TWS 6: Analysis of Student Learning

Data on Whole Class: Lesson 1

The tables below show the data I collected before, during, and after for my first lesson. My objective for
this lesson was for the students to be able to describe character of two different characters from the
story Leola and the Honeybears. The next objective was for the students to write an explanatory text
explaining a trait for Mister Weasel and they had to tell why they chose that trait based on information
from the book.
Pre-Assessment:
Students #s

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Raised hands for question: Have

any of you ever heard of
Goldilocks and the Three Bears
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

During Assessment:
Students #s

1
2
3

Raised hands and answered

questions at different points in
the story
X

Participated during the Think

Aloud
X
X

4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X

Post Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Completed explanatory text

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

**Key for charts**

Highlighted and bolded print numbers are my high, average, and low students
X means the students completed the work and raised their hands to answer questions before
and after the lesson.
To summarize, my data showed that the students had an understanding of what a character trait is and
how we determine traits for characters. They understood that they had to use information from the
story and the actions of the character to pick a trait for that character. They enjoyed the story because it
was a lot like Goldilocks and the Three Bears, so the students could relate to it more.
Results on Three Individual Students Lesson 1:
When I examined the data for my high-achieving student, the pre-assessment showed that the student
had heard of Goldilocks and the Three Bears because he was one of the first students to raise their hand
to answer the question. During the lesson, the student raised his hand to answer the various questions
that I stopped to ask during the read aloud. This student also participated in the Think Aloud with his
partner. The post assessment showed that the student had full understanding of how to write an
explanatory statement about the character trait for Mister Weasel using actions that he had during the
story.
When I examined the data for my average-level student, the pre-assessment showed that the student
had heard of Goldilocks and the Three Bears. During the lesson, the student raised her hand during the
read aloud to answer certain questions that I asked. This student also participated in the Think Aloud
with her partner. The post-assessment showed that the student could write an explanatory statement
about the character trait with some help from me. If the student would have had more time I think she
would have been able to write more about the topic.
When I examined the data for my low-achieving student, the pre-assessment showed me that the
student had heard of Goldilocks and the Three Bears. During the lesson, the student wasnt able to be in
the room because he was pulled for Reading Recovery. But when he returned, I told him what we were
doing and I explained the part of the story that he missed. The post-assessment showed that the
student needed a little bit of help from me. I had to help the student with the explanatory statement.

Attached, you will find examples of these students pre, during, and post assessments from Lesson one.
The high-achieving students work is first. The average-achieving students work is second. The lowachieving students work is last.

High-achieving students work (Student number 11)

Average-achieving students work (Student number 7)

Low-achieving students work (Student number 3)

Data on Whole Class: Lesson 2

The tables below show the data I collected before, during, and after for my second lesson. My objective
for this lesson was for the students to be able to identify different strategies for multiplication using a
chart that I made that included equal groups, addition sentences, and arrays.
Pre-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Completed math sheet

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

During Assessment:
Students #s

1
2
3
4
5
6
7
8
9

Help from students with making

the chart of the strategies for
multiplication
X
X
X
X
X
X

10
11
12
13
14
15
16
17
18
19
20
21
22

X
X
X
X
X
X
X
X
X

Post-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
**Key for charts**

Participated in the dice game

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Participated during the reading

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Highlighted and bolded print numbers are my high, average, and low students
X means the students completed the work and participated in the dice game and during the
reading

To summarize, my data showed that the students had an understanding of what the different
multiplication strategies were. This was a review for them so I knew that they all understood the
strategies. The students really enjoyed the dice game and the story that I read after they finished their
game.
Results on Three Individual Students: Lesson 2
When I examined the data for my high-achieving student, the pre-assessment showed that the student
knew the different multiplication strategies. During the lesson, the student raised his hand to help me
with making the chart. The post-assessment showed me that the student knew the multiplication
strategies and could play the game really well. The student also helped others at the table that was
having trouble.
When I examined the data for my average-level student, the pre-assessment showed that the student
knew the different multiplication strategies but needed some assistance with the math sheet. During
the lesson, the student raised her hand to help with the chart that I was making. The post-assessment
showed that the student used the multiplication strategies we reviewed the play the dice game.
When I examined the data for my low-achieving student, the pre-assessment showed that the student
needed some help with the repeated addition part of the chart. During the lesson, the student raised his
hand to help with making the chart. The post-assessment showed me that the student could play the
dice game and that he really enjoyed it. It also showed me that the student was excited about the story
that I read after the students played the game.

Attached, you will find examples of these students pre, during, and post assessments from Lesson two.
The high-achieving students work is first. The average-achieving students work is second. The lowachieving students work is last.

High-achieving students work (Student number 11)

Average-achieving students work (Student number 7)

Low-achieving students work (Student number 3)

Data on Whole Class: Lesson 3

The tables below show the data I collected before, during, and after for my third lesson. My objective
for this lesson was for the students to compare and contrast two different stories of Cinderella. They
compared the two stories using a chart that included: title, main characters, setting, problem, and
solution.
Pre-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10

Reviewing of the first Cinderella

story using the chart
X
X
X
X
X
X
X
X
X
X

11
12
13
14
15
16
17
18
19
20
21
22

X
X
X
X
X
X
X
X
X
X
X
X

During Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Filling out charts for the second

Cinderella story
X
X
X
X
X
X
X
X
X
X
X (Halfway finished)
X
X
X
X
X
X
X
X
X
X
X

Post-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
**Key for charts**

Work with Partners to compare

the two stories
X
X
X
X
X
X
X
X
X
X

Participated in the Roll and

Retell game
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X

Highlighted and bolded print numbers are my high, average, and low students
X means the students completed the work
To summarize, my data showed that the students had an understanding how to compare and contrast
two different stories. All the students completed all parts of each assessment.
Results on Three Individual Students: Lesson 3
When I examined the data for my high-achieving student, the pre-assessment showed that this student
remembered what we discussed about the first Cinderella story. During the lesson, the student was only
able to complete half of the chart and wasnt able to finish due to being in GATAS. The student wasnt in
the room for the post assessment.
When I examined the data for my average-level student, the pre-assessment showed that the student
could recall what we discussed about the first Cinderella story. During the lesson, the student filled out
the chart while I read the story. The post-assessment showed me that the student could compare and
contrast the two stories by playing the Roll and Retell game.

When I examined the data for my low-achieving student, the pre-assessment showed that the student
could recall what we discussed in the first Cinderella by looking at his chart. During the lesson, the
student filled out the chart while I read the story. I had a copy of the same chart and I filled it out as the
students were filling it out. I put it under the doc camera so that they could see it.

Attached, you will find examples of these students pre, during, and post assessments from Lesson
three. I dont have any student work for the high-achieving student because he didnt finish it and he
couldnt find the chart later on that day. The average-achieving students work is first. The low-achieving
students work is second.

Average-achieving students work (Student number 7)

Low-achieving students work (Student number 3)

Data on Whole Class: Lesson 4

The tables below show the data I collected before, during, and after my fourth lesson. My objective for
this lesson was for the students to identify the five major parts of writing a letter. The students also
gained some knowledge about Veterans Day.
Pre-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Raised hands to answer

questions about Veterans Day
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

During Assessment:
Students #s
1
2
3
4
5
6
7
8
9

Filled out flipbook about

Veterans Day
X
X
X
X
X
X
X
X
X

10
11
12
13
14
15
16
17
18
19
20
21
22

X
X
X
X
X
X
X
X
X
X
X
X
X

Post-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
**Key for charts**

Filled out Hand cut out for the

different parts of a letter
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Thank you letter to a Veteran

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Highlighted and bolded print numbers are my high, average, and low students
X means the students completed the work and participated while answering questions

To summarize, my data showed that the students could identify the five major parts of a letter. All of the
students completed their Veterans Day books and all the students wrote a letter to a Veteran. Each of
the students showed that they knew the five parts by writing their letters. I walked around the room
and read everyones letters and all the parts were shown by each child.

Results on Three Individual Students Lesson 4:

When I examined the data for my high-achieving student, the pre-assessment showed that the student
was very familiar with Veterans Day and knew over half the answers to the questions that I asked.
During the lesson, the student completed his flipbook with the answers to the questions that I asked in
the pre-assessment. The post-assessment showed that the student could say the five parts of a letter on
his hand using the hand. The letter he wrote to the Veteran was also very well written and all five parts
of a letter was addressed.
When I examined the data for my average-level student, the pre-assessment showed that the student
knew some of the questions I asked about Veterans Day. During the lesson, the student completed the
flipbook with the answers to the questions that I asked in the pre-assessment. The post-assessment
showed that the student could say the five parts of a letter on her hand. The letter the student wrote
was really good and had few errors.
When I examined the data for my low-achieving student, the pre-assessment showed that the student
knew some of the questions I asked about Veterans Day. During the lesson, the student completed the
flipbook with the answers to the questions that I asked in the pre-assessment. The post-assessment
showed that the student could say the five parts of a letter on his hand with a little help from me. The
letter the students wrote was really good with some errors.

Attached, you will find examples of these students pre, during, and post assessments from Lesson four.
The high-achieving students work is first. The average-achieving students work is second. The lowachieving students work is last.

High-achieving students work (Student number 11)

Average-achieving students work (Student number 7

Low-achieving students work (Student number 3)

Data on Whole Class: Lesson 5

The tables below show the data I collected before, during, and after my fifth lesson. My objective for
this lesson was for the students to list different facts about the Catawba tribe based on a graphic
organizer that they already had for the Cherokee tribe.
Pre-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Raised hand and answered

questions
X
X
X
X
X
X
X

X
X
X
X

X
X
X

During Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10

Filled out graphic organizer

X
X
X
X
X
X
X
X
X
X

11
12
13
14
15
16
17
18
19
20
21
22

X
X
X
X
X
X
X
X
X
X
X
X

Post-Assessment:
Students #s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
**Key for charts**

Completed clay bowl

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Highlighted and bolded print numbers are my high, average, and low students
X means the students completed the work and participated while answering questions
To summarize, my data showed that the students knew some facts about the Catawba tribe before we
looked at the PowerPoint. All of the students completed their graphic organizers and they also

completed their bowls. The students are going to let their bowls dry and then they are going to paint
them and take them home.
Results on Three Individual Students Lesson 5:
When I examined the data for my high-achieving student, the pre-assessment showed that the student
knew some facts about the Catawba tribe. During the assessment, the student answered all the
questions I asked about the Catawba tribe. The post assessment showed that the student knew how to
make a clay bowl and understood the procedures of how to make one.
When I examined the data for my average- level student, the pre-assessment showed that the student
knew some the answers to the questions I asked. During the assessment, the student asked a few
questions about what words went in which column of the chart. The post-assessment showed me that
the student needed some help with making the bowl. I had to show the student several times how to
mold the clay into a bowl.
When I examined the data for my low-achieving student, the pre-assessment showed that he knew a
little about the Catawba tribe based on information the student learned on a field trip earlier in the
month. During the assessment, the student filled out the chart with few questions. The post-assessment
showed me that the student knew how to mold the clay into a bowl.

Attached, you will find examples of these students pre, during, and post assessments from Lesson five.
The high-achieving students work is first. The average-achieving students work is second. The lowachieving students work is last.

High-achieving students work (Student number 11)

Average-achieving students work (Student number 7)

Low-achieving students work (Student Number 3)