analysis of student work -...
TRANSCRIPT
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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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