ELA- Formative Assessment

Name Additional Notes

Ella Correct: Yes-street map

Myles Correct: not a map:basketball

Brandon Correct: not a map-kids

playing basketball

Amari Incorrect: Map Student said that the globe

was not a map, trying to
receive IEP but still not
identified

Aniyah Correct: Street Map

Alyssa Correct: State Map

Jamaya Correct: Bedroom Map

Conner Correct:State map

Dior Correct: kitchen map

Giovanni Correct: street map

Raylee Correct: State map

Justyce Correct: not a map-The sun

Zachary Absent

Maddison Incorrect Said street map was not map,

talked about key details of
seeing the roads and seeing
the different houses
(compared it to the book
because an image was shown
of a street map)

Ty’Aire Correct: street map

Jace Correct:not a map-waffles

Jaden Correct: World Wide Map

Noah Correct:not a map- makeup

 Demari Correct: State Map

Raynell Correct: Not a map-basketball

How I will use these results:

I will use these results by understanding that the students can identify many different types of

maps. The students did very well on doing this formative assessment by having a discussion

about all the different maps and reading a previous read aloud. Out of all of the students, only

one student got confused on the street map but understood all the other maps. This allows a

better understanding of geography with comprehension of social, cultural, and historical

contexts. These results help students be able to see the relationships with the places and spaces

around us (Tools for making and editing maps. Common Sense Education). I will encourage the

students to create different maps to help directions and make sure to have conversations about

different rooms and how the map would look. This will get students more involved and

comfortable when making a map. This allows a better understanding of geography with

comprehension of social, cultural, and historical contexts.

Did I expect these results:

When doing the formative assessment, I did not expect the results because the students did very

well being able to identify a map or not. The students were comfortable when talking about their

image because they were able to see the key details. Each student took their time to say two

things about their image. This was a very interactive assessment for the students because it let

them physically get up and place the image in the pocket chart and communicate about the

different maps and the images that were not maps. Some students were so interested in the street

maps because of using GPS or Google Maps. I was very surprised to hear the students mention
apps that give safe directions to the destination because they do not drive or are responsible for

their travels.

Science- Formative Assessment

Name Additional Notes

Ella 1/2

Myles 2/2

Brandon Absent

Amari 1/1

Aniyah 2/2

Alyssa 2/2

Jamaya 1/2

Conner 2/2

Dior 2/2

Giovanni 2/2

Raylee 2/2

Justyce 0/2 Working towards IEP and has

been getting pulled for
meetings

Zachary 2/2

Maddison 2/2

Ty’Aire 2/2

Jace 2/2

Jaden 2/2

Noah 2/2

Demari 0/2 On the exit ticket, he circled

 every option.

Raynell Absent

How I will use these results:

I will use these results by having some students get pulled to the table during writing or centers

for about 5 minutes to look at different images of long and short term weather changes. I will

have a talk about the difference and have the students review the differences. It is important that

the students know the difference between long and short term while understanding the weather

changes. This lets the teacher know the students are truly understanding the learning by having

small group interactions.

Did I expect these results:

I honestly did expect these results because weather is talked about everyday in the classroom.

The MT just started a new activity where the students have to choose if the day is a lamb ( nice

day) or lion ( rainy day) and this gets them talking about the weather and how it changes. When

doing the lesson, it was important for the students to see the differences in long and short term. I

found it very helpful giving an example of holding your breath by holding for 10 seconds and

then 40 seconds by showing which was long and short term.

Math- Formative Assessment

Name Additional Notes

Ella Yes

Myles Yes IEP

Brandon Yes

Amari N/A
Aniyah Yes Did the equation correctly but
scattered the coloring instead
of keeping the two colors into
groups

Alyssa Yes

Jamaya Yes

Conner Yes

Dior Yes

Giovanni No Was not understanding that

5+0=5 because he wrote
5+5=5

Raylee

Justyce Yes I had counted the blocked

with the student and wrote the
equation with a marker and
had the student trace
numbers, did not color full
block but got the
understanding and colored
correctly

Zachary

Maddison No Student just wrote randoms

numbers down without
counting ex: 5,3,4,1,8 in the
boxes and then wrote
“4=3=+7=+ as the equation

Ty’Aire Yes

Jace Yes

Jaden Yes

Noah Yes

Demari Yes

Raynell Yes
How I will use these results:

I would use these results in centers where the students combine their own blocks and write their

own equations. During the center, the blocks can be replaced with objects to be able give the

students more options. Centers take time to plan to make sure everything is organized and

structured for the students to learn. This allows students to be engaged with one another, explore,

discover concepts and skills (Tankersley, A.). While having a center of creating your own

equation, the students will also be able to experience the learnings at each center.

Did I expect these results:

When completing the formative assessment, I did not expect these results due to talking to my

mentor teacher because she was having a discussion on how they might get confused on coloring

in the boxes while keeping the same colors together. I mentioned it to the students as I was

giving instruction and as I was walking around the room. I found it very helpful to remind the

students when they were starting to color. I noticed some students holding up their fingers and

comparing each hand, just as we did with the blocks. The students are comfortable using their

fingers when counting. A study by Ilaria Bertetti and James R. Booth talks about how the

specific part of the brain is dedicated to the perception and representation of the fingers, also

known as somatosensory finger area. This area talks about how this can be very helpful because

of how we “see” our fingers in our brains, even when we do not physically hold up the fingers

(Jo Boaler, L. C). As the students use their fingers when counting and comparing their blocks,

this helps improve their photo memory and help “see” their fingers in the brain.
Social Studies- Formative Assessment

Name Additional Notes

Ella 2/2

Myles 2/2

Brandon 2/2

Amari 0/2 Participated in making a map

of room, but did not label

Aniyah 1/2

Alyssa 2/2

Jamaya 2/2

Conner 2/2

Dior 2/2

Giovanni 2/2

Raylee 2/2

Justyce 0/2 I stood by the student and

asked some of the thing that
she was drawing but did not
label any objects, encouraged
her to label and write what
she is drawing but did not
participate

Zachary 2/2

Maddison 2/2

Ty’Aire 2/2

Jace 2/2

Jaden 2/2

Noah 2/2
 Demari 2/2

Raynell 2/2

How I will use these results:

I will use these results by engaging in conversations by giving directions from a map. I will then

encourage students to get an understanding of a key on a map. The key gives the students

information about where things are located on the map. I would like to show images to the

students and explain a key to them and why it can be important.

Did I expect these results:

I did expect these results because I felt like I explained deeply when creating your bedroom map

because I physically showed the students how to draw objects by comparing them to shapes,

labeling my bedroom, and having them interact by adding some of their things into my map to

show them how to draw it. The students were confident in their maps and were so excited to tell

the class about their bedroom map.

Reflection Summary:

When teaching my lessons, I only had one student in the classroom due to being placed at

two different schools. I feel as if I effectively provided insight about the learning because the

student is very interacting by sitting at the front of the carpet and participating with the class. I

held the book up for a decent time so each student could see and put it closer to the student so he

could view the images as well. When doing the dice game, I held up the dice for everyone to see

and made sure to put it in front of him and make the drawing large print for his vision

impairment. I felt prepared over the lessons and the information that was being taught, it made
me feel more confident when giving feedback to all students because I would deeply explain the

information and physically show the students what we are doing before.

Ways to help the students use the feedback is to set clear expectations so it is known what

is expected from the student. When letting the student know what you are looking for, they will

be more interacting to completing that task. Also, celebrating their growth is important because

everyday is a learning process. It makes the students feel good when knowing they accomplished

something and someone is able to see the good in the outcome. It can be encouraged to do

regular check-in with the students to implement feedback when monitoring the students progress.

Something that I learned about teaching related to assessments is that having a scoring

guide is very important. This allows the students to go back and check to see if they are learning

the information. It gives students clear targets of proficiency and lets assessments judge their

word to be able to accept more responsibility for the ending solution (Demonstrating

understanding rubrics and scoring guides). When giving students feedback, it is very important

because it is letting the student know if they are understanding the information correctly, if not

the student can gain help by practicing different ways to learn and getting more instruction for a

better understanding. The students do not know the correct answer, the teacher is the only voice

that they have to correct their work to make sure that they are learning the right information and

not gaining wrong knowledge. Giving feedback for every interaction with the students show that

the teacher cares and how you are trying to open their mind to new learning.

Something that I would have done differently is open the lessons up more in groups because I

felt as if I did everything as a whole or at their desks. I would like to keep my students engaged

and do small groups because It will allow the students to work together and communicate about

the learning. When doing the dice game, something that I wish I would have done differently is
use the promethean board to show the dice after being rolled. I understand that I showed the

students and discussed the weather being short or long term but I would have liked the students

to complete a worksheet or checklist. This would help the students remember what was already

completed on the dice and keep track of what is just being taught.
 References

Demonstrating understanding rubrics and scoring guides. (n.d.).

https://universityplanning.wp.olemiss.edu/wp-content/uploads/sites/98/2016/05/

demonstrating-understanding-rubrics-scoring-guides.pdf

Jo Boaler, L. C. (2016, April 13). Using fingers to count in math class is not “babyish.”

The Atlantic. https://www.theatlantic.com/education/archive/2016/04/why-kids-should-

use-their-fingers-in-math-class/478053/

Tankersley, A. (2023, October 1). What are the advantages of incorporating learning

centers into early childhood programs, and how do they support diverse learning styles

and levels?. Continued Early Childhood Education. https://www.continued.com/early-

childhood-education/ask-the-experts/what-advantages-incorporating-learning-centers-

23850#:~:text=Although%20center%20setup%20requires%20planning,skills%20in%20an

%20engaging%20manner.

Tools for making and editing maps. Common Sense Education. (n.d.).

https://www.commonsense.org/education/lists/tools-for-making-and-editing-

maps#:~:text=Making%2C%20editing%2C%20and%20using%20maps,difficult

%20concepts%20and%20make%20connections.