Running head: ANALYSIS OF STUDENT WORK 1

Analysis of Student Work (ASW)

Ashley Mannion

University of Nevada, Las Vegas

EDEL 311 - Practicum 1

 ANALYSIS OF STUDENT WORK 2

Student Background

Sophia* is a 7 year old first grader at Paradise Elementary. All assessments given to the

student during the course of the semester came from two texts: ​The Flynt & Cooter

Comprehensive Reading Inventory​ and ​Words Their Way​. Over the course of the semester, the

student will be tutored in reading and writing literacy. Phonics will also be a component in every

lesson plan.

UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Ashley Mannion PSMT Name: Dr. Ladd

Lesson Plan Title: ASW-Session 1 Lesson Plan Topic: Phonemic Awareness

Date: 10/10/2017 Estimated Time: 30 minutes

Grade Level: 1st School Site: Paradise ES/UNLV

1. State Standard(s):
● ​RF.1.2.c​: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words.
● RL.1.1​: Ask and answer questions about key details in a text
● SL.1.2.​: Ask and answer questions about key details in a text read aloud or information
presented orally or through other media
● L.1.2.d​: Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
● L.1.2.e​: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
ANALYSIS OF STUDENT WORK 3

2. Teaching Model(s):
● One-on-one support

3. Objective(s):
● The SWBAT distinguish the difference between s, m, r, and b sounds.

4. Materials and Technology Resources:

● Read aloud book ​Food Fight! ​, Reading Attitude Survey, Interest Inventory, Primary
Spelling Inventory, letter/picture cards for phonemic awareness, crayons, pencils,
notebook, All About Me worksheet

5. Instructional Procedures:
a. Motivation/Engagement:
● Read the book ​Food Fight! ​to student
● SW answer the following questions during reading:
○ Page 17: Prediction-Do you think Plankton will give up?
○ Page 10-11: Check Prediction.
○ Page 21: Do you think Plankton will steal the secret recipe?
b. Developmental Activities or Learning Experiences:
● Administer the Reading Attitude Survey to student
○ Student should color in one of the facial expressions depending on their
attitude towards the question
● Administer the Interest Inventory to student
○ TW write down the student’s answers to the questions
● Play the phonemic awareness soundline game with student
○ SW observe the picture card and determine what it is
○ SW say beginning sound of the word and place in the correct column s, m,
r, or b
● Administer the Primary Spelling Inventory (PSI) to student
ANALYSIS OF STUDENT WORK 4

○ SW write the given spelling word to the best of their ability

c. Closure:
● SW complete the All About Me worksheet
d. Extension:
● If extra time, SW continue the phonemic awareness soundline game

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● Lesson is already individualized and modified to the learners needs.

7. Assessment and Evaluation of Learning:

a. Formative:
● Reading Attitude Survey - This assessment is given to assess the student’s attitude
towards reading. I will note any information that I think may be helpful for
planning instruction.
● Interest Inventory - This assessment is given to determine the student’s interests
in reading. I will be able to determine what types of books the student likes to
read as well as potential topics to read about in future lessons.
● Primary Spelling Inventory - This assessment is given to determine what stage the
student is at in their spelling.
b. Summative:
● N/A

8. Homework Assignment:
● Student to read at home.

9. Reflection:
a. Strengths:
ANALYSIS OF STUDENT WORK 5

● The student strongly recognizes initial and final consonant sounds. When I gave
the Primary Spelling Inventory (PSI), the student aced all the words that had an
initial and final consonant sound.
● I also noticed that out of all 5 short vowel sounds, the student has over half of
short vowel letter sounds recognized.
b. Concerns:
● In regard to the student’s writing, the student has the letters “b” and “d” confused.
The student knows what the word is but just has those two letters mixed up.
● The student does not recognize the short vowel sounds “e” and “u”.
c. Insights:
● After assessing the student, the student needs help differentiating between the
letters “b” and “d”. For the next lesson, I will include word work for this
weakness. I will stick with CVC words since the student also needs help with
some short vowel sounds.
● The student also needs help with the short vowel sounds “e” and “u”. Most short
vowel sounds are heard in CVC words. I also plan to implement word work with
both of these vowel sounds in the next lesson.
● Since both of these plans are similar, I will be able to combine both of these types
of word work together in one lesson.

Primary Spelling Inventory Assessment Results (PSI)

Name and Purpose of Procedure

The Primary Spelling Inventory from ​Words Their Way ​is used to assess the student’s

developmental word knowledge. The purpose of this assessment is to assess “features found

from the emergent stage through the within word pattern stage” (Words Their Way, 2016, p. 27).
ANALYSIS OF STUDENT WORK 6

Results

The student was assessed on 10 words only during this assessment. Out of 10 words, the student

spelt one word correctly (1%). Her initial consonants scored a 6/7 (86%) and her final

consonants scored a 5/7 (71%). Short vowels for this assessment scored a 4/7 (57%). One word

in this assessment included a digraph which the student did not recognize, which resulted in a

0%. Two words included blends which also resulted in none being recognized by the student

(0%). Lastly, there were three words in this assessment that had common long vowels which

were not recognized by the student resulting in a 0%. After observing the student’s results, I

would place the student in the early to middle letter name-alphabetic stage. All of her short

vowel sounds are almost recognized and then she will be able to move into working on digraphs.

During the last three words given, the student started to become frustrated and continually

looked to me for help. Although I could not give her any help during this assessment, the student

tried her best to write something down on her paper.

Teaching Strategy

After assessing the student, I will implement word work strategies into her lessons. She needs

help differentiating between the letters “b” and “d”. The student also needs help with the short

vowel sounds “e” and “u”. I will be able to combine these two weaknesses into one word work

strategy for the student. CVC words will also work best for this strategy since the student does

not have all short vowel sounds recognized.

 ANALYSIS OF STUDENT WORK 7

This word work strategy would meet Common Core Standards for Language. There are two

language standards: L.1.2.d and L.1.2.e. These standards are related to spelling words using

patterns and drawing on phonemic awareness.

Personal Reflection

The student strongly recognizes initial and final consonant sounds. The first four CVC

words the student was able to write the first and last letter of the word. I also noticed during this

assessment that the student has 3 out of 5 short vowel sounds recognized.

During this assessment, the student came across a few challenges. My first concern was

that the student has the letters “b” and “d” reversed. She also had the letter “p” confused with the

letter “q”. The next challenge the student had was her short vowel sounds for letters “e” and “u”.

UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Ashley Mannion PSMT Name: Dr. Ladd

Lesson Plan Title: ASW-Session 2 Lesson Plan Topic: Word Study - Short e & b/d
differentiation

Date: 10/24/2017 Estimated Time: 30 minutes

Grade Level: 1st School Site: Paradise ES/UNLV

1. State Standard(s):
● L.1.2.d​: Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
● L.1.2.e​: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
ANALYSIS OF STUDENT WORK 8

● RL.1.1​: Ask and answer questions about key details in a text.

● RL.1.2:​ Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
● SL.1.6: ​Produce complete sentences when appropriate to task and situation.

2. Teaching Model(s):
● One-on-one support

3. Objective(s):
● The SWBAT distinguish the difference between the letters ‘b’ and ‘d’.
● The SWBAT orally pronounce and identify the short-e sound in CVC words.

4. Materials and Technology Resources:

● Read aloud book ​Riches to Rags​, Flynt & Cooter Reading Comprehension, Fluency, and
Oral Reading Assessment; letter cards for word study, buddy read book ​Go Otto Go,​
crayons, pencils, notebook,

5. Instructional Procedures:
a. Motivation/Engagement:
● Read the book ​Riches to Rags ​to student
● SW answer the following questions during reading:
○ Page 9: Prediction-What do you think will happen next?
○ Page 10-11: Check Prediction.
○ Page 13: Do you think they will be able to break the spell?
b. Developmental Activities or Learning Experiences:
● Conduct word study with student
○ TW instruct student on the lowercase letters ‘b’ & ‘d’
○ TW orally produce the short-e vowel sound
○ TW have student spell a CVC word using the letter cards
ANALYSIS OF STUDENT WORK 9

○ Student may need to sound out the word to recognize the sounds
● Administer the Flynt & Cooter Reading Comprehension, Fluency, and Oral
Reading Assessment to student
○ SW read the primer passage silently
○ SW then read the primer passage orally to the teacher
○ TW mark any miscues on the Miscue Grid
c. Closure:
● Buddy read ​Go Otto Go​ with student
d. Extension:
● If extra time, SW continue the word study

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● Lesson is already individualized and modified to the learners needs.

7. Assessment and Evaluation of Learning:

a. Formative:
● Flynt & Cooter Reading Comprehension, Fluency, and Oral Reading Assessment
- This assessment is given to assess the student’s early reading processes and
assess the student’s “vocabulary knowledge, oral language skills, and whether a
sense of story is developing” (Flynt & Cooter, 2014, p. 8).
b. Summative:
● N/A

8. Homework Assignment:
● Student to read at home.

9. Reflection:
a. Strengths:
ANALYSIS OF STUDENT WORK 10

● The student references the illustrations in the text to determine certain words in
the text. This skill alone, without certain vocabulary, makes the student think
about what is going on in the story. Although her comprehension was a little off,
she was able to develop some storyline.
b. Concerns:
● Although the student followed the illustrations, her version of the story did not
match what was actually going on in the story. I asked the student a few questions
after reading, and she talked about her version of the story. The student also has
trouble with kindergarten and first grade sight words and high frequency words.
c. Insights:
● After assessing the student, I believe buddy reading will help the student. If the
student buddy reads with the teacher, she can get the help she needs. Also, the
teacher can introduce reading strategies with the student so that she can gain the
necessary skills to read and comprehend text.
● The student also needs continuing word study for short-e vowel sound and ‘b’ /
‘d’ differentiation. The word study conducted today will be continued in the next
lesson.

Flynt & Cooter Primer Passage Assessment Results

Name and Purpose of Procedure

The Primer Passage from Flynt & Cooter was used to assess the student’s early reading

processes. The purpose of this assessment is to assess the student’s “vocabulary knowledge, oral

language skills, and whether a sense of story is developing” (Flynt & Cooter, 2014, p. 8).

Results
ANALYSIS OF STUDENT WORK 11

The student was given the Primer Level assessment out of the Flynt & Cooter text. This passage

has a total of 28 words (including the title). When the student finished reading the text, she read a

total of 25 words, which resulted in 3 omitted words. The student substituted a total of 10 words

during this passage (36%). There were no mispronunciations, insertions, or teacher assists (0%).

The combined totals of substitutions and omissions came to 13 errors. To get an accuracy rate for

the student, I subtracted the total errors (13) from the total amount of words read (25) and

divided that number by the total words read. After completing the formula, the student received

an accuracy rate of 48%. The accuracy rate is below an 89% for frustration level, so it’s

concluded that the Primer Level passage is at her frustrational level. To work on the student’s

instructional level, I would have to take the student down to a PrePrimer Level passage.

Teaching Strategy

Based on my results, I plan to use a strategy during reading instruction. One small strategy I’d

like to use with the student is buddy reading. According to my observations of the student, I will

still be able to assist the student so that she does not get frustrated. Within the buddy reading

strategy, I’d like to pick a book out that is at her instructional level. I’ll watch out for books that

include high frequency words, as well as books that have predictable text based on the

illustrations. Another strategy I will use during this time is called “picture walk”. I’ll introduce

the book to the student and inform the student that the pictures can help her determine difficult

words in the text.

 ANALYSIS OF STUDENT WORK 12

This strategy would meet Common Core Standards for Reading and Speaking/Listening skills.

There are three CCSS standards: SL.1.6, RF.1.3.b, & RF.1.3.g. These standards are related to

orally producing sentences, decoding words, and recognizing grade-appropriate spelling words.

Personal Reflection

Since the passage included illustrations, the student was able to use the illustrations to

help her determine what certain words were in the text. She recognizes that skill of illustrations

aiding reading comprehension. The student was also able to tell me a story strictly on the

illustrations alone. She understands what’s going on in the illustrations and knows there is a story

that follows it.

A challenge during this assessment is that the student was not able to comprehend what

she read. After she read the passage, I prompted the student to tell me what she read and her

story did not follow the actual words of the text. I also noticed during this assessment that the

student does not do a lot of tracking when reading. I believe if she tracked during the whole

reading, it may have helped her understand the text better.

UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Ashley Mannion PSMT Name: Dr. Ladd

Lesson Plan Title: ASW-Session 3 Lesson Plan Topic: Word Study - Short e/i &
b/d differentiation

Date: 11/07/2017 Estimated Time: 30 minutes

Grade Level: 1st School Site: Paradise ES/UNLV

ANALYSIS OF STUDENT WORK 13

1. State Standard(s):
● L.1.2.d​: Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
● L.1.2.e​: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
● RL.1.1​: Ask and answer questions about key details in a text.
● RL.1.2:​ Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
● SL.1.6: ​Produce complete sentences when appropriate to task and situation.
● RF.1.3.b:​ ​Decode regularly spelled one-syllable words.
● RF.1.3.g:​ Recognize and read grade-appropriate irregularly spelled words.

2. Teaching Model(s):
● One-on-one support

3. Objective(s):
● The SWBAT distinguish the difference between the letters ‘b’ and ‘d’.
● The SWBAT orally pronounce and identify the short-e and short-i sound in CVC words.

4. Materials and Technology Resources:

● Read aloud book ​The Duckling Gets a Cookie!?,​ High Frequency Word Knowledge
Assessment, letter cards for word study, buddy read book ​Pick a Pet,​ crayons, pencils,
notebook

5. Instructional Procedures:
a. Motivation/Engagement:
● Read the book ​The Duckling Gets a Cookie!? t​ o student
● SW answer the following questions during reading:
○ Page 7-8: Do you think Pigeon believes the duckling? Why?
ANALYSIS OF STUDENT WORK 14

○ Page 15-16: Why do you think Pigeon can’t get anything when he asks for
it?
○ After Reading: Do you think Pigeon deserved the cookie in the end?
Why/why not?
b. Developmental Activities or Learning Experiences:
● Conduct word study with student
○ TW instruct student on the lowercase letters ‘b’ & ‘d’
○ TW orally produce the short-e and short-i vowel sound
○ TW have student spell a CVC word using the letter cards
○ Student may need to sound out the word to recognize the sounds
● Administer the High Frequency Word Knowledge Survey to student
○ TW point to a high frequency word and SW orally produce the word.
○ If the student does not recognize the word in 5 seconds, TW circle the
word.
● Conduct a second word study for the word: ‘the’
○ SW say the word ‘the’ any time she sees it on the mini worksheet
○ SW then circle the word ‘the’ any time she sees it
c. Closure:
● Buddy read ​Pick a Pet​ with student
○ TW say the title to student
○ TW conduct a picture walk of the book and go over the different animals
in the book
○ TW suggest to student to use the illustrations in the text to determine
higher vocabulary words (the different animals in the text)
○ SW read the text to teacher
○ TW aide the student if necessary
○ SW read the text a second time to teacher
d. Extension:
● If extra time, SW write in their journal
ANALYSIS OF STUDENT WORK 15

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● Lesson is already individualized and modified to the learners needs.

7. Assessment and Evaluation of Learning:

a. Formative:
● High Frequency Word Knowledge Survey- This assessment is given to assess the
student’s knowledge on high frequency words. After the assessment is given,
teacher will determine what words to work on for student in the next word study.
b. Summative:
● N/A

8. Homework Assignment:
● Student to read at home.

9. Reflection:
a. Strengths:
● The student was able to recognize some of the high frequency words which made
adjusting instruction a little easier.
● During buddy reading, the student did extremely well. She used the strategy of
looking at the illustrations to help her with difficult words. The word study for the
high frequency word ‘the’ helped her out during reading. I rarely had to aide her
during this time.
b. Concerns:
● The student was tested on 80 words total and only recognized 22 words. Since I
only tutor my student once a week, it makes it hard to know if she really didn’t
recognize the word or was bored. It also concerns me what her teacher is doing in
the classroom about my student in particular.
c. Insights:
ANALYSIS OF STUDENT WORK 16

● After looking at the results of the assessment, I’d like to work on high frequency
words weekly with the student. There’s many different word work strategies and
games I can use with the student. Once I implement this strategy, the student can
start memorizing the high frequency words and retaining them.

High Frequency Word Knowledge Survey Assessment Results

Name and Purpose of Procedure

The High-Frequency Word Knowledge Survey from Flynt & Cooter was used to assess the

student’s knowledge on high-frequency words. The purpose of this assessment is to assess the

“student’s ability to recognize some of the highest-utility words in print” (Flynt & Cooter, 2014,

p. 68).

Results

The student was tested on 80 high-frequency words. Out of 80 high-frequency words, the student

recognized 20 words. This assessment resulted in a 25%. More than half of the recognized

words were either one letter words or two letter words. Only 80 out of the 100 high-frequency

words were given to the student because the student became frustrated. They also were taking

longer than 5 seconds to recite a high-frequency word and sometimes made no attempt to recite a

word.

Teaching Strategy

Since most high frequency words are learned through memorization, I plan to implement a

weekly word work for the student. Depending on the text we are reading for the week, I plan to
ANALYSIS OF STUDENT WORK 17

pick out 2-3 high frequency words that occur multiple times in the text. I will use a resource that

requires the student to say the word, verbally read it over and over, and circle the word whenever

she sees it. This word work will be implemented before we read the text so hopefully over time,

the student should be able to have the high frequency memorized.

This word work strategy would meet Common Core Standards for Language. There are two

language standards: L.1.2.d. This standard is related to spelling words using common patterns.

Personal Reflection

A strength I see in the student is that she was able to recognize some high frequency

words, which is better than not knowing any high frequency words. When she recited these

words, she did not need the full five seconds to say the word.

One of the challenges I came across during this assessment was the student’s frustration.

As I pointed to words, there were multiple times the student looked at me for assistance. It’s hard

to see a student struggle and get frustrated, but unfortunately, I wasn’t able to help her.
ANALYSIS OF STUDENT WORK 18

References

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). ​Words their way​. Upper

Saddle River, NJ: Pearson Education, Inc.

Cooter Jr., R. B., Flynt, E. S., & Cooter, K. S. (2014). ​The flynt/cooter comprehensive reading

inventory-2​. Upper Saddle River, NJ: Pearson Education, Inc.