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Lenna Ly

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.

Initial Teaching Strategy


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.

Re-teaching of lesson with new strategy


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

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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.

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Future Application of the ASW Process


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.

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Philosophy of teach/re-teach & why its important


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.

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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)

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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)