Running head: ANALYSIS OF STUDENT WORK 1

Analysis of Student Work (ASW)

Mariah Clark

EDEL 311

University of Nevada-Las Vegas

ANALYSIS OF STUDENT WORK 2

Student Data

MJ is a first-grade student who is 7 years old. She performs well in all subjects but

reading, which is why I chose her to do my ASW with. During my analysis of her personality

and interests, I found that she likes being read to, and has a high interest in music and art. She is

always willing to what is asked of her, and is consistently happy to attend our tutoring sessions.

MJ learns quickly, especially when art is involved. I believe that her struggles are due to lack of

parent involvement at home, as she told me she is not read at all outside of school. MJ also has a

very short attention span, which leads to her forgetting topics quickly when she finds something

more interesting. However, I believe this is just a trait of her being young and excited. I really

enjoyed working with MJ and I feel like we both learned a lot from the experience.
ANALYSIS OF STUDENT WORK 3

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Mariah Clark PSMT Dr. Ladd

Student: Name:
Lesson ASW Lesson 1 Lesson Plan Initial blend
Plan Title: Topic: sounds
Date: 10/30/2017 Estimated 30 minutes
Time:
Grade 1 School Site: Paradise
Level: Elementary/UNLV

1. State Standard(s): RL.1.1-Ask and Answer questions about key details in a text.

RF.1.2 Demonstrate understanding of spoken words, syllables and sounds.

RL.1.10- With prompting and support, read prose of appropriate complexity for

grade 1.

RF.1.2- Demonstrate understanding of spoken words, syllables and sounds.

RF.1.3- Know and apply grade level phonics and word analysis skills in

decoding words.

2. Teaching Model(s): Individual tutoring session

3. Objective(s): Student will listen and comprehend story that is read to her.

Student will be able to create words with initial consonant blend sounds SH, CH, and FL

4. Materials and Technology Resources

 Word sort with columns SH, CH, FL

 Picture cards with initial consonant blend words on them.
 The Cow That Went OINK
 Monster Sandwich
 Journal
 Markers
 Crayons
ANALYSIS OF STUDENT WORK 4

5. Instructional Procedures:

a. Motivation/Engagement (10 minutes):

 Read The Cow that Went OINK

 Ask supplemental questions
-Before Reading- What do you see on the cover?

-What sounds do cows usually make?

-Why do you think this cow oinks?

-During Reading- Are the other animals very accepting of the cow?

- What about the pig?

-Why do you think they laugh at them?

-Is that a nice way to great people just because they’re different?

-After Reading -What do you think was nice about the pig and cow?

-What did you learn from them?

b .Developmental Activities or Learning Experiences (10 minutes):

 Introduce the initial blend sound SH

-Repeat the SH sound as we point to it 5 times.

 Introduce the initial blend sound CH

-Repeat the CH sound as we point to it 5 times.

 Introduce the initial blend sounds FL

-Repeat the FL sound as we point to it 5 times.

 Put out picture cards on the table, have student see what word the card is
showing.
 Have student place that picture card in one of the word sort columns.
 If student is having trouble, or picture is unclear, teacher will clarify then help
student to identify what blend sound is used.
ANALYSIS OF STUDENT WORK 5

 Buddy read Monster Sandwich DRA Level 3

-Have student read all the two letter and CVC words.

-Have student identify any words that have SH, CH, or FL and read them.

-Teacher helps to read all other words

c. Closure: (10 Minutes)

 Journal Write
-Student will write as many words as she knows with the beginning sounds

SH, CH, and FL.

-Student will write three sentences using one word from each category.

d. Extension: Student will draw a picture to supplement her writing.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Tutoring session is already accommodated to fit student’s specific learning needs.

7. Assessment and Evaluation of Learning:

a. Formative: Prior to lesson, the Primary Spelling Inventory assessment was given to

assess prior developmental word knowledge.

b. Summative: -No summative assessment at this time.

8. Homework Assignment: No homework, student is already given homework in regular

classroom.

Student Performance

MJ loved being read to, and was able to answer many of the comprehension

questions without further prompting. When introduced to the initial blend sounds she was able to

repeat them without issue. However, when she started the word sort, she forgot what many of the

blend sounds were. MJ did understand the initial sounds and could decipher different consonants

for the word sort, but was confused when it came to blends like “CH”, which do not have the
ANALYSIS OF STUDENT WORK 6

phonemes for “C” and “H” respectively. In her buddy reading, she was able to identify some of

her sight words, but did not recognize any words with the initial blends we had worked on.

Initial Strategy

My initial strategy was to use a call and repeat method. Then the child would look at

picture cards, and sort those pictures based on the initial blend sounds we had just said together.

When she was having trouble, I used the strategy “No Opt Out” (Lemov 2015), where I asked

her to try the first consonant sounds and see if she could figure out the blend from there.

Re-Teaching Strategies

To reteach MJ initial blend sounds, I could used the strategies Lips the Fish, Chunky

Monkey, or a phonemic awareness clothespin activity. The Lips the Fish strategy asks MJ to

ready her lips with the first consonant sounds she sees. We would take notice of how our lips

looked when making out initial blend sounds. The physical activity of moving her mouth to the

sound will help her to remember it. The chunky monkey strategy will help her when piecing

together words. After practicing the initial sounds out loud, she will be able to “chunk” words

into parts that she already knows. (i.e. Chat= “ch” “at”- chat). The act of breaking larger words

into smaller parts makes the words seem less intimidating to MJ. Learning this strategy now will

also help her to read longer words eventually. The third strategy is to have clothespins with each

initial blend on them. MJ would have picture cards that she could clip the initial sound clothespin

to when she reads the word and looks at its picture. (i.e. the Ship card would have a ship picture

and would be clipped with the “SH” clothespin.)

Strategy Chosen/Reteaching

The strategy I chose was Chunky Monkey because I felt that MJ learning this

strategy would be the most beneficial to her in the long-run. One of MJ’s strengths is knowing
ANALYSIS OF STUDENT WORK 7

her CVC word families very well. So, when it came to the Chunky Monkey strategy, she could

pick apart the initial blend sound that we had gone over together, and then read the word family

endings that she was comfortable with. I spelled out a bunch of initial blend words with letter

cards and had MJ “chunk” the word into sounds she knew. By physically splitting up the word, it

looked a lot less intimidating and she was able to read the words with ease. After this strategy

with the individual words, I scaffolded her into a buddy reading text where she was able to use

her chunky monkey strategy to read a few more of the initial blend words.

Reflection

I think that MJ performed well when taught the new strategy. She responds well to

me treating strategies like games. I gave her a point for every new word she read, which

motivated her to try them over and over until she understood. She did was only able to read the

words that were part of a familiar word family with an initial blend sound, but it was a very good

start. If we had more time to continue, I would have implemented another strategy to help her

remember the initial blend sounds. She seemed to really understand the concept, it would just

take more practice to get her fully comfortable. As important as it was for her to learn initial

blend sounds, I liked that I was able to teach her the chunky monkey strategy, so she can use it to

break apart tough words in the future.

ANALYSIS OF STUDENT WORK 8

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Mariah Clark PSMT Dr. Ladd

Student: Name:
Lesson ASW Lesson 2 Lesson Plan A-E and I-E
Plan Title: Topic: vowels and Silent E
Date: 10/30/2017 Estimated 30 minutes
Time:
Grade 1 School Site: Paradise
Level: Elementary/UNLV

1. State Standard(s): RL.1.1-Ask and Answer questions about key details in a text.

RF.1.2 Demonstrate understanding of spoken words, syllables and sounds.

RL.1.10- With prompting and support, read prose of appropriate complexity for

grade 1.

RF.1.4- Read with sufficient accuracy and fluency to support comprehension.

W.1.2- Write explanatory texts in which they name a topic, supply some facts

about the topic and provide some sense of closure.

2. Teaching Model(s): Individual tutoring session

3. Objective(s): Student will listen and comprehend story that is read to her.

Student will be able to create words with long vowels A & I with silent E at the end.

4. Materials and Technology Resources

 Anchor Chart with Silent E words written on it.

 Apple Basket worksheet and letter cards
 Where the Wild Things Are by Maurice Sendak
 Go Otto Go book
 Notebook
 Markers
 Crayons
ANALYSIS OF STUDENT WORK 9

5. Instructional Procedures:

a. Motivation/Engagement (10 minutes):

 Read Where the Wild Things Are

 Ask supplemental questions
-Before Reading- What do you see on the cover?

-During Reading- What kind of mischief is max creating?

-Why did he have to go to bed with no dinner?

-Do you think a forest really grew in his room?

-Do you think the Wild Things are scary/Would you tame them?

-After Reading -Do you think his trip was real? (Elicit answer that it was a dream.)

b .Developmental Activities or Learning Experiences (10 minutes):

 Explain the concept, when we have an E at the end of a word, it makes the first
vowel say its name.
-Go over anchor chart, read all words with long vowel A and long vowel I

-Introduce Apple basket, list words from anchor chart for her to spell out

with apple letter cards.

-If student struggles, have her sound out the word first, or refer back to

anchor chart.

 Buddy read Go Otto Go

-Have student read all the two letter and CVC words.

-Have student look for any long a or i CVCE words in the text and read them.

-Teacher helps to read all other words

c. Closure: (10 Minutes)

 Journal Write
-Student will discuss with teacher what her favorite thing to do is after

school.
ANALYSIS OF STUDENT WORK 10

-Student will write sentences using long vowel a and i pertaining to the

subject

d. Extension: Student will draw a picture to supplement her writing, or can practice

spelling her silent E words again.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Tutoring session is already accommodated to fit student’s specific learning needs.

7. Assessment and Evaluation of Learning:

a. Formative: Prior to lesson, the Primary Spelling Inventory assessment was given to

assess prior developmental word knowledge.

b. Summative: -No summative assessment at this time.

8. Homework Assignment: No homework, student is given homework in regular

classroom

Student Performance

During the lesson, MJ seemed to understand the concept that when we have an E

at the end of a word, the first vowel is long and the E is silent. I thought she understood, because

she was reading the words during group instruction with her classmates. However, when it came

to writing words with the apple cards, she was leaving off the E at the end, or trying to sound out

each letter when given words to read. During her buddy read, she was only able to read the silent

E words that she knew as sight words, such as like, make, etc.

Initial Strategy

My initial strategy with teaching the lesson was to use a graphic organizer and

with a list of CVC words on it. I then held a wand with an E written on the star. I told the

students when I waved my “Silent E wand” it would turn the short vowel into a long vowel and
ANALYSIS OF STUDENT WORK 11

we would read the words aloud. I let the students take turns waving the wand and turning the

CVC words into Silent E words. To assess their learning, I had said some words aloud and had

the students spell them with their letter cards.

New Strategies

Three new strategies I found that would have beneficial to MJ’s learning were

Flippy Dolphin, Clip Cards, and Magic E. Flippy dolphin tells MJ to flip our vowel sound when

we see letter E at the end of a word. Clip cards have pictures on them, and three choices of words

of what the picture is showing us. (i.e. For a picture of the word Name, the options would be

nam, mane, and name.) MJ would then clip her clothespin to the correct spelling, and I would be

able to see how she was deciphering the words. Magic E consists of a page with CVC words and

a blank where I have written E in white crayon. MJ would read the CVC word, then color over

the white E with a marker, which would reveal the letter. She would then read the new word with

the E at the end. A picture of the new word would also help her to read it.

Strategy Chosen/Re-teaching

The new strategy I chose was flippy dolphin because I felt that it was the best

strategy for the time frame we were given. Also, MJ did not seem to have a huge problem with

the lesson, so a smaller re-teaching strategy would be perfect. It also was the strategy that was

most easily aligned with the buddy reading we were doing. We discussed the original lesson, and

I told her that when we see a word with a “Silent E” on the end, we get out our Flippy Dolphin

and he flips our short vowel sound into a long vowel. I then went over all the long vowel sounds

with her. We buddy read and when she came to a CVCE word, I reminded her of the Flippy

Dolphin, and she was able to flip the vowel and read the word.
ANALYSIS OF STUDENT WORK 12

Reflection

MJ did really well with the new strategy, as I expected her to. She loves animals

and liked the dolphin aspect of the strategy. She had mentioned seeing the dolphins at the Mirage

Hotel with family once, so I was able to relate this strategy to a prior experience she had. The

only problem I found was when she had to combine initial blend sounds with a silent e word, but

that understanding will come with more practice. I did not expect her to combine both concepts

in a thirty-minute reteaching period.

ANALYSIS OF STUDENT WORK 13

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Mariah Clark PSMT Dr. Ladd

Student: Name:
Lesson ASW Lesson 3 Lesson Plan High
Plan Title: Topic: Frequency Words
Date: 11/5/2017 Estimated 30 minutes
Time:
Grade 1 School Site: Paradise
Level: Elementary/UNLV

1. State Standard(s): RL.1.1-Ask and Answer questions about key details in a text.

RF.1.2 Demonstrate understanding of spoken words, syllables and sounds.

RL.1.10- With prompting and support, read prose of appropriate complexity for

grade 1.

RF.1.2- Demonstrate understanding of spoken words, syllables and sounds.

RF.1.3- Know and apply grade level phonics and word analysis skills in

decoding words.

2. Teaching Model(s): Individual tutoring session

3. Objective(s): Student will read known, high-frequency words that consist of two and

three letters. Student will read a grade level text and recall high-frequency sight words after

reading.

4. Materials and Technology Resources

 Index cards with sight words

 Cootie catcher with sight words
 Itty Bitty Kitty
 Where are they going?
ANALYSIS OF STUDENT WORK 14

 Journal
 Markers
 Crayons
5. Instructional Procedures:

a. Motivation/Engagement (10 minutes):

 Read Itty Bitty Kitty

 Ask supplemental questions
-Before Reading- What do you see on the cover?

-What does itty bitty mean?

-Does that cat look itty bitty?

-During Reading- Do you think her parents will let her keep the kitty?

- Why do you think the kitty is getting so big?

-Why do they let her keep him?

-After Reading -Did you like this book?

-Do you have any animals/How did you get them?

b .Developmental Activities or Learning Experiences (10 minutes):

 Read the five index cards with sight words on them.

-On, so, do, if, how

 Take turns reading the cards to each other

-Repeat twice.

 Have student read word as teacher puts the card down on table
 Introduce cootie catcher.
-have student read one word on beginning flap, teacher spells the word and

moves cootie catcher with each letter

-Have student read inside word, teacher lifts flap and student answers

question about the word inside, (use ____ in a sentence)

- Start over, with new word.

ANALYSIS OF STUDENT WORK 15

 Buddy read Where are They Going? DRA Level 3

-Have student read all the two letter and CVC words.

-Have student identify any high-frequency words from the lesson.

-Teacher helps to read all other words

c. Closure: (10 Minutes)

 Journal Write
-Student will write all of the high frequency words from the lesson.

-Student will write three sentences using one high frequency words from

lesson.

d. Extension: Student will draw a picture to supplement her writing.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Tutoring session is already accommodated to fit student’s specific learning needs.

7. Assessment and Evaluation of Learning:

a. Formative: Prior to lesson, the High Frequency Word Knowledge Survey was given to

assess which of the 100 most frequent words she already knew. From this data the lesson was

developed.

b. Summative: -No summative assessment at this time.

8. Homework Assignment: No homework, student is already given homework in regular

classroom.

Student Performance

MJ really likes working with sight words, but based on my High Frequency Words

Knowledge Survey, she is still only reading words that should have been mastered in

Kindergarten. My mentor teacher said that on average it takes her about two weeks to learn the
ANALYSIS OF STUDENT WORK 16

five sight words other students learn in one week. Therefore, if she had twice the exposure to the

material, she would catch up with the other students quicker.

Initial Strategy

All students have a ring of index cards with their sight words written on them. We

read the words together and then each student read their sight words to their shoulder partner.

After, I used the original “cootie catcher” origami, and paired students to use them on each other.

The first student would choose a word on the outside and read it, then spell the word as they

moved the catcher, and choose another word, where the student would lift the flap and answer

the question inside. (i.e. use one of your sight words in a sentence.)

New Strategies

Some new strategies to go over memory of high frequency words are: At Bat,

Memory, and Slap! At Bat is a Lemov strategy (Lemov 2015) which relates learning to baseball.

It says to increase effectiveness, one must increase the times they are at bat. So, by exposing MJ

to the words over and over, she will naturally come to recognize them and read them more

effectively. Memory is an activity where each sight word is written on two cards. They are mixed

up and flipped over. Students take turns flipping over a card and reading the sight word. They

then have to try to find the match to that sight word. If they do, they keep the match. The partner

with the most matches win. Slap! is an activity where students are partnered or in groups, and

sight words are written on notecards. One student places a card on the table and the students race

to slap the card and read the word on it. The student that reads it first keeps the card and the

student with the most cards at the end wins.

Strategy Chosen/Re-teaching

I chose to go with the Lemov strategy, because I felt that MJ needed to see these
ANALYSIS OF STUDENT WORK 17

sight words in a real-world setting, instead of in an activity. So, exposing her to them as much as

possible seemed like the best way. In order to do that, I had her go over all of the new sight

words with me, and I chose a buddy read that happened to have a lot them in it. When we read

together I had her read all the sight words. If she did not recognize them, I showed her the index

card with the word and we said it together. After reading, MJ loves to write in her journal, so I

had her write a sentence with each of her sight words. Then she supplemented her journaling

with a picture.

Reflection

MJ was able to grasp three of the five sight words we were going over, which I felt

was a good step from her not knowing any before. To fully assess her knowledge, I would have

to see if she still knew the words a few days after our session. I felt that our lesson was

meaningful to her since she was able to read and journal, which she enjoys. If I were to continue

with this lesson, I would implement one of the activity strategies to make the lesson more fun

and to further expose her to the words.

Future Application of ASW Process

This project taught me a lot about how students learn. I may deliver the most

amazing lesson in my eyes, but some students could still be confused. It is important that I know

each of my students and understand how they learn. That way, if they are confused about a topic,

I will be able to give them further instruction. It also has taught me about going through multiple

strategies to see which one fits the setting and student most. There are a ton of great strategies,

but if they do not resonate with the student, it is pointless. I felt that strategies that related to

MJ’s prior experience, as well as ones that aligned with her interests worked best. I will know in

the future to set up my lessons to appeal to the interests of the majority of the class, but to rotate
ANALYSIS OF STUDENT WORK 18

strategy styles so every student has lessons that resonate with them. I also like the idea of having

multiple strategies on hand for each lesson. This way, instead of just repeating the same strategy

to a struggling student, I can show them a new way right away. This saves the student from

getting behind, and helps them to know that I care about making sure they understand the

concept.

Philosophy to Teach and Reteach

My philosophy about teaching and reteaching is that it always needs to be done. No

matter how long I’ve been teaching, or how well I teach, there will be lessons that need to be

retaught. That is what is so important about formative assessment. If I see that any of my

students are struggling with a concept I gave them, I need to take the time to give them a new

strategy to try. I understand this takes a lot more time, and with all the deadlines teachers face, it

may be hard and tempting to not reteach. But, it is so necessary! Most ideas build on top of each

other, and if a student doesn’t understand the first lesson, they will not understand the ones to

follow. I may be upset if I feel like I delivered a stellar lesson, and a student still doesn’t

understand, but teaching is not about me feeling validated. It is about teaching my students to

make their own connections to material, so it makes sense to them. Especially in elementary, I

am teaching them study and learning skills that they will use throughout their lives. So, if it takes

longer to bring home a concept, that is more important than meeting every exact deadline. Over

time, students will catch up and those deadlines will be met if they learn to learn in a way that’s

relevant to them. I felt so happy when MJ was happy about understanding a lesson. That

happiness is what I want all my students to feel, and that is what will keep me motivated as a

teacher.
ANALYSIS OF STUDENT WORK 19

References

Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to

college. San Francisco, CA: Jossey-Bass.