Adapted from New Teacher Center@ UCSC and Wisconsin New Teacher Project (2010)

Analysis of Student Work ASW

The ASW process is intended to help you learn about & better understand students strengths and needs in order to develop
instruction that is best suited for each student or group of students learning needs.

1. Preparing
Subject Area: Reading (CAF) Date: 3-21-14

Learning Target/Goal: Know and apply grade-level phonics and word analysis skills in decoding words.
Read emergent-reader texts with purpose and understanding.

Assessment/Student Work Selected for Analysis: CAF menus/conferring notes

Expectations for Student Work/Performance: Students are beginning to use decoding strategies to read leveled books.
2a. Sorting Student Work (Write all students names)
Minimal
(Far below standard)
Basic
(Approaching standard)
Proficient
(Meeting standard)
Advanced
(Exceeding standard)
Students:








Students:

1. Simora
2. Isis
3. Andrew
4. Kayden
5. Emily
6. JoseManuel
Students:

1. Camden
2. Daniel
3. Micah
4. Cameron
5. Itzayana
6. Alexis
Students:

1. Rhys
2. Emma
3. Etta
4. Kaylee
5. Katie
6. Kiera




2b. Analyzing Student Performance (one student from each category)
Minimal
(Far below standard)
Basic
(Approaching standard)
Proficient
(Meeting standard)
Advanced
(Exceeding standard)
Students can only identify a
few letters.

Students do not know letter
sounds.

Students know letters and
sounds.

Students are not using the
picture or using the 1
st
sound
to read words.
Students use beginning
sound and sometimes ending
sound figure out words.

Students do not attempt
difficult words.
Students rely heavily on
sounding words out, not
paying attention to digraphs,
blends, etc.

If word doesnt make sense
they are stuck.

Students read somewhat
fluently.

Not self-correcting when
meaning is lost.

Not paying attention to
punctuation
3. Identifying Learning Needs (same student from each category from above)
Minimal
(Far below standard)
Basic
(Approaching standard)
Proficient
(Meeting standard)
Advanced
(Exceeding standard)

Adapted from New Teacher Center@ UCSC and Wisconsin New Teacher Project (2010)
Learn to identify more letters
and letter sounds.

Look at picture.

Use 1
st
sound.


Stretch and blend the entire
word

Flip the sound when it
doesnt sound right or make
sense.

Use known chunks of
words to read new words
more quickly.
Cross check for meaning.

Ask Does that Sound right?
Look Right? Make Sense?
Less choppy reading

Use punctuation for phrasing


4. Differentiated Instruction/Strategies *Note any patterns and trends. Consider resources and/or personnel to support you.
USE BEGINNING/
ENDING SOUNDS
GROUP:
Model, slow down to
pay attention to
beginning and ending
sounds
Highlight beginning and
ending sounds.
Use magnets to build
CVC words, stretch and
read.
Use Elkonin boxes to
stretch CVC words.
Prompt Look at the
whole word
Ask does it make
sense?
Practice blending
onset/rime.
Practice blending 3 or
more sounds in words
STRETCH AND REREAD
CHUNK LETTERS AND
SOUNDS GROUP:
GROUP:
Practice saying each
sound to stretch out the
put them together real
fast
As you blend the
sounds together, listen
for a word you might
have heard before.
Practice letters with
multiple sounds. (c, g,
vowels, etc)
Teach students to use
their fingers to mask off
the chunks found in
words, decode those
first, then tackle the
whole word
Use magnets to build
words, stretch and read.
Use Elkonin boxes to
stretch words.
Play find the part you
know
CROSS CHECKING
GROUP:
Ask did that word
sound right?
What other sound could
that letter make?
Stop at the end of a
sentence to see if that
made sense, if not go
back and find the
confusing part
Practice accuracy
strategies as needed
(blend and stretch, flip
the sounds, chunking,
use the picture)
Build independence
FLUENCY GROUP:
Use readers theater
Reread text multiple
times
Read with a partner
Discuss for
Comprehension

5. Reflection Which students are still in need of support to meet the identified target?
Minimal
(Far below standard)
Basic
(Approaching standard)
Proficient
(Meeting standard)
Advanced
(Exceeding standard)


Intervention Instruction/Strategies *Note any patterns and trends. Consider resources and/or personnel to support you.
Adapted from New Teacher Center@ UCSC and Wisconsin New Teacher Project (2010)