Project 1, Final Analysis of Student Writing & Lesson Plan

After working on this lesson plan I realized I would like to draw on some information from the other two writing samples to improve my plan. The one I analyzed first, titled “Annie in 4^th” looked like a final draft and the other two were from earlier stages in the writing process and had more room for improvement, particularly in the area of organization. My revised lesson plan takes this into account. The feedback from my writing group helped shape my revisions as well.

The revised lesson plan will take place in two sessions rather than one for several reasons. I think my lesson plan needs more focus and I do not want overload A with too much information in one conference. I also want to add word choice as an area for improvement. Both lessons will connect to her pre-writing sample titled “We need playground equent” (equipment).

In the first conference we will focus on organization, based on my analysis of the second and third writing samples. We will practice using the graphic organizer. I will ask her to narrow her focus about why she wants a specific type of playground equipment, like a climbing wall or something else and use the graphic organizer to help her add more details.

In the second conference, we will build on her writing from our first writing conference. This time we will focus on word choice, and area for improvement from my analysis of her writing titled “Annie in 4^th”.  Heather suggested using mentor texts (that show how the author accomplished the skill that I am trying to emphasize) to help A see different ways of forming sentences and using words to create lively visual images.  I think that is a great idea and I would like to include this in my lesson plan.

Miscellaneous:

In my first lesson plan, I said A needs help with diagraphs & blends, based on the Error Guide for Elementary Spelling Inventory 1. I was a little confused about its relationship to this assignment of Analysis of Student Writing and Lesson Plan. Since the above is a writing lesson plan, I am not sure where or if this spelling analysis even fits into either of my lesson plans for writing.  I did want to clarify, however, why I think A needs to work on diagraphs and blends and other vowel patterns. I did not use examples in my first blog, so I decided to add them here. These are examples from the results of the error guide: The actual word was drive and she said dive; word was serving, said shving; pleasure-persher confident-conend; marched-march; cellar-sler; shopping-shoping; carries-cries.