Runninghead: ANALYSIS OF STUDENT WORK 1

Analysis of Student Work

Brenda Juarez-Ramirez

April 25th, 2017

EDEL 311

University of Nevada, Las Vegas

Professor Lois Paretti

ANALYSIS OF STUDENT WORK 2

Education is such an essential part of life that without it, it would be very hard to function

in this modern day in age. Because of this, it is essential for teachers to try their best to educate

the little ones who enter through their classroom doors.

Student Data

The student that I selected to do my analysis on is a Hispanic girl in third grade named

Nayeli. Nayeli is the youngest of three, one nine-year-old brother and one 13-year-old brother,

and her parents are divorced. She spends her weekdays with her mother and the weekends with

her father. She loves to do sports and likes to do crafts such as, making slim. She likes to eat lots

of Doritos and her favorite color is pink. She says that she loves going to school, but sometimes

she feels like it is a little too hard for her to understand. She also says that she enjoys reading, but

not doing mathematics.

Moreover, her current grade in mathematics is a C, in reading it is an F, and in writing it

is a C. I think that she is not achieving in these areas because of her excessive absences. She is

absent once a week almost every week. She sometimes spends some weekdays with her father

and not her mother, so there is no real consistency nor much follow thru with her academic life,

which is affecting her grades. I talked to my mentor teacher and she said that she is at risk of

being held back this year because of her lack of concept/skills mastery and inadequate

attendance. These are her assessment results versus the expectations for a student in her grade

level: reading fluency is 59, end of the year target is 127, reading comprehension is 3, end of the

year expectation is 16, math computation is 23, end of the year expectation is 56, and her DRA

level is 24, end of the year expectation is 38. Nayeli is a student who tries very hard when she is

present, but she is absent often, so that does not help her situation. She participates and asks

questions, so I think that if her attendance improved, her academics would also improve.
ANALYSIS OF STUDENT WORK 3

Lesson One

The first lesson that I taught was about editing. I emphasized capitalization and

punctuation mark rules because the students had been writing narrative essays the past week and

when the teacher graded their work, they did not do very well. My mentor teacher asked me if I

could teach a lesson on how they could edit their writing and pin point easy simple mistakes.

Since this was a skill that they should have learned already, I was able to teach it in depth and I

also added an extra component, which was paragraph structure. After analyzing Nayeli’s work,

she was doing well on understanding and applying the paragraph structure, but she was still

missing some simple capitalization and punctuation mark corrections she should have fixed

when she edited her paragraph. She would read the sentences very fast and not pay much

attention to the key errors that the paragraphs had. For example, she would remember to

capitalize the first letter at the beginning of a new paragraph, but most of the beginning of her

sentences did not all had capital letters.

Initial Teaching Strategy

The strategy that I used during this lesson was No Opt Out by Doug Lemov (2015, p. 90).

This strategy calls for the teacher to ask a question to the student and if the student does not

know the answer, another student gets to answer the question. Then after another student has

answered the question correctly the teacher goes back and asks the student to know answer the

question using some of the information that they learned from the student that just answered with

the correct answer. This strategy allows students to think about their answers and does not allow

students to not answer or give a wrong answer.

Re-Teach Strategies
ANALYSIS OF STUDENT WORK 4

The three new strategies that I could use to re-teach this lesson would be Doug Lemov’s

Cold Call, Pepper, and Turn and Talk (2015, p. 249, 274, 324). Cold Call is when the teacher

simply asks a question to the students without any warning and that random student answers it on

the spot. Pepper is a form of questioning strategy that increases the pace of the classroom

environment. It is mostly used when reviewing or revisiting information because it does not

leave room for any explanations or discussions. Turn and talk is a strategy in which the students

get to turn to their partner and talk about what ever the teacher is prompting them to do so. This

can be used at any time in your lesson to add more student engagement. All of these three

strategies would work for this type of lesson because most of the information that I am

presenting is not new.

Strategy Chosen

Furthermore, the strategy that I used to re-teach my lesson to Nayeli was Turn and Talk

(Lemov, 2015, p. 324). I chose this method because it allowed Nayeli to talk to her peers and

they were able to give her explanations as to why they thought those specific sentences had to be

edited because of the capitalization and punctuation mark errors they contained. It was also very

useful because I had already explained the information, so she received a different way to look at

the same scenario that I had explained in my way. This is a very useful strategy that should be

used constantly in education because students do not all learn the same way. Students can

sometimes give different or simpler explanations that a teacher may not be able to. When a

student helps another student, it not only teaches that student the content using different words,

but it also provides a different perspective and the students get encouraged. Nayeli was able to

find all of the errors in the paragraph I gave her. After she completed the editing paragraph, I

asked her to verbally read each sentence to me and explain to me all of the mistakes she found as
ANALYSIS OF STUDENT WORK 5

she was reading. She did not have any questions and she told me that it was much easier than she

thought.

Lesson Two

The next lesson I taught was on Prefixes. This lesson consisted of me introducing the

concept of prefixes, where they are found in a word, and how students can decode the meaning

of words by identifying the meaning of the prefix. Consequently, I also explained what root

words were, in what part of the word a root word could be found, and multiple examples. I read

the students a book about prefixes that reinforced the information and then I let the students work

on their worksheets.

Initial Teaching Strategy

The strategy that I used when I initially taught the lesson was Break It Down (Lemov,

2015, p. 268). This strategy is very useful for this lesson because that is exactly what the students

have to do with the words to see if they contain a prefix. I gave the students visual

representations of how words that contain prefixes could be broken down into the prefixes,

which is found at the beginning of the word, and the root word, which is found at the end of the

word. If the students were able to break down the words, then this meant his word contained a

prefix. If the word was not able to be broken down into coherent parts, then it did not contain a

prefix. Nayeli did very well understanding the concept because when I would ask her to define

what a prefix was, where it could be found, what a root word was, and where that could be

found, she knew the answer to all of those key questions. Then, when I graded her assignments,

she did not do very well. On one of the worksheets she had to identify the words that contained a

prefix and she was only able to identify one out of the four words correctly. She circled the

words order, candle, and turn as words that contained a prefix. On the second worksheet, she
ANALYSIS OF STUDENT WORK 6

received a 66 percent because she had to add a prefix to a word to complete a cohesive sentence

and she missed three of the nine questions. Nayeli wrote misviews instead of previews for a

movie sentence and mispaint instead of repaint in a sentence about painting a room again.

Re-Teach Strategies

The three main strategies that I could use to re-teach my prefixes lesson to Nayeli would

be Exit Ticket, Call and Response, and Board Equals Paper (Lemov, 2015, p. 190, 262, 169).

The Exit Ticket strategy calls for the teacher to ask a question and the students are to answer it

by the end of the class in order to leave the classroom. For example, if a teacher asks to solve the

problem two plus two by the end of the class, and a student does not answer or answers the

problem incorrectly, the teacher can easily tell that the student did not really comprehend the

concept. The Call and Response strategy is when the teacher asks as question to the entire class

and they respond back in unison. This strategy is very effective to use when trying to help

students with memorization by repetition, reinforcement of content, review or material, and

solving problems as a whole (Lemov, 2015, p. 263). The Board Equals Paper strategy is a form

of strategy used to model how students should be taking notes in order to best be able to capture

the information being presented to them. All of these strategies could be implemented to help

Nayeli learn the material during the re-teach.

Strategy Chosen

The strategy that I chose to re-teach my lesson to Nayeli was the Exit Ticket (Lemov,

2015, p. 190). I chose this strategy because of her level of comprehension. She was able to

understand the concept of prefixes clearly, but she was having problems applying it. I refreshed

her memory about the prefixes lesson I had recently taught and she remembered without a

problem. Then, I modeled some examples of how to create these prefixes from a word bank and
ANALYSIS OF STUDENT WORK 7

then we did multiple examples together. I let her show me some words she created on her own

with prefixes and I could tell she was understanding the concept much better. Then, as the Exit

Ticket, I had her re-do the two worksheets that we had previously done in class that she did not

do very well on. This did not take her very long because she was much more comfortable with

the information and she had seen these worksheets before. Having Nayeli review her own work

as her Exit Ticket proved to be very useful because after she completed the worksheet, I graded it

quickly and then I showed her her previous same worksheet and she was amazed. She chuckled a

bit at the silly mistakes she made and was very glad I had taken the time to work with her one

more time. This Exit Ticket helped her see and understand why she made those mistakes and

what she could do the next time she encountered prefixes.

Lesson Three

The third lesson I taught was about three main types of sentences, which are simple,

compound, and complex sentences. This lesson was loaded with lots of information. I began my

lesson by having the students tell me, using only one sentence, one highlight from their Spring

Break. Then, I introduced the lesson and got the students ready to learn. It was a little difficult

for them to really be energized about the lesson, since it was the first day back from Spring

Break, but it went better than I expected. During my lesson, I stopped after every time I finished

explaining a type of sentence so that they could practice what I had just taught then. I think this

was essential for the lesson because if I would not have let them practice and hear examples from

their peers, it would have been more difficult for the students to grasp. I had students share their

examples after each time we stopped to practice sentence types and they were all participating

and were being very attentive. After I taught the lesson and helped the students with their guided

notes on my lesson, the students completed a handout independently. I did not want them to
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share because I knew this was a lot of information that my mentor wanted me to cover for that

day so I wanted to have a good guide as to how their level of understanding was of the lesson. I

was very happy to see the results afterwards. Nayeli did very well on the independent work, with

the exception of being able to identify complex sentence types. She would mistake complex

sentences with compound sentences. She was able to identify all simple sentences and all

compound sentences with the exception of one. I was able to deduce that she did understand the

simple and compound sentences, but did not understand complex sentences very much.

Initial Teaching Strategy

The initial teaching strategy that I used for this lesson was Name The Steps (Lemov,

2015, p. 164). I chose to use this strategy because I thought that I would be very necessary for

the students to understand the main steps they hand to take in order to create and identify each

type of sentence. If I just gave the students an entire lesson simply full of information and not

divided it up into steps for them to follow, it would have been very difficult for them. I gave the

students a set of guided notes in which they filled out the steps they needed and my mentor

teacher also really liked it. She told the students to make sure to add that notes worksheet to their

writing notebooks.

Re-Teaching Strategies

The three alternate strategies that I could use to re-teach this lesson to Nayeli would be

Change the Pace, Wait Time, and Art of the Sentence (Lemov, 2015, p. 201, 244, 285). Change

the Pace is a strategy in which the teacher changes the speed/pace of her lesson depending of

student learning. For example, if I am teaching a lesson and I had to teach four key points, but

when I check for student understanding after the second key point, students are not

understanding the lesson, I have to go back and slow down and teach that key point one more
ANALYSIS OF STUDENT WORK 9

time. If the students are learning very quickly, then I speed up the pace to maintain student

interest and so they will not doze off because the lesson is not challenging enough for them to

continue paying attention. This also does include changing the activities to change the pace of

the classroom environment as well. The Wait Time strategy is when teachers give their students

time to think of the answer to the questions that he or she is asking them. This Wait Time gives

students more than a few seconds to process the answer to the questions. The Art of the Sentence

strategy by Lemov deals with students being able to put complex ideas into one well written

sentence that contains that information. Since this lesson does deal with sentence types, this

would also be an ideal alternate teaching strategy.

Strategy Chosen

The strategy that I chose to re-teach my sentences lesson to Nayeli was Wait Time

(Lemov, 2015, p. 244). I chose this strategy because Nayeli understood the first two sentence

types very well. I mainly focused on the third type of sentence, complex sentences, and gave her

more time to think about the questions I was asking her and about the questions on the

worksheet. I would ask her questions that contained essential information about complex

sentences, I gave her a little more time to answer them, and then I asked her to explain to me

why she thought she was correct. I did not give her the opportunity to answer quickly, so that she

would be forced to think through her answers. This yielded great results. To evaluate her

understanding this time, I had her write me two examples of each type of sentence. Then, when

she was finished writing them down, we both went over them and I had her explain to my how

that sentence was the sentence type she said it was. For example, Nayeli wrote, “Alice was

reading, while I was doing homework.” This was her example of a complex sentence and she

was correct. All of the sentences that she wrote contained the necessary elements to be
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considered that specific type of sentence. She made sure to include her coordinating and

subordinating conjunctions where they were needed. I think all teachers should practice this

strategy all the time. This would really allow students the opportunity to be more mindful and

critical of their answers to teacher questions because, lots of times, students answer the first thing

that comes to mind without really thinking the answer through.

In the Future

The Analysis of Student Work process is not easy, but is very necessary for students and

teachers. I plan on doing something very similar to this with my students in my future classroom.

I know that it can be time-consuming, but if I really care about my students and their progress, I

need to put that extra time. Lots of teachers may think that this is impossible to do this for all of

our students that struggle with concepts, but I am sure that if we are on top of everything we are

doing in the classroom and we manage our time with our students wisely, we will be able to be

constantly monitoring and documenting their progress. I know that it is going to be hard at the

beginning, but with time and practice, I will be more effective and efficiently with my teaching

and assessing.

In addition, I think that if I am constantly differentiating my lessons and incorporating

multiple strategies to help my students learn, there will be less students who need to be re-taught

the content. I also have noticed that I used multiple strategies in my lessons and did not give

them a name because I did not know that they were actual strategies until I continued further on

my reading of the textbook of Doug Lemov, which was very neat to observe. I also think that if I

want to be the most effective teacher I can be, I have to continue researching and expanding my

knowledge to find different ways to help my students meet their goals. The years as passing by

and the education system is changing with it. There are so many more resources available to
ANALYSIS OF STUDENT WORK 11

teacher now, compared to the centuries before this, that it would be insane to try and teach

students without those useful techniques and resources. Teachers have to work smarter to help

the students be as successful as they possibly can because all teachers will make either a negative

or positive lasting impression in them. We can either help or hurt their learning if we do not give

them our best. In my future classroom, I will try my best to give my students the best that I have

to offer from the start until the end of each school year.

My Philosophy

The re-teaching and rechecking philosophy is a philosophy that all teachers should

consider vital to this profession. Not all students learn alike, nor they all learn at the same pace as

others. Because of this fact in education, it is imperative that all teacher teach, assess, re-teach

and reassess. It is almost impossible to think that all of the students are going to master a skill or

concept the first time they are introduced to it. Even when teacher teach kindergarteners what

one plus one is, not all of them understand that concept the first time the teacher teaches it to

them. It is a very simple skill, but students are still developing in these early years of education

and we, teachers, need to be very conscious of that. I believe that teachers should have a time in

the day or week that is specifically designated to help students who have not learn or are

struggling with a concept. If teachers are able to do this, they are golden.

As previously mentioned, I really do believe that teachers can and should teach, assess,

re-teach, reassess for student achievement and teacher improvement. In my opinion, it would be

very ignorant of a teacher to think that she does not have to re-teach and reassess her students

from time to time and they will simply achieve everything the first time around . This does not

mean that the teacher did an inadequate job teaching the content the first time, it simply means

that some students need a little extra help, a little extra scaffold to get to the mastery level of that
ANALYSIS OF STUDENT WORK 12

concept or skill. All students do not process or learn at the same pace or the same way, therefore,

teachers should always be ready and willing to find new ways to reteach a lesson to a couple of

students or the entire class. The only thing that teachers need to be very mindful of is if the entire

class does not understand a concept and needs the lesson to be retaught to everyone, there may

be something wrong with the actual execution of the lesson and it may not necessarily be the

students fault that they did not meet those objectives for that lesson. By re-teaching and

reassessing, teachers are helping their students achieve those goals they are expected to achieve,

without it, they may not achieve their academic goals.

In conclusion, teaching is such a rewarding profession, but with such great blessings

come great responsibilities. I am sure that if a teacher gives it their best, the students and teacher

will be successful. There is no such thing as a kid who cannot learn. All children can learn, but

teachers need to go that extra mile to find the strategies or techniques necessary to help that

particular student get to the finish line. Teaching is a hard and arduous road, but very rewards

and worthwhile when you arrive at your destination.

ANALYSIS OF STUDENT WORK 13

References

Lemov, D. (2015). Teach Like A Champion 2.0: 62 Techniques That Put Students On The Path

To College (2nd ed.). San Fransisco, CA: Jossey-Bass.

ANALYSIS OF STUDENT WORK 14

Artifacts

Lesson Plan Number One

UNLV/Department of Teaching & Learning Elementary Lesson Plan
UNLV Student: Brenda Juarez- PSMT Name: Jennifer Yates
Ramirez
Lesson Plan Title: Edit ‘Til You Get It Lesson Plan Topic: Editing
Date: February 22th, 2017 Estimated Time: 35-45min.
Grade Level: 3rd Grade School Site: Griffith Elementary
School

1. State Standard(s):
W.3.5- With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.
L.3.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
2. Teaching Model(s):
-Direct Instruction ; -Cooperative Learning ; -Group Work ;
3. Objective(s):
-Students will be able to identify and correct grammatical errors in a given text.
-Students will be able to work with their peers in their groups to edit pieces of writing.
4. Materials and Technology Resources:
-Computer and Projector
-Elmo Projector
-Editing paragraph handouts
-Teacher notes and example paragraphs
-Funny images of grammatical errors
-Pencils and paper/writing notebooks

5. Instructional Procedures:
a. Motivation/Engagement:
-I will set the tone for this lesson by explaining to the students the importance of
editing. I will show them some silly mistakes that people in the real world have
made that have impacted those around them. Then I will provide them with some
examples. This lesson will take about 40minutes. The objectives will be presented
to the students verbally at the beginning of the lesson. This lesson links to their
prior knowledge and the past lessons in that we have been working with their
opinion writing and they have been working on writing their final drafts. My hook
to engage my students is some funny grammatical mistakes people have made in
the real world.
ANALYSIS OF STUDENT WORK 15

b. Developmental Activities or Learning Experiences:

-I will begin this lesson by asking the students about their day and then
introducing the lesson on editing. I will ask the students why they think editing is
important. Then, I will show the students some funny grammatical mistakes
people have made.
-I will then explain to the students how spelling, capitalization, and punctuation
play a role in writing and their rules.
-We will do 1 example as a group.
-Then the students will work on editing a paragraph in their groups that they have
been seated at since the beginning of the school year.
-I will have 1 person from each group show us on the projector their edited work
and the class will decide if they caught all of the mistakes. If they did not, then the
students will volunteer to fix the mistake.

(I will be using Lemov’s No Opt Out strategy during the entire time I am asking questions and
checking for student understanding.)
c. Closure:
-I will end the lesson by thanking everyone for their participation and I will also
ask the students 3 students what they learned from the lesson. I will state the
objectives again and ask the students if we met the objectives. I will have the
students give me a number on their understanding and comfort level with this
information.
d. Extension:
-My extension plan for this lesson is for students who have finished their group
work early. I will have them write 3 sentences of their own with mistakes and
have their peers in the same group fix the mistakes and explain how they were
able to identify that as the grammatical mistakes.
-My contingency plan is to cut the presentation portion at the end of the lesson if
time runs out or if I can tell that students are having too much difficulty
comprehending the content. I will have more direct instruction and provide more
examples and continue this the following day, if needed.
6. Accommodations, Modifications, and Differentiations for Diverse Learners:
-Accommodations for this lesson would be pairing the bilingual student with the student
who is having problems understanding the language, if they have a language in common.
I can also provide some realia and pictures to help explain the concept. I can also use
some Google Translate if needed.
-Modifications that I can make for this lesson is instead of making students work with
paragraphs, the students who are struggling can work with simple, short sentences.
-The gifted and talented students will help the students who are struggling with these
concepts if they complete their work early.
ANALYSIS OF STUDENT WORK 16

-I will include documented modifications and accommodations also.

7. Assessment and Evaluation of Learning:
a. Formative: I will be walking around with a checklist of students so I can take
note of who is understanding the concepts and who still needs a little more help. I
will also be able to check for student understanding by my questioning throughout
the lesson and by the product of their group work.
b. Summative: No summative assessment required for this lesson because it is not
the end of the unit yet. If it were, I would give them a short essay and they would
have to make the corrections to that essay. They would get graded on how many
mistakes they caught versus the total amount there are.
8. Homework Assignment: No homework required for this lesson because my mentor
teacher does not assign the students’ homework. If I was going to assign homework, I
would have them bring in examples of grammatical errors they found in the real world.
They have to write it down, explain why it is wrong, and provide to correct version.
9. Reflection: (To be completed upon delivery of the lesson)
a. Strengths: This lesson went very well. I was very happy about it because I was
extremely nervous, but the students were very nice and cooperative with me. The
biggest strength from my lesson was that it was funny and it made the students
not feel like if they were doing work. I had one student come up to me and tell me
that he would love it if all of his teachers would teach lessons like mine,
entertaining. I felt very proud of myself for that because I was making sure that all
of the students were paying attention throughout the entire lesson and they were.
My mentor teacher even told me that the student who normally is not engaged
was paying attention the entire time, so that reaffirmed my thoughts of this lesson.
b. Concerns: The only real concern that I had was that the students might not pay as
much attention to me the next time I teach if it is not as funny as this time. I really
hope that they stored what they learned today in their long-term memory and that
they are able to apply this in their future assignments. As previously mentioned,
everything went very well, so that is my only concern.
c. Insights: I wonder if the students will share this learning experience with other
students. It would be amazing if the students enjoyed the lesson so much that they
started telling other students about it and correcting other students’ papers. I
would love to see a huge improvement in heir final drafts of the essays they are
working on. I will be able to see in a couple days, I hope.
ANALYSIS OF STUDENT WORK 17

Lesson Plan One: Student Work

ANALYSIS OF STUDENT WORK 18

Lesson Plan Number Two

UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Brenda Juarez- PSMT Name: Ms. Yates

Ramirez

Lesson Plan Title: Prefixes Lesson Plan Topic: Introduction to

Prefixes

Date: March 13th, 2017 Estimated Time: 40-45min.

Grade Level: 3rd School Site: Griffith Elementary

School

1.State Standard(s):

RF.3.3.A. Identify and know the meaning of the most common prefixes and derivational
suffixes.

2.Teaching Model(s):

Direct Instruction, Group Work, and Independent Work

3.Objective(s):


Students will be able to identify prefixes and root words, as well as words that contain prefixes.

Students will be able to describe what a prefix is and how it can change a word.

4.Materials and Resources:

- Writing Utensils

-Laptop and Document Projector

-Worksheets: What is a Prefix, Get It Started, Prefix Mix-up, and Circle the Prefixes

-book titled Pre- and Re-, Mis, and Dis- by Brian P. Cleary

5.Instructional Procedures:

a. Motivation/Engagement:

ANALYSIS OF STUDENT WORK 19

- I will engage my student by asking my students how in the world, can someone get to
know the meaning of so many words if there are thousands and thousands of words. I will
let them think of it for a bit and then I will introduce by topic of prefixes and explain to
them how learning prefixes they expand their vocabulary knowledge immensely.

b. Development Activities or Learning Experience:

(For this lesson, I will be using Lemov’s strategy called Break it Down. I will be using it when I
ask students to explain to me why they think the word has a prefix, when I give them examples,
and as I am reading the book. I will also demonstrate to them how they can Break It Down to
identify prefixes in a word.)

-I will begin my lesson by using the motivation/engagement question from above.

-Then I will introduce the lesson on prefixes. I will ask the students:

What do you think it means when we say “re,” like in the word “re-do?” (The root word
is do in this example.)

Have students try to explain in their own words what “re” means.

On the board, write down some words with the prefix “re” such as: rerun, retell, and
rewrite

-Then I will explain that these are prefixes. A prefix comes before a word and modifies its
meaning. (Something fun to note is that the word “prefix” has a prefix itself.)

-I will then read a book on prefixes to reinforce the information I just presented to them. the
book is called Pre- and Re-, Mis, and Dis- by Brian P. Cleary.

-I will then hand out the What is a Prefix and Get It Started worksheets. I will begin with the
What is a Prefix worksheet and the students and I will work on it together. Then I will let the
students work on the Get It Started worksheet on their own (they can talk to their neighbors if
they need help.)

-The last worksheet that the students will work on is the Prefix Mix-up sheet on their own for
independent work. I want them to work alone so that I can use this to guide myself on how well
they understood the concept without the help of anyone else.

c. Closure
 :

-I will review the definition of a prefix and a root word with the students.

-I will also allow students to ask me any clarifying questions and give comments.

d. Extension:
ANALYSIS OF STUDENT WORK 20

-If advanced students need an additional challenge because they finished their work, they
can select a common prefix and they have to find 7 words that contain it and write their
definitions of them using a dictionary.

-if students are struggling, I would pull them aside and help them complete their
worksheets. It is really important that they complete them so that I can get a clear idea of
where they stand on their level of comprehension.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

-Ways that I can help accommodate my student(s) who gets distracted easily and who have
behavior issues are by sitting them with students that they normally do not talk to or to sit them
closer to my desk area. I could also give my students with a disability, like ADD or ADHD, to
complete only the even number of the questions on the worksheets or just the first 6 questions.

7. Assessment and Evaluation of Learning:

a. Formative: I will be checking for student understanding by the worksheets we

complete in class, their participation, the questions they ask, and through documented
observation of each student while they are doing independent work.

b. Summative
 : Not necessary for this lesson because it is the beginning of this unit on
affixes.

8. Homework Assignment: - There will be no homework for this lesson because my

mentor teacher does not assign homework. If I was to assign homework, then I would have the
students find 3 words that they found that day, after school, with prefixes. They have to write the
word down, write a sentence using that word, and providing a definition for the word. It would
be due the next class day.

9. Reflection: (to be completed after delivery of lesson to students)

a. Strengths- This lesson went very well. I think the best strength of this lesson was the
book that I read to the students. The images were very funny and engaging, but they also
depicted the use of prefixes very well. The students were able to get more of a visual
representation of prefixes through the use of this book. This book was also amazing because it
provided about 15 different prefixes in the story and they were very relatable to the students. All
of the students were engaged and commenting on the images and how they could understand the
prefixes concept much better.

b. Concerns- The only concern that I had was that since we covered lots of prefixes, I
would want them to have at least 4 memorized. I did not makes them memorize any, although
some students were telling me that it was easy to define some words because they new what “re”
meant. I would have liked to do a bit more of activities with the prefixes lesson, but time did not
permit. I know that this concept was not very hard for most students to comprehend because it
ANALYSIS OF STUDENT WORK 21

was very visual, but I would have liked to implement a little bit more of a memorization element,
like a memory card game with the students at each table to get more of the definition aspect
down. I could have taken off another activity to be able to implement this one. I know that I will
do this if I teach this lesson in my classroom.

c. Insights- I am really glad I got to teach this lesson because I know that I am setting the
foundation for the lessons to come on affixes. My mentor teacher is going to teach the suffixes
lesson soon also, so it is going to be neat to see if they use this prior knowledge to build on for
the next lesson. I want to see how many students are going to be able to make that connection
between lessons. I also a little nervous to observe though, because I will be able to see if the
students really did learn the concept when I taught this lesson because if I only confused them,
that is not going to be good. I really want them to do good on the next lesson. So we will see how
that suffixes lesson goes. This will be a genuine moment of self-evaluation for me.
ANALYSIS OF STUDENT WORK 22

Lesson Plan Two: Student Work

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ANALYSIS OF STUDENT WORK 24
ANALYSIS OF STUDENT WORK 25
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Lesson Plan Number Three

UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student: Brenda Juarez- PSMT Name: Ms. Yates

Ramirez

Lesson Plan Title: Am I Simple, Lesson Plan Topic: Simple, Compound,

Compound, or and Complex
Complex? Sentences

Date: April 17th , 2017 Estimated Time: 35-45min.

Grade Level: 3rd School Site: Griffith Elementary

School

1.State Standard(s):

L.3.1.i. – Produce simple, compound, and complex sentences.

L.3.1.h. – Use coordinating and subordinating conjunctions.

2.Teaching Model(s):

Direct Instruction, Group Work, and Independent Work

3.Objective(s):


Students will be able to write simple, compound, and complex sentences.

Students will be able to identify and use coordinating and subordinating conjunctions in their
writing of sentences.

4.Materials and Resources:

- Projector and computer

- Teacher lesson notes to go over with the students
- Student sentences worksheets
- Paper and pencils
- Writing Noteboooks
- Notes Worksheet

5.Instructional Procedures:
ANALYSIS OF STUDENT WORK 27

a. Motivation/Engagement:


- I will begin by asking the students to tell me how their Spring Break vacation went. I will
give the students 1 minute to think of something that they would like to share, but it can
only be said using 1 sentence. Then we will take about 4 minutes sharing and every student
will be able to share.

b. Development Activities or Learning Experience:

- I will begin my lesson by doing the activity mentioned in the above

motivation/engagement section. Then I introduce my lesson by sharing the objectives and
explaining to my students how that engagement activity is linked to today’s lesson.

-I will then proceed to give my direct instruction on the 3 types of sentences and how they
can identity them and write them. I will be providing examples and we will work through
some sentences together, as a whole group. I will also be dictating notes for students to be
writing in the on the “Notes” worksheet that I will hand everyone.

(I will be using the Lemov Strategy called Name The Steps after I teach each type of sentence.)

-After each type of sentence I explain, I will ask my students to give me a number value to
explain to me how much they understood or did not understand. I will further explain any
questions they may have. Then each student is to write 1 sentence as an example of which
ever sentence type we just did and they will share it with their partner using the Think, Pair,
Share strategy. The students will have space on their “Notes” worksheet to write their
example sentences. For example, if the teacher just finished explaining simple sentences,
the students will each write an example of a simple sentence and they will share it using the
Think, Pair, Share strategy.

-After I have completed my direct instruction time and have answered all questions, we
will watch a video that sums up all of the information we just learned.
https://www.youtube.com/watch?v=DvhC0eSIb3g
Then, I will hand out a sentences worksheet and they will work on it independently.

-When the students are finished, they are to get a book from our mini library in class and
read until time is up.

c. Closure
 : For the closure, I will have all of the students give me a number signal with
their hands on how they felt about the content and how they think they did on their
worksheets. Then I will have the students read with me the objectives and tell me if they
think we met the objectives for the day. Then I will do a brief review of the 3 types of
sentences. I will also allow any remaining time for them to ask me any questions they had
about the lesson.

d. Extension: If the students did not have enough time to finish the worksheet, they will
be allowed to complete it at recess. If the students finish the independent work too early,
they are to get a book and read, or they can write 2 sentences examples of each type of
ANALYSIS OF STUDENT WORK 28

sentence.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

- For my students who are being a distraction, I will have them sit with me at a table in the back
of the room and they will do their independent work there.

-For my student that is a Spanish speaker, I will have her try her best and I will translate any
information she does not understand into Spanish for her at any given point in the lesson. She
can raise her hand and ask me or she can talk to her neighbor Jeffrey to help translate. There is
only 1 student who would need this form of accommodation.

-If I had a student with ADD or ADHD I would have them only complete the odd numbers of the
worksheets, both in class and for homework.

7. Assessment and Evaluation of Learning:

a. Formative: I will be checking for student understanding during the lesson by asking
students to give me examples or answer questions about the content. I will also be walking
around the Think, Pair, Share activity and make sure the examples the students are giving are
correct. The independent work worksheet will also be a form of formative assessment.

b. Summative
 : There is no need for this type of assessment because it is the

introduction of this unit.

8. Homework Assignment: - The students will not have homework for the following day. If I
was to assign homework, I would have the students take home a worksheet with more sample
sentences and, without the help of their notes, they were to identify the type of sentence it was
and provide a reasoning for why they chose that sentence type.

9. Reflection: (to be completed after the lesson was presented in the field)

a. Strengths- This lesson went very well with the first 2 types of sentences. The students
grasped the concept of simple and compound sentences very easily. They were able to write
examples and most of them answered those questions correctly on their worksheets. The
examples that they were sharing with the students in class were also great. I was really proud of
the students because it was a day loaded with information and the students did very well with it.
They were not jittery. All of the students were focused and I was very surprised by that because I
would have thought that they were going to be load because it was their first day back from
Spring Break.

b. Concerns- The one thing that did not go very well was when we hit the complex
sentences stage. The majority of the class also grasped this concept fairly well. I was very
impressed, but there were a couple that were really not getting it. I did not really understand why
because it was very similar to the compound sentences, but it did trip them up a bit. I was trying
to help everyone as best as I could, but I know that it was a bit too much information to introduce
ANALYSIS OF STUDENT WORK 29

on the first day. I was able to pull some students aside to help them, so that was good. This
concerns me, but I hope they can remember this information for when they have to use it again. I
really do hope that it gets stored in long-term memory.

c. Insights- If I had the chance to teach this lesson again, I would break it up in 2 days.
The first day would be simple and compound sentences and the second day would be complex
sentences alone. I would have the students practice both days with lots of examples. I would
make sure that the practices were fun and engaging so that they would not feel bored and
overwhelmed. I would also play some jeopardy game with these concepts because there is lots of
information to take it. I really did not like that I had to teach all of those types of sentences into
one day. I would definitely do this differently the second time around.
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Lesson Plan Number Three: Student Work

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