Observe, Plan and Analyze Student Work

Teacher: Sarah Recchilongo

CP TL: Kenzie Massey

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Grade Level: 7 Grade

Campus: Black MS

Subject Area for this assignment: Math

STEP 1: PREPARE (IDENTIFY OBJECTIVE, SELECT THE ASSESSMENT)

Student Learning Objective

What TEK are you addressing? Is it grade level appropriate?

Linear Real World Equations, Tables, and Graphs (7.7A) Represent linear relationships using verbal descriptions, tables, graphs, and
equations that simplify to the form y = mx + b
Identify Assessment, performance task or work product. What observable activity will you assess
(describe the activity)? Describe the assignment you will use to assess mastery of this objective and
sort students into performance levels?

Scaffolded Quiz 10 questions over about 10 days of material (7.7A)

2 MC where students choose equation for word problem
3 OER where students write their own equations from a word problem (but dont solve)
1 OER where students are given an equation and create a table
1 OER where students are given an equation and create a graph
1 OER where students write an equation from a table, then graph it
1 OER where students write an equation from a word problem and then solve it
1 OER where students write an equation from a word problem and then solve it, plus explain their though process

STEP 2: DEFINE AND NORM EXCELLENCE - DESCRIBE EXPECTATIONS FOR STUDENT WORK,
IDENTIFY (OR CREATE) RUBRIC ALIGNED TO STANDARD
Identify a Specific Focus

Being able to write and apply linear equations

Exemplar of Ideal Achievement: Based on the focus and TEK, what 1-3 observable actions would
define absolute mastery of this objective?

1. Writing an accurate equation

2. Solving a word problem using that equation
3. Explaining their thought process
Develop the rubric (Performance-Level Parameters). Identify 2-4 Performance-Levels for this objective
and hypothesize the evidence you might see from a representative sample in each level. The column to
the right should be closest to your Exemplar of Ideal Achievement. A four level sample is provided.
Least Prepared
Somewhat Prepared
Mostly Prepared
Well Prepared

Students are not able to choose

Students are able to choose MC

Observe, Plan, Analyze: Looking at Student Work

Students are completely able to

Students are completely able to

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the correct equation from the

word problem on the early MC
questions

equations and create their own

equations correctly, but struggle
when applying equations to solve,
create a table, or create a
graph.

choose MC equations and create

their own equations from a
word problem, table, or chart.
Student is able to solve the
equation in OERs correctly most
of the time.

choose MC equations and create

their own equations from a
word problem, table, or chart.
Student is able to solve the
equation in OERs correctly all of
the time. Student can
consistently, accurately define
the relationship between table,
graph, and equation.

STEP 3: ANALYZE AND SORT (BY STUDENT NAMES)

Using the rubric, sort students by writing their name into the box aligned to your pre-identified
Performance-Levels. Divide the number of students in each Performance-Level by the total number of
students assessed to calculate the percentage of class and list it below. Circle the name of a
representative student for further analysis.
Least Prepared
Somewhat Prepared
Mostly Prepared
Well Prepared

Jordan W.
Steven G.
Elizabeth L.
Andy V.
Jimmy R. (representative)
Abigail R.
KeShawn W.
Desmond M.
Santiago L.
Heaven M.
Uriyah L.
69% of class

Estefani S.
Xavier P.
Carlos P.
Daniel G. (representative)
Brandon S.

31% of class

0% of class

0% of class

STEP 4: DESCRIBE THE STRENGTHS OF REPRESENTATIVE STUDENT

Provide specific examples any strength(s) shown in students effort/attempt to meet standard
Least Prepared
Somewhat Prepared
Mostly Prepared
Well Prepared

Knows how to set up equation (y

= mx + b)
Has the outline
When equation and chart are
given, he can produce a graph
Half of the time he was able to
create a correct equation

Was able to graph the chart

Knows how to set up equation
Able to choose the multiple
choice answer correctly, but not
consistent when hes on his own
Knew how to plug numbers into
an equation (but then calculations
were off)
Able to identify the extra
information that was not
included in the equation

Observe, Plan, Analyze: Looking at Student Work

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STEP 5: IDENTIFY GAPS AND LEARNING NEEDS OF REPRESENTATIVE STUDENT

Exact examples of GAPS, mistakes, misunderstanding or areas of growth represented in students
work. NEEDS, what the student instructional needs are to make up for the identified gaps. What are
the one or two things that are most holding students back?
Least Prepared
Somewhat Prepared
Mostly Prepared
Well Prepared

Gaps:
Applying equation to tables and
graphs were struggles
(distracted by additional numbers
in word problem that would be
used to solve)
Doesnt put the right numbers in
the right places within the
basic formula (y = mx +b)
When the equation is given, he
cannot create a chart
Not consistently able to create
equation correctly

Gaps:
Keeping + / - consistent or
correct when creating his own
equation
Vocabulary / real world
application implication of word
problems on an equation
Calculation and order of
operations

Gaps:

Gaps:

Needs:
Practice and strategy for
reading and breaking down word
problems (to distinguish between
formula numbers and numbers
needed to solve equation)
Practice creating equations from
the word problem
Practice solving equations
Practice doing the calculations
and order of operations

Needs:
Practice reading word problems
correctly and knowing
vocabulary to create correct
equations
Support with calculations and
order of operations
More practice in general setting
up equations
Strategies for word problems

Needs:

Needs:

STEP 6: DIFFERENTIATE BASED ON TRENDS

Identify specific instructional strategies to help students fill the gaps or enrich their knowledge and
skills
Least Prepared
Somewhat Prepared
Mostly Prepared
Well Prepared

Whole class instructional adjustments:

Strategies for reading word problems and setting up equations
Get students comfortable with equations (solving, creating a table, and creating a graph)
Anchor charts with word problem vocabulary linked to operations (https://www.pinterest.com/pin/287597126181590734/)
Use CUBES on word problems
Circle the numbers
Underline the question
Box the key words (connect to vocabulary)
Evaluate and draw (sort the numbers to fit into the equations)
Solve and check (plug and reverse)
Whole class reteach of basics without word problems:

Observe, Plan, Analyze: Looking at Student Work

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 Equation Chart
Equation Graph
Chart Equation
Equation Solves
Order of operations &
calculations

Opportunities to teach least

prepared once they have
mastered a part of the TEKS

STEP 7: LOGISTICS
Plan the logistics for how you will provide support for each Performance-Level. How will you manage
time, space, and people to ensure each Performance-Level gets the support they need? What materials
will each Performance-Level require to get the support youve identified in the previous table?
Least Prepared
Somewhat Prepared
Mostly Prepared
Well Prepared

Least prepared of the least

prepared students will be
brought into a small group for
additional instruction

Students will be given access to

answer keys for practice
problems to check for their own
understanding before moving on.

Students in this group that dont

require that degree of help, will
be matched with a somewhat
prepared classmate during
partner practice.
REASSESS
When will you reassess to ensure student mastery?

Will reteach to whole class in scaffolded manner over a class period on Monday, beginning with how to plug numbers into the basic equation
from a word problem and ending with students writing their own equations and solving them.
Will use the following model for each step of the scaffolded reteach:
Teacher Models Class Solves Together Partners Practice Class Check Individuals Practice Partner Check-in Class
Check

Observe, Plan, Analyze: Looking at Student Work

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