Running head: ELEMENTARY ASW

Elementary ASW
Sierra Hebert
Department of Teaching & Learning
University of Nevada, Las Vegas

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Elementary ASW
Student Background
TW is nine years old in fourth grade at Glen Taylor Elementary School. She lives in the
Henderson area with her two parents and little sister. She loves to listen to music and play with
her friends during her spare time.
I chose TW for the ASW process because she is receiving intervention in both reading
and math. She completes either Lexia or Moby Math workshops daily. She takes weekly
progress-monitoring tests and also receives intervention instruction during independent Smart
Groups. I noticed that her achievement is usually low in comparison with the rest of her class.
Grade Level Standards/ Expectations
The expectations for English Language Arts in fourth grade require students to be able to
read and understand informational text, find the main idea of a text and the key details that
support it, cite the text as evidence, and compare and contrast different topics within the same
theme. These expectations correspond with NVACS RL.4.4, RL.4.9, RI.41, RI.4.2, R1.4.7, and
RI.4.8. By the end of the year, students are expected to show mastery of these tasks.
Lesson One
a. Grade Level Standards/Expectations

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text

RI.4.7 Interpret information presented visually, orally, or quantitatively )e.g., in charts,

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it appears

Objective: The students will be able to identify the main idea of an informational text and
explain how nonfiction text features support the main idea.

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b. Lesson Description
My first lesson was a reading lesson focusing on nonfiction text features. I used the
informational story Nights of the Pufflings from the Trophies fourth grade reading text. Before
reading, I reviewed nonfiction text features and used questioning to develop the concept that
nonfiction text features support the main idea. After reading the story, the class identified the
main idea of the text together. Students then completed a graphic organizer with a partner to
identify three nonfiction text features and explain how or why they support the main idea.
c. Analysis of Student Performance
Through my observation during partner work, I noticed that TW and her partner did not
understand the assignment. She was filling out the graphic organizer with nonfiction text features
found in the story, but was not connecting them with the main idea in any way. Her original work
showed that she knew how to identify nonfiction text features but did not understand how those
text features serve as details that support the main idea.
d. Initial Teaching Strategy
My initial teaching strategy was cold-calling the students for a verbal review. The class
had defined nonfiction text features the day before and found examples of them in the story. I
used cold calls to review by asking what nonfiction text features are, how they are similar to key
details in a story, and examples of nonfiction text features that can support the main idea. It is
important to note that I did not call on TW during this review. After the review and explanation
of the graphic organizer, students worked with partners to complete the assignment.
e. Re-teaching Strategies

Stretch It: This Lemov strategy rewards correct answers with more difficult
questions. In this case, I would use the strategy to expand on TWs existing

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knowledge of nonfiction text features. I would use the questioning to move from
identifying a text feature to connecting it with the main idea. I would continue
stretching the questions until TW was able to identify and explain a supporting text

feature on her own.

Close Reading: This reading strategy starts by reading the text once to find the main
idea, and annotating a second time for a purpose. If I used close reading for this reteach, the purpose of the annotations would be to highlight only the text features
that support the main idea. TW would then refer to her annotations to explain why

those text features support the main idea.

Do It Again: This Lemov strategy does not just require the student to repeat an
activity, but to do it better and try to do their best. With this strategy, I would review
with supporting text features with TW one on one and then give her a blank graphic
organizer to fill in again. I would instruct her to think about her answers on the first
organizer and how she could make them better.

f. Strategy Chosen to Re-Teach Lesson

I chose to re-teach this lesson using Lemovs Stretch It strategy. I chose this strategy
because it expands on students existing knowledge through questioning. TW didnt struggle with
the concept of nonfiction text features, but needed help applying that knowledge towards the
concept of the main idea. I thought this strategy would be appropriate for this lesson because I
could use what TW already knows to further her understanding of the assignment.
g. Re-teaching of Lesson
I used TWs original worksheet and the same story to re-teach this lesson. TW read the
story out loud, and I acted as her partner in a think-pair-share to identify the main idea. I then

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went over each text feature that TW had already defined, and used the Stretch It technique to
expand on them. Our dialogue progressed throughout the lesson as follows:
Me: TW, what is the first nonfiction text feature that you found in the story?
TW: The title of the story, Nights of the Pufflings
Me: Thats great. The title of the story is a nonfiction text feature. For this story, were focusing on
how these features support the main idea. Can you tell me anything that the title and the main
idea have in common?
TW: They both have to do with pufflings.
Me: Correct. Since they both have to do with pufflings, how do you think the title supports the
main idea?
TW: Well the main idea is how and why the kids rescue the pufflings, and they call that the nights
of the pufflings.
Me: Thats right. So if I gave you the start of a sentence The title supports the main idea
because how would you finish it?
TW: Because its the name of the main thing the kids in the story are doing, saving the pufflings.
Me: I agree. Great job at using this text feature as a detail to support the main idea

After identifying how the three original text features support the main idea, I asked TW to
identify another text feature that supports the main idea to show mastery of the content. She
successfully identified a picture that supported the main idea.
h. Reflection
I thought this strategy would be appropriate for this lesson because I could use what TW
already knew to further her understanding of the assignment. TW only needed a small amount of
scaffolding to master the content. Lemovs Stretch It technique forced her to think critically
about each element of the graphic organizer, and analyze and better her original answers.
Through this questioning, TW mastered the skill of identifying nonfiction text features that
support the main idea. Her understanding moved from what a text feature is to how it can be
used as a supporting detail.
Lesson Two
a. Grade Level Standards/Expectations

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RI.4.3 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened and why, based on
a specific informational text

Objective: The students will be able to explain the significance of

symbols to the history of Halloween, using evidence from the text to
support their answers.

b. Lesson Description
I taught my second lesson on the history of Halloween. I used a close reading passage for
this lesson. The students read the story aloud as a class, and participated in a think-pair-share to
find the main idea of the text. Students then read the text for a second time with a partner, this
time annotating and looking for textual evidence that explains the symbols of Halloween.
Students were instructed to identify the significance of the bat, ghost, mask, and Jack-O-Lantern
to the history of Halloween, using the text to find their answer and stating the paragraph they
found it in. After partner work, students shared their answers with the whole class.
c. Analysis of Student Performance
TW correctly explained the importance of one out of four symbols assigned. A majority
of the class correctly explained at least three out of four symbols. In her annotations, TW only
annotated one portion of the text, which corresponded with her single correct answer. None of
her answers referred to the text. Two of her answers related to the text, but it was clear that she
did not understand the significance of each symbol based on the information from the reading.
d. Initial Teaching Strategy
My initial teaching strategy was close reading. The students had been working on close
reading passages-reading once to find the main idea, and reading and annotating a second time
for a purpose. They were able to refer to their notebooks for close reading text codes while

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annotating. The answer for each item was explicitly stated in the text and could be found though
annotating, which was why I chose to close read the passage.
e. Re-teaching Strategies

Right is Right: This Lemov strategy requires the instructor to require answers that
are all-the-way right before accepting them. In this instance, I would require TW
to pull her answers from the text and explicitly state where she found them to be
correct. Holding out for the right form would ensure that she understands the

information from each question.

Summarizing: Summarizing could be used as a technique to practice using textual
evidence. With this strategy, I would require TW to include the main idea of the
article in her topic sentence and at least three details directly from the text. An

accurate summary would show TWs ability to cite text.

Two Column Notes: This annotation strategy would relate to close reading. TW
would use two-column notes to identify the main idea and significance of each
symbol in the text. She could also include her own impressions, questions, and
ideas in the notes. Physically writing out the symbols and evidence from the text
may lead to more understanding instead of the pre-made graphic organizer.

f. Strategy Chosen to Re-Teach Lesson

I chose Lemovs Right is Right strategy through guided practice to re-teach this lesson
because the parameters of the assignment were very clear during instruction. I would not accept
TWs answers unless they were based on and supported by the text. I knew that she was capable
of using the text to answer the questions, and wanted to hold her to that high expectation that I
knew she could reach.
g. Re- Teaching of Lesson

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The first step in this re-teach process was to assess the original assignment. I reviewed
TWs answers with her and explained that they did not satisfy the requirements of the
assignment. I explained that in order for answer to be correct it must have evidence from the text
to support it, and to get supporting evidence you must annotate. I also pointed out that the
question she got correct was related to the only sentence she underlined, which shows the
importance of annotating. TW then read the text again, highlighting anything that had to do with
the four symbols. After annotating, she was easily able to find the correct answer to each
question in the text. She then used post-its to fix her answers by writing the importance of each
symbol and the paragraph she found it in the text. To physically reaffirm the importance of using
textual evidence, she stuck each answer on the matching annotation.
h. Reflection
I selected this strategy because it is critical for TW to learn how to use textual evidence to
support her answers. The NVACS repeatedly require students to cite evidence from the text.
Because it was explicitly stated in the directions to use textual evidence, Right is Right was the
best strategy to use to hold TW to that expectation. This strategy was successful because it gave
TW the small support she needed to move her answers from almost acceptable to fully correct.
Lesson Three
a. Grade Level Standards/Expectations

L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 4 reading and content, choosing flexibly from a range of strategies

Objective: The Students will be able to correctly define vocabulary words

and use them during academic conversation.

b. Lesson Description

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My third lesson was a vocabulary lesson that served as an introduction to a superhero
themed compare and contrast unit. The vocabulary words were displayed on the white board
(thwarted, subdued, diabolical, crusader, collaborated, and launch), and students volunteered to
define each word to the class. After reviewing vocabulary, each table group participated in a table
blog on oversized butcher paper identifying different superheroes and how they thwarted their
accompanying villains. Students were instructed to use as many vocabulary words as they could
in their blogs. Each group shared a few items, and had to explain how their superheroes thwarted
the villains to demonstrate an understanding of the word. Because this was a group assignment
on oversized paper, I do not have a physical artifact of TWs work.
c. Analysis of Student Performance
TW worked well with her group, but was reluctant to contribute her ideas on the group
paper. I noticed that she was relatively quiet during the activity, and was letting the rest of her
group write the majority of the table blog material. She correctly described how one superhero
thwarted his villain, which showed an understanding of that word. When questioned if she knew
any other crusaders or villains with diabolical plans, she responded that she did not. This led me
to believe that her reluctance to participate in the activity was due to her lack of understanding of
the vocabulary terms.
d. Initial Teaching Strategy
The initial teaching strategy for this lesson was cooperative learning. I originally thought
that the informal table blog would encourage students to work together and build off each others
ideas. I also thought they would enjoy the chance to use the vocabulary in a fun and different
way. Cooperative learning was not the best teaching strategy for TW because she relied on her
group members to complete the assignment and was not an active participant.

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e. Re-teaching Strategies

Definition Work: This strategy would be a typical three-column vocabulary

assignment. TW would use her book to define each word, use it in a sentence, and
draw a picture that represents the word. Mastery would be shown by a short, oral

vocabulary quiz after completing the assignment.

Vocabulary Memory Match: Using separate cards with the vocabulary words and
definitions, TW would play a traditional game of memory match. The cards would
start face down, TW would flip two over at a time, and if the definition matched the
word the cards would be removed. She would play this game until she could
successfully match all the definitions to their corresponding vocabulary words

without assistance.
Flashcard Game: This Kagan strategy involves using vocabulary flash cards with
definitions and pictures in a three-round game. The instructor quizzes the student
with the flashcards, who is trying to win all of the cards in each round. The
instructor provides less and less clues as the game progresses until the student can
win all of the cards from just hearing each vocabulary word. I would act as TWs
partner in this game until she mastered the content.

f. Strategy Chosen to Re-teach Lesson

I chose to use the Kagan flashcard game to re-teach this lesson. Out of the three
strategies, this was the most engaging and provided the most exposure to the vocabulary. This
strategy also provided the most scaffolding, moving from many clues and a lot of support to no
clues and little support. Because TW struggled with the vocabulary terms during the table blog, I
knew that she needed more support than simply defining the words or matching them by herself.

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I also believed that the engaging nature of this vocabulary game would be the most memorable
and would allow for more retention of the information.
g. Re- teaching of Lesson
This lesson was very simple to re-teach. I made flashcards for each of the vocabulary
words, with the term and picture on one side and the definitions on the back. To start the first
round, I showed and read both sides of each flashcard. I then showed the front of each card, and
TW had to state the definition to win each card. She correctly answered the words thwarted,
collaborated, and launched during the first round. To complete the round, TW had to try twice to
correctly answer subdued, diabolical, and crusader and relied heavily on the pictures. This round
took approximately 7 minutes. For round two, I only showed the front of the card and did not
read any of the information on the card. TW correctly answered thwarted, crusader, diabolical,
collaborated, and launched on the first try, but still struggled with the word subdued. With no
prompting from me, she was able to define the word on her second try. This round took
approximately 4 minutes. The third round was the round in which TW showed mastery of the
content. After repeating the words during the first two rounds, she was able to correctly define
each word without any clues from the cards. This round took only two minutes, and I noticed that
TWs confidence in her ability greatly increased from round one to round three.
h. Reflection
I chose this alternate strategy because it was an engaging way to master the vocabulary
through repetition. Initially, TWs confidence level was very low regarding her understanding of
the vocabulary terms. She was reluctant to contribute her ideas because she did not understand
the material. After playing the flashcard game, TWs confidence greatly increased. The repeated
practice of the terms allowed her to master them in a timely fashion. I believe that if TW had

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repeated the table blog after playing the game, she would have actively participated in the
activity because of her higher confidence in her abilities. This strategy was extremely effective
because it not only addressed TWs performance level during the lesson, but the reason behind it
as well.

Future Application of the ASW Process

The ASW process this semester has helped me to realize the importance of taking the
time to make sure that every student has the appropriate amount of scaffolding. Teaching does
not only involve whole-class instruction. Teaching requires the constant assessment of whether
or not students are on-target and achieving at the level they are capable of. In many instances, a
student may only need a small amount of extra instruction to move from approaching
understanding to mastery.
I will apply the ASW process in my future classroom through progress monitoring and
differentiated instruction. This process is necessary in every classroom and at every grade level
because it ensures that each student is given the resources needed to succeed. In order to monitor
student progress, I must first be able to assess their level of understanding. Formative
assessments will be a vital part of my teaching strategies in the future. Immediate feedback
during my lessons will allow me to identify those students that may not understand and to
present the information to them in a different way. I will use these formative assessments and the
ASW process to differentiate instruction for single students, small groups, and whole groups. The
constant repetition of this process will ensure that all of my students reach mastery of skills and
are not left behind because they do not understand.

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While this assignment was a formal representation of the process, I believe that all great
teachers apply the ASW process in their daily instruction. As I progress in the teaching field, I
hope to be able to analyze student work and differentiate instruction as a regular part of every
school day. Completing this project has reaffirmed the importance of formative assessment in the
classroom, and the ability to be flexible in my teaching strategies in order to satisfy all of my
students needs.
Philosophy of Teach then Re-teach
The teach, check, re-teach, and re-check cycle is vital part of every classroom. It is the
job of a teacher to ensure that all students learn and achieve at the highest level they are capable
of. Instruction does not stop at the end of a lesson plan. Teachers must teach, check, re-teach, and
re-check for each lesson in order to ensure that all students receive the appropriate amount of
scaffolding needed to succeed. This requires the ASW process to constantly be repeated
throughout the school year.
Classrooms are not a one size fits all mold. Every class is composed of diverse students
with different backgrounds, learning styles, and needs. Even though all students are different,
they must all master the same material. It is the teachers responsibility to differentiate
instruction so that all students have the opportunity to reach mastery of concepts. This is why the
teach, check, re-teach, re-check process is so important. Students may not understand a concept
taught with one strategy, but can master the material when exposed to the content in a different
way that is more suited for their learning style.
The ASW process does not only increase student achievement, but increases student
confidence as well. The ability to try something again instead of immediate failure allows
students to build the confidence they need to master skills. I saw this with my student in just one

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short lesson, and know that constantly repeating the process for all students would build a class
that is confident in their ability to learn. This process teaches students to learn from their
mistakes instead of being discouraged by them. I believe that the teach, check, re-teach, and recheck process sets all students up to succeed. It gives all students the chance to master any
material no matter their learning abilities. I plan to use the ASW process as a daily part of my
future classroom in order to foster the success of all my future students.