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Analysis of Student Work Erica Korleski University of Nevada Las Vegas EDEL 311, Spring 2013

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Table of Contents Abstract ..........................................................................................................................3 ASW Student Introduction ..............................................................................................

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Abstract

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ASW Student Introduction The Student I selected for my ASW will be referred to as K.M. in order to keep her identity confidential. She was recommended to me by my mentor teacher because she is currently below level in Literacy as well as in math. K.M. has recently moved to Las Vegas from the city of Chicago. She lives at home with both of her parents and her aunt. Her parents mentioned to my mentor teacher that K.M. received a lot of one on one time at her previous school. My mentor teacher explained to me that her old school was a Title I school and they had the resources to provide that, this is not the case at Vincent Triggs ES. K.M. is a girl in the third grade, her school day is not like a typical day. My mentor teacher is teamed up with a fellow third grade teacher, together they share two classes, and switch classes half-way through the day. My mentor teacher is responsible for teaching literacy and her partner is responsible for teaching math, this explains why much of my focus is going to be on literacy, however I do have one math artifact. My mentor teacher has informed me that K.M. is currently performing below grade level, her reading comprehension is at a second grade level and her reading fluency is at a first grade level. To get an understanding of her Literacy behaviors and interests I observed her twice during Reading time, and interviewed her using two Comprehensive Reading Inventories. I conducted the interviews one on one with her in the hallway. The results of the tests and observations have led me to believe that K.M. has a difficult time staying on task, managing her time, and has little interest for reading. While giving K.M. an interest inventory from Cooter, Flynt, and Cooter’s: Comprehensive Reading Inventory

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she expressed to me that she does not enjoy reading very much. She explained that she only reads when her mother tells her to, the CRI Reading Attitude Survey, also from Cooter, Flynt, and Cooter will confirm this as well. It confirms that she does not like reading out loud and she does not like to be questioned about what was read in class. From my observations I have gathered that K.M. has a difficult time completing her task on time, and may need some time management coaching. Hambree recommends the teacher should provide positive reinforcement to students who are on task. This gets the off task students on task for praise. She also recommends setting a timer and reminding students when the time will be up (2008). This is an excellent strategy to keep all students on task, and I feel K.M. could really benefit from this.

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Third Grade Common Core State Standards Artifact 1: Words Their Way Elementary Spelling Inventory Standard Covered : - CCSS.ELA-Literacy.L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. This assessment shows that K.M. begins to show difficulty at long vowel sounds and currently falls in the within word pattern category. CCSS indicates to me that there is room for improvement, she should be within the syllables and affixes section.

Artifact 2: Basket Ball Ballet: Summative Assessment Standard Covered: CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. This assessment indicates that K.M. is approaching standards, but she wants to be at meeting or exceeding standards.

Artifact 3: Measuring Temperature: Formative Assessment Standard Covered: CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 2

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This formative assessment indicates that K.M. is proficient in measuring temperature and understands how to gauge warm and cold temperature is degrees Fahrenheit.

Analysis of Assessment 1 Topic: Words Their Way Elementary Spelling Inventory Objective: According to Bear, Invernizzi, Templeton, and Johnston this assessment was designed to target word pattern stages that students have difficulty with (2012). Standard: (e.g., word - CCSS.ELA-Literacy.L.3.2f Use spelling patterns and generalizations families, position-based spellings, syllable patterns, ending rules,

meaningful word parts) in writing words.

Student Performance: K.M. spelled 7 out of the 25 words correctly. After analyzing K.M’s results I discovered that she begins to show difficulty at common long vowels. K.M. is currently at the early within word pattern stage, but the Common Core State Standards indicate to me that she needs to be within the syllables and affixes section.

Initial Teaching Strategy: This assessment was an inventory for me to gauge where my ASW student stands on word pattern stages. There was not a lesson before the assessment, and therefor no initial teaching strategy. The Assessment took place one on one in the hallway. I said the word to K.M., used it in a sentence and said the word again.

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Reteach Strategy 1: Small Group Word Sorts According to Bear, Invernizzi, Johnston, and Templeton, now that I have ascertained K.M.s developmental level it is time to develop word studies. They mention that simple word sorting is the heart of word study. More specifically teaching phonics at an analytical approach supports the synthetic skill required to decode new words when reading and encode words while writing. To get her at the appropriate level I plan on making word sorts using the Words Their Way text. On page 353 their are lists of recommended words designed for specific word studies (2012). My mentor teacher practices differentiated instruction for almost every subject. I would like to use this to my advantage and focus on K.M. and and her small group which has been put together based on similar strengths and weaknesses.For this specific group I would choose out words with long vowel sounds and short vowel sounds. We would practice sounding out the words together, and then I would give the students the opportunity to sort the words in two columns: Long Vowel sound and Short Vowel sound. I would listen to students reflect on their sorts and explain their reasoning. This is a great starting point for K.M. as she journeys to proficiency of her targeted level.

Reteach Strategy 2: Making Words Small Group As I mentioned before K.M. is already a part of multiple small groups. I will again be taking advantage of this. The making words strategy involves the teacher selecting a five- to eight - letter word and preparing sets of letter cards for this activity (Tompkins,

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2010). For example, I may provide a group with all of the letters to spell the word weather; I would require the group to collaborate to come up with as many words as possible and eventually figuring out the word weather. I would plan on creating different words for each grouping depending on their abilities, I would also want the words to be challenging but not too overwhelming.

Reteach Strategy 3: Online Games According to Tompkins ,”online phonics and spelling games provide opportunities for students to match letters to pictures of objects illustrating their sounds, identify rhymes, sort words according to vowel pattern, and spell words.” It would be foolish not to take advantage of the technology that many schools are now equipped with. Online phonics games provide a fun and engaging learning experience that this generation is used to. In K.M.’s classroom the students rotate to computers through out the day, this would be an excellent opportunity for her to play these online phonics and spelling games. K.M. has mentioned to me that she spends much time playing on the computer which leads me to believe that this would be an excellent approach for her.

Re-check Strategies To re-check all of these strategies I would first record and monitor the progress that has been made. Next I would formatively assess weekly or bi weekly by using a different version of the Words Their Way Elementary Spelling Inventory. I believe

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reteach strategy 1 would be the most effective and I would try this strategy first if I had the opportunity to. I like that I would have the opportunity to guide students to success and closely monitor progression. The other 2 strategies do not offer as much involvement and I am afraid I may not be informed enough about the progression that is being made.

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Analysis of Assessment 2 Topic: Point of View Objective: Students will be able to identify the point of view the story is told in and distinguish their own within the meeting standards range. Standards: CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Student Performance: This assessment was a summative assessment given at the end of the week. The scoring rubric contains four possible outcomes she could have placed at: exceeding standards, meeting standards, approaching standards, and emerging standards. The goal is to have all students meeting standards or exceeding standards. K.M. met approaching standards on this assessment.

Initial Teaching strategy: This was a formative assessment, and I was only able to observe my mentor teacher talk about point of view one time. During the observation of this lesson i gathered that she uses a combination of direct instruction and cooperative learning. She started off by having the students meet her on the rug in front of the smart board. She began her lesson by talking about first person point of view and third person point of view, and giving tips to identify the difference by looking at clues in the text. Throughout the lesson she posed many questions to the students, and gave them an opportunity to

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discuss their responses with a face partner. After the intro she read Where The Wild Things Are, by Maurice Sendack. She asked students what point of view this story might have been in and the class whole group discussed. I was unable to witness the rest of the lessons for the unit but my mentor teacher teaches in this style very often.

Reteach Strategy 1: Tiered Activities Tompkins reveals that teachers can meet students needs by creating tiered activities. To Tier an activity the teacher would create multiple activities that have the same goal, but vary in complexity. She mentions that creating tiered lessons greatly increases the likelihood of student success (2010) . For this lesson I would recommend that my mentor tier her questioning and the level of complexity to fit students individual needs. She may offer different tiers for the guided practice that are engaging for the students. K.M. may need different types of questions to guide her learning than some of the other students and that is why I like this strategy.

Reteach Strategy 2: Readers Theatre Readers theatre gives students the opportunity to practice reading scripts and to practice fluency. For this particular lesson it would be great to have students perform skits or read scripts, and to have classmates guess what the point of view is, and to determine their own point of view. This activity would promote excellent class discussions and the interaction required would make the lesson very engaging for all of

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the students. This would require K.M.’s full attention and I believe it would keep her motivated.

Reteach Strategy 3: Kagan’s Quiz-Quiz-Trade This Kagan strategy involves each student in the class to have an index card with a question on it. The students put their hands up and find a partner. The students exchange questions and help coach each other through any missed answers, they then trade cards, raise their hands, and find a new partner. This process can go on for as long as the teacher desires (Kagan & Kagan). This would be an excellent approach for practicing point of view. Each student can receive a card with a short passage from a story and they can ask their partner what point of view is demonstrated in the passage. this is another excellent strategy that allows K.M. to practice fluency and it is a safe way to practice understanding what point of view the character have.

Recheck Strategies: All three of these strategies seem extremely effective to me, it just a matter of discovering what works best for K.M. K.M. lacks motivation when doing individual work so I believe that the Quiz-Quiz-Trade may end up being the most effective strategy for K.M. I say this because it requires participation and interaction, and it also seems like a “safe” place to miss a question. K.M. has told me in an interest inventory that she does not like answering questions out loud to the class. If a question is missed in this situation the students guide each other to the correct answer and their is no need to feel embarrassed and the learning process continues.

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Work Cited CCSS. (2012). Englgish language arts standards> reading: Foundational skills > grade 3. Retrieved from http://www.corestandards.org/ELA-Literacy/RF/3 Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction. (5th ed.). Boston : Pearson. Cooter, R., Flynt, S., & Cooter, K. (2007 ). Comprehensive re din! inventory" me s#rin! re din! development in re!#l r nd spe$i l ed#$ tion $l ssrooms. %pper S ddle, &'" (e rson )erril (renti$e * ll

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* m+ree, ,. (200-, '#ne 2.). /0 !# r nteed methods o0 keepin! st#dent on t sk. Retrieved 0rom http"11voi$es.y hoo.$om1/0-!# r nteed-methods-keepin!-st#dent-t sk/22345/.html

K ! n, ,. S., & K r! n , ). K ! n $ooper tive le rnin! . K ! n.
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach . (5th ed.). Boston : Allyn & Bacon.