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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:









Students:
1. Simora
2. Emily
3. JoseManuel
Students:
1. Andrew
2. Isis
3. Kayden
4. Itzayana
5. Daniel
6. Cameron
7. Alexis

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)


Phonetic spelling (Beginning,
middle, ending sounds)

Mostly readable to adult without
student input

Multiple sentences with good
use of punctuation and spacing
most of the time.

The writer had details in
pictures and words

The writer could read their own
writing.

The writer wrote letters for the
sounds they heard.

The writer used the word wall
to help them spell

The writer put spaces between
their words

The writer started with a capital
letter then used lowercase
letters.

Writer is able to write a
beginning that gets readers
attention.

Writer states reasons for their
opinion and uses words~
because and such as.

The writer is able to give
multiple reasons to support
their opinion.

The writer has an ending page.

The writer used labels and
words in their illustrations.

Phonetic spelling (Beginning,
middle, ending sounds)

Mostly readable to adult without
student input

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)

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