Poway Professional Assistance Program

California Teacher Induction

Analysis of Student Work

Name: Shannon Skelton
Date: 4/11/16

Activity: Participating Teachers use a variety of strategies to assess and monitor student learning. Participating teachers will analyze work
samples from the observed lesson to assess student learning and make instructional decisions.

Purpose: To understand the range of learners in your class and make instructional decisions.

1. Refer to your lesson plan to fill in the following information. Consider the Standard(s) taught and the Learning
Outcomes(s).

The students will: (Learning Outcome)

Correctly carry out a double replacement reaction where the positive cation, metals, in the reactants are matched with the alternate negative
anion, nonmetals.
Apply the correct charges to the anions and cations that make up the ionic reactants and products and then correctly zero out the charges
when writing the products.
Correctly identify which compounds are soluble and which are insoluble based on the solubility rules.
Take the right steps to write the complete ionic equation (only breaking up the soluble compounds), and then banishing the spectator ions
that appear on both the reactant and product side of the equation to give you the net ionic equation.

I can: (Student language describing what students will learn and demonstrate)

I can demonstrate my understanding that ionic compounds are made of a positive ion and a negative ion.
I can refer back to unit 2 where we practiced using the criss-cross method to balance out the charges.
I can look at my solubility rules and determine which ionic compounds will break up into ions and which will stay solid.
I can follow the steps we write down as a class to Balance it. Break it up. Banish it. Bring it all together. And Box it.
As I follow the steps I can determine which step provides me the molecular equation, the complete ionic equation and the net ionic equation.

2. Review the work samples (evidence) and describe how the students performed overall.

Overall, students performed well for learning all of these steps and concepts in one period and having the next two days to show their
 Poway Professional Assistance Program
California Teacher Induction
understanding and/or ask their questions regarding the assignment. Students were able to pick out to two ions that had not been used in the
product that was given and they almost all wrote to metal first and then the nonmental. More than half of the students attempted to use the
criss-cross method after referencing their ions list to balance out the positive and negative charges. The rest of the students could have used
another demonstration on the document camera to remind them of the need to look at the charges on the ions list and the skill that we had
not practiced in a couple units.
On the back side of the assignment, quality of the answers varied per usual. Only a few students are resisting my constant expectation
reminders of writing in complete sentences. Unfortunately, others do not attempt the If you finish early because they do not get extra
credit for it. I was mainly looking for an understanding of writing the double replacement reaction for number 3, which takes the front side
activity one step farther in having to write out both products and then referencing the solubility rules to determine which product would
remain solid in question 4. Most students knew to reference the solubility rules and stated the MgOH would be the solid, but less were able
to elaborate on WHY.
Finally, students showed a huge variety in the final portion of the assignment, since there were so many steps involved in the process from
start to finish, which will be elaborated further below.

3. Sort the work samples (evidence) into four piles and choose one sample from each pile for further analysis. Describe what
the student at each level learned/demonstrated. In addition, if Focus Students were included in the observation, also analyze
evidence of what was demonstrated in their learning.
Minimal Understanding Partial Understanding Adequate Understanding Thorough Understanding
(Students at this level (Students at this level (Students at this level (Students at this level demonstrated)
demonstrated) demonstrated) demonstrated)
-Able to pair up the correct cation and
-Understanding of swapping -Correctly swapped the metal -Able to pair up the correct anion on the Lesson 23 chart and correctly
the cation (metal) with the and the nonmetal to fill in the cation and anion on the balanced out the charges by referencing the
alternate anion (nonmetal). second product on the chart Lesson 23 chart and ions list with 95% accuracy.
-Placed the metal before the with 80% accuracy. correctly balanced out the -Able to reference the solubility rules and
nonmental -Did not make much attempt charges by referencing the correctly predict if the product is labelled
-Did not remember to use the to identify the charges that ions list with 85% accuracy. as (aq) or (s).
criss-cross method to balance are affiliated with each ion -Able to reference the -Questions answered in complete sentence
out the charges. and therefore did not zero the solubility rules and correctly on back side.
-Wrote answers to worksheet charges. predict if the product is -Able to write the double replacement
in complete sentences and -Most partial understanding labelled as (aq) or (s) with reaction correctly on question 3.
referenced the solubility rules. students were able to write 85% accuracy. -Able to identify Mg(OH)2 as the solid
-Were not able to elaborate on the double replacement -Questions answered precipitate and give a reason WHY.
the reason for the Mg(OH) 2 reaction correctly on question demonstrating an
 Poway Professional Assistance Program
California Teacher Induction
remaining a solid precipitate. 3. understanding of the idea of -Identified three reactions in which a solid
-Did not have the knowledge -Most were able to identify solubility but might not have was formed to write the net ionic equations
or understanding of the 5 steps Mg(OH)2 as the solid elaborated, given thorough -Correctly identified the solids and the
required to write the net ionic precipitate but did not give a examples. aqueous solutions.
equation and therefore did not reason as to why. -Able to write the double -Zeroed charges which is necessary to
complete this activity. -Most chose at least one replacement reaction correctly balance the equation.
reaction in which a solid was correctly on question 3. -Only broke up the (aq) compounds and
(FS at this level demonstrated) not formed showing that they -Able to identify Mg(OH)2 then banished spectator ions.
Nico was the only student who either misunderstood the as the solid precipitate and -Boxed their correct net ionic equation.
showed minimal instructions or had a hard but gave the reasoning as
understanding of the time interpreting and because of the solubility
assignment. He turned in the applying the solubility rules rules.
Lesson 23 assignment in and chart. -The three samples chosen
got a 4.5 out of 10 on that -Three lines for each reaction demonstrated that the
portion. He missed half a point were not always clearly students were
for not zeroing out the shown and the charges that comprehending the 5 steps
charges, as did many students. are applied to the ions were involved in writing the net
However, he was able to left off either due to haste or ionic equation, but they each
puzzle together the second confusion incorrectly identified the
product in the table and he product as a solid, when it
showed good effort on the (FS at this level demonstrated) should have been aqueous
back side of the worksheet Nikita demonstrated a partial since it had an alkalai metal.
with complete sentences. understanding of the lesson,
However, he did not turn in but really seemed to (FS at this level
the second portion of the accomplish the learning goals demonstrated)
assignment where he was that I outlined for her in the Junus work sample showed
asked to carry out the net ionic ELL step one focus student an adequate understanding
equations for three of the assignment. She correctly of the lesson content, on the
reactions in which a carried out the double edge of thorough
precipitate was formed. I replacement reaction for all understanding. He
passed back his worksheet for three of the reactions in terms understood the instructions
him to complete the of swapping the cations and in choosing three reactions
assignment and he did not turn anions with the alternate in which a solid was formed.
it in. Only until I asked if he partner. She also successfully Additionally, he showed a
would like to stay after class identified the solid precipitate strong mastery of the idea of

and go over the concept.
Further support for Nicos
learning is described below.
Poway Professional Assistance Program
California Teacher Induction
and labelled it with a (s)
phase. However, she had a
hard time correctly breaking
the ionic compounds into the
correctly charged cations and
anions that they originated
from, for example she labeled
CO3 with a 1- charge rather
than a 2- charge. I think that
she forgot to check her ions
list, and just assumed that
they all had a 1- charge.
However, by showing them
all with a 1- charge she was
able to zero out the charge
with partial, relative ease.
Finally, she showed the
correct steps in the
assignment and even labelled
her steps based on the notes
that we took on the board.
zero-ing out the charges of
the positive and negative
charges when new ions
come together in the double
replacement reaction. This
was demonstrated in the
Lesson 23 activity and the
three reactions that he wrote.
While he did not explicitly
write the phases, he showed
correct identification of the
solid precipitates and the
aqueous solutions, by not
breaking up the solid. He is
identified as adequate
understanding rather than
thorough because he skipped
some steps, for example
writing the entire molecular
formula, either due to haste
or misdirection.

4. Describe how you will differentiate and adjust instruction to support each students learning. In addition, if Focus
Students were included in the observation, also describe how you will differentiate and adjust for their learning.
Minimal Understanding Partial Understanding Adequate Understanding Thorough Understanding
(For students at this level, I (For students at this level, I (For students at this level, I (For students at this level, I will differentiate and adjust instruction
will differentiate and adjust will differentiate and adjust will differentiate and adjust by)
instruction by) instruction by) instruction by) Pair them up with students of minimal or partial
understanding so that they can reinforce their understanding
-Provide one on one -In passing back the -Pair them up with by teaching.
support for the assignment I will students of minimal or -Discuss WHY it is not possible to write a net ionic equation
students, either during remind students that the partial understanding so when a solid precipitate is not formed.
class time, at instructions were to that they can reinforce
Wolverine Time or write the net ionic their understanding by -While we are doing our review warm-up and making
after school to assess equations for three teaching. corrections on the assignment, students with thorough
 Poway Professional Assistance Program
California Teacher Induction
where their strengths reactions in which a understanding can grab a laptop and work on the double
and weaknesses are in solid was formed. This -Discuss WHY it is not replacement reaction simulation
this skill that requires piece of the instructions possible to write a net https://www.simbucket.com/simulation/chemthink-
many steps and seemed to be missed as ionic equation when a precipitates-lab/
demonstrations of many students tried to solid precipitate is not
understanding. show their work when a formed. -I can also have these few students help set up any lab
solid was not formed, supplies that will be needed for tomorrows lab.
-Provide written which does not work. -Give them the
feedback on the work opportunity to answer -They can research on the laptops what the reactions will
sample and ask them to -I will have them the solubility rules look like tomorrow and make predictions as to what the
come in for help to re- highlight the reactions warm-up on the solid precipitate will look like in the lab based on google
do. on the first page table whiteboard and explain images and online research.
in which a reaction was their reasoning to the
-Pair students up with a formed. class.
classmate that has
adequate/thorough -Pair students up with a -Photocopy a work
understanding of the classmate that has sample of a student in
material to work adequate/thorough the adequate
through the steps on the understanding of the understanding group
whiteboards, making material to work and have the class
sure that the student of through the steps on the discuss what they did
minimal/partial whiteboards, making correct, and what minor
understanding is having sure that the student of edits need to be made.
a turn writing and minimal/partial
demonstrating their understanding is having -Then carry out the
understanding as I a turn writing and steps from start to
move about the demonstrating their finish, calling on
classroom. understanding as I students to help guide
move about the me through each step.
-Quick formative classroom. This modeling of the
assessment through a concept/skills will help
warm-up for them to -Provide written all students but really
look at their solubility feedback on the work help by giving my
rules and write the sample and let students adequate understanding
 Poway Professional Assistance Program
California Teacher Induction
ionic compound for two correct their mistakes students the chance to
ions coming together and resubmit. self-assess and
and practice balancing edit/correct their own
charges and then stating -Quick formative work.
if it will be (aq) or (s). assessment through a
warm-up for them to (For the FS at this level, I
look at their solubility will differentiate and adjust
instruction by)
rules and write the
(For the FS at this level, I Since Junu showed very
ionic compound for two
will differentiate and adjust strong understanding, I
instruction by)
ions coming together
feel that the only
and practice balancing
follow-up instruction to
I will pair Nico up with charges and then stating
move him into the
a few other students if it will be (aq) or (s)
Thorough
who were absent on the and explain WHY.
Understanding category
day of the lesson and would be some written
(For the FS at this level, I
recap how to read our will differentiate and adjust feedback on his paper
solubility chart and the instruction by) and a verbal reminder
5 steps for writing a net when I hand the paper
ionic equation. This In the formative back to him. Since he
will give him the assessments that we have has shown mastery of
chance to listen to their done in class, mostly the other skills I will ask
questions, review his using whiteboards and him to help Brooke at
notes and the concepts show of hands to vote on his table who seems to
and work through the whether or not the
be uncomfortable with
product will be soluble, I
assignment with the the lesson, and I will
have not seen confident
support of his peers. responses from her. also offer him the option
He will be given extra Therefore, I will check in of using his phone to
time to turn in the with her and review how look up information
assignment so that he to read the solubility rules about the precipitates.
can work at his own chart so that it is a For example, silver
pace at home, and have stronger resource for her. nitrate is dropped in
the time he needs to ask Since Nikita has slight babys eyes as
me questions during difficulty with her newborns.
Wolverine Time and verbal comprehension,
 Poway Professional Assistance Program
California Teacher Induction
after school, as he I will provide her with
prefers. a youtube video from
I will remind him of my Khan Academy that
afterschool office hours demonstrates the same
and ask if he wants to skill so that she can
go over a couple of move through the steps
these together; he at her own pace.
usually accepts an She seemed to be
offer, but isnt the one remembering that the
to approach me with ions have charges but
the question. was not correctly
referencing the ions
list, so when I demo the
complete skill on the
board, I will make sure
that she has the ions list
out and is given enough
time to find the
information.
I will consider allowing
her to use the 5 steps
that we wrote down to
help guide her on the
summative assessment.