WTS 7

Instructional Design
Kimberly Eick
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
November 1, 2014

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Learning Step 1: Start from Developmental Standards

Targeted Descriptors from Wisconsin Standards for Teacher Development and Licensure
The descriptors listed for each Wisconsin Teacher Standard (WTS) on this page and the
next are copied from the Wisconsin Department of Public Instruction website. Areas targeted
for improvement during the course are preceded by a rather than a symbol.
Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Knowledge
The teacher understands learning theory, subject matter, curriculum development, and
student development and knows how to use this knowledge in planning instruction to meet
curriculum goals.
The teacher knows how to take contextual considerations (instructional materials,
individual student interests, needs and aptitudes, and community resources) into account in
planning instruction that creates an effective bridge between curriculum goals and students'
experiences.
The teacher knows when and how to adjust plans based on student responses and other
contingencies.
Dispositions
The teacher values both long-term and short-term planning.
The teacher believes that plans must always be open to adjustment and revision based
on student needs and changing circumstances.
The teacher values planning as a collegial activity.
Performances
As an individual and a member of a team, the teacher selects and creates learning
experiences that are appropriate for curriculum goals, relevant to learners, and based upon
principles of effective instruction (e. g. that activate students prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired).
The teacher plans for learning opportunities that recognize and address variation in
learning styles, learning differences, and performance modes.
The teacher creates lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress.
The teacher creates short-range and long-term plans that are linked to student needs and
performance, and adapts the plans to ensure and capitalize on student progress and motivation.
The teacher responds to unanticipated sources of input, evaluates plans in relation to
short- and long-range goals, and systematically adjusts plans to meet student needs and enhance
learning.

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Learning Step 2: Pre-assess Evidence Compared to Standards to Define Areas to Improve

Introduction
This entry for Wisconsin Teacher Standard 7 (WTS 7) documents completion of a
professional learning process to improve instructional design. The ultimate goal is to achieve
each students developmental capabilities through confident and independently competent
learning.

My seven-step process will aim to improve instructional design for a mathematics

lesson for cognitively disabled students targeting various early learning levels. Wisconsin
Model Early Learning Standards guided academic performance assessment for students. The
Danielson model (2007), guided instructional and learning environment assessments, focusing on
expectations coordinated to The Wisconsin Teacher Standards (WTS) 7.
Pre-assessment of Instructional Design Practices Related to WTS 7
Artifact A shows pre-assessment results as of this writing, and after Learning Step 6 the
post-assessment results will also be included in each table for ease of direct comparisons. The
pre-assessment starts with only an estimation of current student performance for the targeted
subject, rather than an assessment based on reliable evidence of low, median, and high student
samples. School has yet to start at the time of this writing, so past experiences, first impressions,
and any available student evidence related to the targeted subject form the basis for other ratings.
Tables 1, 2, 3, and 4 address four areas related to assessing instructional design:
(1) appropriate starting points based on current student performance compared to developmental
standards, (2) appropriate outcomes, (3) optimal learning processes, and (4) engaged learning.
Essential Question to Guide Research and Assessment Conclusion
The overall inquiry question to guide my 693 learning process is How do I improve
planning in targeted lesson teaching counting to 100s in math so my CD students achieve their

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developmental capabilities through confident and independently competent learning? The preassessments of student performance, instruction, and learning environment, guided by WTS 7,
suggested a need to improve a) counting by 5s and 10s, and count without using a
manipulatives; (b) appropriate learning expectations and materials for balancing activities and
bookwork; and (c) all students participate despite differences in ability.
Learning Step 3: Research to Find Answers/Insights
Introduction to Research Summary
To address growth related to Wisconsin Teacher Standard 7, teachers aim to organize
and plan systematic instruction based upon knowledge of subject matter, students, the
community, and curriculum goals. Many planning elements and skills are necessary for
achieving WTS 7 at a master teacher level. General practices investigated in EDUW 693 include
coordinated PK-12 planning, backward design, a developmental understanding of individual and
group needs based on reliably assessed evidence, and incorporating specific differentiation
strategies and delivery methods to engage all students. This research summary highlights
general areas that emerged as logical choices to improve instructional design and delivery, and an
investigation of specific new strategies and methods for achieving my targeted lesson.
Sonnier (2012) looked for an activity that her four boys could use to learn how to count
by fives. Since it was raining, she decided to make a gross motor game board. On the floor, she
put numbers in the some of the squares and others were blank. The numbered squares in this
example were counting by fives and going to one hundred. One person would throw a bean bag
on the game board. The child would then hop from numbered square to numbered square saying
the numbers as they jumped from square to square. This activity could be used in physical
education as a tool to reinforce the math lesson. Teachers could adapt the game to counting by

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any sequence, and the activity can be completed inside or outside, weather permitting. If a
teacher thought that the students needed a brain break, this game would be a good way to give
them the break as well as get them up and moving.
Hartmann (2014) incorporated teaching counting through song and physical activity. In
his song Lets Get Fit: Counting to 100 by 1s, the student would count and complete a
physical activity like arm stretch, leg stretch, arm pumps, arm circles, shoulder shrugs, walk in
place, jog in place, and clap up high. When the counter reached ten the activity changed. This
would be a great activity to provide a brain break for students, a getting-started-in-the-morning
activity, or a learning activity that could be reinforced through physical education. A teacher
could change the activities throughout the song like adding jumping jacks, crossovers, elbow to
knee, and toe touches for example.
Another song activity was the Macarena counting song on TeacherTube (2014). The
student danced to the Macarena song as she/ he counted numbers. This song was slower than the
Lets Get Fit: Counting to 100 by 1s Hartmann (2014), which could be a good starting point
for students in counting. As for the movement, it could be a little more challenging. This would
be an activity that could be used as a brain break or as a physical education class. If the teacher
does not know the Macarena s/he could have a student lead the Macarena and walk around
assisting students. This could also be used as a review at the beginning or the end of the day.
Khan Academy (2014) is a great tool to help incorporate technology in teaching. One
particular activity has a number line or chart. The student needs to select the correct number that
is missing from the number line or number chart. If the student selects the wrong answer the
answer shakes and she/he is given another chance. If the selected answer is wrong for a second
time, he can try again. There is a hint button that the student can use for help if needed. If the

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student uses the hint button, it gives the right answer right away. Khan Academy (2014)
branches out from counting by tens, to counting from any number, creating a number chart, to
numbers to one hundred twenty. A teacher could have the student go on the computer during
choice time and work on the assignments or use the activities as a form of assessment. This
activity could be used as a choice time activity in a class with computer access.
In looking for different ideas on how to teach counting to one hundred Heidis Songs was
a site that provided some suggestions. Butkus (2012) gave several different examples of ways to
teach counting. The site includes songs, worksheet ideas, letter to parent, counting beads, bingo
activities, and alternative manipulatives. The site is also has items that can be purchased, such as
dvds, cds, and books. A teacher could utilize different activities based on the levels of the
students. The teacher could ask an advanced student to be the bingo caller, freeing up the teacher
to assist students with their bingo cards. A way to incorporate this site into another area of study
could be in art class with the student creating the counting beads, or in physical education with
the student completing the counting song.
Research Conclusion
These five resources emphasized different learning styles. In teaching cognitively
disabled students the instructor needs to have multiple activities to teach one objective.
Researching this topic there were several different activities located to assist in the learning
process. The sites listed above provide differentiated instruction as well physical activities
encouraging the learning process.
Learning Step 4: Plan, Incorporating Answers and Insights from Research
Research Implications

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My inquiry question: How do I improve planning in targeted lesson teaching counting to

100s in math so my CD students achieve their developmental capabilities through confident and
independently competent learning?
For my targeted lesson, I plan to try these new ideas from research and course learning:
1. Try bean bag floor game.
2. Try Lets Get Fit: Counting to 100 by 1s
3. Try the Macarena.
4. Use Kahn Academy.
5. Try Heidis Songs
Research-based Action Plan
See Artifact B, which is the lesson plan that resulted from research and in-class learning.
Markings and color coding show evidence of understanding EDUW 693 terms and expectations
for instruction planning. This plan is one lesson in a series of lessons forming a learning unit.
Learning Step 5: Implement Plan and Gather Evidence
Artifact C shows student work samples with comments that explain how new planning
and delivery actions affected student learning.
Learning Step 6: Post Assess Evidence Compared to Pre-assessments and Standards
Artifact A uses italicized type to distinguish post-assessment information from the preassessment. Tables 2, 3, and 4 include subsequent explanations and evidence of significant
improvements that proved beneficial to student learning.
Learning Step 7: Reflection of My Entire Learning Process
This WTS 7 learning process focused on improving standards-based instructional design
and related delivery practices to achieve competent, confident, and independent learning at each

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students developmental capabilities. Each area below summarizes the two most significant
conclusions that emerged from a reflection of my entire learning process:
My Most Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence
1. Ask for help sooner than later. Knowing that Sara was willing to help us encouraged
me to be more proactive than reactive.
2. Breaking up a huge project into smaller chunks helped to avoid boredom and to stay
focused on the task at hand.
My Least Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence
1. Dont always believe what I read. I went by the records for these students because of
my new position, and next I would gather as much information as possible and meet the person
before setting a course of action.
2. For one student, I did a pre-assessment, but that proved incorrect for instructional
planning due to extenuating circumstances. Instead, let the relationship-building time be the
priority for making decisions.
My Next Steps for Improving My Learning Process (What to Learn and/or How I Learn)
1. Learn how to meet the wide variation of student abilities (age 3 through 12).
2. Work on de-stressing in light of the severe situation I face in my position.

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References
Butkus, H. (2012, May 18). Teaching Kids to Count to 100. Retrieved August 29, 2014, from
http://www.heidisongs.com/blog/2012/05/teaching-kids-to-count-to-100.html
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Hartmann, J. (2014, May 7). Let's Get Fit | Counting to 100 by 1's | Kids Songs | Jack Hartmann.
Retrieved August 29, 2014, from https://www.youtube.com/watch?v=0TgLtF3PMOc
Kahn, S. (2014, May 8). Count to 100. Kahn Academy. Retrieved from https://www.
khanacademy.org/math/early-math/cc-early-math-counting-topic/ccearlymath-counting/e/
count-to-100
Sonnier, A. (2012, January 1). Gross Motor Activity to Practice Skip Counting ~ Learn Play
Imagine. Retrieved August 29, 2014, from http://www.learnplayimagine.com/2013/03
/gross-motor-activity-to-practice-skip.html
Tomaszewski, J. (2014). Macarena Count to 100. Retrieved August 29, 2014, from
http://www.teachertube.com/video/macarena-count-to-100-320756

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Artifact A: Pre-assessment and Post-assessment Comparisons

Italicized type distinguishes post-assessment additions (Learning Step 6) from the earlier
pre-assessment (Learning Step 2).
unchanged ratings.

Changes in assessment notes explain changed ratings or

(Unchanged ratings generally represent improvements within the same

developmental range as the pre-assessment. ) Rating codes for Tables 2, 3, and 4: Unsat =
Unsatisfactory, Basic, Prof = Proficient, Dist = Distinguished.
Table 1: Current Academic Student Performance Compared to PK-12 Vertical Standards
Skill
Grade Current Proficiency Level Based on Early Learning Developmental Standards
Level
Level (proficiency = performance meets ALL expectations at and below the rating)
Quotes from subject standards at, above, or below rated level. See lesson
plan.
Lowest Row 7 Can name and write number symbols from 1 to 20 (Row 7).
(EL)
Cannot count to 100 verbally or in writing, but only when tossing a ball
to 6
back and forth. Pre-assessment estimates were too high. Able to name and
write numbers symbols from 1 to 10. At this time, possibly due to home
situation, the student has yet to cooperate with completing academic tasks.
Median Row 8 Can do K standards for early count, but not to 100 by tens. From Row 8,
(EL)
cannot count by 5s and 10s. Cannot count by 5s and 10s. Will count out
to 8
a pile of nickels to add up to one dollar where last year, could only add to a
quarter. Will not do it throwing a ball back and forth. Can correlate that
five dimes gets a can of pop.
Highest K
Proficient in all areas of Row 8. Struggles with composing decomposed
to K
numbers (18 = 10 + 8), but is proficient in K-level descriptors up to that
point. Still struggles with numbers above ten, but not with single digit
numbers now.
Evidence source: Observations and tracking student within our chart system.
Area to improve: Start with counting 5s and 10s then progress to counting to 100s without
manipulatives.
Evidence source: Formative assessments
Most improved
Minimal gains in counting toward the objectives for 2 of 3 students.
area:

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Table 2: Pre- and Post-assessment of Instructional Design for Appropriate Outcomes

Danielson A Framework for Teaching, Domain 1: Planning and Preparation Component 1c:
Setting Instructional Outcomes (p. 51-53 and chart on page 54).
Element
Rating
Assessment Based on Danielson Framework Criteria.
Value,
Unsatisfactory Outcomes represent low expectations and rigor (overestimated
sequence,
to Basic
current abilities in summer). Some (all) reflect important
and
learning in the discipline. Some connect to a sequence of
alignment
learning in the discipline. Some outcomes connect to a sequence
of learning in related disciplines.
Clarity
Unsatisfactory Outcomes are not clear (moderately clear) or are stated as
to Basic
activities. Some (most) outcomes permit viable methods of
assessment.
Balance
Unsatisfactory Outcomes reflect several different types of learning, but no
to Basic
attempt (with plans) to coordinate or integrate disciplines.
Suitability
Unsatisfactory Most outcomes are suitable for most students in the class.
for diverse to Unsat.
Needs of some individual student or groups are accommodated.
learners
(Overestimation of current abilities for low performer excepted,)
Evidence source:
Teacher observations and planning from last year.
Area to improve:
Improve expectations to meet the students at their level as well as
balancing outcomes for the different learning that takes place in
my classroom.
Evidence source:
Lesson plan and teacher delivery observations
Most improved area:
Plans match content to objectives, allowing me to make
adjustments when working with actual student skills.
Most Significant Evidence of Improvements in Designing Appropriate Outcomes
1. Being more prepared helped me changed the activity in mid-teaching to appeal more
to student interests. Clearer objectives allowed that flexibility.
2. I realized that what the file says does not match student needs necessarily, so have
alternatives while planning: A to Z instead of just A, B, and C.
3. Finding standards in a logical sequence gave me a starting point for planning that I
didnt have prior to this class.

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Table 3: Pre- and Post-assessment of Instructional Design for Optimal Learning Processes
Danielson A Framework for Teaching, Domain 1: Planning and Preparation Component 1e:
Designing Coherent Instruction (p. 55-59 and chart on page 60).
Element
Rating
Assessment Based on Danielson Framework Criteria. Improve
Learning
Unsatisfactory Some learning activities are suitable to students or to the
activities
to Unsatis.
instructional outcomes. Some represent limited cognitive
challenge. Some are differentiated for groups of students.
Instructional Unsatisfactory Some (more) of the materials and resources are suitable to
materials
to Basic
students, support the instructional outcomes, and engage students
and
in meaningful learning. There is some (more) evidence of
resources
appropriate use of technology and of student participation in
selecting or adapting materials.
Instructional Unsatisfactory Instructional groups partially support the instructional outcomes.
groups
to Unsatis.
Instructional groups are not appropriately varied for students and
the different instructional outcomes. Some evidence of student
choice in selecting the different patterns of instructional groups.
Groups are generally not possible at this point with the students
in the room.
Lesson and Unsatisfactory The lesson or unit has no (some) clearly defined structure that
unit
to Basic
organizes activities. The structure is not (is) uniformly
structure
maintained throughout. Uneven (even) coherent progression of
activities. Reasonable time allocations for each activity. Allows
for different pathways according to diverse student needs.
Evidence source:
Teacher observations and planning from last year.
Area to improve:
Creating a balance of learning through hands on activities and
bookwork at the appropriate levels as well as finding appropriate
learning materials and resources has proven to be very
challenging.
Evidence source:
Lesson plan and teacher intentions of delivery with adjustments.
Most improved area:
Unit structure is definitely apparent now.
Most Significant Evidence of Improvements in Designing Optimal Learning Processes
1. The lesson plan had a purposeful beginning, middle, end, which was not the case
before.
2. The process aimed achieving clear objectives. Previously, the process was activity
oriented with an assessment at the end of each activity, rather than activities in a progression
according to Early Learning or other standards.

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3. Problems with knowing the actual abilities levels influenced the ratings in the other
rows on the assessment.
Table 4: Pre- and Post-assessment Instructional Design for Engaged Learning
Danielson A Framework for Teaching, Domain 3: Instruction. Component 3b: Using
Questioning and Discussion Techniques and Component 3c: Engaging Students in Learning
(combining rows in the charts on pages 82 and 85).
Element
Rating
Assessment Based on Danielson Framework Criteria.
Quality of
Unsatisfactory Teachers questions are of a mix of high and low quality in
questions
to Basic
cognitive challenge (now a balance of low and high). Students
generally respond with some thoughtful responses formulating a
few questions of their own. Questions are asked in a mix of
succession combined with inadequate time to respond.
Discussion
Unsatisfactory Teacher-student interaction is (is not) predominantly recitation
techniques
to Proficient
style with some attempt to engage student in genuine discussion.
Teacher steps aside when appropriate.
Student
Unsatisfactory A few (most) students dominate the discussion. Teacher attempts
participation to Basic
with limited success to engage all student in the discussion.
Activities
and
assignments

Unsatisfactory Activities and assignments are appropriate to some (most)

to Basic
students age or background. Some (most) students are mentally
engaged in the activities and assignments in exploring content.
Students sometimes or adapt activities and projects to enhance
their understanding.
Evidence source:
Teacher observations and planning from last year.
Area to improve:
I would like to work on student participation and activities and
assignments. With the group of students that I have it is very
difficult to include everyone on activities due to the drastic
differences in cognitive ability.
Evidence source:
Classroom observations by teacher
Most improved area:
Student initiation of learning and participation.
Most Significant Evidence of Improvement in Designing Engaged Learning
1. Students responded more to questions than they did previously. In some instances
they even led discussion.
2. One student said he wanted to be a teacher after positive reinforcement for
participation, which was not candy, but just a high-five!
3. Previously student engagement was maybe 1 and 2 students. This year, counting the
nonverbal motor actions, 8 of 13 are actively engaged.

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Artifact B: Improved Lesson Planning

The two plans below show previous planning practices compared to a plan created during
the EDUW 693 course.
Previous Lesson Plan Example
This first lesson plan excerpt demonstrates the ideas that typically guided me for instructing students in
math. All of my CD students receive individualized instruction for each subject during our 45-minute math class.
The levels vary from not able to identify numbers to working somewhat independently in Algebra. These plans
address generalized content and tasks, use a repetitious process, and outcomes and assessment are in the materials.
Name
Jane

Joe

Kane/ Tom
Jim

Monday
Timed addition 5 min
Worksheet pg 1 gr K
Worksheet pg 2 gr K
Review missed problems
Math box last 15 min.
Timed subtraction 5 min
Worksheet pg 1 gr 1
Worksheet pg 2 gr 1
Review missed problems
Math on i-Pad last 15 min
Trace numbers 1-5
Match number to qty
Math on i-Pad last 15 min
Timed multiplication 5 min
Go on Plato for 30 min.
Complete review worksheet
of Plato lesson

Tuesday
Timed addition 5 min
Worksheet pg 3 gr K
Worksheet pg 4 gr K
Review missed problems
Math on i-Pad last 15 min.
Timed subtraction 5 min
Worksheet pg 3 gr 1
Worksheet pg 4 gr 1
Review missed problems
Math box last 15 min
Trace numbers 1-5
Match number to qty
Math on i-Pad last 15 min
Timed multiplication 5 min
Go on Plato for 30 min.
Complete review worksheet
of Plato lesson

Wednesday
Timed addition 5 min
Worksheet pg 5 gr K
Worksheet pg 6 gr K
Review missed problems
Math box last 15 min.
Timed subtraction 5 min
Worksheet pg 5 gr 1
Worksheet pg 6 gr 1
Review missed problems
Math on i-Pad last 15 min
Trace numbers 1-5
Match number to qty
Math on i-Pad last 15 min
Timed multiplication 5 min
Go on Plato for 30 min.
Complete review worksheet of
Plato lesson

Trial Lesson Plan Example

This plan demonstrates understanding of 693 expectations for lesson design processes
and elements, guided by expectations in WTS 7. Highlighting represents understanding of
lesson planning terminology and practices aimed at aligning expectations, content, process,
product, and assessment elements.
5 planning elements: objectives, content, process, product, assessment (3 types: diagnostic,
formative, summative). One example in CAPITALS/YELLOW HIGHLIGHT
5 assessment tools/methods: five formative or summative methods
6 levels of Blooms Taxonomy (explain missing or eventual levels)
5 thinking patterns (place term next to synonym: Introduce/Define by group
5 instructional strategies/techniques: see 693 term sheet for ideas
3 different differentiation strategies (LL, ML, HL; multiple intelligences
MUS, VIS, VER, LOG, BOD, INTER, INTRA, NAT, EXIST; learning styles
SEE, HEAR, TOUCH, SMELL, TASTE, DO, EMOtion, SETTING; explained
specific differentiation needs and coded in the lesson.
1 use of technology incorporated into entire unit (green type)
1 example of making purposeful connections: widening perspectives to realities, interests,
students past/present/future, cultural/racial/ethnic awareness, gender sensitivity, etc.
Lesson Plan Template to Demonstrate Understanding of Lesson Design Elements/Process (WTS 7)
UNIT Name: Learning to count to 100

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LESSON Name: Learning to count from 10- 20

Grade(s): 9-12+
Time Period/Dates for Entire Learning UNIT: 20 min daily for 5 days
Major UNIT Technology/Resources/Materials: (if not mentioned for targeted lesson at step 9) Internet
sources Khan Academy, Teachertube, Youtube, Heidis Song, Math ABC, Learn Play imagine.
SUMMATIVE PLAN (APPLIES TO ENTIRE UNIT CONTAINING THE TARGETED LESSON):
1. Current estimated proficiency grade range based on vertical standards and assessed abilities:
DIF:
Lowest= B.EL. Row 5 .
Median = B. EL. Row 7 .
Highest=Gr. K .
DIF:
2. This units proficiency range (P) based on vertical standards and students capabilities:
DIF: Lowest=.B. EL Row 5.
Median = B. EL. Row 5. Highest= B. EL. Row 5. DIF:
3. Assessed standards governing targeted lesson: Early Learning Objectives or EL (Identify any necessary
differentiation of expectations with a DIF or DIF preceding the expectation) I am going to be diagnosing where the students are
after one week. Unit will continue until goals have been met.
Counts with 1 to Child counts using objects such as cards, number Make use of fingers for counting and encourage the child
1
cubes, or dominoes that have familiar dot patterns. to do so.
correspondence When selecting 10 apples from a bag, the child The adult points to each object as he/she counts to model
up
takes out 6 apples and continues counting 7, 8, 9, that one number corresponds with each object, e.g.,
to 20 objects and and 10.
counting pennies, crackers, sticks, cups, glasses, plates.
can
Child can count 3 sets of 5 bundles of sticks up Assist the child to count money. Count money in his/her
tell the number to 15 (5, 10, 15) and then finishes counting the rest piggy bank or play money used to play store. Count out
that
of the sticks by ones 16, 17, 18, 19, 20.
change so that the child becomes familiar with the coins
comes next.
and their amounts.
Provide the child with counting sticks and tell the child to
put 1 stick on each number on a number line or calendar.
When the child has 10 sticks, put a band around the set of
10. Then start counting from 10 by ones until the child has
10 more sticks, and again band them together to show a
second set of 10 equaling 20.
Names and can Child can name the numbers on a calendar.
Provide number charts or calendars for the child so that
write
Child points out numbers he/she knows in the:
he/she can look at the number and copy it.
number symbols grocery store, shopping in other stores,
Point to numbers at the grocery store and say, See, the
1 through 20 and noticing house numbers, street numbers, or fire
bananas cost 27 cents per pound. The apple costs 35 cents.
beyond.
numbers.
Child enjoys writing numbers while playing
store. He/she writes the cost of each of the food
items and puts the tag on the food or
pretends to add the amount of the foods at the
cash register.
May rote count Child can count by 5s using the numbers chart Play counting games outdoors. Walk together outside and
to 100
when 5s are in blue, counts to 100 by saying 5,
count as each step is taken. Say, Lets see if we can count
and may count to 10, 15, 20, etc. Child can do the same when
100 steps? or Lets see how many cars (trucks, buses) we
100
counting by 10s when the 10s are in blue on the can count as we travel in the car.
by 5s and 10s. number chart by saying 10, 20, 30, etc.
Say to the child, Count as far as you can go.
Child can count to 100 by 5s and 10s without
Provide number charts containing 1 through 100.
the use of a number chart.
____________________________________________________________________________________
4. Assessed summative task(s) to demonstrate proficiency in UNIT outcomes/objectives: Students will be able
to count to 20 with the use of manipulatives like counting sticks in 9 out of 10 trials.

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5. Assessment tool or list criteria for measuring summative proficiency range on this task(s).
Trial
What numbers were missed
100%
1
2
3
4
There would be 10 trials total documented on this chart per student.
_________________________________________________________________________________________
6. Essential UNIT Answer/Understanding: lasting truth/principle/rule/insight to answer EQ at #8. If I learn to count, I
can tell people how much I want or mean.)
7. Essential UNIT Question: Motivate and broaden learning beyond academics. (Student Appeal!)
1-2-3-GO!
8. Essential UNIT Connections:
a: Connect thinking patterns for EQ to EA: Relate number sequence: If 1, then 2 is nextIf 39, then 40 is next.
Later: Relate to real life in communicating quantity.
b: Connect to students and widen perspectives based on diverse realities: If students complete the task with
90% accuracy students will count out and keep 20 pieces of M & Ms or Skittles.
c: Connect learning to build integrity, empathy, insight: Show the video Tims Place to show that anything is
possible if you try. Then ask what sort of things Tim might count in a day.
FORMATIVE PLAN (TARGETED LESSON DETAILS FOR ONLY ONE SUB-UNIT IN THE SEQUENCE.)
________________________________________________________________________________________________
9.TARGETED LESSONS Formative Learning Steps Leading to UNIT Standards and Expectations:
Formative Step # 1
TIME LENGTH: 1 day X 20 min.
9a. Lesson EQ & EA
9b. Lessons Standard(s)/Expectation(s): Review counting 1-10
PURPOSE for/to AUDIENCE
VOICE (delivery role), EMPHASIS, SUPPORT,
ORGANIZATION
What to learn? (knowledge/skills)
How to learn? (patterns/process to thinkdo)
9c. Clear Learning Objectives
9d. Content & Methods to Motivate/Connect/Sustain
1. Check students ability to count 1- 1. Have students count 1-10 within 10 trials with
10. RECALL KWL
100% accuracy.

Formative Step # 2
9a. Lesson EQ & EA

VALIDATE,
EDIT/REVISE
9e. How Assess
CorrectConfirm
to Proficiency?
1. Pretest on counting
1-10. Diagnostic.

TIME LENGTH: 3-4 days X 20min.

1-2-3- GO to 20! EA: Each number represents one thing to count. Counted
things have the same numbers in the same sequence.
9b. Lessons Standard(s)/Expectation(s): Introduce 11-20.
9e. How Assess?
9c. What learn? Frm. Objectives 9d. How learn? (Content, Process, Tasks)
1. Define 1-10 sequence orally.
1.a. Show a visual 1-10 to help oral recall. May use 1. a. Teacher check
counting video on YouTube for alternative visual.
until sequence is said
b. Write numbers 1-10 (leaving room to add next
independently and
sequence later.) UNDERSTAND
correct. B. Ask
student to evaluate
2. Relate 1-10 to next sequence 112.a.Add a 1 in front of numbers to show tens
own work by
20.
Each student adds a 1 in front of first numbers.
comparing his written
b. Teach pattern for tens orally and visually.
numbers to correct
c. Use manipulatives (APPLY), counting videos,
numberline.
etc. as necessary to reinforce pattern.

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3. Combine 1-10 and 11-20 to

create counting sequence. DEFINE

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d. Independently repeat 11-20 pattern, pointing to

1 in front of numbers as saying them orally.
e. Write sequence of number 11-20. (Student is
providing evidence to show correct or incorrect
number in comparison to the model number line.)

2. Same teacherchecks and self-check

process. Add
corrections in a
different color.

3. a. Point to 9-10-11-12-13-14 and repeat orally.

b. ANALYZE Student looks at 1-10 line written
earlier, and asked to figure out what comes next.
c. Show counting video on Youtube.
d. Set out 20 manipulatives to start counting from
1 to 20. Say entire sequence of 1-20.
e. Write entire sequence 1-20.
f. Each student makes a numberline for desk,
CREATING it in any artistic presentation they
desire. .

3. Each proves
numberline is correct
by counting orally and
pointing to it as
showing to me).

Formative Step # 3
TIME LENGTH: 2 days X 20min.
9a. Lesson EQ & EA
9b. Lessons Standard(s)/Expectation(s): Start working with manipulatives in counting 11-20
9c. What learn? (F. Objectives)
9d. How learn? (Content, Process, Tasks)
9e. How Assess?
1. RECALL/ REVIEW
CONTENT FORMULAIC STRUCTURES
1. Practice
counting 1-10
2. Teacher
2. Show a visual 1-20 with
1. Using manipulatives according to ability,
check
numbers on the
have student count from 11 to 20 using
FORMATIV
manipulative.
Popsicle sticks.
E
3. Teach the pattern.
2. Using Hello Kitty and Arthur stickers
3. Effort to copy
4. Counting from 11-20.
have student count out 20 stickers.
4. Count with a
5. Find real life situations
INDIVDUALIZED INSTRUCTION
partner
where counting is required
3. Practice counting .
(partner
and give example of what is
4. Count with a partner. APPLY
check with
counted. DEFINE and
5. Put number sticks in order. PRODUCT
teacher
GIVE EVIDENCE
UNDERSTAND HANDS-ON
observation)
6. Start working on identifying the numbers.
OBJECTIVES
7. COMPARE numbers by greater than and less
than

Formative Step # 4
TIME LENGTH: 1 day X 20 min.
9a. Lesson EQ & EA
9b. Lessons Standard(s)/Expectation(s): In 9 out of 10 trials student will be able to count from 1 to
20 with the use of manipulatives. If students complete the task with 90% accuracy students will count out and keep 20
pieces of M & Ms or Skittles.
9c. What to learn?
9d. How to learn?
9e. How Assess?
1. Review counting 1-20 before test.
1. In 9 out of 10 trials student will be able
1. Post Test assessment
Counting from 1-20. INDUCTIVE
to count from 1-20 with 90% accuracy.
to determine if the unit
REASONING
needs to be continued.
SUMMATIVE
2. if successful count out either 20 M &
Ms or Skittles. RELATE

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Artifact C: Student Performance Outcomes

Low Student
Here is a sample from the lowest student in this lesson. When we started the lesson, he
needed hand-over-hand instruction. Anything that we were trying to write he would turn into his
name (ones became ts, etc). Now he is able to trace the numbers and will try to write the
number a second time on his own. T his is a daily activity that we complete in the morning with
the class; talking about yesterday, today, tomorrow, the date, and the weather, which the student
charts daily.

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Middle Student
In this dot-to-dot counting activity, the student was counting from one to fifty. Notice on
the frog drawing, the student struggled with connecting the feet correctly making the toes for the
frog. Before this lesson this student would take either a marker or pencil and scribble all over
the page. Now this student is interested in what the object is and more willing to try new things.

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High Student
In this activity, the student was working on counting by connecting the dots to make a
robot. The example shows how the student missed connecting some of the dots; however, this is
the farthest the student has gotten to date in completing a counting activity.