Observe, Plan and Analyze Student

Work
Teacher: Felicia Salinas CP TL: _____Campus: _Eliot Elementary______#1_________

Grade Level: __5th______Reading__________ Subject Area for this assignment:

_________________________________________

STEP 1: PREPARE (IDENTIFY OBJECTIVE, SELECT THE ASSESSMENT)

Student Learning Objective
What TEK are you addressing? Is it grade level appropriate? I am addressing ELA/SLA.5.Fig19C Monitor and adjust
comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, and generating
questions).
ELA/SLA.5.2B Use the content of the sentence (e.g., in-sentence example or definition) to determine the meaning
of unfamiliar words or multiple meaning words.
ELA/SLA.5.Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to
enhance comprehension.

Identify Assessment, performance task or work product. What observable activity will you assess
(describe the activity)? Describe the assignment you will use to assess mastery of this objective and
sort students into performance levels?

The teacher is reading a Biography of Leonardo Da Vinci. Teacher started asking the students what is a biography,
a student answers her question. Then she asked what is the Main idea of the story? The majority of the students were
not paying attention. She continues reading and asks for supporting details. The room was too hot. And the students
started to say that it was hot. Teacher tried to redirect the students looking at me. They answer eyes on you and she
continue reading. She was reading too fast and does not stop to give them turns to think and talk. Students went to their
desk and she sent them to the daily 5s. Teacher selects or develops student learning objectives that do not align to
annual learning goals or do not align to required curricula, or the teacher does not plan objectives and units in advance.

STEP 2: DEFINE AND NORM EXCELLENCE - DESCRIBE EXPECTATIONS FOR STUDENT WORK,
IDENTIFY (OR CREATE) RUBRIC ALIGNED TO STANDARD
Identify a Specific Focus
PL3-Designs effective lesson plans, units and assessments.
What are the key qualities you are looking for in this work I am looking for understanding.

Exemplar of Ideal Achievement: Based on the focus and TEK, what 1-3 observable actions would
define absolute mastery of this objective?
ELA/SLA.5. Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images,
rereading a portion aloud, and generating questions).
ELA/SLA.5.2B Use the content of the sentence (e.g., in-sentence example or definition) to determine the meaning
of unfamiliar words or multiple meaning words.
ELA/SLA.5. Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to
enhance comprehension.

Observe, Plan, Analyze: Looking at Student Work Page 1

Develop the rubric (Performance-Level Parameters). Identify 2-4 Performance-Levels for this objective
and hypothesize the evidence you might see from a representative sample in each level. The column to
the right should be closest to your Exemplar of Ideal Achievement. A four level sample is provided.
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared

Teacher adapts few or no

elements of the lesson to
meet different student
needs.

STEP 3: ANALYZE AND SORT (BY STUDENT NAMES)

Using the rubric, sort students by writing their name into the box aligned to your pre-identified
Performance-Levels. Divide the number of students in each Performance-Level by the total number of
students assessed to calculate the percentage of class and list it below. Circle the name of a
representative student for further analysis.
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Cardozo, Cruz, Cura,
Boyso, Castro, Duenas, Morales Guzman ,Mercado,
Gonzalez, Hernandez, Renteria, Soria Collazo,
Maldonado, Ocampo, Garcia, Perez, Ramos
Romero, Salazar, Sanchez,
Sandoval, Vela, Zavala

____52___% of class __4____% of class _____44__% of class _____0__% of class

STEP 4: DESCRIBE THE STRENGTHS OF REPRESENTATIVE STUDENT

Provide specific examples any strength(s) shown in students effort/attempt to meet standard
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Boyso, Castro, Duenas, Cardozo, Cruz, Cura,
Gonzalez, Hernandez, Morales Guzman ,Mercado,
Maldonado, Ocampo, Renteria, Soria Collazo,
Romero, Salazar, Sanchez, Garcia, Perez, Ramos
Sandoval, Vela, Zavala Ramos

STEP 5: IDENTIFY GAPS AND LEARNING NEEDS OF REPRESENTATIVE STUDENT

Exact examples of GAPS, mistakes, misunderstanding or areas of growth represented in students
work. NEEDS, what the student instructional needs are to make up for the identified gaps. What are
the one or two things that are most holding students back?
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Gaps: Gaps: Gaps: Gaps:
vocabulary, word analysis, vocabulary, word analysis, Vocabulary
comprehension comprehension

Needs: Needs: Needs: Practice more Needs:

Observe, Plan, Analyze: Looking at Student Work Page 2

 Tutorial vocabulary, word Tutorial vocabulary, word vocabulary in workstation
analysis, comprehension analysis, comprehension

STEP 6: DIFFERENTIATE BASED ON TRENDS

Identify specific instructional strategies to help students fill the gaps or enrich their knowledge and
skills
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Whole class instructional adjustments:
In collaborative work teacher selects or develops student learning objectives that are tightly aligned to annual learning
goals and are measurable using assessments or rubrics., using background knowledge, creating sensory images,
rereading a portion aloud, and generating questions).

STEP 7: LOGISTICS
Plan the logistics for how you will provide support for each Performance-Level. How will you manage
time, space, and people to ensure each Performance-Level gets the support they need? What materials
will each Performance-Level require to get the support youve identified in the previous table?
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
I will use I-station Teacher identifies or
program to meet the develops lesson plans
students necessities and that describe: lesson
assign the instruction objectives, learning
activities that are sequenced
according their level.
to lead students toward
mastery of those objectives,
and how student mastery of
objectives will be assessed.
We will use I-station
program to meet the
students necessities and
assign the instruction
according their level.

REASSESS
When will you reassess to ensure student mastery?
Weekly test and I-station monthly

Observe, Plan, Analyze: Looking at Student Work Page 3