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Ober Elementary

Analysis of Student Work

EDEL 311

December 1st, 2015

Lesson 1

Student Description

The one student who did not achieve the goals set for this math lesson was Bella. Bella is a

kindergartener who is 5 years old. She was still learning how to count at the beginning of the

school year when this math lesson was taught. The lesson was taught after one month of being in

Kindergarten. I think that she didnt quite grasp the concept that there are several ways to

decompose numbers that will equal to the same answer.

Grade Level Standards/ Lesson Description

The state standard for this lesson is K.OA.A.3 Kindergarten, Operations and Algebraic Thinking:

Understand addition as putting together and adding to, and understand subtraction as taking apart

and taking from. The lesson description is to decompose numbers less than or equal to 10 into

pairs in more than one way, e.g., by using objects or drawings to represent the problem. The

objective of this lesson was to decompose numbers less than or equal to 6 into pairs in more than

one way, E.g., by using counters, and record each decomposition by coloring in the squares.

Analysis of Student Performance

Bellas answers for how many ways she can make 6 was 4 and 2, 2 and 4, 0 and 6, 6 and 0, 4 and

2, and 3 and 3. Based on the completion of her work, she missed 5 and 1 is equal to 6 or 1 and 5

is equal to 6. She repeated 4 and 2 is equal to 6 in the first and fifth sample of her worksheet.

Initial Teaching Strategy

The initial teaching strategy I used was counting with manipulative. I thought that using

manipulative would be an effective way to teach the students to decompose numbers. Using

hands- on objects would be engaging and make learning more meaningful when they have

visuals to help them retain information. I used red and yellow counters as a manipulative that

they can shake in a cup and dump out to see the many ways they can decompose numbers that

equal to 6.

Re-teaching Strategies

Strategy 1: Affirmative checking (technique 6) is to insert specific points into your lesson when

students must get confirmation that their work is correct, productive, or sufficiently rigorous

before moving on to the next stage.

Strategy 2: Name the steps (technique 21) is to break down complex tasks into steps that form a

path for student mastery.

Strategy 3: Wait time (technique 32) is to allow students time to think before answering. If they

arent productive with that time, narrate them toward being more productive.

Strategy chosen to re-teach lesson

The strategy I chose to re-teach my lesson was to name the steps. That technique is to break

down complex task into steps that form a path for student mastery. I chose this technique because

I think it is the most precise way to explain how to do an assignment in simple steps. When

assignments are explained in steps, then it makes it easier to follow and understand what to do in

a complex task.

Re-teaching of lesson with new strategy

When I re-taught the lesson using this new strategy of explaining the task in a step by step

process, Bella was able to understand the many ways to decompose 2 numbers that will equal to

6. In the lesson, I used a different kind of manipulative other than the counters in the initial

lesson. In this lesson, I used cube trains that she can assemble and disassemble the different

cubes to make 6. For example, there are 6 cubes stacked together in the cube train and that makes

6 and 0 make 6. When she takes 1 cube off and sets that aside then she realizes that she now has

1 and 5 make 6. When she takes another cube off of the original cube train and stacks it on the

other cube train, then she has 2 and 4 make 6, etc. I noticed that when she disassembles the cube

train slowly step by step, then she understands that it doesnt matter how many are on each set of

the cube train, the answer is still 6.

Reflection

For this lesson, I selected this new strategy of naming the steps. That technique is to break down

complex task into steps that form a path for student mastery. I chose this strategy because I felt

that the directions would be more clear and easier to understand. When Bella was able realize

that disassembling the cube train slowly to make a whole new set of cube train, the answer of

both cube trains added together is still 6. She noticed that there are many ways 2 numbers can

add to make 6. At the end of the lesson, Bella was able to name all the different ways to make 6.

She said 0 and 6, 1 and 5, 2 and 4, 3 and 3, 4 and 2, 5 and 1. After assessing her by having her

name the ways to make 6, I analyzed that she understood the lesson this time around when I used

name the steps strategy. I feel that re-teaching the lesson using a different kind of manipulative

made it easier to grasp the concept. Overall, I think that it was a success because Bella met the

objectives set for the lesson.

Lesson 2

Student Description

The one student who did not achieve the goals set for this ELA lesson was Eli. Eli is a

kindergartener who just turned 5 years old. His English language speaking skills was at the

emerging stage of development. He was still learning his alphabet at the beginning of the school

year when this ELA lesson was taught. The lesson was taught after two months of being in

Kindergarten. I think that he didnt quite understand what it meant to analyze a book and identify

key elements in a story when reading a book.

Grade Level Standards/ Lesson Description

The state standard for this lesson is RL.K.1: With prompting and support, ask and answer

questions about key details in a text. The lesson description is to analyze a story and define key

elements in a text. The objective of this lesson is to analyze a story closely in order to

comprehend what is happened in the book.

Analysis of Student Performance

Elis response to the different key elements of a story including main characters, the setting, the

main idea, the events, the problem, and the solution were not thorough enough. I feel that he

wasnt paying attention during the lesson. I think that when a student doesnt listen closely to the

story being read, then he or she will not be able to comprehend what happened in the book. I feel

that he didnt actively listen to the story, so he stuttered a lot when we were analyzing the text.

The book was read to the class prior to Halloween. The selected book was Curious George goes

to a Costume Party. I felt that this book would gain student engagement because children were

extremely excited and interested about the holiday.

The initial teaching strategy I used was filling out a circle map after reading the book. I thought

that this would be a good representation of all the key elements of the book. Using a graphic

organizer to write down our ideas about any topic would be a good visual of text.

Re-teaching Strategies

Strategy 1: At bats (technique 25) is succeeding once or twice at a skill wont bring mastery, give

your students lots and lots of practice mastering knowledge or skills.

Strategy 2: Habits of discussion (technique 42) is making your discussions more productive and

enjoyable by normalizing a set of ground rules or habits hat allow discussion to be more

efficiently cohesive and connected.

Strategy 3: Star/ Slant (technique 47) is teaching students key baseline behaviors for learning,

such as sitting up in class and tracking the speaker, by using a memorable acronym such as

STAR or SLANT.

Strategy chosen to re-teach lesson

The strategy I chose to reteach this lesson is Star/ Slant (technique 47). I think that using this

technique would be a good way to keep students focused and engaged in the story telling. I feel

that setting behavior guidelines such as sitting up straight and tracking what the teacher is saying

prior to lesson would set each student up for success because they are aware of the expectations.

If they are aware of the rules then they are more likely to succeed. STAR stands for Sit up, Track

the speaker, Ask and answer questions like a scholar, Respect those around you. SLANT stands

for Sit up, Listen, Ask and answer questions, Nod you head, Track the speaker.

When I re-taught this lesson to Eli using this strategy of setting key baseline behaviors for

learning by using a memorable acronym such as STAR, then he was definitely more engaged

when I was reading the story to him. By the end of the book, he was able to identify the key

elements in the book such as the characters, the setting, the main idea, the events, the problem,

and the solution. Reading the story again for the second time helped him remember what

happened in the book. I made sure to remind him about sitting up straight, tracking me as I am

speaking, asking and answering questions, and respecting everybody around him. When he knew

that I had expectations for him, he was more focused in the lesson.

Reflection

In this lesson, I selected this strategy of Star/ Slant (technique 47) because I thought it would be

most helpful in grabbing the students attention when doing story time. Teaching students key

baseline behaviors of learning by using a memorable acronym such as STAR makes it easier for

them to understand what is expected from them during a lesson. Young children, especially

kindergarteners need specific rules during a lesson because their attention span is very short. By

reminding/ teaching them what STAR means, then they are more likely to succeed and stay on

task. This is a good strategy to use when teaching any lesson to the primary grade levels. This

lesson turned out extremely successful when incorporating the strategy of setting up baseline

behaviors. Eli did very well during the second time of the lesson. He was able to answer all of

the key details in a text. Overall, I would definitely use this strategy by reminding my students

prior to any story telling lesson. The strategy is effective and I can gain all of my students

attention.

Lesson 3

Student Description

The one student who did not achieve the goals set for this math lesson was Eli. Eli is a

kindergartener who just turned 5 years old. He did not go to preschool and this is his first 3

months of ever being in school. His English language speaking skills was at the emerging stage

of development. He was still learning his alphabet at the beginning of the school year. He is just

learning how to count as well. The lesson was taught after three months of being in

Kindergarten. I think that he knows how to count to 11 but doesnt remember/ know how to write

his numbers correctly.

Grade Level Standards/ Lesson Description

The state standard for this lesson is K.CC.3: Write numbers from 0 to 20. Represent a number of

objects with a written numeral 0-20 (with 0 representing a count of no objects). The lesson

description is to understand the relationship between numbers and quantities: connect counting to

cardinality. When counting objects, say the number names in the standard order, pairing each

object with one and only one number name and each number name with one and only one object.

The objective of this lesson is to know how to keep track of objects that have and have not been

counted. Also, to know how to use 1-to-1 correspondence to count objects up to 11.

Analysis of Student Performance

Based on Elis work, I dont think he remembers or knows how to write his numbers correctly.

When he is supposed to count and check, he got 1 out of 6 problems correct. When he is to

determine if the set is supposed to be colored brown for 11 or yellow for all other sets, he got 3

out of 6 correct. Overall, he totally missed the standard and definitely needs to be re-taught with

a different method.

Initial Teaching Strategy

The initial strategy I used was creating a practice worksheet that we went over as a class. I had

each student count on their own and then raised their hand when they had their answer. I would

call on one student to give me the answer and then I would have the class as a whole count with

me as I checked each object to make sure the student gave me the right answer. When finished

counting, I would write the correct answer in the box. We repeated the same steps for each of the

6 examples. I felt that having a practice worksheet that we did together as a class prior to the

actual graded worksheet would help them understand and succeed as they do their own work.

Re-teaching Strategies

Strategy 1: No opt out (technique 11) is to turn I dont know into success by ensuring that

students who wont try or cant answer practice getting it right.

Strategy 2: Right is right (technique 12) is when you respond to answers in class, hold out for

answers that are all-the-way right or all the way to your standards of rigor.

Strategy 3: Turn and talk (technique 43) is to encourage students to better formulate their

thoughts by including short, contained pair discussions- but make sure to design them for

maximum efficiency and accountability.

Strategy chosen to re-teach lesson

The strategy I chose to re-teach the lesson is the no opt out technique which is to turn I dont

know into success by ensuring that the student who wont try or cant answer practice getting it

10

right. I chose this strategy because no matter how hard the lesson is because of various reasons,

the student is still trying their best and not giving up. In this situation, I did not let Eli give up on

his work by writing the wrong answers or coloring in the objects with the incorrect color.

Re-teaching of lesson with new strategy

When I re-taught Eli with this new strategy of never giving up and always putting in his best

effort, he was able to do a better job on his work. I understand that he doesnt remember how to

write his numbers correctly, so I created note cards with numbers 1 to 11. I had the notecards laid

out in order right in front of him. He was able to re-do the assignment by counting the objects,

then looking at the notecard to see how to write the number correctly. Then at the end, we went

through each problem together and determined if we should color it brown for 11 or yellow for

all other sets. With one-on-one attention, Eli was able to complete his work successfully.

Reflection

I selected this specific strategy because I know that Eli gets frustrated when he doesnt know

how to do something. I ensured him that he can do it and that he is smart and capable. I feel that

when I give positive reinforcement to a child who is struggling, the student will be more

motivated and less frustrated with themselves. There are more chances of the student trying in

order to succeed then giving up on his or her work. Positive reinforcement creates a more

comfortable environment for each individual to learn and grow. When I gave Eli the assistance

he needed to do his work correctly, he finished his work successfully. With continuous positive

reinforcement and feedback to struggling students, they will be more likely to accomplish

obstacles they face. In the long run, they will overcome their fears of failing and have a more

positive mindset that they can do it instead of I wont try or I dont know how.

11

In my future teachings, I will always perform formative assessments during and in between my

lessons. Analyzing each of my students performance will help me make their learning easier and

successful. When there are struggles, I will come up with new teaching strategies to help my

students learn the material. I will make appropriate changes to my original lesson in order to

have successful results when I re-teach the lesson. This will give me effective feedback from the

lesson and I can reflect on what worked and didnt work. When I reflect, I am able to analyze

what I should keep doing in my future teachings and what I should disregard.

During each lesson, I will analyze student performance so that I know how to guide my

instruction. I will pay attention to which part of the lesson needs more emphasis or clarification

in order to help each individual succeed. After evaluating formative assessments, I am able to

reflect on my initial teaching strategy to see what went well and what didnt. Then I am able to

come up with a strategic plan on how I can improve. Coming up with different strategies will

help me develop an alternative plan on how to re-teach my lesson so that students will overcome

the struggle. When I re-teach the lesson with the new strategy, I will be able to assess myself on

how I did the second time. At the end of the lesson, I can reflect on how the alternate strategy

worked for the student and for myself, if the results improved and by how much, and how the reteaching of the lesson will help me improve on my future teachings.

As an educator, it is extremely crucial to be aware of when and how I can progress in my

teachings and how my students can advance on their learnings. When I assess myself and my

students, we both can benefit from the adjustments I make. Students can use the results to adjust

and improve on their own learning as well.

12

The analysis of student work process is important for teachers to apply to their teachings in the

classroom. As an educator, it is crucial to do continuous formative assessments on students. It is

an effective way to measure how well the students are performing in their work. Formative

assessments give teachers a good idea of where each individual stand and what level they are

performing. It promotes students learning and is designed to give both teachers and students

feedback. With the feedback, teaching and learning activities can be altered according to the

results. A way to see an acceleration in student achievement is to make sure that formative

assessments occur within and between lessons. The timeliness of results enables teachers to

adjust instruction quickly while learning is in progress. It is a good way to guide instruction and

to authentically determine student mastery. Having the assessments across longer periods of time

is less effective and will result in losing track of what was learned accurately achieved by each

student. This way students will stay on track and not fall too far behind in case if they missed or

didnt understand a lesson. Overall, teachers will have greater satisfaction when there is an

increased in student engagement in learning. Formative assessments play a big role in teaching,

checking, re-teach, and re-check. I believe it is imperative to apply the ASW process in my future

teachings throughout the year because it will result in a successful school year overall. All in all,

thorough analyzing of student work allows the student and educator to form a more detailed

understanding of the students abilities, which can be used to inform remediation, re-teaching,

and instructional strategy. The ASW process will support the student in mastering the curriculum

and help the student identify his/her strengths and weaknesses. As a result, teaching and reteaching will allow students to concentrate their efforts on specific areas and improve overall

performance.

13

Works Cited

Lemov, D. (2015). Teach Like A Champion 2.0: 62 techniques that put students on the path to

college (Second ed.). San Francisco, California: Jossey-Bass.

Lemov Teaching Techniques

Lesson 1

Strategy 1: Affirmative checking (technique 6) is to insert specific points into your lesson when

students must get confirmation that their work is correct, productive, or sufficiently rigorous

before moving on to the next stage. (Page 51)

Strategy 2: Name the steps (technique 21) is to break down complex tasks into steps that form a

path for student mastery. (Page 164)

Strategy 3: Wait time (technique 32) is to allow students time to think before answering. If they

arent productive with that time, narrate them toward being more productive. (Page 244)

Lesson 2

Strategy 1: At bats (technique 25) is succeeding once or twice at a skill wont bring mastery, give

your students lots and lots of practice mastering knowledge or skills. (Page 188)

Strategy 2: Habits of discussion (technique 42) is making your discussions more productive and

enjoyable by normalizing a set of ground rules or habits hat allow discussion to be more

efficiently cohesive and connected. (Page 316)

Strategy 3: Star/ Slant (technique 47) is teaching students key baseline behaviors for learning,

such as sitting up in class and tracking the speaker, by using a memorable acronym such as

STAR or SLANT. (Page 360)

14

Lesson 3

Strategy 1: No opt out (technique 11) is to turn I dont know into success by ensuring that

students who wont try or cant answer practice getting it right. (Page 90)

Strategy 2: Right is right (technique 12) is when you respond to answers in class, hold out for

answers that are all-the-way right or all the way to your standards of rigor. (Page 100)

Strategy 3: Turn and talk (technique 43) is to encourage students to better formulate their

thoughts by including short, contained pair discussions- but make sure to design them for

maximum efficiency and accountability. (Page 324)

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