Liliana Vega

Mrs. Lois Paretti/Mrs. Valerie Daniels

EDEL 313.1001
29 April 2016

Analysis of Student Work

1.) The student I selected for the ASW, I considered this student my special project. My special
project for the 2015-2016 school year was a student named Timmy (pseudonym). When this
student entered first grade he was reading at a DRA level of 2/3. The reason I chose this
particular student was not only for his low reading level but he also struggled in writing. Timmy
is six years old and in first grade. This young boy lives with his mother, father, and younger
brother in a big house. When it comes to reading he loves comic books like The Avengers,
Spiderman, or Captain America, and often goes for books on SpongeBob Square Pants, and all
types of animals. Timmy speaks Spanish at home with his mother and father. Timmy is
considered to be an EL student. This is one of the reasons I believe that he is not achieving. He
also struggles because he does not have knowledge of all the sounds that the letters of the
alphabet make. During the school day Timmy would get pulled by the CTT Strategist to help him
with his reading and writing. After lunch his teacher pulls reading groups to practice reading
different books, Timmy is part of the group to practice different strategies for reading. On April
13, 2016, Timmy finally moved up to a DRA level 12, this means he will be going to second
grade.

2.) At the school Timmy attends, Aims Web is used for math and reading to measure grade level
standards and student expectations for each student. For writing each grade level makes their
rubric to grade off of. When students are assessed for math, the focus is on Math Computation
where expectant benchmark is 39, and then the students are also assessed on Missing Number
where the expectant benchmark is 21 numbers per minute. When students are assessed for
reading, the expectant benchmark is to have a 68 for Nonsense Word Frequency, and a students
Oral Reading Fluency must be at an expectant benchmark of reading 67 words per minute.
Students are also evaluated on their DRA (Developmental Reading Assessment); the expectation
in order to go to second is to be reading at a DRA level 12.

3.) A. Timmy was given the Spelling 1 assessment. Ten words were administered to Timmy. The
purpose of the assessment is to see the childs phonemic awareness and orthographic awareness
(Morris, 2015, p. 66). Upon seeing the results of Spelling 1, Spelling 2 was administered. The
purpose of the second assessment was to see if the child has knowledge of basic spelling patterns
like CVC, CVCe, CV-r, and CVVC, (Morris, 2015, p. 78). For the Spelling 1 assessment, Timmy
received a qualitative score of 32 out of 40 points. Timmy was able to spell three words correctly
and received a score of four for each, six words received a score of a three, and one word
received a score of two. This means that Timmy is able to spell including consonants and vowels,
and is able to spell clusters of words with marks of extra letters (Morris, 2015, p.66). Since
Timmy received a qualitative score of more than 30 he was administered the Spelling 2
assessment. Timmy did not do very well on the second assessment; he did not spell any word
correctly and received a score of 0%. Compared to Spelling 1 where he received a 30%. From
Spelling 1 and Spelling 2, I am able to see that Timmy does not have the basic knowledge of one
syllable spelling patterns, but is able to represent consonants and vowels, (Morris, 2015, p.66).
B. Word Recognition was the next assessment Timmy was given. When it comes to word
recognition in general it is the progress in learning to read that depends on the quick and
accurate identification of printed words (Morris, 2015, p. 67). The purpose of this assessment is
to see if a child can recognize 90 site words within a minute period. From this we can see if a
child is able to break down the word by sounding it out or by pronouncing it immediately
(Morris, 2015, p. 67). Timmy was able to read 12 out of the 60 first grade words, meaning
Timmy received 48-60 because he could not read 48 words. Timmy confused his d with a b
and read bollar, he also confused my with me. Based on the score of the assessment I was
able to see that Timmy does not have the sufficient knowledge in recognizing site words. Timmy
was able to sound out the words as he followed with his finger but does not know what long
vowels are at the moment.

C. Passage Reading was the last assessment given to the student. The purpose of this assessment
was to assess the childs oral reading, reading rate, and comprehension. This assessment was
given in a period of two weeks, the first week I had Timmy read the passage to me to assess his
oral accuracy and reading rate. The following week I read the passage to him to assess his
comprehension. From the set of given passages a child will be able read the passage to
determine where he or she can read comfortably (Morris, 2015, p. 69). In order to be at a certain
level the child must be considered instructional to where he or she is not overwhelmed while
reading. Timmy read Baby Bear, which is a level D/E. The passage contained 100 words. If 10
errors were made while reading the assessment is to stop. Timmy made 13 errors. The reason I
let him continue past 10, was so I would not stop him in the middle of the sentence. Since
Timmy fell below a score of 90%, he will need to be placed at Level C, which is a lower level;
this is an appropriate instructional level where Timmy will not be overwhelmed (Morris, 2015, p.
70). This means that Timmy cannot read at kindergarten level, which is below where he should
be at because he is in first grade.

4.) A. Technique 37 What To Do: Reinforce accountability among students, telling students
what to do to give clear and concise expectations, (Lemov & Atkins, 2010, p. 178). As I pulled
Timmy to do the spelling test, I told Timmy to listen to the word I am giving him and then to
write it down. Lemov, D. & Atkins, N. (2010). Teach Like a Champion. San Francisco,
California.

B. Technique 29 Do Now: Timmy knows what to do first thing in the morning when coming in
from first thing in the morning. He comes in and once he is called for small group work he will
sit and start working reading his site words. Lemov, D. & Atkins, N. (2010). Teach Like a
Champion. San Francisco, California.

C. Technique 22 Cold Call: Instead of always calling on students who raise their hand, any
student should be called on regardless of whether or not they raised their hand. This technique
allows for checking a students mastery of understanding. As the student is done reading the
passage he was asked comprehension questions immediately despite any of the miscues during
reading. Lemov, D. & Atkins, N. (2010). Teach Like a Champion. San Francisco, California.

5.) A. Feedback Providing direct feedback so the student will know what errors to correct.
Master Instructional Strategies. Mentoring Minds, LP. [Flip Chart]

Homework Practice Providing homework will help student work on goals and expectations to
improve mastery. Master Instructional Strategies. Mentoring Minds, LP. [Flip Chart]

Modeling Directly showing the student on how to work on the expectation and the think
aloud process. Master Instructional Strategies. Mentoring Minds, LP. [Flip Chart]

B. The Hook Introducing new material in an inspiring way for students to get inspired. Lemov,
D., & Atkins, N. (2010). Teach Like A Champion. San Francisco, California.

Cooperative Learning Group of small students that meet once a week. Lujan, M. L., Collins,
B., & Love, S. (2008). Master Instructional Strategies. Mentoring Minds, LP. [Flip Chart]

Games Deepening learning by targeting a specific content with a purpose. Master

Instructional Strategies. Mentoring Minds, LP. [Flip Chart]

C. Stretch It Is a great way for students to get the right answer when a question is asked. The
job a teacher has to do is have students critically think. Questions that are answered correctly
must be followed up with more questions that will extend knowledge. A teacher will ask a
question and then ask how a student got to that answer. Lemov, D., & Atkins, N. (2010). Teach
Like A Champion. San Francisco, California.

Wait Time When a question is asked, instead of calling on students right away, a wait time can
be added. If a teacher uses strategic seconds after the question is asked, the answers are more
likely to be correct, student response is likely to increase, and the use of evidence for answers
will increase. Lemov, D., & Atkins, N. (2010). Teach Like A Champion. San Francisco,
California.

Begin with the End Beginning a lesson that will circle back to something the student has not
mastered and reassessing the student in a new lesson. Lemov, D., & Atkins, N. (2010). Teach
Like A Champion. San Francisco, California.

6.) A. To help with my students spelling, I sent home different spelling practices for homework
practice. The spelling words came from things that were done during small groups. Homework
practice was differentiated toward my students needs.

B. To help with site word practice, I created a game during his small groups. I gave a student a
word. The student read each word and then categorized them. After each word is added, the
student will read the words in the category with guidance from me. After 3 categories are made
and each category has four words, the student will play the matching game

C. To help with the passage read, I gave the students different strategies to decode words
beforehand. Then while he reads I will give him wait time to think of different ways he can
decode the words. Once he runs out of ideas he will be able to receive additional guidance from
me.
7.) Please view materials attached in the file for student artifacts.

8.) A. a. The reason I selected the new teaching method was so Timmy could have additional
practice time of the strategies and to critically think. The homework he was sent home with was
based off of things done during class time.

b. During the first assessment before using the new teaching strategy Timmy received a
qualitative score of 32 out of 40. Meaning he is not aware of many spelling patterns, but he can
represent consonants and vowels (Morris, 2015, p. 66). On the second spelling test he scored
10%. After the new teaching strategy was administered, Timmys scores also improved for the
first spelling test, he received a 36 out of 40. For the second spelling test he scored 20%. This
means that not only does Timmy spell with inclusion of consonants and vowels, now he can spell
consonant blends correctly and marking long vowels.

B. a. The reason I selected the new teaching strategy was because all students love games that are
interactive. After the student(s) win the game they are able to collect a prize. Of course, that
made thee students want to play even more in order to win the prize.

b. For the initial assessment I gave Timmy he was not able to read many first grade words.
Timmy was able to read 12 out of the 60 first grade words, meaning Timmy received 48-60
because he could not read 48 words. This meant that he did not have sufficient knowledge of first
grade words. After playing the game for a couple weeks and receiving the spelling homework, I
retested him. Timmy was able to read 20 out of the 60 first grade words. This showed a little
improvement, but his fluency is getting better.

C. a. The final strategy I used was wait time. This was used during small groups. I gave Timmy
different reading strategies in order to overcome a hard word. As I gave him wait time I knew I
was able to see how to help with his weakness during reading. For example, if he stopped at long
vowel words or words with the letter /e/ at the end.

b. The final assessment I gave Timmy was on reading fluency. I had a number of grade level
passages. I started with preprimer, Timmy made 13 errors which scored him at an 87%. This
score indicated that Timmy could not read at kindergarten level. After working with Timmy on
the different strategies to help Timmy read I reassessed him. Timmy moved up reading levels and
now reads at a first grade level. He received a score of 96%.

9.) The ASW process I completed I will apply to my future students. Not all students learn the
same way or will learn it the first time. This process has helped me think of different techniques I
may need to have ready in order to differentiate lessons for diverse learners. I will start by giving
a whole group lesson. As I view students scores on assessments, I can start making small groups
for math, writing, and reading. Once my small groups are made, I will use different teaching
strategies that will help my students become proficient with the standard or subject. Not only will
I use the ASW process to differentiate for lessons, I will use it for literacy stations and math
stations. From observing my mentors, I was given different insights on how to differentiate
stations. I will have folders at each station based on my small group data. Each student will go to
the folder at their assigned station with their name on it and will be able to work on different
practices. As each piece of work is completed or a student moves up a group their work will be
differentiated still. If I still want to the students to keep working on their area of need in class, I
will also provide differentiated independent work during Reading Intervention time. This way all
the students will be work diligently on what they need to. Another way I will have my students
working on what they to do is by giving homework practice. Giving my high students the same
work as my low student may seem unfair. Only because the high students are not being
challenged and the low students will not understand very well. Everyone will receive homework
practice within their learning needs. Overall, what the ASW process has implied is to always
think of strategies that will work students learning and their abilities. I should flexible to allow
for accommodations that will help my student learn.

10.) My philosophy of teach, check, re-teach, and re-check are to allow for student achievement
by being flexible. By teaching a new lesson for the first time I need to have clear lesson goals.
Especially, ones that help most of the class learn. Often times there will not be enough time is a
given school day to re-teach a lesson multiple times. As I teach my lesson I need to have multiple
resources available. For example, technology, cubes, cards, or anything that will be hands on for
diverse learning. Once I teach, I need to check to see if my students understood the concept. This
can be given in homework practice or by giving assessments. As I check for understanding on
homework or assessment, I need to see what particular answers were correct and incorrect. When
I check the correct answers I can receive insights on how the students learn, as I check for the
incorrect answers I will look for different strategies to re-teach the concept. Re-teaching the
concept can be integrated in small groups if there are only a particular group of students who do
not understand. If it is the whole class, I will stop and reassess myself. How did I teach the
concept? Was it difficult because of how I worded something? From that I will look for different
strategies to re-teach the concept and just focus on the concept that was not understood. After I
feel the students understand the concept, I will re-check by giving homework or an assessment.
Students, like adults, are constantly assessed to check for mastery. With re-teaching and re-
checking, I am reflecting upon what I have been teaching. This will help me see if I am guiding
my instruction towards the students and if I am using all of my resources. Student achievement is
something that is very important in the classroom. If I do not re-teach and re-check, I will never
know if my students understand what they are learning and when they go take standardized tests
they will not know what to. That will make it seem like I am not an effective teacher.

References
Lemov, D. & Atkins, N. (2010). Teach Like a Champion. San Francisco, California.
Martin, L. (n.d.). Spelling Homework. Retrieved from

https://www.teacherspayteachers.com/Product/Spelling-Homework-966549
Master Instructional Strategies. Mentoring Minds, LP. [Flip Chart]
Morris, D. (2015). Morris Informal Reading Inventory: Preprimer through Grade 8. New York,

New York: The Guilford Press.

Student Name: Liliana Vega Mentor Name: Mrs. Brazel

Subject: Reading Topic: Making Meaning
Grade Level: 1st Grade School Site: William V. Wright E.S.
Date Taught: 11/18/2015 Estimated Time: 35 minutes

Student Data: Small group of students include Jimmy, Lance, Noah, Kimberly, Mary, and Tony.
This group had DRA levels of 12-14. Jimmy, Kimberly, Mary, and Tony have a DRA level of 14.
Lance and Noah have a DRA level of 12. In this group, the students are 6 years old and in first
grade.
I. Standards:

RL.1.3 Describe characters, settings, and major events in a story, using key
details. (CCSS)

II. Teaching Model:

Direct Instruction: Teacher led, student generated ideas.

III. Objectives:

Students will be able to work with partners to discuss questions of the book when
the teacher asks.
Students will be able to listen to the story read aloud and discuss the storys
message.
Students will be able to describe the characters, settings, and major events of the
book by using details.

IV. Materials/Resources:

Book: Stella Luna By: Janell Cannon

3 envelopes with series of events cut outs
Teacher Rubric

V. Instructional Procedures/Methods
a. Introduction (5 minutes): Introduction of the book, title, and author. The students
will look at the cover. Teacher will ask: What do you think the book is about?
b. Activities or Learning Experiences (25 minutes): Lemov, D., & Atkins, N. (2010).
Teach Like Champion (pp. 41-47). San Francisco, CA: Jossey-Bass.
Technique 4 Stretch It: The sequence of learning does not end with a right
answer; reward right answers and follow-up questions that extend knowledge
and test for reliability. This technique is especially important for
differentiating instruction, (Lemov & Atkins, 2010, p.41).
The read aloud will take 15 mins, including questions asked at the end for
students to make connections with partners to the reading.
The book is 48 pages.
During the read aloud students will be able to listen and comprehend the story.
During the book reading the teacher will read aloud in different tones of voice to
keep the students engaged.

Before Reading: Discuss the purpose of reading Stella Luna.

The purpose of reading Stella Luna is to learn the series of events in a story. (i.e.
beginning, middle, and end) Also included in the purpose is to learn about the
setting, characters, and the lesson the book gives.
Teacher will say: As I am reading, I want you to think about connections you can
make to the book to something that relates to you.
During Reading: Students will listen to comprehend for the activity planned at
the end of the book.
Teacher will not ask any questions during the reading.
After Reading: Group Discussion.
Teacher will ask: Who in this book reminds you someone you know?
Why does this person remind of the character?
What would do if you were Stella Luna?
Would you do anything differently?
After each question is asked students will turn to their partner and share.
Then they will share what their partner said.
Sequence of Events Matching Game: The game will take 5 minutes to play.
Teacher will review the order of events with the group after the game and will
take 5 minutes.
Students will work in pairs and will receive an envelope with the series of events
from the book. As the students are putting the series of events in order, the teacher
will walk behind them to see how they are working together and if they are
putting the events in order.

c. Closure (5 minutes): Review of the lesson. Teacher will ask, Who were the
characters in the book?
Where is the setting in the book?
What happened in the beginning, middle, and end of the book?
What lesson does the book give?
 The purpose will be explained again, and students will be informed that we will be
reading another book to discuss the series of events, characters, setting, and lesson by
using key details from the book.

d. Extension/Contingency Plan: If time remains during the lesson the students will
work on a Venn diagram as a whole group. The students will compare and contrast
Stella Luna to a different book read as a class previously (Pinduli). Students will learn
the purpose of the Venn diagram and will think of similarities and differences.

If time is cut due to an assembly, school event, or fire drill, the sequence of events
matching game can be moved to a different day. This will not change the learning
outcomes because the outcomes will be discussed during the closure and the game
can be done a different day with a different book.

VI. Accommodations/Modifications: In this particular group there are not any ELL
students or IEPs. However, if students moved up in levels or new students were added
to the class, ELL students will get to have the book read a day prior along with
explaining vocabulary words. Students with IEP will follow their plan for redirecting
behavior or using the behavior chart.

There is one student who does not follow directions very well. I will have a
redirection for him by applying a non-verbal cue. The non-verbal cue is pointing the
behavior chart and this student stops the misbehavior because he does not like turning
a card and continues to learn.

VII. Assessment/Evaluation of Learning: Observation. Formative Assessment, I will

have a teacher made rubric and will check off the names of the students who are
answering the questions correctly. The rubric will contain of score of a 3, 2, and 1. 3
is for students who are engaged and providing the proper input to the discussion. 2 is
for students who are engaged but do not necessarily understand the question. 1 is for
students who are not engaged at all. This will also check to see where a students
comprehension level is at by assessing how the students order the series of events. I
will walk behind them and ask them why they put the events in the order that they
did. This way Ill be keeping track to see who is not understanding the book or
expectations, not paying attention, or if behavior issues must be addressed.

VIII. Homework: No homework necessary because the lesson objectives were met during
class time.

IX. Post Lesson Reflection:

Strengths:
Students had already been learning about a series of events, characters, and
setting with a book Henry and Mudge, so they already had background
knowledge of what to look for in the book. By playing the game the students
were excited and they were actively learning. Each student was responsible
 for working in pairs because they had to take turns. As I monitored the
students I was very happy to hear their responses when speaking to their
partners. They were on topic and were respectful to their partners answers.
From their answers and order of events in the saw that they were actively
engaged, listening, and critically thinking.

Concerns:
No concerns were presented during the lesson because I did not have to
modify the lesson, and by monitoring the students I saw the objectives and
expectations were clear and understood.

Insights:
As I monitored the students I saw that they really enjoyed the game. I can see
that the students at this point are kinesthetic learners and prefer hands on
activities. I saw how the students actively learning and that is what kept them
engaged throughout the lesson by sharing and playing the game.

UNLV Student: Liliana Vega PSMT: Mrs. Stephanie Brazel

Lesson Plan Title: Flippy Dolphin Lesson Plan Topic: Long Vowels
Date: 04/25/2016 Estimated Time: 20-25 minutes
Grade Level: 1 School Site: William V. Wright ES

Student Data: Small group of students include Ray, Kiki, Gabby, and Timmy (all pseudonyms).
In this group the students are in first grade and are all 6 years old. (This lesson is guided towards
Timmy.)

1. State Standard(s):

R.F.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
(CCSS)
2. Teaching Model(s):

Direct Instruction: Teacher led, guided instruction.

3. Objective(s):

Students will be able to read distinguish words from long and short vowels.
Students will be able to read words with long vowels.

4. Materials and Technology Resources:

Word Cards for Matching Game

Flippy Dolphin Reading Strategy
White Board, Dry Erase Maker/Eraser
Long Vowel Review Test
Teacher Rubric
 Lemov, D. & Atkins, N. (2010). Teach Like a Champion. San Francisco, California.

5. Instructional Procedures:
a. Motivation/Engagement: Lemov, D. & Atkins, N. (2010). Teach Like a Champion (pp.
177-182). San Francisco, California.

Technique 37 What To Do: Reinforce accountability among students, telling students

what to do to give clear and concise expectations, (Lemov & Atkins, 2010, p. 178).
b. Developmental Activities or Learning Experiences:

Introduction (2 minutes): Teacher will go over Flippy Dolphin. Students already have
prior knowledge to what short vowels sounds are.
Teacher will explain that each vowel makes two sounds. When a vowel is long it says its
own name.
Reading Words and Matching Game (10 minutes): Strategies will be used during the
game. Bossy E: in made, the E tells A to say its own name. When there is a vowel
pair (vowel team), both vowels go walking, the first one does the talking and says its
own name. Teacher will give a student a word. Student will read each word and then
categorize them. After each word is added, student will read the words in the category
with guidance from the teacher. After 3 categories are made and each category has four
words. The student will play the matching game.
Teacher will turn all of the cards over and mix them up. The student will try to find
matches by looking at the medial sound/letters. Words must be read by the student if they
match or do not match. The student will make as many matches as possible.
Long Vowel Test (10 minutes): The student will work on the test independently. The
questions will not be read to the students, unless the student asks to for a word to be said.
c. Closure (3 minutes): Teacher will go over the Flippy Dolphin, Bossy E: in made, the E,
and when there is a vowel pair (vowel team), both vowels go walking, the first one does the
talking and says its own name strategies.
d. Extension: If time remains during the lesson, the teacher will get the white board and write
long vowel words. The student will then say the word, and write the word next to it and say the
word again.
If time is cut short due to an assembly, school event, or fire drill, the Long Vowel Test can be
omitted and done on a different day. This omission will not change the learning outcomes
because the outcomes are to have the student retain knowledge of long vowels. The student will
have more time for further review.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
In this group there are not any ELL students or IEPs. However, if students move in levels or new
students were added to the class, ELL students will get to have an extra day of practice for the
strategies and reading long vowel words. Students with IEPs will follow their plan for redirecting
behavior or using the behavior chart.
7. Assessment Evaluation of Learning: Observation. Formative Assessment, I will have a
teacher made rubric to check off the vowels that the student does well with and the vowels the
student had trouble with. The rubric contains a score of a 4, 3, 2, and 1. 4 is for complete
knowledge of the vowel. 3 is for articulating the vowel with a few errors. 2 is for articulating
some vowel sound, and 1 is for not being able to articulate the vowel. This will check to see if a
student is able to articulate each of the 5 long vowel sounds.
8. Homework Assignment: No homework is necessary because the lesson objectives are met
during class time.
9. Reflection:

Strengths: The student already had prior knowledge of the short sounds vowels make. I
was able to explain everything to the student. It went well because it was guided and
direct to the students particular needs. As I monitored the student when I gave him each
word, he was using the strategies given to him to help him read.

Concerns: No concerns were presented during the lesson because I did not have to
modify the lesson, and by monitoring the students I saw the objectives and expectations
were clear and understood.

Insights: As I monitored the student I saw that he really enjoyed the game and used the
strategy of Flippy Dolphin. I can see that the student is more of a kinesthetic learner and
prefers hands on activities. Since he liked the picture, I can also say that is a visual
learner. This student prefers to have one on one guided instruction to prevent distractions.
10. Adhering to CCSS: This lesson adheres to the CCSS. The standard is R.F.1.2a Distinguish
long from short vowel sounds in spoken single-syllable words. In the test there is variation of
long and short vowel words in the questions. All of the clues are in long vowels. Once the
student masters the reading of long vowels, he masters that standard. From that he will be able to
move on up in DRA and improve his reading and writing.