RUNNING HEAD: Analysis of Student Work Martinez

RUNNING HEAD: Analysis of Student Work
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Analysis of Student Work

Crystal Martinez
University of Nevada, Las Vegas
EDEL 311 Section 1002
Fall 2013
Table of Contents
Student Background........3
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Grade Level Standards and Objectives...5

Analysis of Lesson #1....7
Student Artifact #1.........10
Analysis of Lesson #2........11
Student Artifact #2.........13
Analysis of Lesson #3....14
Student Artifact #3.....17
Reflection.......18
Bibliography.......2
0
Student Background
Easton is a fourth grade student at Dvorre and Hal Ober Elementary, an elementary
school located in an upper middle class neighborhood in western Las Vegas. He lives in a single
family home just a few minutes from the school with his mother, father, and younger sister -- a
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third grader who attends the school as well. Like many other nine year olds, Easton enjoys
playing with his legos, watching movies (especially the Batman and Transformers series), and
playing games on his Nintendo DS. Easton also likes riding his bike along the trails in his
community with his family, playing outside with his friends, going to Fast Lap (a local go-carts
establishment), and has even visited a shooting range with his father. Easton is the eldest child in
his family and often helps his mother cook dinner. To relax, he likes to read to his dog, Bella -who is an excellent listener because she is very lazy and loves to cuddle.
Easton struggles slightly in both math and English. When tested at the beginning of the
school year on fourth grade Common Core Math Standards, Easton tested at a meets
proficiency level with a score of 1442. While he scored right around the district average, he was
a few points below the school average and significantly below the proficiency target of 14921502 (which should be met by the end of the school year). As the school year has progressed and
new material has been presented, however, Easton has received approaches on the majority of
his math assessments. When taking a test, each student is asked to write what score they believe
they will receive on the back of their assessment. Easton nearly always predicts his grade
correctly. This tells me that Easton is aware of his learning and understands what concepts he is
still struggling with. When asked what his least favorite subject was, Easton stated that it was
math because he struggles with it more than anyone.
Easton thoroughly enjoys reading and does so often. He seems to alternate between
meeting and approaching various English standards in class. His reading level is slightly below
the average in his classroom; yet, Easton does not seem to struggle with the majority of in-class
reading assignments. He is often observed reading his books, taking notes, and participating in
group or class discussions about books read in class or for leisure.Where Easton seems to
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struggle is writing. While his writing shows great creativity, voice, and descriptive phrases,
Eastons spelling level is lower than expected at a fourth grade level. On his Qualitative Spelling
Inventory (QSI), Easton scored in the affixes and suffixes stage, which was the lowest spelling
stage achieved in his class. Spelling difficulties are evident in a majority of Eastons work, but
his words are usually still decipherable as he spells many of them phonetically.
Easton is an exceptional student in that he actively participates in class and does not
appear to grow frustrated despite his difficulties with certain standards. He excels in science and
works respectfully and responsibly with teammates. Easton is always smiling and appears to get
along well with his peers.
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Grade Level Standards and Objectives

Artifact 1: Cereal Base Ten
1. Standards: 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number
names, and expanded form. Compare two multi-digit numbers based on meanings of the
digits in each place, using >, =, and < symbols to record the results of comparisons.
2. Objective: Fourth grade students will be able to read and write three digit numbers by
interpreting base-ten diagrams and then determine which number is larger using the
symbols <, =, and > in pairs with 90% accuracy given that they have an understanding of
base-ten and the symbols <, =, >.
Artifact 2: Creature Recipes
1. Standard: CCSS.ELA-Literacy.W.4.3c Use a variety of transitional words and phrases to
manage the sequence of events.
2. Objective: Fourth grade students will be able to write short, specific recipes using at least
five transition words in their directions given that they have an understanding of the basic
parts of a recipe and how transition words are used.
Artifact 3: Character Traits
1. Standard: CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a characters thoughts, words,
or actions).
2. Objective: Fourth grade students will be able to use specific details in a text to describe a
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character and justify at least three character traits using evidence from the text and book
images given that they have an understanding of general character traits and have access
to the images and text.
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Analysis of Lesson #1
Lesson Topic: Base Ten
Standard(s): 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
Lesson Objective: Fourth grade students will be able to read and write three digit numbers by
reinterpreting base-ten diagrams and then determine which number is larger using the symbols <,
=, and > in pairs with 90% accuracy given that they have an understanding of base-ten and the
symbols <, =, >.
Student Performance: Easton appeared engaged during instruction and participated actively in
the activity with his partner. He was able to create multi-digit whole numbers for his partner to
decipher, write the numbers that his partner created correctly, and accurately determine which of
the two numbers was larger; however, when asked to verbally read one of the numbers aloud, he
was unable to do so correctly. Easton used the word and in between place values and said
imaginary numbers such as four ten instead of forty or one hundred thousand and six
thousand instead of one hundred six thousand. For this reason, Easton received a score of
approaches and the lesson was re-taught.
Initial Teaching Strategy: Group instruction followed by paired practice activity
Students gathered in the front of the room to participate in a number talk on the whiteboard.
During this number talk, students were required to break apart a three digit number using place
value. When sharing strategies, students were required to describe numbers correctly -- for
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example, the digit 6 in 463 represents sixty, not six. Students shared their methods of
breaking apart the number with a partner (and some shared whole class) during a think-pairshare activity. Students sat next to a shoulder partner and practiced creating, breaking apart, and
reading numbers using cereal pieces as base ten blocks. Each partner created a number out of the
building blocks for the other to read, regroup, etc. After each partner had a turn to create a
number, the students recorded and compared the two numbers and drew a symbol between them
stating which number was larger (or if they were equal). Students complimented and coached
their partners as the activity progressed. At the end of the lesson, partners read the numbers they
had created.
Re-teaching Strategies:
1. Interactive whiteboard instruction This is the reteaching strategy I used with Easton
and two other students who were struggling with the same concept. Each student and
myself, the instructor, began with a whiteboard and marker. Students rolled a die and
were able to place their number somewhere on my whiteboard, which was split into
columns signifying the six place values they are working on in fourth grade (up to the
hundred thousands place). When all three students had rolled twice and filled up the
board, I asked them to write out the numbers on their whiteboards in word form, as they
would read them aloud. After noticing what type of errors students were making in
transferring numbers to word form, I helped clarify the errors and repeated the activity.
By the end of the lesson, Easton was writing his numbers correctly (with no imaginary or
made up numbers); however, although he no longer wrote the word and as part of his
answer, he still snuck it into some of his answers while reading the number aloud. There
is no artifact for this reteaching because it was done solely on a whiteboard. Eastons
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formative assessment occured through my notetaking of his answers -- because I was

working with a small group of three students, this was very doable. One of my notes read
as follows: 624,132 Wrote: six hundred twenty thousind four one hundred thirdy
two. Said: Six hundred twenty thousand one hundred and thirty two.
2. Jeopardy game This would be a whole class activity. A Jeopardy game could be
played with categories such as expanded form, word form, read aloud, and greater
than, lesser than, or equal to? in order to achieve the the Common Core State Standards
taught in this lesson. This game would not only help Easton improve on his oral reading
of numbers, it would help the entire class review and move towards mastering the content
within each category and provide an opportunity for teamwork!
3. Roll the Die game In Roll the Die, students create numbers by rolling a die and
placing each digit into a place value chart. The goal is for a student to create a greater
number than ones shoulder partner. Students quickly realize that it is to their benefit to
place the largest digits in the greater place values (as they always represent ten times
more than the place value location to their right). Students receive points each time they
create a larger number than their partner. To better benefit Easton, the winner for each
round could be asked to read both his or her number and their partners number in order
to be eligible for an extra point. Easton enjoys competitive games, and this method might
encourage him to try and practice his word form and his reading of numbers.

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Student Artifact #1
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Lesson Topic: Transition Words
Standard(s): CCSS.ELA-Literacy.W.4.3c Use a variety of transitional words and phrases to
manage the sequence of events.
Lesson Objective: Fourth grade students will be able to write short, specific recipes using at
least five transition words in their directions given that they have an understanding of the basic
parts of a recipe and how transition words are used.
Student Performance: This lesson asked students to create short, specific recipes that a partner
could follow to create the desired end product (in this case, a creature or monster). To
accomplish this, students were asked to use at least five transition words to guide their partner in
terms of the sequence of events. Easton used six transition words between the steps of his recipe
instructions and underlined them all, as requested. While many of his words were similar in
nature (first, second, third, etc.), Easton did include the word finally, which lets me know that
he can go beyond one type of transition word. Because Easton followed directions, showed some
variety in his words, and placed his transition words appropriately and in an order that made
sense, I believe he met the standard.
Initial Teaching Strategy: Whole group review followed by independent writing
Together, students brainstormed and popcorned out a variety of transition words. A list of
transition words brainstormed by the students was kept on the whiteboard for students to refer
back to throughout the lesson. Students were called upon to share why transition words are
important and how they can help a reader better understand what an author wants to explain to
them. Students returned to their seats and wrote recipes independently. Students then traded
recipes with another student and followed the instructions -- and the order provided by the
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transition words -- in order to create their own creatures.

1. Steps for a PB&J sandwich If done out of order, making a PB&J sandwich (a
seemingly simple task) can be quite a mess! Teacher will provide an example -- using
real bread, peanut butter, and jelly -- of following a recipe that does not use transition
words well (perhaps the two pieces of bread get stacked before any jam is put in the
middle or the reader forgets to open the jar of peanut butter before trying to get some
out). Students will then create their own specific recipes for a peanut butter and jelly
sandwich, taking special care to use lots of transition words for each step of the process.
This lesson did not need to be re-taught, but I would love to use this strategy in the future.
2. Rally Robin transition words and phrases Instead of popcorning out, students could
have used Kagans Rally Robin strategy to brainstorm transition words and phrases with
a partner. This would require students to think of many examples and their partner could
hold them accountable for brainstorming as many examples as time allowed and not
relying only on commonly used transitions (i.e. first, second, then).
3. Shared/group writing Students could write a paper with a partner or small group,
fiction or non-fiction. Between each of their thoughts or additions, students would insert
a transition word as they began a new sentence or paragraph. Partners or other group
members could circle transition words and phrases and keep a list of all the transitions
used in their shared writing for future reference.
Student Artifact #2

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Lesson Topic: Character Traits
Standard(s): CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or
actions).
Lesson Objective: Fourth grade students will be able to use specific details in a text to describe
a character and justify at least three character traits using evidence from the text and book images
given that they have an understanding of general character traits and have access to the images
and text.
Student Performance: Easton received a score of meets for this assignment. Easton chose
three different character traits to describe his assigned character, Smudge, and took evidence
from different parts of the book. He made inferences (when her dad was sad, she cheered him
up), looked at his characters actions (she let Charles play with her), and paid close attention
to why his character acted as she did (because he had a bad day). Easton participated in the
Puzzle activity and contributed to his groups poster.
Initial Teaching Strategy: Note taking during a read-aloud followed by Kagans Puzzle
While listening to the e-book Voices in the Park by Anthony Browne, students took double
column notes (one column was for recording character traits, the other was to record evidence
showing that the character held these traits) about an assigned character in the book; students
were instructed to look beyond the literal text, as the book had very few words. Students were
required to look closely at facial expressions, tone, actions, clothing, and the thoughts and words
of all characters in order to better develop their understanding of the traits held by their assigned
character. Then, students shared their notes with the rest of their group using Kagans Puzzle
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strategy and created a group poster about the four main characters in the story.
1. Use graphic organizers A graphic organizer could help students focus on various
aspects of their character. An organizer could have students address the thoughts, actions,
and words of their character with headings such as What does my character say? or
What does my character do? A fun organizer for questions such as these could have a
figure in the center of the page with these questions surrounding the figure. Speech
bubbles asking the questions could hold the questions around the character near the body
part or area it is asking about -- for example, What does my character think? could
have the bubble pointing to the characters head. Students could then use the characters
physical traits and descriptions to draw on and color in the figure to look like their
character.
2. Analyze comic book characters Easton is a big fan of superheroes. Analyzing a
superhero or other character from a comic book (a piece of writing with relatively few
words) would make it necessary to look at pictures, facial expressions, actions, thoughts,
and draw inferences from the text in order to get a proper reading of a characters traits. I
believe this activity would certainly interest Easton and get him involved with the writing
and the character in greater depth. If this lesson needed to be retaught, this is the strategy
I would have used.
3. Look for character traits in movie characters In a movie, where the only words are
usually dialogue, students would need to focus on dialogue and actions in order to better
understand their character. If Easton had struggled to make inferences from his
characters behaviors, this strategy could have helped him better understand how to make
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sense of a characters actions in a text. Many students are visual learners and enjoy
watching television or movies, so I believe this strategy could be very beneficial -- as
long as the teacher makes observations and ensures that notes are being taken and that
students are looking for information throughout the film, rather than simply watching it
through for entertainment.

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Student Artifact #3
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Reflection
The ASW assignment was certainly eye-opening for me. This assignment required me to
think beyond strategies I am comfortable with and might gravitate towards in my teaching and
purposely looks for strategies that are different, outside of the box, and geared towards the needs
and preferences of one particular student. I am confident that there are ways to reach every
learner and help them meet (and exceed!) any standard.
The school I attended for my Practicum I strongly believes in and relies upon Kagan
strategies. The students are all comfortable using various Kagan strategies, particularly Rally
Robin, Think-Pair-Share, and Timed-Pair-Share. This made implementing Kagan strategies in
the classroom a breeze! In my earlier lessons, I used Kagan strategies that I knew students were
accustomed to, but as I began to feel more comfortable, I introduced new strategies. For my third
lesson, I introduced Kagan's "Puzzle" strategy, which worked very well! The students were
excited to teach their group members about their topic and listened attentively when others
spoke. I feel fortunate to have been in a classroom that valued cooperative learning and where
students were accustomed to learning together; however, I feel strongly that these strategies can
be implemented in any classroom so long as students are well prepared and know how to
properly participate in the activity.
Formative assessment was an essential part of properly reteaching my ASW student this
semester, and I believe it will be even more vital in my future career. Formative assessment
allows an instructor to take notice of, record, and correct any errors present in the understanding
of their students. When a teacher uses formative assessment, they can work with small groups -or whole class -- to correct any common misunderstandings. I certainly intend on using a variety
of formative assessment strategies in my future career, as I have learned that certain strategies
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work best with certain lessons or standards. One strategy that I learned and am excited to use
again is the "exit card." I like this strategy because an exit card can be used for any subject based
upon the prompt used for the card.
I understand that using formative assessment with a full class will differ from using it with a
single student. Based on the results of an assessment, I may decide to re-teach the whole class, a
small group, or several small groups depending on what difficulties were evident amongst the
students. I am glad to have begun to understand the benefits of formative assessment and am
excited to attempt using my findings full class as I believe it will be a great asset for myself and
my students. With the knowledge formative assessment provides, teachers can be certain on
whether students need further assistance reaching a standard or if students are ready to move on
to a new one!
My most valuable learning throughout the process of completing this assignment was
discovering just what a huge difference a teacher can make in the learning of one child. Just the
extra attention and careful monitoring of Easton's learning helped him reach standards he once
struggled with. Although only one of my lesson needed to be retaught for the purposes of this
ASW assignment, I worked with Easton often in small groups in class and had the opportunity to
get to know him during field trips, class discussions, and a short interview. It has been a pleasure
to see the growth of one student, and it is so exciting to ponder on the difference I can make
when working with a full class!
Resources
Felima, C. (2010). Transitions and sequence: It's peanut butter jelly time!. Retrieved from
http://betterlesson.com/document/1513805/narrative-transitions-and-sequence-
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peanut-butter-and-jelly
Versaci, R. (2001). How comic books can change the way our students see literature: One
teacher's perspective. English Journal, 91(2), Retrieved from
http://www.readwritethink.org/professional-development/professional-library/comicbooks-change-students-30458.html

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