For the assessment, I aligned the standard, “CC.2.1.K.A.2- Apply one-to-one correspondence to count the number of objects,” When a student could not write the number 5 correctly and then miscounted the amount they saw because they were counting too quickly. With this standard, I aligned the learning goal, “Students will be able to add to use one-to-one correspondence to add manipulatives shown.” Questions 1, 2, 3, and 5 aligned with this standard and this learning goal because students are using one-to-one correspondence to count and add manipulatives to identify the total amount being added together.
The second standard I used was, “CC.2.2.K.A.1- Extend the concepts of putting together and taking apart to add and subtract within 10.” The…show more content… I also took notes on how students performed and if they needed additional prompting if they did not want to work.
I will assess the intervention group the same way during the post assessment and the pre-assessment. Only the intervention group will be assessed during the post-assessment, which are students who scored below a 50% or a zero to three correct on the pre-assessment. This is because students who answered four or more correctly (higher than 50%) showed they have the foundation of the skills they need to succeed in this topic. Students who answered zero to three correctly do not show they have the foundational skills to succeed as they progress through future topics relating to addition.
I plan to evaluate the post-assessment scores with quantitative scores shown on the assessment, but also through observations, documentation, and how that child’s day is going. This is because a student may have an off day and not perform very well, which can skew their result. If I believe a child’s day may be negatively affecting their performance, I will look at their documentation of Intervention lessons 1, 2, and 3 and determine the amount correct for each of those
