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Analysis of Student Work

Melodie Sanders

11/26/2013

University of Nevada Las Vegas

ASW

Table of Contents

Student Background..……………………………………………………………………………...3

Grade Level Standards…………………………………………………………………………….5

Artifact #1 Pre-write………………………………………………………………………………6

Artifact #1 Reteach Strategy………………………………………………………………………7

Artifact # 1 Final Draft……………………………………………………………………………8

Artifact #2 Trial 1…………………………………………………………………………………9

Artifact # 2 Reteach……………………………………………………………………………...11

Artifact #3 Trial 1/ Formative Assessment ……………………………………………………...13

Artifact 1: Standard/Deficiencies Initial Strategy/Strategies/ Recheck………………………….15

Artifact 2: Standard/Deficiencies Initial Strategy/Strategies/ Recheck……………………….…17

Artifact 3: Standard/Deficiencies Initial Strategy/Strategies/ Recheck……………………….…19

Reflect/Summary………………………………………………………………………………...21

Resources……………………………………………………………………………….......……22

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Student Background

Logan is a 3rd grade student at Triggs Elementary School. After administrating the

interest inventory and reviewing his responses, I learned a lot about Logan. He lives near

the school with his parents, a dog, an older brother and an older sister. Logan doesn’t

remember his address, even though he tries. Some of his chores at home include cleaning

his room, feeding the dog, and taking out the trash. Logan is very creative. He enjoys

painting, drawing, and building structures with Legos. He likes to play a video game called

Minecraft; because he can build structures with blocks. He doesn’t have a television in his

room, but when he does watch television it’s usually anything that’s on Adult Swim. One

response suggested that no one reads to him on a daily or even weekly basis. He said that

his mother and brother read to him occasionally when they have free time. The last book he

read at home was from the Dr. Seuss series. Logan did not remember the title.

After administrating the Reading Attitude Survey it seems that Logan really enjoys

reading. Again, no one reads to him as well as Logan rarely reads by himself at home or

school. The last book he received, as a gift was a baby book about two months ago. Logan

could not remember the title of the book. He doesn’t like to read aloud because he gets shy

and nervous. He is also nervous when the teacher asks him questions about a story read

aloud in class, because his answer may be incorrect. He likes reading science books because

he really enjoys the subject. He doesn’t like to be given reading comprehension worksheets

because he usually does not finish them. Logan is very interested in books that details toys,

art, and buildings when he visits the library or bookstore. Since most of my observations

were done during writing time, I asked him a question about writing. The question was,

“How do you feel about writing?” He said that it takes him a long time to write down

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information and his thoughts. He said that he messes up a lot, doesn’t know how to spell,

and write letters backwards.

It seems that Logan is left to care for himself when he is at home. To reiterate, there

is no one that reads to him consistently and there is no one that he can read to consistently.

When Logan is at home, has the tendency to spend the majority of his time doing creative

and artsy things. His teacher is doing everything she can to help him with his writing.

However, she unable to provide him with the one on one instruction that he need. The

teacher often includes him in small group instruction to help all those that are struggling.

Even with this strategy, Logan still has to have constant guidance to finish an assignment.

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Grade Level Standards

Artifact 1: Writing W.3.3 Write narratives to develop real or imagined experiences or

events using effective techniques, descriptive details, and clear event sequences.

Artifact 2: Math 3.OA.A.3 Use multiplication and division within 100 to solve word

problems in situations involving equal groups, arrays, and measurement quantities, e.g., by

using drawings and equations with a symbol for the unknown number to represent the

problem. Students will use this to help solve one-step word problems.

Artifact 3: Writing W3.3.3.b Write narratives to develop real or imaged experiences or

events using effective techniques, descriptive details, and clear events sequences. Use

dialogue and descriptions of actions, thoughts, and feeling to develop experiences and

events or show the response of character to situations.

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Artifact #1

Standard: Writing W.3.3 Write narratives to develop real or imagined experiences or

events using effective techniques, descriptive details, and clear event sequences. Students

had to write a topic sentence, 3 supporting sentences, and a conclusion sentence.

Deficiencies Initial Strategy

Logan was unable to use the writing process. He did not complete a flow map or a

rough draft. The first artifact is a flow map that he attempted to complete. He had difficulty

writing an idea in each box of the flow map. The following day when I was at the school, I

created a flow map for his use. Before begin to fill in the boxes, Logan and I discussed the

school experience he wanted to write about. Logan used the entire writing period to come

up with an idea, and details need to complete the assignment. However, when I returned

for my next observation, Logan had lost that flow map that we used.

Reteach Strategies

1. Since my student is having a hard time with writing, I decide to use manuscript writing

with him. We will be able to have a discussion about his topic. I will write down

information that he wants to include in his writing.

2. I would like to have my student watch a video about the writing process. This could assist

him with the importance of the writing process.

(http://youtu.be/mY4O-8IKxqc)

3. To help Logan remember the writing process, I would have him listen to a song detailing

each step of the writing process. The song could be a sequential reminder of the process.

(http://youtu.be/-Y07L4OrXNA)

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Re-Check/Re-Plan

I used a combination of two of the reteaching strategies. First, we listen to the

writing process song. The song was an auditory strategy to help Logan to remember the

writing process. We listened to the song together at first. Then Logan and I sang along with

the video. Next, I had Logan brainstorm different ideas to writing about. Once he came up

with a topic, we completed a quick flow map on the white board. Finally, I had Logan give

me complete sentences to write about on his topic. The manuscript writing stage is where c

Logan has difficulty. It takes him a very long time to rewrite or copy the information. Logan

was required to write down the information for his finally draft. My mentor says that Logan

continues to use the song to assist him to remember the writing process. However, he still

has a hard time with getting his ideas on paper.

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Artifact #2

Standard: Math 3.OA.A.3 Use multiplication and division within 100 to solve word

problems in situations involving equal groups, arrays, and measurement quantities, e.g., by

using drawings and equations with a symbol for the unknown number to represent the

problem. Students will use this to help solve one-step word problems.

Deficiencies Initial Strategy

Logan struggles in math. He could not complete of the practice problems that he was

given. I used the Kagan Think-Pair-Share strategy. His partner helped him with each problem.

Once the practice problems were completed, students were given an assignment that

encompassed the practice problems. I lead a small group session which included Logan. He had

a hard time figuring out which mathematical operation should be used to solve the variety of

word problems. So with his lack of knowledge needed to complete the assignment on his own or

with the help of others. Logan copied the other students’ work at the table. When asked to

explain how he solved the problem, Logan had no explanation.

Reteach Strategies

1. The worksheet consisted of problems that that involved different operations. Blanks were

provided to assist students in mapping out their strategy. Student was to fill in the blanks

with numbers and solve the problem.

2. Have student use TIPS strategy. (Students used this strategy in class)

3. I will use a video to help him understand and remember the order of operation.

(http://studyjams.scholastic.com/studyjams/jams/math/problem-solving/psorder-of-

operations.htm)

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Re-Check/Re-Plan

This lesson was taught one on one. I wanted the students to be able to solve the word

problems, and write their answer in complete sentences. To help with the learning process, each

problem had the operation that should be used. There were blanks for Logan to fill in with

numbers and his answers (Ex. + = ). I also wrote complete sentences for the

answers because he struggles with writing. I had Logan read each word problem out loud. Then

he had to fill in the blanks with the correct numbers. He had to use one of the strategies to solve

the problem. Logan had to explain to me why that operation was used in the word problem.

Logan is better at verbally explaining the information. He was able to verbalize how he would

solve the word problem. Logan was able to complete most of the worksheet with assistance.

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Artifact #3

Standard: Writing W3.3.3.b Write narratives to develop real or imaged experiences or events

using effective techniques, descriptive details, and clear events sequences. Use dialogue and

descriptions of actions, thoughts, and feeling to develop experiences and events or show the

response of character to situations.

Deficiencies Initial Strategy

Logan was absent when this lesson was taught. This lesson was to prepare the students

for a practice writing assessment. Students needed to be able to listen to a story and take notes.

The students will be required to write an essay based on their notes that they took throughout the

week. The students only get one chance to write their essay. During this lesson I used Josh who

also struggles. Josh was able to follow the story and take notes. He was participating during the

Kagan 3 minute review within his group. The formative assessment was to write one new fact

that students learned about the pilgrims on an exit ticket. He was able to write one new fact that

he learned during the story, and take notes for the writing prompt the students will be given the

following week.

Reteach Strategies

1. Josh could watch a video on how to take notes. It breaks down how to find important

information in a text or story.

(http://www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html)

2. Create a graphic organizer to record notes. The organizer will contain hints for student to

listen for during the story. This will guide the note taking process.

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3. Read the story one on one with the student and ask probing questions. This will allow the

student with the opportunity to recorded important information.

Re-Check/Re-Plan

Based on the notes that Josh took during the story, he does not need to be re taught. He

had recorded notes from the story in his notebook. He was able to answer the exit ticket

prompt that related to the story. Next time I would use the video, to show students how to

take notes. The video would clarify the process of note taking.

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Reflection/Summary

Differentiating instruction is an important part of teaching students. Not every student is

going to be on the same level. The AW process helped me come up with different strategies to

help struggling students. Students need to be taught content in various ways. With the help of my

mentor, I was able to use different strategies in a small group setting. This is where I was able to

choose my ASW student based on their need.

Working with Logan was a pleasure. Logan is often left to his own devices in completing

his academics. He enjoyed working with me on a one on one basis. Working with struggling

students is something that I truly want to do in my teaching career. This gave me a chance to

differentiate instruction which is needed because not all students are on the same instructional

level. I didn’t have enough time with Logan. Logan was pulled out for reading and math

intervention. It appeared that the inventions in reading and writing were helping him improve in

those content areas. Towards the end of my practicum, Logan missed two weeks of schools. His

attendance may also contribute to his educational level. My mentor teacher informed me that

Logan missed approximately 30 days of school last year. Progress that was made could be lost

during these long periods of absences.

I believe that Logan’s handwriting skill slows him down. He has hard time copying

information from the board because he has difficulty writing numbers and letters. When working

with Logan, he can express himself verbally which lead me to believe he understood the

information given. However, if he has to write down the information on his own he struggles. If I

had more time with him, I would want him to improve his handwriting skills. This could help

him engaged in the lesson being taught. He has great ideas from the information given, but

doesn’t have the ability to express it in writing.

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Resources

http://www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html

http://studyjams.scholastic.com/studyjams/jams/math/problem-solving/psorder-of-

operations.htm

http://youtu.be/-Y07L4OrXNA

http://youtu.be/mY4O-8IKxqc

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