Microsoft Word - ASW Example.docx

Name:

Lesson Plan Title: Lesson Plan #1 – Should Class Participation Count?

Grade Level: 4

Grade

School Site: Frank J. Lamping Elementary School

1. Standards/Objectives

• Specific common core standards

o CCSS.ELA-Literacy.L.4.2b

! Use commas and quotation marks to mark direct speech and

quotations from a text.

o Student-Friendly Knowledge Target

! “I can use quotations marks to designate quoted material from a

text or source.”

• Measurable objective(s)

o (A) Fourth grade students (B) will be able to use quotations marks to

designate quoted material from a given source, (D) quoting three pieces of

evidence with 90% accuracy, (C) provided that they have prior knowledge

of direct quotations and a basic knowledge in the use of quotation marks

and evidence-based terms.

• Prerequisite learning and/or key concepts

o In order to succeed in this lesson, it is essential for students to have prior

knowledge of direct quotations and a basic knowledge in the use of

quotations marks.

o Concepts that students should be familiar with prior to this lesson are:

quotes, quotation marks, quoted material, dialogue, direct speech, direct

quotations, statement, thought, persuasive, conclusion, evidence, and

evidence-based terms.

2. Materials and/or Technology Resources

• Description, quantity

o Scholastic News (35 copies – one per student)

! Week of March 3, 2014

! Edition 4

! Vol. 76, No. 16

! ISSN 0736-0592

o “Opinion Writing: Use a STEP Approach!” Worksheet (35 copies –

one per student)

o “Direct Quotations” SMART Board Lesson

! Source: http://exchange.smarttech.com/details.html?id=0789aa29-

dfcb-4255-86c3-f2f87eabc776

o SMART Board

• Distribution strategy

o Classroom jobs are assigned by the mentor teacher each Monday. The

designated teacher’s assistants will help to distribute a copy of the

Scholastic News and an Opinion Writing worksheet to each student.

• Collection strategy

o To collect all of the necessary materials, I will have the students turn their

Opinion Writing worksheet into the basket at the front of the classroom.

3. Procedures (Content Area Specific)

• Quiet signal

o I will use the school-wide “Give Me Five” quiet signal, which means the

following:

! Eyes on speaker

! Sitting still

! Listening

! Hands free

! Voices quiet

• Motivation/engagement

o “Boys and girls, I know that you all have been learning about how to use

quotation marks to show dialogue and direct speech. I’m so excited to

teach you all today about how to use quotation marks when pulling

information directly from magazines, books, and other things that we love

to read. You will also get the chance to write and share your opinion on a

debate topic from the Scholastic News with me and your classmates!”

• Teaching strategies/questions

o Lemov

! Without Apology

− I will make this lesson fun and exciting for the students. If

they can see my enthusiasm and excitement about the topic,

they are more likely to mirror that enthusiasm and

excitement. I will also help my students to see why learning

this material is important and how it will be useful to them in

the future beyond today’s lesson.

o Kagan

! Turn to Your Partner

− This will be one of the strategies used during formative

assessment.

− After teaching the lesson and working through an example

with the students, I will allow students to first think and work

independently on their worksheet. During this time, students

will decide which side of the argument they are on and use

evidence from the Scholastic News to support their thoughts

and arguments. Then, students will share what they have

written with their face partner. Lastly, I will call on several

random pairs of students to share their work with the class.

! Minute Fingers

− I will use the Minute Fingers strategy to get a general idea of

how much more time students need to complete their work.

o Depth of Knowledge (DOK)

! DOK 1

− The “Direct Quotations” SMART Board Lesson will be used

as a review that will lead into today’s lesson. The questions

that I will ask the students during this lesson will require

them to recall prior knowledge/information. Some examples

of DOK 1 questions that I could ask are:

o “What is direct speech or a direct quotation?”

o “How would you use quotation marks, periods, and

commas in direct quotations?”

! DOK 3

− The Opinion Writing assignment requires students to support

their thoughts using evidence from the Scholastic News. To

encourage students to form well-developed thoughts, I can

ask the following:

o “Can you elaborate on the reasons why you think

class participation should/should not count towards a

student’s grade?”

! DOK 4

− The students will have to use the information given in the

Scholastic News as evidence for their writing assignment. I

can ask the following:

o “What information can you gather to support your idea

about why you believe that class participation

should/should not count towards a student’s grade?”

o Additional strategies

! I Do, You Do, We Do

− School-wide teaching strategy used at Lamping ES

− “I Do”

o First, I will model a statement, thought, and evidence

for the Opinion Writing worksheet on the board.

− “We Do”

o Second, the students will pick a stance and write their

own statement, thought, and evidence and share

what they have written with their face partner.

− “You Do”

o Lastly, the students will work independently.

• Accommodations, modifications, and differentiations for diverse learners

! I am in an inclusive classroom with accommodations, modifications,

and differentiations in place for several of the students. Preferential

seating and repeated directions will be important for this lesson.

There are also some students that may require a bit of extra time

and some re-teaching in order to complete the assignment. The

use of masks/colored overlays for the worksheet will also be

necessary for a couple of the students in the class who have

dyslexia and/or vision impairments.

• Closure

o Three W’s closure strategy

! To end the lesson, I will use the “Three W’s” closure strategy. In

this strategy, students and I will discuss the following:

− What did we learn today?

− So what? (Relevancy, importance, and usefulness)

− Now what? (How does this fit into what we are learning?

Does it affect our thinking? Can we predict where we are

going?)

• Extension

o This lesson did not have a specific extension activity.

o Some possible ideas for extension activities are:

! Have students compose a paragraph using the elements of the

Opinion Writing worksheet.

! Have students write 1 – 3 paragraphs about a specific topic that

they will research. In these paragraphs, they would need to use

quotation marks to designate the information pulled from the

sources that they use. This activity would allow them to further

demonstrate their understanding of today’s lesson.

4. Student Assessment/Evaluation (Formative and/or Summative)

• Formative assessment of learning

o I will use the following formative assessment strategies:

! Hand Signals

− Before I allow the students to start working on their Opinion

Writing, I will ask them to give me the following signals to

indicate their understanding of the lesson:

o Thumbs up = I understand

o Thumbs down = I do not yet understand

o So-so hand gesture = I’m not completely sure

! Turn to Your Partner

− See Teaching Strategies section of this lesson plan for

description/explanation of how this formative assessment

strategy will be used.

! Observation

− As the students are working, I will be walking around the

classroom and observing as a way to check for learning. I

will also be taking note of who may need additional help or

re-teaching.

• Summative assessment of learning based upon objectives

o This lesson did not have a summative assessment.

5. Post Lesson Assessment and Reflection

• Report the results (data) from application of assessments

o As stated previously, this is an inclusion class with a high number of

students with IEPs and 504 plans. With that being said, some students

performed much better than others. Overall, the students performed quite

well, and the majority of the students were able to achieve the objectives.

Students’ strength was incorporating evidence-based terms properly in

quoting material from the given text (Scholastic News). Students’

weakness was the proper placement of commas and punctuation marks in

the quotations.

• Reflection on strengths, concerns, and insights

o Strengths

! The SMART Board review lesson on direct quotations went very

well. The students just loved being able to come up to use the

SMART Board to do examples for the class. They were most

engaged when they were able to participate, so I would like to use

the SMART Board again in a future lesson or find other ways to

allow students to have more involvement in the lesson.

o Concerns

! My lesson took much longer than my mentor teacher and I were

expecting. The entire lesson (including the time that it took for the

students to work on the worksheet) took approximately one hour,

so the pacing of my lessons will need some improvement. To

improve my pacing for future lessons, I will try to plan and allot time

for each activity more specifically and efficiently. I will also work on

having smoother transitions that will allow me to move from one

thing to the next more quickly.

o Insights

! As I prepared and delivered this lesson, I realized how important it

is for me as a teacher to brush up on and really be familiar with the

material that I am teaching. I also realized that I need to be more

confident in myself and in my abilities to teach because the

students will be able to pick up on any uncertainty or nervousness.

I have also learned a great deal about students as learners. This

lesson has really proven to me that students truly do learn in

different ways and at different paces. As I walked around the room

to observe and assess students, I was able to see the various

levels of student understanding. It amazed me to see how

differently some students responded to the same lesson given to

the entire class.

Analysis of Student Work (ASW)

1. S.P. is a fourth-grade student and one of the lowest-performing students in all

subject areas (English language arts, math, social studies, etc.) in her class.

S.P. often falls behind as she is easily and frequently distracted and off-task in

class. S.P.’s parents can speak Spanish fluently, but they do not speak Spanish

with their children, so English is S.P.’s first and primary language. S.P.’s parents

were just recently divorced, and her father holds a job that requires him to be

away for long periods of time. S.P. has also been experiencing anger and

violence issues at home that she will be seeing a counselor for. S.P. is not

currently eligible for an IEP or 504 plan, but her past and current teachers have

felt that she is in need of one. I believe that S.P. may not be achieving in all

subject areas due to her problems at home, a lack of parental involvement in her

education, and a lack of personal interest/motivation. Based on my experiences

with S.P., I agree with her teachers that she may be able to benefit from some

kind of individualized plan or formal classroom accommodation plan.

2. Generally speaking, fourth-grade students are expected to meet certain English

Language Arts standards that cover reading, writing, speaking and listening, and

language. The standard in this lesson comes from the domain of language.

Within the domain of language, fourth-grade students are expected to learn

conventions of standard English, knowledge of language, and vocabulary

acquisition and use. In the specific case of this lesson, fourth-grade students are

expected to learn how to “demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing”, which includes

knowing to use commas and quotation marks to mark direct speech and

quotations taken from a text or source. This particular group consists of students

at a variety of learning and achievement levels, and while these things are taken

into consideration, all are held to high academic standards and are expected to

achieve to the best of their abilities.

3. Initially, S.P. did not seem to grasp the concept of the lesson. I looked over her

worksheet and her evidence was not written in the format that I had provided and

modeled for the class during the lesson. After a one-on-one re-teaching with

S.P., she was able to understand how to use the correct format in her writing, but

quickly became off-task. S.P. did not finish the worksheet and chose to doodle

and draw pictures on the worksheet instead. I feel that S.P. is very easily

distracted and needs constant individualized assistance to keep her focused on

the task at hand.

4. Initial teaching strategies used for the lesson taught to the entire class were:

• Lemov

o Without Apology

! I will make this lesson fun and exciting for the students. If

they can see my enthusiasm and excitement about the topic,

they are more likely to mirror that enthusiasm and

excitement. I will also help my students to see why learning

this material is important and how it will be useful to them in

the future beyond today’s lesson.

• Kagan

o Turn to Your Partner

! This will be one of the strategies used during formative

assessment.

! After teaching the lesson and working through an example

with the students, I will allow students to first think and work

independently on their worksheet. During this time, students

will decide which side of the argument they are on and use

evidence from the Scholastic News to support their thoughts

and arguments. Then, students will share what they have

written with their face partner. Lastly, I will call on several

random pairs of students to share their work with the class.

o Minute Fingers

! I will use the “Minute Fingers” strategy to get a general idea

of how much more time students need to complete their

work.

• Depth of Knowledge (DOK)

o DOK 1

! “What is direct speech or a direct quotation?”

! “How would you use quotation marks, periods, and commas

in direct quotations?”

o DOK 3

! “Can you elaborate on the reasons why you think class

participation should/should not count towards a student’s

grade?”

o DOK 4

! “What information can you gather to support your idea about

why you believe that class participation should/should not

count towards a student’s grade?”

• Additional strategies

o I Do, You Do, We Do

! “I Do”

− First, I will model a statement, thought, and evidence

for the Opinion Writing worksheet on the board.

! “We Do”

− Second, the students will pick a stance and write their

own statement, thought, and evidence and share

what they have written with their face partner.

! “You Do”

− Lastly, the students will work independently.

5. Three new teaching strategies that I could possibly use to re-teach this lesson to

S.P. are:

• Lemov

o Stretch It

! The sequence of learning does not end with a right answer;

reward right answers with follow-up questions that extend

knowledge and test for reliability.

• Kagan

o Three-minute review

! Teachers stop any time during a lecture or discussion and

give teams three minutes to review what has been said, ask

clarifying questions, or answer questions.

o 3-2-1

! This is an exit slip strategy that provides a quick “dipstick” of

students’ learning. Students are instructed to use a piece of

paper or index card to record the following:

− Three things that are clearer to them regarding the

day’s topic or concept.

− Two connections they are making to the new concept

and their prior knowledge or experience.

− One question/piece that needs further clarification.

! The teacher collects the slips as students leave the room

and uses the information to inform the next day’s lesson

and/or to differentiate instruction for students.

6. The strategy that I selected to re-teach this lesson to S.P. was Stretch It.

7. S.P. was the student that I had initially chosen as my ASW student. Due to

S.P.’s performance in this lesson, an alternate ASW student was not needed.

a. I selected Stretch It as my re-teaching strategy, because after briefly talking

with S.P. as I came around and observed her work, I felt that it was the most

appropriate strategy to use, especially in this kind of lesson. My mentor

teacher often has me pulling students and providing small group instruction,

and S.P. has been often been one of those students. As I have worked with

S.P., I have learned that she usually does have a general understanding of

concepts being taught, but gains a better understanding and becomes more

motivated if you sit and talk with her individually about the task at hand.

There have been times in the past when I have re-stated a question or asked

her follow-up questions, and all of a sudden she understands the concept. I

felt that Stretch It was the best way to help S.P. gain the clarity she needed to

make the necessary connections for this lesson.

b. As I was re-teaching the lesson to S.P., I felt it was best for me to ask her

how and why she wrote what she initially did so that I could determine where

her confusion was. Then, I modeled an additional example for S.P. and then

had her explain to me why I did what I did. Afterwards, I asked S.P. how she

would write and format her own evidence from the text using commas and

quotation marks and had her show me by writing it out on her paper. Lastly, I

asked S.P. to again explain why she did what she did. S.P. was able to

answer all of my questions and follow-up questions and explain to me exactly

how and why you would use commas and quotation marks when marking

direct speech or quotations from a text. I believe that the best test of whether

or not you truly understand something is trying to teach or explain it to

someone else. I may have been the one doing the re-teaching, but Stretch It

allowed me to give S.P. the opportunity to pretend to be the teacher and

demonstrate her understanding by explaining the concept to me. Although

S.P. was able to grasp the concept of the lesson, she quickly lost interest.

She did not finish the remainder of the assignment and choose to doodle on

her worksheet instead.

a. I will definitely use the ASW process in my future classroom as a means to

inform and differentiate instruction. Through this process, I was able to learn

so much about a student and come to the realization that there are so many

things that could affect a student’s performance in the classroom. Getting to

know S.P. and her background has helped me to gain a better understanding

of what she needs to help her succeed academically. I truly believe that this

process will help me get to know my future students and their specific needs

better so that I can help them to achieve their full potential.

b. I think that the process of “teaching, check, re-teach, re-check” is so very

important to student achievement. A student who may fully understand

something in one setting may not understand it in another setting. The same

goes for students who may not understand something in one setting but do

understand it in another setting. Also important to add is that this process

helps teachers get to the root of why a student may not be achieving. We

cannot simply assume that a student has or has not mastered and fully

achieved something after teaching and checking just once. Like most things,

complete mastery takes practice. Re-teaching and re-checking are vital in

ensuring that a student fully understands something and can apply this

learning in a variety of different situations or in a variety of different ways.

! !

Name:

Lesson Plan Title: Lesson Plan #2 – Changing Metric Units

Grade Level: 4

Grade

School Site: Frank J. Lamping Elementary School

6. Standards/Objectives

• Specific common core standards

o CCSS.Math.Content.4.MD.A.1

! Know relative sizes of measurement units within one system of

units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a

single system of measurement, express measurements in a larger

unit in terms of a smaller unit. Record measurement equivalents in

a two-column table.

o Student-Friendly Knowledge Target

! “I know equivalent units within a system of measurement.”

• Measurable objective(s)

o (A) Fourth grade students (B) will be able to convert between metric units

(D) with 90% accuracy, (C) provided that they have prior knowledge of

metric units and the mathematical operations of multiplication and division.

• Prerequisite learning and/or key concepts

o In order to succeed in this lesson, it is essential for students to know how

to multiply and divide numbers. It is also essential for students to have

already learned about the metric system prior to this lesson. Having prior

knowledge of the metric system and its units of measurement will help

students to better understand the process of conversion within the metric

system.

o Concepts that students should be familiar with prior to this lesson are:

metric system, metric units, meter (m), kilometer (km), centimeter (cm),

millimeter (mm), decimeter (dm), liter (L), milliliter (mL), gram (g), kilogram

(kg), milligram (mg), conversion, multiplication, and division.

7. Materials and/or Technology Resources

• Description, quantity

o Mathematics Journals (35 journals – one per student)

o Whiteboards (35 whiteboards – one per student)

o Dry-Erase Markers (35 markers – one per student)

o EnVision Math Books (35 books – one per student)

! Grade 4

! Lesson 16-8

! Pages 380 – 381

o EnVision Math: Teacher’s Edition (1 book)

! Grade 4

! Topic 16

! Lesson 16- 8

! Pages 380A – 381

o SMART Board

• Distribution strategy

o Students will already have the necessary materials in their desks, so no

distribution will be necessary.

o Each student was given a math book and math journal at the beginning of

the school year. In these journals, students take notes daily and complete

independent work. These items are to be kept in their desks, and the

journals are periodically graded.

• Collection strategy

o The math books and math journals are to be kept in the students’ desks,

so no collection strategy is necessary.

o Students will come up to me to have the work in their journals checked

and graded. These journals are then kept in their desks so that they can

reference it and study the material for upcoming quizzes and tests.

8. Procedures (Content Area Specific)

• Quiet signal

o I will use the school-wide “Give Me Five” quiet signal, which means the

following:

! Eyes on speaker

! Sitting still

! Listening

! Hands free

! Voices quiet

• Motivation/engagement

o “Boys and girls, I know that you all have been learning about the metric

system and metric units. I’m so excited to teach you all today about how

to use multiplication and division to convert between those metric units!

Who can tell me some of the names of the metric units that we have

learned about?”

• Teaching strategies/questions

o Lemov

! No Opt Out

− A sequence that begins with a student unable to answer a

question should end with the student answering that

question as often as possible.

− In this class, there are a few students who I think would

greatly benefit from this strategy. These students may know

the answer or know how to do something but may not be

willing to answer or participate and need that extra “push”.

They may also not know the answer and say “I don’t know”

to get out of having to participate or put forth any effort. This

strategy can help students to realize that they are all

expected to participate and try their best. All students

should be held to high academic standards and

expectations.

− If students are unable or unwilling to answer questions, I can

use this strategy in a few different ways:

o I can give the student the answer and have them

repeat it. Although this may seem simple, it will help

the student to realize that I am not going to just let

them not participate.

o I can have another student provide the answer and

have the original student repeat the answer.

o I can provide the student with cues that they can use

to get to the answer.

o I can have another student provide cues that the

original student can use to get to the answer.

o Kagan

! Whiteboards

− This will be one of the strategies used during formative

assessment.

− Each student has an individual whiteboard and a marker in

their desks. I have selected problems 1 – 4 under the

Guided Practice section on page 381 of the EnVision Math

book for students to do on their whiteboards. I will ask the

students to do each problem individually and then hold their

whiteboards up as a class for me to see. This will allow me

to quickly assess student understanding and determine who

may need help or re-teaching.

o Depth of Knowledge (DOK)

! DOK 1

− During this lesson, students will be required to recall prior

knowledge/information. Some examples of questions that I

could ask are:

o “What are some names of metric units that we have

learned?”

o “What are some things that we could measure using

metric units?”

o “What operation would you use to change larger units

to smaller units?”

o “What operation would you use to change smaller

units to larger units?”

! DOK 2

− This lesson will require students to apply previous

knowledge and skills. Some examples of questions that I

could ask are:

o “Can you explain why we would multiply/divide to

change larger/smaller units to smaller/larger units?”

o “How would you compare the wingspan of the large

monarch butterfly to the wingspan of the small

monarch butterfly?”

o “How are these units of measurement alike or

different from each other?”

o Additional strategies

! I Do, You Do, We Do

− School-wide teaching strategy used at Lamping ES

− “I Do”

o First, I will model an example of a conversion

between metric units for the students.

− “We Do”

o Second, the students and I will work together to solve

the problems provided in the EnVision Math lesson

video.

o Also, the students are expected to work on their own

on the whiteboard problems, but after the whiteboards

are held up and checked, we will work through these

problems together as well.

− “You Do”

o Lastly, the students will work independently on the

assigned textbook problems.

o I have selected problems 5 – 23 (odd) under the

Independent Practice section on page 381 for

students to work on independently.

• Accommodations, modifications, and differentiations for diverse learners

! I am in an inclusive classroom with accommodations, modifications,

and differentiations in place for several of the students.

− Preferential seating and repeated directions will be important

for this lesson.

− There are some students that may require a bit of extra time

and some re-teaching in order to complete the assignment.

− There is also a student with dyslexia/vision impairments that

may need assistance with reading text within the lesson or

assignment.

• Closure

o Be The Teacher Closure Strategy

! To end the lesson, I will use the “Be the Teacher” closure strategy.

− In this strategy, select students will present three key

concepts/ideas that they think everyone should have learned

through this lesson.

− Students will also be asked to explain the importance of the

material learned in this lesson and give examples of how

they may be able to use this information in future/real-life

situations.

• Extension

o This lesson did not have a specific extension activity.

o Some possible ideas for extension activities are:

! Metric Conversions in the Classroom/Community

− Have students take the metric unit measurements of objects

found in the classroom, around the school, at home, or in

their community and convert those measurements from one

metric unit to another.

! Metric Unit Conversion Bingo

− This would be very much like traditional bingo. Students will

be given pre-made, unique bingo cards. The teacher will

ask the questions and, if the student has that answer on their

cards (and it is the correct answer), they can mark that

square on their card. Like traditional bingo, students who

make a line horizontally, vertically, or diagonally get a

“Bingo”.

− An example scenario:

o The teacher would call out “5 m = ____ mm”

o The students would need to figure out the answer to

the problem and, if the answer is on their bingo card,

mark the square.

9. Student Assessment/Evaluation (Formative and/or Summative)

• Formative assessment of learning

o I will use the following formative assessment strategies:

! Whiteboards

− See Teaching Strategies section of this lesson plan for

description/explanation of how this formative assessment

strategy will be used.

! Observation

− As the students are working, I will be walking around the

classroom and observing as a way to check for learning. I

will also be taking note of who may need additional help or

re-teaching.

• Summative assessment of learning based upon objectives

o This lesson did not include a summative assessment.

10. Post Lesson Assessment and Reflection

• Report the results (data) from application of assessments

o Overall, the class performed very well and achieved the objectives.

Almost every student got the correct answers to the problems during the

whiteboards portion of the lesson. When students were finished with their

independent practice problems from their math textbooks, I had them

come up to me so I could check their answers. I was very pleased to see

that many students missed only one or two problems, and some even

received perfect scores.

• Reflection on strengths, concerns, and insights

o Strengths

! The Whiteboards teaching strategy went very well -- truly a hit with

the students. They were so eager and excited to use the

whiteboards and show me that they were able to do the problems.

This strategy was great for both myself and the students, because

the students enjoyed the opportunity to use their whiteboards, and I

was able to quickly assess student understanding.

o Concerns

! The students have to watch the EnVision Math lesson videos every

day during math time, and I could tell that they were a little bored

during this portion of the lesson. If I could go back and

change/improve anything in this lesson, I would either pull

additional resources to supplement the video lesson or get rid of

the video lesson altogether and make my own lesson. When I was

planning this lesson, I thought that it would be best to play it safe

and stick to what the students were used to. Now that I am looking

back and reflecting upon the lesson, I think that I should have

stepped out of my comfort zone to make the lesson a little more

exciting for them. Regardless, the lesson went well overall and I

will definitely use this as a learning experience for future lessons.

o Insights

! This lesson taught me a great deal about myself as a teacher and

about students as learners. First and foremost, I have realized that

I am a bit too quick to judge students and make assumptions about

their abilities. I went into this lesson thinking that I knew exactly

who was going to achieve and who was going to struggle based on

the results from my first lesson. As my lesson progressed, I noticed

that some of the students that I expected to struggle were actually

the ones who understood the lesson the most. I was so very

surprised and pleased to see that one student in particular (who

typically struggles in most subject areas) excelled during the

lesson. He was really grasping the material and even volunteered

to do every single example. As I reflect upon this lesson, I realize

that I cannot simply assume that a student who struggles in one

subject area will also struggle in every other subject area. I wrongly

assumed that the students who struggled with my first English

language arts lesson were also going to struggle with this math

lesson. Every student is an individual with different strengths,

weaknesses, skills, and abilities that come into play in different

areas. For example, a student may struggle in math but excel in

English language arts. Although this should all be common sense,

I think that I sometimes get so caught up in learning how to be a

teacher and deliver a lesson that I forget to think about students as

people.

Analysis of Student Work (ASW)

10. S.P. is a fourth-grade student and one of the lowest-performing students in all