A Curtis Artifact Sheet Group 4

Artifact Tracking Sheet Name: Amber Curtis
Exploratory Question: Are the strategies being used to teach this standard effective? If not, what
can be changed to ensure that more students are able to be successful?
Artifact Type (be Observed Learning Gap Relative Prominence
specific) (as evidenced by artifact) Significance (if learning gap
• Data Table or (if learning gap observed)
• Student work Observed Instructional Gap observed)
• Teacher lesson Speculate as to how
(as evidenced by artifact)
plan(s) How important is this widespread this gap
• Teacher instruction skill/concept? is with all the
calendar students.
• Test items
• Unit plan
Lesson Plan for Let’s Play Ball by LG IG 1 2 3 4 5 1 2 3 4 5
Mo Willems Lack of Activating Prior Knowledge
Unit Plan LG IG 1 2 3 4 5 1 2 3 4 5

Standard: Reading: Story/Text Some of the questioning related to personal
Comprehension: Demonstrate experiences to the text are too abstract of a concept
comprehension by responding to for this age students. This is evident in the student’s
interactive read-alouds of texts inability to conceive abstract notions in reading
before, during, and after the texts material
are read.
Pre-test LG IG 1 2 3 4 5 1 2 3 4 5

Level of student correctness based on story
prediction
Data checklist- (Day 1) LG IG 1 2 3 4 5 1 2 3 4 5

Was the student able to respond to who questions?
How Teachers Can Turn Data into Action by Daniel R. Venables. © 2014 by ASCD.
Artifact Type (be Observed Learning Gap Relative Prominence
specific) (as evidenced by artifact) Significance (if learning gap
• Data Table or (if learning gap observed)
• Student work Observed Instructional Gap observed)
• Teacher lesson Speculate as to how
(as evidenced by artifact)
plan(s) How important is this widespread this gap
• Teacher instruction skill/concept? is with all the
calendar students.
• Test items
• Unit plan
Student Work- (Day 2) LG IG 1 2 3 4 5 1 2 3 4 5

Recall story elements drawing Students are unable to recall all story elements to
responses. create a complete response.
Data checklist- (Day 3) LG IG 1 2 3 4 5 1 2 3 4 5

Was the student able to respond to what questions?
Student work- (Day 4) LG IG 1 2 3 4 5 1 2 3 4 5

What can you do to help a friend? Students were unable to make real world connection
Dictate and draw activity response. (unit abstraction is evident)
Post test data (test Day 5) LG IG 1 2 3 4 5 1 2 3 4 5
Students were unable to retain information to
recall/respond to story elements.
Student’s with an IEP LG IG 1 2 3 4 5 1 2 3 4 5

Students who had IEPs lack of above average
scoring throughout the unit
Student reflections about their LG IG 1 2 3 4 5 1 2 3 4 5

work/ level of understanding (data Students unable to respond/demonstrate
chats with students) understanding of book contents.
We started with our Data Checklist focusing on a team-member's data. She is working with Pre-K students and the focus is on the
ELA Standard: Reading: Story/Text Comprehension-Demonstrate comprehension by responding to interactive read-alouds of texts
before, during, and after the texts are read.
Then we focused on Objective 3: After is after reading a story, students will respond to questions such as who and what about texts
read aloud.
From there we chose an Exploratory Question: Are the strategies being used to teach this standard effective? If not, what can be
changed to ensure that more students are able to be successful?
We used artifacts from a sample lesson one team member shared with the group. When we calculated the relevance in relation to our
own teaching experiences, knowledge about age-expected skills, the Venables text, and teaching outcomes and strategies. Then when
calculating Prominence, we utilized the data on the number of students scoring below or above 5.
Then my group came up with possible solution for the data that was presents. Below are some solutions:
 Coloring activity to get to know the characters
 reread the story and asks specific questions about the characters at a few points in the story
 Simplifying stop and ask questions
 Participate in memory recall activities- *turn & talks*- 2 or 3 before, during and after story
 Lack of introductory activity
 Modeling how to reflect on your learning
 Using picture cues or sentence starters for student responses

A Curtis Artifact Sheet Group 4

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A Curtis Artifact Sheet Group 4

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Artifact Tracking Sheet Name: Amber Curtis

Unit Plan LG IG 1 2 3 4 5 1 2 3 4 5

Pre-test LG IG 1 2 3 4 5 1 2 3 4 5

Data checklist- (Day 1) LG IG 1 2 3 4 5 1 2 3 4 5

Student Work- (Day 2) LG IG 1 2 3 4 5 1 2 3 4 5

Data checklist- (Day 3) LG IG 1 2 3 4 5 1 2 3 4 5

Student work- (Day 4) LG IG 1 2 3 4 5 1 2 3 4 5

Student’s with an IEP LG IG 1 2 3 4 5 1 2 3 4 5

Student reflections about their LG IG 1 2 3 4 5 1 2 3 4 5

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