UNIVERSITY OF ALASKA SOUTHEAST

CPT

SUBMITTED TO SUSAN ANDREWS

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

LITERACY AND YOUNG CHILDREN

ECE 661

SCHOOL OF EDUCATION

BY

KIM MORGAN

4/26/2017

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Table of Contents:

Introduction .......................................................................................... 3

Data Point 1 – Concepts of Print (CAP) .............................................. 4

Data Point 2 – Emergent Writing Sample (ASW) …............................ 5

Data Point 3 – Oral Running Record (ORR) ....................................... 11

Summary ............................................................................................. 12

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Introduction

Mehana presents herself as a sweet, somewhat shy, typical 1st grader, but Mehana is having a

difficult year. When I started working with her, her mother had just been hospitalized with a life

threatening illness that required extended treatment (out of town), with an uncertain outcome. I don't

know to what extent Mehana was aware of the severity of her mother's condition, but she was clearly

preoccupied with her mother's absence, and had been shuffled between family members as her mother

was away.

Mehana is part Hawaiian (on her father's side), but is raised by a single mother who is

Caucasian, and does not appear to have any Hawaiian care givers or cultural attributes (other than her

name and skin color). She is a native English speaker. Her mother is very young, as is Mehana's aunt

(and primary care giver) during this time. Mehana seemed nervous and unsettled when I first met her.

She presented a challenge in terms of scheduling, as she was going to be away at times visiting

her mother, but her teacher and I agreed that she would benefit from my attention just the same. I

worked in concentrated effort with her in both literacy and math practicums. Mehana was assessed at

slightly below grade level in both subjects, but has gained ground as her mother's condition has

improved and brought her home. Mehana did not work with a para-professional or have any

interventions, but she did daily work (in a small groups) with our reading specialist , and received some

occasional school counselling.

I'll keep this assessment to where I believe Mehana to be now, as a reader, writer, and

communicator; keeping in mind that this is a snapshot taken at a time when the student was having

trouble prioritizing her studies.

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 Concepts About Print

Note: Mehana was away during this time, this is Cadum's work; but I did do similar
observation of Mehana's CAP skills throughout the semester.

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 Assessment of Student Work (ASW)

This emergent writing sample was collected in the 1st grade. The student, Mehana, was one of
several students whose work was analyzed. ASW is a process reflecting the analysis of all
samples. However, the names and writing samples of classmates (other than Mehana's) have
been removed. The data was left unchanged and is included within the presentation for
continuity. Mehana's work sample is included.

ANALYZING STUDENT WORK: CONTENT BASED ASSESSMENT

Process (used for individual student evaluation or group assessment of work products)
STEP 1: Assessing and Identifying Proficiency
Read the assessment prompt and/or rubric and identify:
 What are the students expected to do?
Response:

The students have been studying similar vowels sounds (spelled differently). On this task
they sorted words with "ai" and "ay" sounds. They were then asked to provide a writing
sample using 4 of these words. The length of the writing sample was their choice.

 Which standards (CCSS or content standards) or curriculum expectations are being

assessed?
Response:

 Writing.K.Text Types and Purpose.1.a.

 Writing.K.Text Types and Purpose.2.a.
 Language.K.Conventions of Standard English.1.
 Language.K.Conventions of Standard English.2.

 What assistive devices, if any, will students be able to use (i.e. calculator, ruler,
protractor, number charts, graph paper, scrape paper, etc.)
Response:

There is an alphabet chart posted on the walls, and the students had 2 helpers that could
help with spelling. Some spelling and grammar corrections are seen on the samples, all
were prompted and assisted by an adult.

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 The students had already completed a word sort of "ai" and "ay" words, they could use
this to assist their writing.

Student F uses a rubber grip device on his pencil and has been practicing with this for
about a month now.

 What do you consider to be a proficient response on this assessment? Exactly what do

students need to say or write for you to consider their work proficient?
Response:

 Name and date in top margin.

 Students need to write in sentence formation.
 Writing needs to include 4 "ai" or "ay" words (words used from memory count).
 Sentences need to start with a capitol and end with proper punctuation.
 Students were reminded of proper word spacing
 Students were told to use there best penmanship and know what proper word and
letter formation looks like
 Incorrect grammar and spelling issues are expected – helpers are to assist.

 Does the assessment give students a clear opportunity to demonstrate what they know
or have learned? Provide a clarifying statement for how…
Response:

It does. The students have been writing in sentence formation all trimester. They have
studied vowel sounds, and different spelling / same sound concepts as well. They are
reminded often, and were here, that sentences start with a capitol and end with a
punctuation, and that words have consistent spacing between them.

Students are not expected to master spelling or grammar at this stage, but know what
proper letter formation is, and are expected to produce legible writing.

STEP 2: Identifying Strengths and Needs if working with a group of learners

Do a “quick sort” of students’ work by the general degree of the objectives met,
developing, or not yet.

Met Students have already demonstrated

objectives consistency with key knowledge and skills
for the assignment.
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 Developing Students are appropriately prepared to meet
objectives the demands of the assignment.
Not Yet Students have not yet met the pre-requisite
objectives knowledge of skills necessary to complete
the assignment.

Sorted lists:

Met Developing Not Yet

objectives objectives objectives

A B,C,D,E F

25 % of class 50 % of class 25 % of class

STEP 3: Identify the prerequisite knowledge (skills) the students demonstrated they are
able to use (items may be bulleted within each category). These are the strengths or skills
demonstrated by student within each category of your pre-sort.
Met Developing Not Yet
progressing work samples incomplete work samples
best quality work samples
 Left to right sweep is  
Left to right sweep is evident. Left to right sweep is evident
evident.  Word spacing is employed, but left margin is ragged
 Equal word spacing but not consistent.  Word spacing is inconsistent
producing ragged right  Some "ai" and "ay" words are Didn't include 4 "ai" or "ay"
edge (rather than forced duplicates or missing. words
spacing to fill the line).  
Punctuation is inconsistent or Capitol and lower case letters
 Four different "ai" and "ay" missing at times. are used incorrectly
words  Proper use of capitol and  Letter and word formations
 Proper punctuation lower case letters throughout. are messy and illegible.
 Proper use of capitol and  Word and letter formations
lower case letters are correct, consistent and
throughout. readable.
 Word and letter formations
are correct, consistent and
readable.

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STEP 4: Identify the missing information/skills and the misconceptions and/or wrong
responses in the table that follows. You may need to review the separate groups of work
samples to ensure that you have no gaps.

Met Developing Not Yet possible

possible skills to work on for
this group of students:
This student is on track
with skills learned to date
and shows great mastery of
current content.
The word bank is not an
"ai" or "ay" word, but the
student corrected that
spelling and chose to still
use the word.
possible skills to work on for skills to work on for
this group of students: this group of students:
There are very few This student's writing sample
misconceptions in this group is greatly improved since he's
as well, just an inattention to been working with a rubber
detail (not using all 4 words grip attached to his pencil.
required, missing a period, Left to right sweep is present.
etc.) His words and letters stay on
the lines and are near legible
This group is on track with (although not neat and
current content skills. Some of consistent).
the students only missed
being in the "met" category Misconceptions evident in the
due to not having the 4 "ai" or sample are proper use of
"ay" words criteria. Capitalization and
punctuation. The student isn't
attending to the left margin,
he treats it like the right
margin and makes it ragged.

He seems to understand the

criteria of "ai" or "ay" word
inclusion, but misspells the
words even though he had a
word sort worksheet to use
for reference.

STEP 5: Identify Instructional Next Steps

Based on the analysis of the students work samples, ask yourself:
 What patterns or trends are noted for the individual or the group?
Students who show mastery are consistent in their skills.

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 Spacing seems to be a tricky thing for most students, and they seem to force the
words over to the right column creating large gaps in the middle of the page.

Student attitudes can show up in their writing skills and penmanship. Student F has
defiant tendencies and it shows in his rushed, sloppy approach. Student A is
deliberate in execution, and it shows in the volume and accuracy of that sample.

 Think about a range of instructional strategies that will be beneficial for the
individual or the group? Then based on your analysis of student data
(responses), within each category, identify specific instructional strategies to
be used in the support of learners in meeting the identified objectives.
Complete the table:

Instructional Strategies/
Next Steps
What will you focus your
instruction on for the student
or students in each group?
Met Developing Not Yet
Students who demonstrated Students who demonstrated Students who attempted to
partial competence in this complete this assignment need
full competence in this assignment need to focus on the to focus on the following skills:
assignment need to focus on following skills:
the following skills next:

 Spelling Minor inconsistencies held  Slowing down

 Dating work this group back from full  Consistent use of grip device
mastery. I would work on:  Proper letter
formation
 Attention to detail and focus Consistent word spacing
(perhaps using an "office")  Consistent use of
 Consistent word spacing capitol/lowercase
 Punctuation
(perhaps using a single finger
for assistance)  Straight left margin
 Consistent use of punctuation Following directions
 Spelling  Spelling
 Dating work  Dating work

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Self-reflection on your process (Reflect on the use of such an informative assessment tool and
how you think this tool or similar type of process could be used in your developing practice.):

There's actually a big difference between glancing at student work, and assessing it. You think you
know where kids are at, but this type of assessment forces you (the teacher) to slow down and really
pay attention to what the child is and isn't attending to.

For instance, I knew student F was having issues with word spacing, but I'd never noticed his left
margin was ragged before. Now I know perhaps there's a conceptual misunderstanding there that
needs addressing. I also noticed how much his penmanship has improved with the addition of his
device, and want to make sure to point that out to him, in hopes that he will use it more consistently.

On a whole, I feel like I understand this groups abilities better, and could quickly develop a database
in my mind of what needs attention on an individual bases. I could see the value in doing this
regularly with the whole class — perhaps each trimester.

I feel like sometimes the quiet students don't get enough of my attention. Seeing who student A was,
surprised me. Not because she's not a good student overall, she is, but just because she's sort of off
my radar. No student should be off my radar, and this is a great vehicle for praise! We're always
looking for meaningful praise moments, and this gives you the detailed understanding you need to
highlight student successes; and show them in real terms to the student. It's a way to say, "I see you",
as Haim Ginott would say.

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Oral Running Records

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Summary

I see Mehana as having two mindsets, and either might present itself on a given day. She can be

withdrawn, zoned-out, and unfocussed, with a fixed mindset as a "struggling student"; and she can be

cheerful, open, and undaunted, seeming to relish the effort she understands will bring her growth.

On days when she is in the fixed mindset, she reverts back to saying, "I don't know" frequently,

and is difficult to dialogue with or assess. On days when she is in the growth mindset she is an

excellent communicator and able to help me help her, by rooting out misconceptions together.

These moods may be triggered by what going on at home, but they have a school-rooted

component as well. Her best friend, Brody, is behind grade level in every subject. Brody has a fixed

mindset of herself as "not smart" and does anything she can to avoid school work. She falls back on

helplessness in order to get others to do her work for her, and frequently copies off of Mehan.

I had to separate these two (scholastically) and work with them individually to free Mehana

from any conception of herself as being "just like Brody". Mehana now relishes her role as Brody's

teacher (on occasion), rather than her crutch or partner in "struggle". She appears to have a new self-

image, clinging to Brody less throughout the day.

Mehana deeply values learning, and has a love of books. She creates math books, story books,

and picture books. She does this with her choice time and carries these books with her during the day.

She values the books I've given her, and has expressed that she needs to read more with her mother at

night, and has neglected reading in the past. She knows that she is in a lower reading group (since her

group goes to our Specialist), but doesn't seem daunted by the task of improving. She often brings her

stories to me and seeks my help in spelling.

Mehana has a good grasp on what books are, how they're oriented, and the left to right sweep of

text. She seeks information from pictures, and often uses her own drawings as the catalyst for writing a

short story. She knows that the text holds the story, and uses her finger to keep her on track, often
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stopping to comment on a clue or matter of interest in a picture before starting the next page.

I see no confusion with upper and lower case letters, or punctuation, and Mehana has good

phonetic understanding and pronunciation. Her letter formations are correct, although she tends to

misorient letters or numbers (like b, d, s, and 5), to the extent that is common with her age. She

recognizes patterns in text (rhyme and repetition), and when tripped up by this (making incorrect

predictions), she's able to hear her mistake and employ metacognitive strategies to self-correct.

Mehana's Oral Running Records show a marked improvement after reading a text twice, and

this would be a good scheme for her to practice fluidity and gain greater comfort with a broader range

of words. Mehana is capable of deconstructing unfamiliar words in chunks, but she may need a

reminder to take her time and use that self-monitoring skill. She had been very quick to give up and ask

for help on her first readings with me, which suggested a lack of decoding or self-monitoring skills, but

after some discussion and a mini-lesson on masking, was very efficient and confident with these skills,

increasing her accuracy score from 31% to 91% quickly. Mehana employed the masking technique

using a card at first (like I'd modeled), and then just with her finger, showing she has the ability to

modify and self-learn schemes she prefers.

My discussion with Mehana leads me to believe she had a misconception that if she couldn't

figure out a word quickly, she should ask for help. I know this is not what she is taught by her reading

teacher, but it's possible that she's got this impression (that if she isn't fast, she isn't capable). Or, it's

possible that she gets anxious when she thinks a teacher is about to step-in and interrupt her thinking

process (an annoyance she communicated freely).

Mehana's writing is slow and meticulous with careful attention to letter formation, proper

height, and spacing, and left to right sweep. She often has trouble spelling or transposes high frequency

words with similar letters (like was and saw). This transposing shows itself in her reading records as

well, and I think it is due to the visual similarity in letters. Mehana's reading mistakes are often due to

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these types of visual confusion, even the way a font is designed can affect her.

Mehana was in the high achievement group on her writing (ASW) sample. And while it's more

common for a child to develop reading skills first, it may be that Mehana can learn reading from her

writing. I think short simple sentences that use new vocabulary and spelling lists would help her in

advancing her reading fluidity.

Mehana has a well-organized "set of knowledge", she just needs more daily practice with

reading, and a scaffolded expansion of her vocabulary and spelling skills.

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