1 Running Head: ANALYSIS OF STUDENT WORK

Analysis of Student Work Ashlei Livingston Bailey Elementary University of Nevada Las Vegas

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Abstract Being able to analyze a students work is crucial to aiding students in learning. This paper analyzes three works of a struggling student and determines three instructional strategies that would have a positive impact on the students learning by looking at three works of a struggling first grader and methods to reteach him concepts he missed. Retesting and reassessment will also take place after the skills have been introduced to see if mastery of the concept has been achieved. The second practicum and internship will require greater use of these assessment skills on a class-wide basis. Through this paper, initial practice in assessment and analyzing of student work will build a foundation for further development of skills.

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Analysis of Student Work Analyzing student work is essential for many reasons. Teachers need to be able to complete assessments to gauge student learning and calculate a plan for re-teaching if needed. Recognizing the errors in student work is crucial in determining where and how to help students in their learning. Student Introduction JM is a 6 year old male child in first grade. He is currently performing below average than his peers in English Language Arts. JM is working on mastering the letters of the alphabet and their corresponding sounds. He is also working on recognizing high frequency words so that he can progress onto independent reading. The class is also working to write high-frequency words and use correct capitalization and punctuation when writing. JM lives at home with his mother, father, brother, sister, and until recently his grandparents. At home he completes chores which include cleaning the bathtub and picking up items on the floor. JM enjoys playing with his two favorite friends and playing the game Lego Batman. His favorite person is Batman because he saves people. JM has also mentioned that his mom reads him library books on occasion. JM has a television in his room and enjoys watching Batman and Austin & Alley. At school, JM enjoys Physical Education the most because he says it teaches him how to do things he doesnt already know. When he grows up he plans on working in the Medical District like his dad (JM, personnel communication, October 17, 2012). Grade Level Expectations Common Core The Common Core State Standards (CCSS) for first grade range varying on the subject. For the three assignments being analyzed the following pertain to JMs assignments:

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CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. (Common Core Standards, 2012).

Current Student Level JM is struggling with recognizing letters and sounds. He came into the first grade already starting behind his peers by not being able to recognize the letters. The instruction for first grade has begun at the level and assumption that students coming into first grade would be familiar with letters and sounds. Since JM did not have the prerequisite knowledge needed to participate and stay on grade level and as result of having to try and catch-up, he continues to struggle and fall behind his peers. Currently, JM is working on Kindergarten standards as well as first grade standards. He has not met several of the following Kindergarten standards:

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CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.

CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words. CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words

CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (Common Core Standards, 2012).

Since he has not met these standards, he has had difficulty learning new skills in first grade. He has to work on remedial skills that are necessary for further comprehension. Due to the fact that he has not mastered these kindergarten skills, he has not been able to meet the first grade standards for several assignments. Assignment #1

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Assignment Description The students were given directions to complete a sentence that began My friend is and ended with the student filling in the name of a friend. The focus of this assignment was to use proper capitalization at the beginning of a sentence and when writing a name. The students were also reminded to use proper spacing (finger-spacing), a period at the end of the sentence, and draw a picture that matches their words. The teacher wrote the beginning phrase on the board and left it there for the students to copy onto their papers. The teaching method for this assignment was a combination of modeling and using phonetic processes to spell. Students copied the initial prompt and then finished the sentence with the appropriate information. Student Performance and Deficiencies The CCSS for this assignment are CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence, CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual

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displays to descriptions when appropriate to clarify ideas, thoughts, and feelings, and CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. (Common Core Standards, 2012). (e.g., first word, capitalization, ending punctuation) (Common Core Standards, 2012). Initially, JM only wrote his friends name without writing the complete sentence. He was then prompted to write the sentence completely using the beginning phrase written on the board. JM misspells the word my and has incorrectly written letters of the alphabet. Teaching Strategies JM would potentially work better with writing projects if he were able to follow along as the teacher works, instead of having to complete several steps on his own. JM initially wrote simply his friends name and was unable to write a complete sentence on his own when instructions were given to do so. JM would benefit from step-by-step directions so that he does not fall behind and become confused with what is required. JM could also work with a peer to help him stay on task and comprehend what the teacher is asking for. Since he struggles with reading, the words may confuse him and he can become overwhelmed. Having a friend who is proficient at sentence structure could provide JM with a guide to writing. This would provide JM with a consistent source of help while the teacher is working with the whole class. A third strategy that could be employed to help JM with his writing would be to focus on phonemic awareness activities so that JM can learn his letters and sounds. This can be accomplished through a word sort activity in which JM has to connect pictures, using the initial sound and match it to the appropriate letter (Tompkins, 2010).

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Re-testing and Re-assessment This assignment is easy to duplicate to test if JM has gotten the basics of writing a complete sentence. The teacher could offer another prompt at a later date and have JM write a sentence, checking for proper capitalization, finger spacing, a period, and an attempt at spelling out words phonetically. When re-checking JMs work it is vital to see if he was able to complete all steps, completely write out the prompt, and sound out the missing information phonetically. Also, capitalization, finger spacing, and the use of a period will need to be checked. Reassessment will be measured by the collected work sample provided after the completion of the assignment and using a checklist to mark for all parts required. Mastery will occur when JM is able to use all elements required. Reflection JM is struggling immensely with writing. This is due mainly to the fact that he cannot identify 11 out of 26 of the letters of the alphabet and knows even fewer of their sounds. As a result, he is not able to identify words and use phonetics to write out words he does not know how to spell. A great deal of the class was able to complete the activity with minimal or no help. JMs level of assistance needed to complete this activity was significantly higher than his peers. JM would benefit from intensive remedial instruction covering the alphabet and their corresponding sounds. He also needs more access to reading materials. This will improve his writing and help him to function on the same level as his peers. It is necessary that JM learn these skills so that he can progress onto more complicated topics. Assignment #2

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Assignment Description Each student was required to pick the beginning, middle, and end events of a main character in a story. The students were allowed to either write the events or draw them, depending on what they chose. The teacher engaged in shared reading of the book Knuffle Bunny with the students, going over important events and words. The assignment was then modeled using another character and left on the white board as a visual aid. Then students were instructed to complete another character timeline on their own. Student Performance and Deficiencies JM was able to identify most of the corresponding information for beginning, middle, and end. However, when it came to middle details he struggled to recall what happened in the middle of the story. For this assignment, JM is working towards the standards CCSS.ELALiteracy.SL.1.2 Ask and answer questions about key details in a text read aloud or information

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presented orally or through other media, CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly, and CCSS.ELALiteracy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings (Common Core, 2012). Teaching Strategies In order to aid JMs comprehension in regards to stories, the assignment could be retaught using guided reading. JM would benefit from an extra explanation and more interaction with the text. During guided reading, JM would be able to ask questions about the text and interact with the teacher in a smaller group setting. This would allow for the individualized attention and focus that would aid in JMs comprehension. Another strategy that would aid JM in recalling important information is to have a graphic organizer created after the conclusion of the book. In this, the teacher could prompt important information through aided retelling by asking questions that will lead the student towards the important information in the text (Tompkins, 2010). This practice will aid in JMs ability to recall information and provide him with practice in this important skill. The last strategy would have JM create text-to-self and text-to-world connections. JM would be able to apply meaning to the story and make it relevant and by doing so, more memorable. This could be completed during guided reading with the teacher who could help focus JM and provide ideas and examples to help the student connect (Tompkins, 2010). Re-testing and Re-assessment In order to assess if JM was able to recall beginning, middle, and end information by recalling the story through visuals, the teacher will have JM listen to another story. Reassessment will be given on an oral recall basis to determine JMs level of comprehension,

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noting if he misses any parts as he summarizes the beginning, middle, and end. JMs initial story telling will be told unaided, to assess what he is able to recall on his own (Tompkins, 2010). If prompting is needed, the teacher will note how much and for what purposes to determine if JM cannot recall the story or is struggling with sequencing. In order to master this skill, JM needs to get 3 out of 3 correct, identifying the main event in the beginning, middle, and end. Reflection JM needs to be introduced to strategies that he can apply while reading. He would benefit with more implicit instruction and mini-lessons that focus on sequencing and picking out main events, particularly in the middle of the story when a great deal of information is presented. Since reading is difficult for him, he needs more individualized attention to help him focus on the main elements of the story. JM has a tendency to lose focus during reading so helping him make text-to-self connections would provide a motivational factor to help him maintain interest in the text. Also, providing stimulating stories for JM would help him be more attentive to the story. Assignment #3

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Assignment Description In this assignment, students were given the task to complete the sentence I like The sentence was modeled on the board for the students and they were instructed to write the beginning and then fill in the rest of the sentence. The students needed to use proper capitalization, finger spacing, punctuation, use the word wall, and practice stretching words to come up with a phonetic spelling. Student Performance and Deficiencies Initially, JM was unable to complete the assignment on his own. He received 1:1 help with this assignment. JM needs practice in writing as well as spelling. For this assignment, JM should be working towards the standards CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation), CCSS.ELALiteracy.SL.1.6 Produce complete sentences when appropriate to task and situation. (Common Core Standards, 2012), and CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings (Common Core, 2012). JM is unable to produce phonemic sounds when attempting to spell words. This is because he has not yet mastered the letter of the alphabet and their corresponding sounds. Since JM is unable to recognize the letters of the alphabet independently and often confuses letters when writing he cannot spell words phonetically. Teaching Strategies JM would benefit from more chances to write. This could be accomplished by doing a write with activity in which writing is modeled and the student is able to interact with the teacher while writing (Bear, Invernizzi, Templeton, & Johnston, 2012). This would be taught in a mini-lesson along with the other students who struggled with the writing assignment. Many of

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the students in the class were able to complete the activity with little or no teacher assistance. The students who struggled, including JM, would meet with the teacher and use another prompt. The teacher would work through the sentence with the students, highlighting punctuation, capitalization, spelling, and use of the word wall. Another strategy would be a small group lesson using sentence strips. The students would be provided with various strips of paper with small fragments of words, filler words, and punctuation (Bear, Invernizzi, Templeton, & Johnston, 2012). Under the guidance of the teacher, the students would practice using the mechanics of sentence writing without having to focus on the handwritten aspect. The third method to reteach JM would be to assign a peer mentor to work with him (Bear, 2012). This could be a student in the class who is advanced or even a student from a higher grade that comes to help out for writing. This would allow JM a chance to work without requiring one-on-one with the teacher or a tutor. Having a peer mentor would provide JM with a model that is closer to his age and ability. This could resonate more with him as he attempts to learn concepts. Re-testing and Re-assessment Re-assessment for this assignment will be accomplished by having the student complete another writing assignment with a similar prompt. There will be a checklist to see if the student has completed the following items: added punctuation, proper capitalization, made use of the word wall, and attempted phonemic spelling of unknown words. While completing this assignment, JM will be unaided to gauge his level of understanding of the concepts. Reflection

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JM needs to be immersed in reading and writing to gain as much exposure and experience as possible. He rarely chooses to do literacy activities in his spare time and often begins to cry when he has to read. He is well behind his peers in the classroom and struggles still to identify letters. He needs literature that is appealing to him to build his enjoyment in reading. Since he does not have many of the basic skills to complete the assignments, he gets lost as the teacher moves on. He needs to be taught remedial skills in order to build upon them and be on the same academic level of his peers. Conclusion In order to implement formative assessment for an entire class, there will be a standard rubric or checklist for the students so that it will be easy and efficient to check for all items. This will also allow students to be aware of what is expected of them and they will know exactly what they need to complete. Moving forward in teaching, I realize that I need to have more plans in place for formative and summative assessments. Next semester, I will make sure that my lesson plans have a rubric or built in assessment so that when it comes time to grade and asses the student, it can be done quickly. Best teaching practices should be utilized at all times. In order to provide this at differentiated levels, I found the use of centers to be the best way to implement these practices. Students are able to receive a mini-lesson on the subject that needs re-teaching, especially if only a few of the students missed the main idea or failed to grasp the concepts. Connecting best teaching practices became more difficult in a classroom with so many varied levels. More than ever, it was necessary to provide instruction targeting different levels and learning styles. My most valuable lesson was learning how to provide instruction that appealed to a wide variety of

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student types. Learning how to reach the lower levels and higher levels in class instruction is a difficult task that will take a great deal of practice to master.

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References Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction. Boston, MA: Pearson. Common core state standards initiative: Preparing americas students for college & career. Retrieved October 20, 2012, from http://www.corestandards.org. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach. Boson, MA: Allyn & Bacon.