Running head: ANALYSIS OF STUDENT WORK

Analysis of Student Work

Jillian Chevalier
University of Nevada Las Vegas

ANALYSIS OF STUDENT WORK

Student Background: The student I selected from my first grade practicum class was not
achieving in multiple subjects. She often is off task or unfocused. She does not bother others, but
she does not always find herself involved in schoolwork. Ramsey is six years old and enjoys
reading and looking at pictures in books. I also found out that she was put on a watch list for
Special Education services in October. Unfortunately, even if she did qualify, I may never know.
Ramsey often comes to school hungry and distracted. On a few occasions I have sat with her to
focus her attention and even taken her to the cafeteria to get breakfast. Recently, Child Protective
Services removed Ramsey from the elementary school, and I have changed her name in this
paper to protect her identity. At this point I feel it is necessary to mention that Ramsey was not
available to reteach the third lesson. The day I had planned on teaching, my mentor teacher
informed me that she would not be coming back. I do however have the original artifacts from
the initial lesson 3 that I taught. With that said, I learned a tremendous amount from my
interaction with her and have enjoyed watching her learn through our one-on-one interaction and
in class interaction.
Grade Level Standards/Expectations for Lesson 1: Under the Nevada Academic Content
Standards (NVACS) for Operations and Algebric Thinking, 1.OA.3, first grade students should
be able to apply properties of operations as strategies to add and subtract (Operations &
Algebric Thinking, 2013). The properties my first lesson focused on were the doubles property
and doubles plus one property.
Lesson 1 Description: My lesson included hands on activities, whole body involvement, teacher
modeling, and show me strategies to teach and check for understanding of doubles and doubles
plus one facts. Students followed along with hand movements to display doubles facts using our
hands, for example, show me one on each hand, how many do we have total? What is one and

ANALYSIS OF STUDENT WORK

one together? Then we repeated with two through five. Students stood in a line of three for an
activity to demonstrate doubles plus one facts. Students in sets of three stood in front of the class
in a line. Person one said a number one through five, person two said plus one, and person three
said equals the correct number. Students then trade places and person one becomes person two,
person two becomes person three, and person three becomes person one. I repeated this three
times with nine students of varying abilities, including Ramsey. Next, I modeled dot cards on the
overhead showing doubles, and how there are doubles hiding within doubles plus one (using a
dot card with three dots and one with four, cover one dot on the four card, now they both show
three dots). Students also had a worksheet that was done with guided practice where we filled out
the first one as a group, the second one with a shoulder partner, and the last two independently.
The formative assessment took place when students used their whiteboards when I called out
doubles facts, using the Lemov strategy show me (2015a), students displayed their answers on
the whiteboards. The summative assessments were the worksheet, specifically boxes three and
four, which were to be done independently, the homework assignment, and the exit ticket.
Analysis of Student Performance (Lesson 1): There is a worksheet example provided from
Ramsey, however, this is not the original from the lesson. I initially had the students fill out the
worksheet, take home the homework, and complete an exit ticket, however I let them take them
all home. I realized after the fact that I needed it to assess their progress, so In the future I will
hold onto work until assessed and graded. This also happened with lesson 2 as this lesson
supported my mentor teachers later instruction, it is described more in section Initial strategy for
lesson 2. During the activity, I noticed that Ramsey seemed to be focused elsewhere, and not
working with her shoulder partner when asked. I initially called on her to assist in the whole
body activity after two other groups had modeled it, three in a line, but she still did not catch on.

ANALYSIS OF STUDENT WORK

Here is what that dialogue sounded like: first person said, three second person said, plus one,
and Ramsey being the third person was supposed to answer the problem by saying equals four
but instead she said, plus one. Having just been person two, she repeated what she had said the
rotation before. For the show me strategy, Ramsey either wrote the incorrect number, or she
directly copied what her tablemates had on their whiteboards. I recall having to choose a
different number to use because I saw Ramsey peek over her shoulder partners whiteboard and
write what her shoulder partner had written. I felt that she needed some one-on-one teaching to
grasp these concepts.
Initial Strategy: I used various strategies, but this was when I was implementing the Lemov,
show me strategy (2015a). This allowed me to assess understanding of the class as a whole and
pin point what students still needed more practice. Many students wrote what they saw other
students writing, which is why I required everyone to write it and hide it. After that, and
repeated attempts at doubles facts with cards and fingers, the majority of the class caught on.
Ramsey seemed to not be focused, as previously mentioned, and even when I stood near her
desk, or involved her, still she was not interested. The show me strategy was distracting for her
as she also began drawing pictures when she lost interest in what I was teaching. This is why I
selected her to reteach the concepts.
Reteaching Strategies:
1: At Bats- A Lemov strategy that requires a student to repeat something ten to twenty times
minimum. For math it is having them continually repeat a problem or a concept by doing it over
and over and over, until they can do it independently (2015b).

ANALYSIS OF STUDENT WORK

2: Modeling: I do, we do, you do- This strategy is when the teacher demonstrates how to do
something, and then the student(s) and teacher do it together, then the student does it
independently (McCoy, 2009).
3: Manipulatives- This strategy involves tactile use of objects to show how to find the answers. I
too used this and modeled it for the class using dot cards. Students retain more information often
when using manipulatives (Finney, 2013).
Reteaching Strategy Selected: Since Ramsey had a hard time participating and paying attention
during the initial lesson, I decided to use manipulatives and modeling to reteach the concepts to
Ramsey. I selected manipulatives in order to keep her attention. I brought the dot cards used in
the initial lesson, blocks, and beans. I decided to also use modeling because I felt that this is what
her teacher usually does in the classroom during math, so by modeling I am continuing what she
is familiar with. Since this took place one-on-one Ramsey was more attentive to what we were
doing together than if she was in a whole class lesson.
Reteaching and Rechecking: As she took the artifacts home, I asked Ramsey to fill out the
same worksheet used for the initial lesson, prior to reteaching. I read her the directions and asked
her to do her best even if she wasnt sure what to put. In her attempt she demonstrated that she
knows the commutative property (2+4=6=4+2), and attempted to use plus one. This also allowed
me to see if she understood the first concept required to understand the second. From this, please
see artifact provided (worksheet #1), we can see that she did not grasp the doubles property. This
allowed me to begin at the starting point with doubles facts. I first showed two dot cards that
were the same, two and two. I asked her how many dots were there all together. Next I showed
the same problem with the blocks and the beans, and by the time we got to the beans she wasnt
counting, she knew that two and two makes four. I then asked her to show me using her fingers;

ANALYSIS OF STUDENT WORK

she displayed two and two and told me that it makes four, without counting. We repeated the
strategy with one, three, four and then five. From this point I felt that she could now understand
the doubles plus one concept. I showed her two cards, a two-dot card and a three-dot card. I told
her, there is a doubles fact hiding in here, watch me. I then covered one of the dots on the
three-dot card. I asked her, Do you see a doubles fact? She answered, yes, two and two makes
four. I then showed her what happens when I remove my hand, I am adding one more. Now
how many dots do I have all together? This is where I felt that my reteaching of the second
concept took a turn. She then decided to count each individual dot, and told me five. I said,
Great, now you show me. Using the same cards, I had her cover one dot to show me a double
fact. She tried and covered a dot on the two-dot card. I asked her, Do the cards look the same?
She said no and quickly covered the dot on the three-dot card. I asked her, Do they look the
same? And she replied, Yes, two and two makes four. I asked her to show me what one more
than four looks like, and she removed her hand and counted the dots. Initially what I had wanted
was for her to know that five is one more than four. I then tried the same strategy with a different
manipulative thinking if she saw it in a different way it would click. Each time she was able to
tell me the doubles facts one through five but when it came to the plus one, she counted. I asked
her to look at the beans, dots, and blocks and tell me, but not to count and I could tell she would
start counting in her head. When it came to rechecking I used the same worksheet we began the
reteaching session with, and she flew through the double part. As you will notice she has some
erasure marks in boxes one and two. By box three she realized that the bottom answer-box in
boxes three and four were one more than the answer above it (see worksheet #2). She was
counting to make sure her double plus one answers were right, and was not able to apply the
double facts and then add one.

ANALYSIS OF STUDENT WORK

Reflection on Reteaching of Lesson 1: The intention was for her to know her doubles facts and
know that if there is a double plus one more than a double (3+4) that the answer is one more than
the answer to the double fact (3+3=6, then 3+4=one more than 6 because 4 is one more than 3).
Looking back and after discussing with my mentor teacher the outcome, she said that the doubles
plus one is difficult for most students. She was impressed that Ramsey was able to grasp the
double facts. She mentioned that maybe having more example problems with doubles plus one
might make Ramsey see the concept. If I had the chance to re-assess and reteach, I would include
more example problems, and include the third suggested reteaching strategy At Bats.
Grade Level Standards/Expectations for Lesson 2: For my second lesson the standards I
focused on were based on NVACS Reading: Literature, RL.1.1, Ask and answer questions
about key details in a text, and RL.1.3, Describe characters, settings, and major events in a
story, using key details (Reading Literature, 2013). This lesson mainly focused on story
elements such as, characters, setting, problem, and solution.
Lesson 2 Description: My lesson began with the students gathered on the rug listening to me
read them Bear Snores On, by Karma Wilson and Jane Chapman. While reading through the
book I asked questions about the story to check for student understanding, including different
story elements they would be learning. Students then returned to their desks and together we
completed a graphic organizer of story elements. Together we named some characters, the
setting, the problem and the solution. Students already sit in mixed ability groups, so the group
activity was already set up. After we completed the graphic organizer together I gave each
person a job at each table. Person one would be the reader, person two would be the referee,
person three would be the recorder, and person four would be the representative. Together they
would read another book about bears and fill in their own graphic organizer having the story

ANALYSIS OF STUDENT WORK

elements character, setting, problem, and solution. The person who is the recorder has the group
one that will later be presented to the class. After listening to person one read the book to the
group, together students would fill out the graphic organizer. Each student would have his/her
own to work on. At the end the person who was the representative would share their groups
responses with the class. The formative assessment took place during discussion on the rug
during the reading of Bear Snores On, by Karma Wilson and Jane Chapman. The second part
would be from the group discussion of the story elements and observation. The summative
assessment took place with my mentor teachers lesson later that week. Students had been
practicing these story elements for an entire week prior to my lesson.
Analysis of Student Performance (Lesson 2): During this lesson Ramsey was very engaged in
the group discussion on the rug. She answered, who are the characters so far, and where does this
story take place? When it came to group work, Ramsey again stood out as a student needing
further assistance. Her group was comprised of her and one other student as two students were
absent that day. Her classmate read the story and she was to record the answers. He was going to
present their graphic organizer and she was acting as the referee. When I came to her group to
see how things were going, there was nothing on her paper. Her partner had his filled up, and I
encouraged him to help her by showing her not telling her. They began to interact and he asked
her questions very much like the ones I had asked of the class. I heard her respond, with both
incorrect and correct answers, but she still hadnt written anything. I asked why she hadnt
written anything. She replied with a shrug of the shoulders. This is where the reteaching happens.
Initial Strategy: The initial strategy was to work in groups. As this was almost the end of the
unit on story elements, most students understood the concept. I was simply looking for students
who needed reteaching and checking to see if I could encourage students to use discourse to

ANALYSIS OF STUDENT WORK

support one another. I also was able to adapt portions of the lessons for students who knew the
concepts by asking them to identify other parts, such as beginning, middle, and end and also the
main character(s). Students also were encouraged to write sentences on the back of their graphic
organizers if they finished first. The initial strategy to provide support to students still needing
assistance was successful. Again, I neglected to collect the artifact because my mentor teacher
needed them for her assessing. When I realized I needed them I asked if she could spare
Ramseys, and unfortunately she had sent them home with the students.
Reteaching Strategies:
1: Five-finger Retell- This is a hands-on activity that asks students to use their five fingers to
recall the different parts of a story. The thumb is the setting, pointer-finger is the characters, the
middle finger is the problem, the ring finger is the events, and the pinky is the solution. My
method is modified from the website where I found this, as I did not teach about events and
themes. This also why I did not select it to reteach as it added two extra elements that I did not
teach (Herrmann, n.d.).
2: Musical Recognition- By using the song from the video, Parts of a Story (Butkus, 2011), this
helps create memorization of the different elements of the story. Also, adding music to any type
of instruction can enhance student understanding through rhythm and rhyme to promotes
recall (Boyd Brewer, 1995). This would have been a great video to share with the class at the
beginning of the lesson. For individual reteaching, it may not be as effective without having to
reteach the entire lesson.
3: In the moment, modification- Making changes to the lesson based on the needs of individual
or multiple students (Accommodations and Instructional Strategies, 2009).

ANALYSIS OF STUDENT WORK

10

Reteaching Strategy Selected: In this lesson, the majority of the class had mastered the story
elements and, as stated above, this lesson was to identify who needed more help or a refresher on
these details. With hat said, the third strategy, in the moment modifications, was what I chose for
this lesson as reteaching. In this case the modifications went for students needing further
assistance and for students needing to be challenged. This was done by asking students to
identify different parts of the story not listed on the graphic organizer or asking a student to draw
a picture and/or verbally describe their responses if not be able, or unwilling, to write the words.
Reteaching and Rechecking: As mentioned above Ramsey and her partner were not able to
work well together. Upon further inquiry I discovered that she was embarrassed to write the
words and her partner was frustrated that she wouldnt. I then asked if she could tell me the
elements of the story from the ones on the graphic organizer. She recited them orally and her
partner agreed that her responses matched his thinking. I then modified the lesson for the both of
them. I asked her to draw me a picture of a character, the setting, the problem, and the solution. I
asked him to write me a sentence for each element on the back of his worksheet. This supported
the reteaching of the required elements of the story and I was able to enhance the lesson to
become more challenging for Ramseys partner.
Reflection on Reteaching of Lesson 2: The students were set up for success in the initial lesson
because this was a review of the story elements prior to an official assessment of them. As for
the reteaching, Ramsey and other students were able to show what they knew by modifying the
lesson. Specifically Ramsey felt confident after discussing with her partner the elements and
receiving his approval. I chose to use this as reteaching because I feel it was authentic and
something that happens often in the classroom. I also did not see a need to do any further one-onone reteaching to either Ramsey or any other student. I do not have the artifacts required for this

ANALYSIS OF STUDENT WORK

11

section as explained above. This has shown me how crucial it is to assess with tangible evidence
of the learning happening in the classroom. The verbal exchanges, however, were sufficient
enough for me to not need to reteach to any student one-on-one the story elements. Reflecting on
the initial lesson however, I would have liked to use the Story Elements Song as a hook and a
support for recall of story elements.
Grade Level Standards/Expectations for Lesson 3: First graders are expected to,
Differentiate between and identify water and land on a map and globe and use the terms ocean
and continent according to Nevada Social Studies Standard (NSSS) for geography, G5.1.1
(Nevada Social Studies Standards, 2008). Furthermore the NSSS standard G5.1.3 says first
graders are also expected to, Recognize the shape of North America on a world map (Nevada
Social Studies Standards, 2008). My third lesson focused on these standards, and more from the
NSSS, but after reflecting and reteaching, these are the two that the lesson covered effectively.
Lesson 3 Description: My final lesson taught the students about how big our world really is.
Based on the standards listed above, I tried to teach at least about what represents the oceans on
globes and maps, and what land is represented as and called (continents). In the end, students
ended up being able to identify the shape of Nevada, what the globe represents, what the blue
represents on the globe and maps (ocean), and that land on the globe and maps represents the
continents. After reviewing how the lesson went with my mentor teacher, we both agreed I had
too many objectives, so the fact that the class understood this much was an accomplishment. I
began with students on the rug and had various examples of our world (globe, maps, Google
Earth, and clip art images). I had a list of questions to ask to see what prior knowledge the class
had surrounding maps and geography. Students were able to help me come up with a list of key
words based on our discussion. The most important words we underlined: North America, globe,

ANALYSIS OF STUDENT WORK

12

the world, the Las Vegas, and Nevada. After displaying these five key items in various ways
(Globe, maps, Google Earth, and clip art images) and discussing what represented the ocean on
these images and maps, I had students return to their desks for what I called a museum walk.
In a museum we are quiet and respect others around us observing the artifacts. At each table
there was an artifact, a clip art image, of one of our key words. Each student had a worksheet
they were to complete based on what artifact was at which table. There were also clues written
under the artifacts to help students identify what each artifact was. I gave them two minutes to
discuss, at a voice level one, what they felt each tables artifact was. After two minutes at a table,
I had them rotate. Once all groups had visited each table, their worksheets should have been
filled in with what the artifact represented at each corresponding table (see worksheet #3).
Together we checked them as a class. The majority of the class got them correct. When turning
students to the summative assessment worksheet (worksheet #4), it was clear the
misunderstanding. The clip art images of North America and the World threw some of them off,
as they recognized North America in the clip art image of the world. Overall through the
discussions and the summative worksheet, the students were able to associate with images what
Nevada is, what the globe represents, what the blue represents on the globe and maps (ocean),
and that land on the globe and maps represents the continents.
Analysis of Student Performance (Lesson 3): Ramsey was able to work with her group during
this lesson more effectively than with the prior lesson. I feel that this was because every person
had a job, and there were a total of four people in Ramseys group rather than just two as in the
previous lesson. I decided to reteach Ramsey because she was unable to identify the main
components verbally as many of her other classmates were able to do. The artifact (worksheet
#4) shows that she was able to answer correctly what all of the images were, but I know that she

ANALYSIS OF STUDENT WORK

13

had support from her group mates, even though I told them this was to be done independently.
Ramsey did work better in her group this time, but offered little input during the museum walk.
She chimed in when they were observing the artifact for the North America, telling her
classmates that we live in the United States. Other than her discussion around that artifact, she
offered little to no opinion during the museum walk.
Initial Strategy: By using picture or image associations, the clip art images or artifacts, I could
show the students many ways to represent places we know and live. It was effective especially
when using the globe and Google Earth. Having am image of a globe aside an actual globe
demonstrated that images represent actual items and places. Having Google Earth allowed them
to compare what the world really looks like to clip art images. Students who recognized Nevada
easily supported their group mates by teaching them what they already knew, as well as when
discussing other artifacts. Furthermore, our discussion of each item and its comparison to each
artifact (clip art image of the world map, actual world map, and Google Earth image of the
world) showed them that we can represent places with images as well as maps and globes, but
that our key words all mean the same thing for each item (the ocean is still the ocean on the
globe, on the maps, and Google Earth).
Reteaching Strategies:
1: Graphic organizer KWL chart- The KWL chart is a popular way to determine what students
already know. It also lets the teacher know what does or does not need to be taught. Also, as the
W suggests, it lets the students be the ones to determine what else they want to know an/or
wonder. Lastly, it provides a way to assess understanding by filling in the L portion to show
what the students have learned. K=know (What I Know about a topic), W=want/wonder (What I

ANALYSIS OF STUDENT WORK

14

Want to learn/ what I Wonder about a topic), L=learned (What I Learned about a topic). (Using
KWL in the Classroom, n.d.)
2: Break it down - This strategy involves taking a large lesson or topic and breaking it into
smaller pieces and teaching it over a longer period of time. For this lesson it would be taking
each component and teaching it individually: teaching North America, the ocean, Nevada, the
Las Vegas, the globe, and the world in terms of images (Re-teaching Guidelines, n.d.).
3: Flashcards- For this lesson, a flashcard would have an image one side and a matching word on
the other. The student would first be shown the images and asked what it is. After being shown
the image the student would then be shown the word on the reverse side that represents the
image. Through repetition the student would begin to memorize the images and the words
associated with them (Logsdon, 2015).
Reteaching Strategy Selected: I selected the KWL chart to reteach Ramsey the objectives from
the final lesson. I also revised the objectives based on my reflection of the lesson itself. The new
objectives I would be focusing on with Ramsey were: Students will be able to name the state
they live in, their continent, and be able to differentiate between continents and oceans on
various representations of the world (maps, Google Earth, globe, etc.). Also, I decided to
eliminate the need to know Las Vegas, and include the United States for the reteaching session.
Ramsey already knew that we live in the United States, hence this would be including her
background knowledge into the individual lesson. The KWL strategy would help me understand
what she already knew, either prior to the reteaching lesson, or what she learned from the lesson
I taught. It will also provide her the opportunity to tell me what she wants to know, or wonders,
about the topic. Furthermore the L component of the chart will help me recheck her
understanding.

ANALYSIS OF STUDENT WORK

15

Reteaching and Rechecking: For this section I will describe what I would have taught and what
I would have expected from Ramsey, as she was no longer in the class. To help move things
along, I would have written down her responses for each part of the KWL chart. First we would
have sat down and discussed some of the images and items I had used for the original lesson
(Globe, map of the world, map of North America, Google Earth, the clip art images used as the
artifacts at each table). I would have asked her what she knew about the items provided. I suspect
that she would have told me which one was the globe and what was land based on the interaction
during the lesson, then I would have wrote them down in the K portion. I would have asked her
what she wanted to learn about the items and images we would be looking at. I imagine because
she is very shy, she would have said she didnt know at first. With prompting, I would have liked
her to agree to want to know the names of the items and why they are important to her. We
would then look at each item and talk about what we saw. For the globe we would have talked
about how she already knew what represented the land. I would then ask her to locate a word
from her word bank that also meant land (continent). Together we would then read the words
from the word bank (words in word bank, multiples so she could identify them for each item:
North America, continent/land, ocean, world, globe, the United States, and Nevada). They would
have been words, typed on cardstock about two inches by two inches, that she could use and tape
them where she thought the words should go (Globe with globe, North America with North
America map, etc.). We would then repeat this for the maps, the globe, select Google Earth
images, and the clip art images from the lesson originally taught. Eventually she would able to
eliminate the ones she knew. I suspect after seeing the words she could possibly recognize ocean,
continent, and the United States, as she discussed them in the large group and then in the small
group. This would then allow us to discuss what we noticed in all the resources that helped tell

ANALYSIS OF STUDENT WORK

16

us what we were looking at. She was able to tell me during the group discussion and in small
group discussion that we live in the United States. The map of North America also has those
words typed on it. I imagine that she would be able to identify those words quickly and relate it
to the maps title North America. I would then encourage her to find other images from the
artifacts, Google Earth, and on the globe that matched the map. She may not have been able to
locate in Google Earth with out support, but I expect that she would have been able to find it on
the globe. We would then be able to eliminate another word from her word bank, North America.
Next we would find images in Google Earth and the clip art images that looked similar to the
ones on the globe and on the maps of the world. Once all the words had finally been placed with
their corresponding images, maps, and such we would began to fill in the L portion of the chart. I
believe she would have been able to tell me that she learned what our continent looks like on the
map and that it is the same as on the globe. I expect that she would have also learned that the
blue on the maps and on the globe represents the ocean. If she didnt ask why the clip art image
doesnt have blue around it, like the map and the globe, I would have brought up this notion and
inquired what she thought. With prompting or independently, she would have concluded that it
was in fact the ocean as well by comparing the clip art image to the other items. I would then
provide her with a blue crayon to show me that the clip art North America and the world are also
surrounded by ocean. I suspect that since the image of Nevada also has nothing around it, that
she would want to do the same thing around the clip art image of Nevada. I would then check for
her understanding by asking what she learned about Nevada. I suspect that she would list off
what she could remember, such as where we live, our state, and even mistake it for a continent. I
would then ask her to show me Nevada on the globe. When she realized that states and
continents are different we would then look at Google Earths images of Nevada and even find a

ANALYSIS OF STUDENT WORK

17

map of the United States. Hopefully she would want to add to the L portion of the chart that
states are not continents and do not have oceans around them. In the end I would have asked her
why she thinks these places and images are important. I imagine she would have replied
something similar to, it is important to know about where you live. I would have asked her
why she thinks it is important to know where you live. I can hear her say something similar to,
In case you get lost, and because it is a part of our community. They have discussed
communities in depth in her classroom. The students understand that they are a part of a
community within their school and neighborhoods, and the roles we play in our communities.
This new knowledge would be expanding her definition of a community.
Reflection on Reteaching of Lesson 3: This session of reteaching was purely hypothetical but I
wanted to make it engaging and hands on for her. By first assessing what she already knows
allows me to teach only what is required, thus not overloading her with information she may
already know. I know that she is a very shy girl, and that some of her responses may require lots
of prompting, but this is helpful for me because I can suggest words and images that relate to her
meeting the objective. The idea is for her to decide what she wants to learn based on the
resources and then use them to facilitate her own learning, while I guide her through in order to
meet the objectives. This helps her connect to prior knowledge from my lesson and what she
may have already knew. The KWL chart and our discussion would serve as rechecking for her
understanding. The interaction and the L portion would be key in determining if she understood
what was intended.
Future Application of ASW Process: The cyclical teach, assess, reteach, assess is a dynamic
process that is something I intend to implement continuously throughout my career as a teacher. I
have also seen it in action in my practicum classroom repeatedly. I intend to continually progress

ANALYSIS OF STUDENT WORK

18

monitor students who are struggling in various academic areas. I also intend to use it to challenge
my students who are exceeding expectations.
Students who are behind may need extra attention to grasp concepts and meet objectives.
I intend to do this in small groups where doable to save time and reach as many students as
possible. I also plan to use various strategies to meet individual needs of students who are
struggling. This will help me reach them on a level that they understand or can relate. As I did
with Ramsey, hands-on activities and making the abstract more tangible is what really supported
her learning. For future students I may even be able to simply teach it the same way but one-onone will help support their needs. Also, changing up strategies will help support my teaching to
become the best it can be. Building a repertoire of strategies is what makes great teachers who
can easily individualize instruction.
The ASW process will also provide me examples to show my administrators and parents
proof that the student(s) are not achieving or are exceeding expectations. It also provides me a
starting point of where to go for each individual student. Artifacts are basically evidence for what
decisions will be made on my part as a teacher. Often times the dialogue in the classroom is the
most authentic artifact of all, but when possible, I will create ways to have tangible evidence of
all my students abilities.
Furthermore, students who are exceeding can benefit from this process too. By providing
them one-on-one work that can challenge their minds will help promote engagement and
enhance their learning. This could be in the form of technology-assisted activities and/or
different games that are beneficial for learning (mad libs, brain quest, activities of their choosing,
etc.). The process for Analyzing Student Work is something that will be ever changing and I will
continue to grow in my ability to implement the process.

ANALYSIS OF STUDENT WORK

19

Philosophy: They process of teach, check, reteach, recheck, is something that educators do
constantly. Giving it a name means that we are able to measure this process and determine where
and what will happen when. It is crucial to be able to measure this process because it helps us to
stay organized and effective in meeting individual needs.
As far as the first portion of the process, the initial teaching and assessing is crucial to
understanding what the class needs as a whole and what each individual student needs. Assessing
after teaching is how to measure the first portion of the process, the teaching itself. The strategies
we use to implement the teaching are how we convey the information to the student. We should
be doing this by promoting an environment that students enjoy learning in and teaching in ways
that are scientifically proven to keep attention. Without a proper engaging and learning
environment it would be like getting an empty box or gift on Christmas. The first portion of the
process sets up the second part, it helps measure who is in need of additional differentiation
above and beyond what we have already taught.
Knowing which students need the additional reteach and recheck steps and how and
when to make this happen is the constant struggle teachers face. It is not that educators cannot
actually implement this process; it is when can they actually pull each student aside to reteach
something that he/she missed or did not understand? I feel that once an educator can figure this
out, the process becomes effective. I see my mentor teacher reteach and recheck whenever she
can. Often she is unable to get to the students she intended because of a fire drill, or the student
was absent, or any other factor that takes time away from the reteach recheck process. I feel that
if I can make the reteach and recheck steps something that can be done during lessons, I can
reach more students on an individual level. Also by differentiating instruction and utilizing group
work effectively, I can incorporate the assistance of my students to support the learning of their

ANALYSIS OF STUDENT WORK

20

peers. However, I cannot rely on my students to teach one another, so it is up to me to make sure
that they are learning. This is when I would implement the process of reteach and recheck. Once
I have exhausted the differentiating instruction and providing peer assistance during a lesson, I
would then move to the reteach and recheck steps. I feel that any interaction one-on-one with a
student is beneficial for both the teacher and the student. Getting to spend the time assessing, and
teaching individually is something all teachers dream to do. When it actually happens we hope to
see results. I plan on utilizing the reteach and recheck for students in need of intervention in
Math and English Language Arts, especially at the primary grades. Getting students to grade
level is important for ensuring that they are able to succeed at the next grade level. If they are not
able to decode by the end of first or even second grade, it is likely they will continue to fall
behind their peers. By providing additional one-on-one assistance to reteach and recheck, we
have hope of providing the student with more in depth instruction in a way, or ways, he/she can
understand.

ANALYSIS OF STUDENT WORK

21
References:

Accommodations and Instructional Strategies That Can Help Students. (2009, September 21).
Retrieved November 24, 2015, from
http://www .education.vermont.gov/documents/educ_accommodations_strategies.pdf
Boyd Brewer, C. (1995). Music and Learning: Integrating Music in the Classroom. Retrieved
November 14, 2015, from http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts
in Education/brewer.htm
Butkus, H. (2011, December 1). Parts of a Story Song - Little Songs For Language Arts.
Retrieved November 14, 2015, from https://www.youtube.com/watch?v=HTpTB4fxigQ
Finney, N. (2013, August 20). How to Use Math Manipulatives to Engage Student Learning.
Retrieved November 14, 2015, from http://weinspirefutures.com/idea-bank/how-to-usemath-manipulatives-to-engage-student-learning/
Herrmann, M. (n.d.). 5-Finger Retell. Retrieved November 14, 2015, from
http://readingmentors.weebly.com/5-finger-retell.html
Lemov, D. (2015a). Gathering Data on Student Mastery. In Teach like a champion 2.0: 62
techniques that put students on the path to college (Second ed., pp. 47-50). San
Francisco, California: Jossey-Bass.
Lemov, D. (2015b). Lesson Structure. In Teach like a champion 2.0: 62 techniques that put
students on the path to college (Second ed., pp. 188-189). San Francisco, California:
Jossey-Bass.
Logsdon, A. (2015). Flash Card Teaching Strategies - Strategies for Flash Card Teaching.
Retrieved November 14, 2015, from

ANALYSIS OF STUDENT WORK

22

http://learningdisabilities.about.com/od/instructionalmaterials/qt/flash_card_teaching_stra
tegies.htm
McCoy, A. (2011, March 4). Teaching New Concepts: I Do It, We Do It, You Do It Method.
Retrieved November 24, 2015, from http://antoinemccoy.com/teaching-new-concepts
Nevada Social Studies Standards. (2008, December). Retrieved November 10, 2015, from
http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/S
ocial_Studies/CompleteStandardsDec2008/
Operations & Algebric Thinking. (2013). Retrieved November 7, 2015, from
http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/
MathDocs/1st_OperationsAlgebricThinking/
Reading Literature. (2013). Retrieved November 3, 2015, from
http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/E
LA/1st/Reading_Literature/
Re-teaching Guidelines. (n.d.). Retrieved November 14, 2015, from
http://wd7.org/pdfs/curriculum/gradingpractices/Reteaching.pdf
Using "KWL" in the Classroom. (n.d.). Retrieved November 14, 2015, from
https://www.teachervision.com/graphic-organizers/skill-builder/48615.html