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Sem I-ECED372
Morgan Pastorfield
Mrs. Shifflett, Kindergarten, Clymore Elementary School
April 6th, 2016 at 9 am
Date Received: April 6th, 2016
Assessment
There are six instruction cards that are to be placed at this station, which
include the directions to each step and a picture to go along with the
directions for that step. These instruction cards include, take 1, take 1
scoop, spread, take 1 scoop, take 5, take 7. I will begin by
asking students, what does the first step tell us to do? Then from there I
will assess their ability to effectively carry out the directions on this card
and will continue to assess this throughout the entire workshop. I will
record these results by simply checking off on the data collection sheet
whether or not the student was able to successfully carry through the
directions for each step.
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Spring 2014
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Here, I will assess the students ability to correctly place the stages of the
apple tree in the correct order. If the students seem to be struggling with
this concept, I will prompt them with questions like, which do you think
came first the seed or the tree and hopefully this will help them be able
to get the right answer. I will record these results by marking how many
cards the student got in the right order once they finished. If any student
got it wrong I will prompt them with questions like, now do you think
the seed came after or before the tree? and once theyve realized theyve
made a mistake I will ask them to try again. The cards the students place
in the right place they will receive a check on the data collection sheet
and for the cards the students place in the wrong place they will receive
an x.
Spring 2014
Sem I-ECED372
Spring 2014
Sem I-ECED372
After each group has finished their time at my station I will use a Clorox wipe to clean off the table and then
make sure all of the materials are ready for the next group of students.
DIFFERENTIATION
To incorporate differentiation in our activity we are going to have each student fill out a recipe card. The
groups are being organized based on their different reading levels so each recipe card will have different
blanks for the students to fill out based on their reading levels. The lower level groups will get a recipe
card where they only have to write in the blank what number of ingredients you need and the beginning
letter of a certain word. Then for the higher leveled students they will have to fill out the number and write
out the whole word. There are no students in the class who are English language learners or who have any
learning disabilities or allergies so we didnt need to make any accommodations to our lesson plans for
these types of students.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
One thing that could go wrong is that the students will not be able to wait their turn when preparing their
pizzas and that once they get to the topping station they will just grab whatever they want to put on the
pizzas and therefore wouldnt be following the directions, which would defeat one of the goals of my
activity, which is testing their ability to read and follow directions. To avoid this I will really have to
monitor them and give them specific instructions in waiting their turn and taking their time to read the
instruction cards and follow the directions given to them.
Another problem that could occur is that the students will not remember their lesson on the apple tree
cycle and will have no idea what order the cards should go in. If the students do struggle with this I will
just have to give them extra guidance by maybe giving them a hint that the seed is the first step, and then
saying the seed will grow into something so what do they think is next. So just asking the appropriate
questions to get them thinking and to help them understand the process.
Another thing Im worried about occurring is that even though the recipe cards are made based on skill
level that the higher leveled students will struggle with filling in the word on their own. If they do struggle
with this step I will spell the word out for them on another piece of paper and have them look at what I
wrote and they can practice writing it out on their own.
Something else that could go wrong is that a student might not like the toppings that are offered for them
to put on their apple pizza. If this does occur, I will tell them that they dont need to put that topping on
and they can just skip that step of the procedure.
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