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: Math Date: 10/24/12

Learning Target/Goal: K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a
written numeral 0-20 (with 0 representing a count of no objects).
Assessment/Student Work Selected for Analysis: Number Writing (1-100)

Expectations for Student Work/Performance: Students will be able to write numbers 1-20 in order and also in random order.


2a. Sorting Student Work (Write all students names)
Minimal
(Far below standard)
Basic
(Approaching standard)
Proficient
(Meeting standard)
Advanced
(Exceeding standard)
(<10)

1. Kayden
2. Emily







(1-10)

1. Isis
2. Simora
3. JoseManuel
4. Andrew



(0-20)

1. Alexis
2. Katie
3. Etta
4. Kaylee
5. Cameron
6. Itzayana
(>20)

1. Kiera
2. Micah
3. Rhys
4. Camden
5. Daniel
6. Emma
2b. Analyzing Student Performance (one student from each category)
Minimal
(Far below standard)
Basic
(Approaching standard)
Proficient
(Meeting standard)
Advanced
(Exceeding standard)
Students lack fine motor
control to write recognizable
numbers.

Students can write to about 5
then have confusions.
Students are writing teens in
reversed order. (ex. 41
instead of 14)

Students cannot write the
number 20.
Students are not attempting
numbers past 20.
Students sometimes skip a
row of tens. (ex skipping all
the 70s and writing the 80s
next)
3. Identifying Learning Needs (same student from each category from above)
Minimal
(Far below standard)
Basic
(Approaching standard)
Proficient
(Meeting standard)
Advanced
(Exceeding standard)
Need fine motor practice to
build strength.



Need practice with teens,
emphasizing the 1 comes
first.

Focus on 13, 15, and 20.
Need to practice numbers
20-100.
Need to learn the patterns in
a 100 chart that can help
them not skip a row of tens.
4. Differentiated 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)
Practice tracing numbers 5-
10.

Use play dough to make
numbers.

Put numbers in order.

Put together number puzzles.
Practice tracing numbers 11-
20.

Use play dough to make
numbers.

Put numbers in order.

Put together number puzzles
Practice putting together
100s chart puzzles and
writing numbers.




Practice putting together
100s chart puzzles and
writing numbers.

Use 100 chart mystery
pictures to practice finding
numbers quickly.


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.
Talk with Support Staff