assessment

Display a picture with four objects.

Have students count the items and write the number.

Repeat with a picture of five objects.

Assess: Formative Use the

smartboard and display a row of six dogs and a row of 4 people. Each dog walker wants to walk a dog.

Have students draw a picture to solve their problem and explain their drawing.

How many dogs will not have a walker?


Draw a row of five circles on the Smartboard, and 3 squares below the circles.

Which row has more figures? Five circles

Have students draw a row of triangles with fewer figures than the


Provide students with handwriting paper and ask them to write the numbers zero to five in order. Practice one line on the board so that students are practicing writing the numbers correctly.

Have each student take turns counting the numbers in order.

Assess: SummativePost assessment

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TwoAssess: Formative Assessment

Show students a picture of several animals and the same picture without any animals.

Ask how many animals are in each picture.

Have students write the number zero on the picture without any animals.

row of squares, then a row of triangles with the same number as the first row of triangles.

Reflection

Writing four and five is definitely a challenge for students. Lots and lots of practice. We practiced on the Smartboard, writing it in the air, tracing the numbers, and then finally writing the numbers. I had

Teaching students about zero was interesting. At first I don’t know if they understood that zero means none. So when I asked them to use the blocks to show zero- they were confused. So, I then told them to give all their blocks to their partners and then I would ask

I thought this lesson would be hard for students to grasp, but much to my amazement they caught on real quick. They were to be able to tell which was bigger or smaller and then be able to tell home many more or less. This lesson definitely helped

Sequencing numbers was a struggle for students during the pre assessment. I really focused hard on making sure students understood that zero started the numbers and then I would ask what is one more. One? What is one more? Two…I think this helped. After

The post assessment went really well. Without even putting the graph together, I can tell that huge improvements were made. Seeing the individual results of

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to be creative when teaching how to write 5. “Give him a hat and a big belly” seemed to help because students were sharper about giving him a hat and not just making the 5 look like an ‘s.’ We practiced and practiced and when I was observing, I noticed that some students were writing it correctly and then the next 5 would be backwards. Immediate correction and feedback helped them to correct themselves.

Math workshop: The stations are awesome! The kids think they are fun and want to learn the numbers so they can win a matching game or play with play dough. Definitely seeing improvements

them how many they have and they would say, "my partner took them all." Trying to get them to say zero means none was a challenge at first but by the end of the lesson they understood. Writing zero was the easy part, but we also had extra time today so I did a mid chapter check with their writing, and when asked to write 0-5, a lot of students put the zero after the 5. So we had to review that zero is smaller than one so it starts the number line. We continued to practice writing numbers 0-5.

Students rotated again today in math workshop, except those still struggling to write their numbers. I pulled those students over to my table and really worked with them and writing their numbers.

clear up the confusion about where zero goes and that it is less than any other number.

Math workshop is a great opportunity for students to learn how to work together. I thought that students would eventually be bored of this, but it really does help when I rotate them on a daily basis. Each day they are doing a new activity. Some students are showing huge improvements and can whip right through their station. I have them help the other students in their station to keep them occupied and maybe they can explain it to the struggling student in a way that will help them learn their numbers.

hearing the repetition since last Tuesday, I think that students are grasping onto number sequences.

Math workshop was all number sequencing today. Students had to put number cards and word cards in order. The repetition throughout the chapter has really helped them put numbers in order.

students makes me feel like I actually accomplished my goals. I know there are some that still struggle with mastering the objectives, but the overall improvement that the test does not show is huge!

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in learning numbers 0-5!!

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My students also did not show an understanding of number words. I did expect this

because the majority of kindergarteners cannot read. To help teach and instill these words into

them I made a math word wall. Every day we went over each word on the math word wall and I

we made a little cheer out of the words. (give me an “O”, give me an “N”, give me an “E”,

what’s that spell?) The kids loved this cheer and you would actually hear them saying it to each

other in the bathroom or at recess. During reading we put site words on the window so that when

students walk in they read the site words and we usually give students a ticket if they knew the

word. I started doing that with math and students really started catching on to it and paying

attention to what math word was on the window. Little activities like this are great because they

keep students involved all day and seeing the words all day. White River was low in their math

vocabulary testing for the D-STEP, so this is also good for teaching vocabulary. Because

students were not able to read the number cards at the beginning of the chapter, they were unable

to put the word cards in order. After continuous repetition of numbers and reading the words,

students were more successful in sequencing the word cards as well.

The pre-assessment showed that only three of my students could successfully write the

numerals 0-5. Once we learned how to write numbers 0-5, we started practicing more and more.

During math I would ask them to not only put their name on their paper, but also the date (yes,

sometimes I had to teach them new numbers). But this was good practice for the students. During

our morning meeting we sometimes color by letter. When they were finished coloring their

picture I would have students count how many small a’s there were in the picture and write that

number. The smartboard is also a great and intriguing tool for kindergarteners. They want to

write on the smartboard, so that motivates them to practice writing their numbers correctly so

they are able to come to the board. To help with writing numbers, I had some students use salt

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trays and soap in a Ziploc bag, and tracing numbers with crayons or markers. This is just a

different way of writing numbers so students aren’t always using their pencils. During math

workshop, one of the stations was writing numbers with me, so students had repetition in writing

numbers. I really think the extra practice helped with the jump of ten students mastering

objective number seven.

The pre assessment provided me with good feedback about who knew how to count using

one-to-one correspondence, objective number four. The majority of the class did know how to

count concrete objects, but I did still want to focus on this for the repetition of learning 0-5 and

ordering. During workshop, I would have students order their number or word cards and then

have the student put that many blocks on the card. This helped reinforce the one to one

correspondence. For the more advanced learners I did allow then to use the word cards, because

reading the word and knowing what number that word meant was a bit more challenging than

just knowing the number. I also set up a matching game that had number cards for a set and the

students had to match that to the card with the correct number of pumpkins. This activity was fun

for students because they saw the activity as more of a game then a learning experience.

The pre assessment really did help direct my instruction. The activities for math

workshop were all decided upon after I found out what areas students were struggling in and

needed repetition. It was great to have a starting point and be able to watch the growth over just a

few days. Every day we reviewed the number cards, word cards and repetition of one through

five. I know understand how important and effective repetition can be for kindergarteners.

An instructional strategy that I found to be very successful was keeping students

involved; active learning. They were more motivated to learn when they were kept busy and the

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use of the smart board was also helpful. I found some great websites for interactive smart boards

that fit into my lessons really well. When students are engaged and have that “what’s next?” feel,

they want to learn. Students at this age do not have the attention span for lectures, so active

learning is definitely an instructional strategy that I found to be successful during my teaching

experience in kindergarten. Anything from interaction with the smart board to the “give me an

‘O’” cheer keeps students involved in their learning.

Another instructional strategy that I found to be successful was allowing students to work

with a partner during workshop. Students knew that what we were learning in math that day, we

were going to do something “fun” with later in the afternoon during math workshop. “I wonder

what kind of math game we will play today,” is a question that came about during every math

lesson. Allowing students to work together to accomplish something gives them a sense of pride.

They like that accomplishment and they like showing the teacher. I really think that letting the

students figure some things out for themselves is a good idea because sometimes that what they

need to make it “click.”

The greatest barrier that I had was kindergarteners not being able to read. This was a

barrier because I had to spend extra time working with words and letters during some lessons so

that students would start to recognize the number words zero-five. The other barrier that I found

was bridging the gap between the more advanced students and the students who were clueless at

the beginning of the chapter. Keeping the advanced students involved and keeping them

challenged and then trying to get the low students to stay motivated to want to learn the concepts

was a challenge but I also think that with the variety of activities I provided kept all students

involved.

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If I were to teach this lesson again I would have more learning objectives. I think that

spending more time on this chapter and going into more depth about the concept of ‘more and

less’ using numbers one through five would be more challenging. I could have spent more time

with the struggling students to reach mastery or came up with other interventions that would

have maybe helped them reach mastery. It is also hard to see on the graphs, but these students

did make so much progress, but my goal next time would have more than half of the objectives

mastered by the class.

The pre test and post test and writing examples that accumulated throughout chapter two

were all shown to parents at conferences. They were in shock of the improvements. My

cooperating teacher was also surprised by how much improvement was made by some of the

students. The principal of the school asked for my graphs and will present them at the next staff

meeting as an example of why we should use pre testing on students. I really do understand that

it gives you a direction of where to go with the lessons and what really needs to be covered.

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