Jerricka Scott

ETS: PPTA Task 2

2.0: Contextual Factors a. Describe your classroom. Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. b. Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom. c. Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. Response I have a first grade class that teaches reading, writing, math, science, and social studies. There are 22 students in the class. Four of the students take speech. One of those students is mildly Autistic and another is mentally challenged. Another one of my students is of Hispanic descent and has a language barrier. b. My mentally challenged student and the one with mild Autism have both physical and developmental factors that impact the instruction in the classroom. These two students can't always produce or successfully identify the letter sounds that they hear and see. Instruction is impacted socially and behaviorally by my child with language barrier. Because he isn't familiar with a lot of things, he tends to shy up, become embarrassed, whisper, and neglect to volunteer to share. c. My student with the language barrier gets ESL assistance, so this is slowly improving his efforts and knowledge obtained. Many students attend other educational programs after school, so their learning is advanced. My student of Hispanic descent has English as his second language, so many things such as reading and writing come to be very difficult for him.
a.

2.1.1 Selecting a Single Assessment Guiding Prompts a. Identify the state and/or national content standards and the specific learning goal(s) to which the assessment is aligned. b. Provide an in-depth description of the assessment. Provide a rationale for choosing/designing the assessment based on its alignment with the standards and learning goal(s) that meet the students' needs. c. Describe the rubric/scoring guide you have selected/designed. How will you communicate its use to your students? d. What evidence of student learning do you plan to collect from the assessment? How will you collect the data? Provide a rationale for your data-collection process. Response

Jerricka Scott a. Reading Standards: Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Orally produce single-syllable (and multiple syllable) words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable (and multiple syllable) words. 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Learning Goal: When given known words, students will be able to successfully produce and distinguish new words by blending, isolating, and pronouncing sounds in written and spoken words. b. The assessment is a t-chart with two known words, cow on one side and day on the other. As new/unknown words are called out, students are asked to place them under the known word that will help produce/spell the unknown word. Hearing the like sound and seeing the similarity in the blends shows them that words they already know can help them read and write unknown words. One example is attempting to spell "band" based on the knowledge of the word "can". The formal/post assessment was designed with smaller words for success. The assessment during the lesson had a variety of small and more challenging words for the high, average, and low level students. Smaller words like "now" were done to make lower level students successful and multiple syllable words like "growling" were for higher level students to challenge them and keep their interest. c. Since this assessment is just a portion of their formal language arts test, and eight words will be called, the chart will count as eight points. Half of a point is given for placing the unknown word on the correct side. The other half is given for correctly spelling the word. I will explain to the students that the importance of figuring out an unknown word is to first find the similarity in it and a known word, but that this step is only half of the process. I will let them know that spelling the word correctly is only half of the work, so they will only be rewarded half of the points. They will be told that to receive complete credit, they have to place the word under the correct known word as well as spell the unknown word correctly. d. I plan to collect evidence that students can successfully spell and decode words based on like words that they already know. I will collect the data by checking if the words are on the correct side of the t-chart and if the words are spelled correctly. I will write down comments on what the child did and what the problem may be. This will give a more in depth explanation as to why a child may not be getting it. It may be because the child has a lisp and say exactly what they hear when they repeat the word to him/herself.

Jerricka Scott

During Assessment List of words: Now, may, plow, stay, crowd, away, growling, player

cow

day

Jerricka Scott

Post Assessment: Listen to these words as I read them. Place each word in the correct place on the chart. Words called: play, now, stay, how, way, plow, clay, brow

day

cow

Jerricka Scott

2.1.2: Preparing Learners for the Assessment Guiding Prompts a. What instructional strategies will you use as part of the assessment? Provide a rationale for your choices. b. What learning activities and student groupings will you use to prepare your students for the assessment? Provide a rationale for your choices. c. What materials and resources, including technology, will you use to administer the assessment? Provide a rationale for your choices. Responses a. Instructional strategies that I plan to use as part of the assessment are to give them their own t-chart and ask them to independently figure out the known word that helps and correctly spell the unknown word based on the know word. This will show me what each student can do on their own. Directly calling the words out breaking down the words as I do so, will help the children find the letter sounds as they are correctly said. Asking the students to come up and help me teach the rest of the class builds confidence and make the students eager to do the work and present it to help explain to their peers in terms that they can understand. Underlining the like letter sounds and saying the words aloud as a class will help them understand how to figure out unknown words when reading and writing in the future. b. In preparing my students for the assessment, my activity will be whole group. The children work well as a whole. In order to see that all are gaining understanding and not just getting the answer from a small group member, I will have the children independently write their answer as I observe, and review the words one-by-one as a whole class. Whole group also gives the students a chance to showcase what they've learned by standing up and giving their answers. There will also be a variety of words ranging in difficulty. This will appeal to the lower, middle, and upper level students. Students will also be given a chance to orally give more words with like letter sounds. c. The materials used for the during assessment will include pencils, a printout of their own t-chart, and their clipboards to bare down on as we complete the activity on the carpet. The SMARTboard will also be used to project the activity sheet that we will be completing. The students will all have their own paper, so as I call out the words, I can see them work independently and see if they understand it without any help. In using the SMARTboard, students will be able to get up and show their peers what they've learned. Others who may not quite understand can learn from their classmate who got up to share. The post assessment will be in t-chart form and the students will have to write the words as I call them.

Jerricka Scott

2.1.3: The Two Focus Students Guiding Prompts a. Identify two Focus Students with different learning needs and for whom you will need to modify the assessment. Provide a rationale for selecting each of the students. Refer to them as Focus Student 1 and Focus Student 2 as you respond to the guiding prompts below. b. Based on their specific learning needs, how will you modify the assessment for each of the two Focus Students? Provide a rationale for each decision. Response a. Focus student 1 was selected because he has the highest averages in the class. He is very intelligent and things come easy to him. Focus student 2 has one of the lowest averages in the class. This is mainly because of a language barrier. He is Hispanic, and Spanish is his first language. Knowing letter sounds is the big issue which creates problems for every subject, especially reading and writing. b. Based on their specific learning needs, the during assessment was modified by listing simple CVC words for focus student two, and words with up to eight letters for focus student 1. In the post assessment for focus student 1, I only called the word list out twice. The list of words was the same for the entire class, but the words were four letters or less to guarantee success. Focus student 2 was read the words on a one on one personal level. The words were read slowly with emphasis on the letter sounds. 2.2.1: Analysis of the Assessment Data and Student Learning for the Whole Class Guiding Prompts a. How did your rubric/scoring guide align with your learning goal(s) for the lesson? Provide a rationale. b. Describe the graphic representation of your collected data. Based on your graphic representation, analyze the assessment data to determine your students' progress toward the learning goal(s). c. How efficient was the data-collection process that you selected? Cite examples to support your analysis. d. How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples to support your analysis. e. Describe how you engaged students in analyzing their own assessment results to help them understand their progress toward the learning goal(s). Response

Jerricka Scott a. The goal was to be able to write and read new/unknown words by using and recalling similar words that the students already know. The scoring guide looks for this by giving half of a point for the skill of recognizing familiarity between words, and a half of a point for using what they known to correctly spell each unknown word. b. The graphic representation of my collected data shows the number of students who passed the pretest and those who didn't. On the other end is the data to show who passed the post assessment and who didn't. This data shows whether or not there was improvement and if those who didn't first get it gained an understanding or not. This will also tell me whether I should change my instructional strategies or not. My data actually shows that my students made much progress. Although not all of the students made it, many met the goal. This taught me that I need to put more emphasis on my lower level students. c. The graph I made was very efficient in showing me the progression in numbers. My handwritten data sheet shows me how each student did personally and even gives possible reasons for not succeeding. Because there are personal comments and names shown, only the graph will be attached. d. The instructional strategies were very effective. Asking the students to come up and help me made them feel important and it boosted their confidence. The activity felt less like an assignment and more like a fun learning opportunity. Giving responsibilities makes the students want to participate. Giving them their own t-chart allowed me to see what each student was capable of on their own without taking up so much time giving it individually. Asking the students to provide more words with like sounds kept the fast paced learners busy and kept their brains working. Using the SMARTboard versus a big piece of chart paper kept the students engaged. Being given the option to use the technology made them want to get the words right and have the chance to write on the board. This also made it easier for all of the students to see. e. I engaged the students in analyzing their own assessment results by letting them look back over each word. I would point at the word, ask them to read it, say the actual word I called out, and ask them if it sounds the way they spelled it. Points Scale 1pt per word .5pt per word 0pts per word Description Words are under the correct known word and spelled correctly. Ex: start under car Words are written under the correct column but partially misspelled. (Still making sense) Ex: sharc under car Words are completely misspelled. (Unrecognizable with random letters) Ex: writing chib for the word trip ____ words # of Words and Points Earned

____ words

____ words

Jerricka Scott TOTAL: / 8 possible points

Graphic Representation: Assessment Progression

Lesson 2: Letter Sounds
20

15

10

0 Pre-test During Pass Not Pass Post-test

2.2.2: Analysis of the Assessment Data and Student Learning for each of the Two Focus Students Guiding Prompts a. What did you learn overall about the progress of each of the two Focus Students toward achieving the learning goal(s)? Cite evidence from the work samples from each of the two Focus Students and other assessment data to support your analysis. b. Based on the assessment data and/or your observations, what impact did your modification(s) of the assessment have on the learning of each of the two Focus Students? Cite examples to support your analysis. c. How effective were the instructional strategies, learning activities, student groupings, and materials and resources, including technology, for student learning? Cite examples for each of the two Focus Students to support your analysis. d. Describe how you engaged each of the two Focus Students in analyzing his or her own assessment results to help understand progress toward the learning goal(s). Responses a. Overall, I learned that as long as focus student one is given more of a challenge, he will gladly take it on and do his best. If he doesn't already know it, his progression towards achieving the learning goals is much quicker and easier than others. I learned that focus

Jerricka Scott student two needs complete one on one practice and assistance when it comes to reading and writing. It takes him longer to figure words out. He doesn't know his letter sounds and random letters get thrown together because he is used to his native tongue and the mispronunciation throws him off. Sometimes he can actually read the words he writes, although the selected letters make no sense together. I think he should get more practice on combined letter sounds, working on two per week. b. My modifications for focus student one and two should have been emphasized more for the formal assessment, as they were for the during assessment. Focus student one flew through the post-test and should have had more of a challenge. Because I had to focus on an entire class alone, and a few other students needed personal help, I wasn't able to provide the proper one on one assistance that focus student two needed. I failed to slowly break his words down and repeat them as often as he needed. c. Focus student one was able to use his personal t-chart to think of and record more words that were not listed during our activity. This showed that he was more than prepared for the post-test. Focus student two heard the words called more during the activity and was able to compare his spelling to the demonstrations on the SMARTboard change his answers during the review of each word. The strategies were not carried on to the posttest, so neither student reached their full potential in my opinion. Focus student one was held back a little and focus student two wasn't assisted properly. d. I engaged both students in analyzing their own assessment results by letting them look back over each word. I would point at the word, ask them to read it, say the actual word I called out, and ask them if it sounds the way they spelled it. 2.3.1: Reflecting on the Assessment for the Whole Class Guiding Prompts a. How does your data analysis inform or guide future instruction for the whole class? b. What modifications to the assessment would you make for future use? Provide a rationale. c. What modifications for future use would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology? Provide a rationale. d. In what ways would an assessment that is different from the type used in this task allow students to further demonstrate their achievement of the learning goal(s)? Response a. My data analysis has shown me that the lower students need even more attention and more practice. For the future, I will give a variety drills. b. For future use of the assessment I would ask the students to list words that two given words can help them spell instead of giving them the words myself. This would challenge them more because most of the class passed the given assessment with flying colors. c. For future use, the modifications I would use on instructional strategies would be finding child centered games on digraphs. The games could be grouped, but I think independent practice and whole group review should also be incorporated.

Jerricka Scott d. Once again, asking the students to think of and list their own words, based on the two words given for the t-chart. This will push the children to reach a higher potential. When they read books, they have to figure words out by relating them to words that they already know. This type of assessment will exercise that very task. 2.3.2: Reflecting on the Assessment for Each of the Two Focus Students Guiding Prompts a. How does your data analysis inform or guide future instruction for each of the two Focus Students? b. What modifications would you make to the assessment for future use for each of the two Focus Students? Provide a rationale. c. What modifications would you make in your choice of instructional strategies, learning activities, student groupings, and materials and resources, including technology, for future use for each of the two Focus Students? Provide a rationale. Responses a. My data analysis informs me that for future instruction, focus student 1 will need more of a challenge by getting bigger words and focus student two will need more one on one practice with letter sounds and digraphs. b. Focus student one would be asked to provide words other than what I've listed. Focus student two would have all small words and they would be called multiple times and broken down orally by letter sound. c. Focus student one would have advanced activities like "fill in the missing letters". He would probably also engage in iPad games with multiple difficulty levels. Focus student two will need magnetic letters, because they seem to help him during guided reading. He would probably also be given pictures and words and be asked to match them up, grouping them by similar sound blends.

Jerricka Scott

Focus Student 1

Focus Student 2