Adapted from New Teacher Center@ UCSC and Wisconsin New Teacher Project (2010)
Analysis of Student Work ASW
The ASW process is intended to help you learn about & better understand students strengths and needs in order to develop instruction that is best suited for each student or group of students learning needs.
1. Preparing Subject Area: Writing Date: 3/21/14
Learning Target/Goal: W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
Assessment/Student Work Selected for Analysis: Midway assessment & end of the unit persuasive writing assessment Expectations for Student Work/Performance: Students will be able to tell, draw and write their opinion or likes and dislikes about a topic or book and provide evidence that supports their claim. 2a. Sorting Student Work (Write all students names) Minimal ~ 2 points (Far below standard)
Basic ~ 2.5 point (Approaching standard Proficient~ 3 points (Meeting standard) Advanced~ 3.5 or above (Exceeding standard) Students:
1. Kiera 2. Micah 3. Emma 4. Etta 5. Rhys 6. Kaylee 7. Katie 8. Camden 2b. Analyzing Student Performance (one student from each category) Minimal (Far below standard) Basic (Approaching standard) Proficient (Meeting standard) Advanced (Exceeding standard)
Adapted from New Teacher Center@ UCSC and Wisconsin New Teacher Project (2010) The writer told about something they liked or disliked with pictures and some writing
The writer started by drawing or saying something.
The writer kept on working
There was a place for drawing and some writing
The writer tried to make words.
The writer tried to write sentences about their likes or dislikes about a topic.
The writer worked the whole time and continued to write more and more.
The writer ended without a conclusion.
The writer wrote their opinion but did not tell why completely.
The writer had a few details in their writing and pictures.
The writer could read most of their own writing.
The writer spelled some sight words correctly.
The writer used a mix of uppercase and lowercase letters.
Writer is able to tell, draw, and write their opinion in the beginning about a topic or a book.
The writer wrote their opinion and told why (uses the word because)
Multiple sentences with good use of punctuation and spacing most of the time.
Beginning to use topic sentence, details, and concluding sentence.
Beginning to try new words.
Sentences are repetitive in structure. 3. Identifying Learning Needs (same student from each category from above) Minimal (Far below standard) Basic (Approaching standard) Proficient (Meeting standard) Advanced (Exceeding standard) Adapted from New Teacher Center@ UCSC and Wisconsin New Teacher Project (2010) Need letter sound knowledge
Need ending and vowel sounds
Need a complete sentence
Need Stamina/independence
Need finger spaces
Need better handwriting and conventions
Need Vowel Sounds
Need to write in lowercase letters
Need two complete sentences. One sentence that states their opinion and one sentence that gives one reason why. Need to state their opinion first
Need to use words such as because to tell why.
Need to have a last page.
Need to have a place where they stated their opinion and a place where they told why.
Need to have everything they think about the topic on the paper.
Need to have details in their writing
Need to have finger spaces and punctuation
Need to use the word wall to help them spell
Need a beginning that got the writers attention.
Need to use words such as because to explain multiple reasons for their opinion.
Need more detailed word choice and explanations of why.
Need varied and not repetitive sentences.
Need a clear conclusion to their ending that reiterated their opinion.
Need multiple reasons for their opinion.
Need to use word chunks in their spelling. 4. Differentiated Instruction/Strategies *Note any patterns and trends. Consider resources and/or personnel to support you. LETTER SOUNDS GROUP: Practice letter sounds with beginning sound tubs, reading wall, songs, etc.
Stretch words on dry erase boards
Write a whole sentence, use lines for each word.
Say a word, then go back to table to write it independently, then come back. Continue to build up to independently writing more than one sentence. CONVENTIONS GROUP: Review vowel sounds with anchor chart.
Write CVC words on dry erase boards, focus on middle sounds. Use iPad Spelling Magic Apps
Edit sentences for good spaces and punctuation.
Use editing checklist
Practice writing their opinion first and telling why. ORGANIZATION GROUP:
Practice using the organizer and translating it to their paper.
Practice using paragraph structure.
Practice writing a topic sentence that gets the readers attention.
Practice ending with a conclusion that reiterates their opinion.
Use editing checklist WORD CHOICE/SENTENCE FLUENCY GROUP:
Use the opinion organizer
Think about adjectives, adverbs, etc. that can be added to make sentences more interesting.
Use editing checklist
Working on punctuation such as period, exclamation point, commas, the date, etc.
5. Reflection Which students are still in need of support to meet the identified target? Minimal (Far below standard) Basic (Approaching standard) Proficient (Meeting standard) Advanced (Exceeding standard)
Intervention Instruction/Strategies *Note any patterns and trends. Consider resources and/or personnel to support you. Adapted from New Teacher Center@ UCSC and Wisconsin New Teacher Project (2010)