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# Names

(Correct) Explanations

Class Matrix of Student Scores Below Basic 1 or fewer names M 1 or fewer accurate explanations Yu, Danny, T, B, SR, Darren Basic 2 names 2 accurate explanations DLP, I, M, LDSS, K, Ev, David, Ye, S Proficient 3 names T, Darren, Danny, S, Yu 3 accurate explanations A, F Advanced 4 or more names B, Ev, TD, LDSS, A, El, David, K, Ye, F, SR, DLP, I, C 4 or more accurate explanations TD, C, El

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3/5/13

Give thisshape as manynames asyou can. Explain why you gaveit eachof thosenames.

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Name3:

I know thisshape is a

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Name 4:

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Student 1 (Work Sample 1) This student had a strong foundation in and prior knowledge about geometry. He has an excellent vocabulary and he is a strong speaker. He can easily convey his ideas both orally and in writing. He has good listening and reading skills, as well. He started the year at a 2.1 Star Reading level, and progressed to a 3.6 in January. He is not classified as an English learner. He has many misconceptions about geometry, however, and it has been a challenge to try to change these, but he is a fast learner. He did not know most of the vocabulary I presented throughout the learning segment, but he would begin using the words during explore time after we first discussed them as a class. He was able to use the sentence frames I provided and he performed well on each summative assessment. He shows signs of understanding details throughout the segment, such as hexagons have six sides, but is still grappling with some of the big ideas, for instance, knowing that squares and rectangles are types of quadrilaterals, which is a type of polygon. Still, he is consistently one of my highest students in math and language arts, and he loves to participate in class discussions. This student demonstrates an understanding of the content standards and was able to meet the learning objectives throughout the lesson sequence. He struggled with the first activity, when he had to work with his peers to sort shapes into clubs. In his group, he was sorting the shapes into many groups with a reasoning that they all had angles. He had some of the pentagons, triangles, and hexagons, in a group titled Angles, for instance. However, when he saw other students work and we discussed it, he was able to go back and sort the shapes properly. After the first lesson, he did really well during my formal and summative assessments. Throughout the learning segment, a misconception would arise, we would discuss it, and he seemed to internalize the new information right away, as he would not make the same mistake again. This demonstrates that he was learning. He performed very well on the assessment for this task, as well. He scored an Advanced, as he provided four correct names for a square (rectangle, trapezoid, parallelogram, and rhombus), complete with accurate explanations (see Work Sample 1). Student 2 (Work Sample 3) This student did not have a strong foundation in geometry prior to my learning segment. Nearly all of the vocabulary was entirely new to her. She is an English learner with an overall CELDT proficiency of Intermediate. Her strength is speaking, and she is Early Advanced in Speaking and has an Intermediate Reading proficiency in English. Listening and Writing are her biggest challenges. Spelling is difficult her, but it is always clear what she is trying to say. She began the year at a 2.2 Star Reading level, and was a 2.7 in January. She is a very serious student who is always up front and participating during lessons. The many and intense vocabulary words were particularly challenging for this student. Even with choral responses and lots of repetition, she had difficulty pronouncing the words. She did grasp the concepts quite quickly, however. The sentence frames really seemed to help her with the math language for each lesson.

Student 2 performed well during my formative and summative assessment for the first three lessons. She was able to use the sentence frames to describe the polygons, and to tell me what she created, for instance. Even during the explore time for the quadrilateral lesson, she was able to identify parallel lines and right angles. She did not do as well for this summative assessment, however. She was able to provide three correct names for a square (quadrilateral, square, and diamond), and one accurate explanation. For instance, she wrote, I know this shape is a diamond because when you flip it its a square. (I should mention that we did not explicitly define squares or diamonds. Every student knew the name for a square, but we never discussed that a square has four right angles and four equal sides. They did draw it repeatedly under these categories, however. We did not discuss diamonds at all during the segment.) This shows that she does not fully understand the relationships between the various types of quadrilaterals. She is able to recognize that a diamond is a square that is rotated, which shows an understanding of geometric translation on a basic level. She also knows that a square is a quadrilateral, and gives an accurate explanation, because it has four angles and sides. This demonstrates that she is beginning to see the relationships among the quadrilaterals. I think, with more time and explicit discussion and exposure, she would demonstrate a more robust understanding.