Directions for Editing and Submitting Google Docs.

1. Under File → Rename change your document name to be: ​YourName - Inquiry
2. Must convert to pdf to upload to PowerSchool Learning. This can be completed by clicking on ‘File’, then ‘Download as…’
3. Upload pdf version to PowerSchool Learning

Inquiry Into Teaching and Learning

Verification Required = 2 reviewers

PURPOSE:​ ​The purpose of the Inquiry is to utilize action research to positively impact teaching practice, as measured by the California Standards for the Teaching Profession.
Participating teachers will demonstrate progress towards mastery of CSTP.

PT & SP Communication: ​The participating teacher (PT) will share the Google doc. with their support provider (SP) The PT and SP may write detailed notes to communicate
portions that need revision or positive feedback. This communication is done in conjunction with weekly contact and verification meetings.

Participating teachers, complete the following information:

Name: Kelsey Thomas
District: Mountain Empire USD
Site: Campo ES
Subject/Grade: Multiple / 3rd
Support Provider Name: Andrea Denlinger

Forms & All CSTP 1 - 6 are integrated into the Inquiry Expectations

Essential Components for Instruction ·​ ​ ​All portions​ must be completed with adequate detail related to the specific unit
being taught.

Entry-Level Assessment ·​ ​I​nsert student’s entry-level assessment for all 3 focus students ​(1 EL, 1
​Insert student’s entry-level assessment all the three focus students. Special Needs, and 1 student of choice).
·​ ​Address each prompt with detailed descriptions.
·​ ​Interventions and differentiation specifically address focus students’ needs.

Focus Student Selection ·​ ​Identify 3 focus students (1 EL, 1 Special Needs, and 1 student of choice)
·​ ​Provide details about support and resources that will be used to address focus
student needs.

Lesson Plan/Lesson Series ·​ ​Use the form provided ​or​ a district aligned lesson plan
Observation Record ·​ ​Insert​ support provider observation.
Note to support provider:​ please include evidence such as quotes, quantitative
data, time chunking, etc.

Analysis of Student Work (Progress monitoring) ·​ ​I​nsert student work samples from observation, for all 3 focus students ​(1
Insert student work samples from observation, for all three focus EL, 1 Special Needs, and 1 student of choice).
students. ·​ ​Includes description of student performance for the class as a whole, as well as
each of the three focus students.

Summative Assessment/ Reflection ·​ ​I​nsert student’s summative assessments for all 3 focus students ​(1 EL, 1
Insert student’s summative assessment for all three focus students. Special Needs, and 1 student of choice)
·​ ​Address each prompt with detailed descriptions.
·​ ​Specifically address focus students’ progress.

Overall Reflection/Application ·​ ​Reflection/application demonstrates CSTP growth/learning

Support Provider:
By signing this, I verify the following:
·​ ​We discussed findings from Inquiry into Teaching and Learning.
·​ ​I reviewed the work. It is complete and meets expectations.

Support Provider Signature

Reviewer:
By signing this, I verify the following:
·​ ​We discussed findings from Inquiry into Teaching and Learning.
·​ ​I reviewed the work. It is complete and meets expectations.

Reviewer Signature
 Essential Components for Instruction

DIRECTIONS: ​Record information to ensure all essential components for instruction are considered when designing your lesson series. All components must
be met. N/A or none is not an acceptable response. Share and discuss with your support provider.

Content Area:​ ELA Grade Level or Class Period: 3rd Grade

Type Inquiry question here:

How can I use formative and summative assessment to understand student learning and analyze my teaching?

COMMON CORE AND OR CONTENT STANDARDS

What Common Core State Standards and/or Content Standards will be addressed in this lesson series? ELD standards?

CCSS.3.RL.2:
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it
is conveyed through key details in the text.

CCSS.3.RI.2:
Determine the main idea of a text; recount the key details and explain how they support the main idea.

ENTRY LEVEL ASSESSMENT

Describe (or insert) the entry-level assessment that will be used to measure the students current level of understanding, as it relates to your inquiry
question. This will provide a baseline of student performance levels, prior to implementation of inquiry resources.

The entry-level assessment will consist of a cold read of a short narrative story. Students will be given the short story to read independently,
then a blank piece of notebook paper with the instructions of writing a summary of the story they just read.
 PROGRESS MONITORING

Describe or insert the progress monitoring assessments (e.g., teacher tools, self-assessment, peer assessment, etc.) that will be to measure the
students ongoing level of understanding as it relates to your inquiry question, during the implementation of the inquiry resources. ​How will you
monitor the impact of the implementation of the inquiry resources on student learning?

Progress monitoring will be completed in the form of formative assessments. I will analyze the entry-level assessments to help form small
groups, create whole-class lessons and activities, prompt think-pair-share discussions, require related exit tickets questions, partner activities,
peer assessment, discussions about learning / levels of understanding, and individual conferences.

Summarizing is a comprehension strategy that is looped throughout our ELA curriculum. We work with 3-5 stories/ texts each week and
summarizing is relevant to most genres.

SUMMATIVE ASSESSMENT

Describe (or insert) the summative assessment that will be used to measure the students level of understanding, as it relates to your inquiry
question. This will provide a final point of comparison of student performance levels, after the implementation of the inquiry resources.

The summative assessment will be the same task as the entry-level assessment, but with a different narrative story. Students will
be instructed to read a story about a family adopting a shelter dog, then write a summary independently.

RELEVANCE

How will students apply the learning to real world situations?

Students will be able to apply summarizing skills to many real world situations. Summarizing is relevant when retelling stories, retelling
events that happened in the school day, summarizing a movie, or summarizing a book. A summary of a situation may be necessary in times
of conflict, which is common in elementary schools on a daily basis. Future book clubs or literacy groups need full understanding of
summarizing.

How will other subjects or subject matter be integrated in this lesson series?
 This will be integrated into other ELA comprehension skills such as inferences, visualizing, problem/solution, sequencing, and author’s point
of view. Summarizing will also be tied into our science and social studies units, such as science newspapers and Oregon Trail research.

TECHNOLOGY

During this lesson series, how will students interact with technology to enhance and/or publish their understanding of the content? If your
students are not interacting with technology, how are you using technology to enhance the lesson?

I will use the classroom Smartboard and DocuCam on various occasions during this lesson series, to provide visuals for each lesson.
Students will also use GoogleClassroom for some of the summarizing activities, as well as Seesaw for showcasing their work and progress
within the lessons. Seesaw is an online portfolio we use in class, most frequently for cold/hot reads and to share video clips/audio clips in
reflection of learning (digital exit ticket).

DISCUSSION QUESTIONS ONLY: (Discuss with Support Provider.)

What materials will you consider for this lesson series?

In what ways might the learning goals be communicated to the students and families?
How might you collaborate with resource specialists, paraeducators, and other personnel?
Based on structures for supporting English language acquisition, how might you support English learners?
How might you integrate communication, collaboration, creativity and critical thinking into your lessons?
How will you insure rigor and relevance are being maintained throughout the lessons? (DOK, Depth of Knowledge levels)

Entry-Level Assessment

DIRECTIONS: ​To understand the range of learners in your class, give an entry-level assessment to ALL students. The entry level assessment will be used to
measure the skills necessary for mastery of the standard(s) and provide a baseline prior to the implementation of Inquiry resources. Collect the
student responses and follow the process of analysis outlined below. ​Insert a copy of the graded/scored entry-level assessment for each
focus student. Label: Focus Student 1, 2 or 3. See focus student selection.
1. Sort the student responses into two categories:
Students who scored below grade level or IEP expectancies
Students who scored at or above grade level or IEP expectancies
2. For students who scored below grade level or IEP expectancies, determine their level of performance as:
minimal
partial
3. For students who scored at or above grade level or IEP expectancies, determine their performance level as:
adequate
​ thorough
4. ​ Record students’ first names ​in the respective performance level column below.

Minimal Understanding Partial Understanding Adequate Understanding Thorough Understanding

Juan O Lucas G Dalia M Izzy M

Korbyn C Abraham W Lidia H Kimberly R

Alexis C Jesse A Madelyne O Abbey M

Ariel A Isabella B Mikailah B

Juan J Alyssa C Madelyne O

Veronica F Timothy H

Skyler T Riley F

David O

Entry Level Assessment , Overall class performance:

What do the entry level assessment results tell you about what your students understand and are able to do? Describe in the box below.
Overall, students are able to retell parts of the story that they comprehended from the cold read. Most papers lacked proper introduction and
lacked demonstration of the main idea/ theme. A few papers, from students who demonstrated partial understanding, recounted insignificant
details that did not support a main idea of the story. For example, in the story two brothers are told they will be sharing a room. Rather than
retelling their feelings, the conflict, or the problem/solution, some students retold the fact that the brothers painted their room two different colors.
This detail by itself is insignificant to a reader and must be accompanied with further explanation to understand its importance. The student
papers demonstrated sequencing skills, with students listing out the events of the story in their own words.

Entry Level Assessment, Insert evidence from all 3 focus students here.

“How to” Insert evidence

1. Grade/Score the entry level assessment for each focus student
2. Label evidence: Focus Student 1, 2 or 3.
3. Take a picture of the evidence (use a phone or tablet)
4. Click on Insert < Image <Upload
5. Resize picture as needed, making sure the evidence is still viewable and readable
6. DO NOT LINK EVIDENCE, THIS WILL NOT BE ACCEPTED
Focus Student 1 - Alexis
Focus Student 2 - Juan O. D
Focus Student 3 - Timothy
 Focus Student Selection

DIRECTIONS: ​Use the entry-level assessment data to select students representing the range of learners in your instructional environment. Identify three focus
students for the inquiry. ​These students’ initial assessments were inserted in the Entry Level Assessment area above.​.
● Focus student 1: English learner ​(If there is not an English learner in your caseload, the focus student can be a student that struggles with
academic/content vocabulary.)
● Focus student 2: Special populations ​(If there is not a student with special needs in your caseload, the focus student can be a student that
struggles or exceeds academically or may have social challenges, a non-typical student.)
● Focus student 3: Teacher’s choice ​(Choose a student that will compliment Focus students 1 & 2 and represent the range of learners in your
instructional environment.)

In the boxes below, record first names (last initial if necessary) of selected students.
(Must include alternate in the event your focus student is absent (during observation) or drops from your caseload)

Include Below Grade Level or IEP Expectancies At or Above Grade Level or IEP Expectancies

Minimal Understanding Partial Understanding Adequate Understanding Thorough Understanding

Focus Student 1: Alexis C

English Learner

Alternate Veronica

Focus Student 2: Juan O

Special Populations

Alternate Ariel

​Focus Student 3: Timothy H

​Choice

​Alternate Lucas G

Focus Student Selection and Details

Focus Student 1 Name​: Alexis C.

English Learner
1.​ ​What does the assessment result (student work) tell you about what your student understands and is able to do?
Alexis struggles with writing. The entry-level assessment shows that he listed out details of the story rather than organizing them into an essay and transitioning his thoughts
and ideas.

​2​. ​What support/resources (e.g., EL coach, translation materials, primary language textbook, etc.) do you anticipate this student will need?
​I believe Alexis will need continued support with verb tense, pronouns, and pronoun-verb agreement during Designated ELD time. I believe he will also
need added lessons from EL Coach to become more comfortable with the academic language associated with summarizing. For example, Alexis will need
to practice beginning a summary with an introduction and ending with a conclusion. He will need practice with the words introduction and conclusion and
practice their meanings.
3. What differentiation strategies will you employ?
I will provide Alexis with sentence stems, chances to respond verbally during practice (possible allow EL coach to scribe), and work with hands-on actvity worksheets
(example: sequenced summary cards to assemble in order of best understanding).
4. What might be indicators of success?
Alexis will begin working on the summative assessment with confidence and without complaint. He will increase his levels of understanding gradually throughout the lessons
and score into the Partial or Adequate Understanding categories.

Focus Student 2 Name: ​ Juan O.

Special Populations

1. What does the assessment result (student work) tell you about what your student understands and is able to do?
Juan understands many of the comprehension strategies, but is hindered by his inability to read the text. His assessment demonstrates key details from the story, but lacks
the proper writing structure of a summary. Juan’s paper also shows large writing and his name written at the bottom.
2. What support/resources (e.g., EL coach, translation materials, primary language textbook, etc.) do you anticipate this student will need?

Juan will need assistance reading or will need an alternate reading passage. One option for him is an assigned reading that he can access online
independently and listen to it read (our Wonders curriculum offers this). He will also need a scribe to help him write out his sentences.
3. What differentiation strategies will you employ?

Alternative reading passage, sentence stems, scribe.

4. What might be indicators of success?

Juan will verbally summarize the story, have his summary written for him, and he will copy the scribed summary. Juan will provide three key details
from the story and be able to answer questions to demonstrate his understanding of the main idea/ theme.

Focus Student 3 Name:​ Timothy H.

 Choice

1. What does the assessment result (student work) tell you about what your student understands and is able to do?
Timothy was very rushed in his summary which contained many grammatical errors and spelling errors. His writing lacked an introduction, clear statement of the main idea,
and relevant details to support. Timothy demonstrates average reading comprehension and is volunteers insightful answers during reading discussions. He produces short
answers verbally, but fails to lay out a full summary in writing.
2. What support/resources (e.g., EL coach, translation materials, primary language textbook, etc.) do you anticipate this student will need?

Timothy will need reminders to slow down and check his work. He has been encouraged to use a dictionary or word list to check his spelling also.
3. What differentiation strategies will you employ?

The use of anchor papers and a rubric will be available for Timothy to self assess or peer assess.
4. What might be indicators of success?

Timothy will produce a summary with a clear introduction, statement of the main idea/ theme, and two key details to support. He will have less than 10
spelling and grammatical errors.

Teacher Lesson Plan for Observation

DIRECTIONS:​ For the support provider’s observation of a given activity, use this template or any appropriate outline to indicate preparation prior to support
provider observation. Share with support provider. Focus student names (alternates) must be provided for observer. Please make sure your support provider
can identify the focus students. ​Save a copy of the graded/scored work resulting from the observation lesson for each focus student. Label: Focus
Student 1, 2 or 3.

List focus student (FS) names here:

FS1: Juan Ortiz
FS2: Alexis Chairez
FS3: Timothy Hayes

Overview of lesson to be observed

Describe the purpose of the activity to be observed:

The activity focuses on utilizing comprehension skills to help support comprehension strategy of summarizing.
Describe your role during this activity:

The day prior, the class took part in the shared read of the expository text that is being utilized in today’s lesson. Text features of an expository text was
discussed (headings, captions, informational writing), but no strategies or skills were practiced. Today, students will use main idea and details to help them
summarize sections of the expository text. Students will begin the lesson discussing their prior knowledge of main idea/ details and summarizing. Students will
then be assigned a section of the text and work in table groups to complete a worksheet identifying details and main idea. Once students have completed this
portion, they will be instructed to rearrange the sticky notes from the opposite side of the paper to help them summarize. Students will take their worksheets
and practice summarizing with random partners using musical partners.

What are the sequence of events of this activity?

Activate prior knowledge > direct instruction > group work / independent work (small focus group) > partner share > reflection

How will you apply what you have learned from your Inquiry resources in your lesson?

Entry level assessment was performed in the form of a cold read and writing task (summary writing). That assessment indicated that students needed
additional support and learning to write summaries. Formative assessment will be utilized throughout the lesson as I check in with my small group and the table
groups. As students share their prior knowledge, summaries and reflections, I will be partaking in formative assessment.

What considerations should be planned for?

The time of the observation is typically the time I incorporate brain breaks or movement breaks. I included musical partners and table group work to give
students a chance to partake in movement and collaboration.
 Inquiry Observation Record
(to be completed by Support Provider)

DIRECTIONS:​ Support providers gather evidence related to the inquiry question, inquiry resources, selected CSTP, State-adopted Academic Content
Standard(s), and embedded Induction Program Standard(s).

Participating
Teacher: Kelsey Thomas

Support ​ Andrea Denlinger

Provider:

Insert Inquiry question here:​ How can I use formative and summative assessments to understand student learning and analyze my
teaching?

Time Observation Begins: 10:00

Time Observation Ends: 10:45

Observation Data: Overall Class

T Please open small Wonders books to page 362. Thumbs up when you are on the page.
T Eyes on the Learning Wall- Please read the Learning Intentions for this lesson
S I will use main idea and details to help write a summary
T How am I learning it?
S Comprehension skill and worksheet
T What is the Success Criteria
S I will use my main idea and details to tell a partner my summary
T Students get in AB partners S turn towards partners
On the board T has the topic of discussion- What do you know about main idea and supporting details
S When we read we use details to support the main idea
T rings a cue bell students stop and look towards T
T Switch to partner B. You will discuss what you know about the comprehension skill summarize. Why do we summarize?
S reads- Expository texts may contain unfamiliar facts. Summarizing helps increase understanding and helps you remember new information
T asks a student to come up and model. T gives student four sticky notes (3 orange and 1 blue) T holds up the graphic organizer- What are the
orange stickies for?
S Orange is for details, blue is for main idea
T gives table groups assigned reading- T What is the end goal?S To use details and main idea to create a summary
S Passes out materials
S Table groups begin reading text
T calls some students to the front for small group support
S read their sections, they write down a main idea on each of the three orange sticky notes
T works with small group- Let’s read the selection together. What is a detail we can write down- S begin writing down details on their sticky
notes
T walks around the class and has students read their main ideas and supporting details
T Now rearrange your stickies on the back of the graphic organizer to create a summary
S read the main idea and detail stickies, to make a summary of the section of text they were assigned, to eachother
T rings hell and asks students to explain when you might need to summarize
S explain as an exit ticket to go to break

Observation Data: Focus Student 1, English Learner - ​Look for student participation, behavior, differentiation, etc.

Alexis
S sits in middle of classroom
S sits with high achieving student
S works in small group with teacher
S participates in group coming up with details from the story with very little prompting from teacher

Observation Data: Focus Student 2, Special Populations - ​Look for student participation, behavior, differentiation, etc.

Juan

S sits in front of the class

S participates in whole class discussion and reads the Learning Intention and Success Criteria with the class
S works in a small group with the teacher
S showed reluctance to start work after teacher prompts student listened during reading/ began participating during
second detail
Observation Data: Focus Student 3, Choice – ​Look for student participation, behavior, differentiation, etc.

Timothy

S sits in back of room

S participates in whole group
S students completes independent work quickly but with errors
T checks with student and has student check his spelling

Pedagogy, Universal Access: Equity for All Students, Universal Access: Teaching English Learners, and Universal Access: Teaching Special Populations are
embedded within observations using the California Standards for the Teaching Profession (CSTP) as evidence of growth.

Progress Monitoring, Insert Evidence below:

Insert evidence from all 3 focus students here.

“How to” Insert evidence

7. Grade/Score the progress monitoring evidence for each focus student
8. Label evidence: Focus Student 1, 2 or 3.
9. Take a picture of the evidence (use a phone or tablet)
10. Click on Insert < Image <Upload
11. Resize picture as needed, making sure the evidence is still viewable and readable
12. DO NOT LINK EVIDENCE, THIS WILL NOT BE ACCEPTED
 Analysis of Student Work from the Progress Monitoring Observation

DIRECTIONS: ​Describe how your students performed. Review student work from the lesson the Support Provider observed (progress-monitoring assessment).
Consider the State-adopted Academic Content Standard(s) taught and the learning objective(s). ​These students’ graded/scored work resulting from the
observation lesson for each focus student were inserted in the progress monitoring area above.

Overall class performance: ​What does the observation student work samples tell you about what your students understands and are able to do?

​ Students are comfortable with identifying details of an expository text, but still need assistance with formulating the main idea. Students
demonstrated a strong understanding of summarizing and main idea/details in regards to learning intentions and success criteria. As I listened
to the think-pair-share conversations, students were demonstrating good use of academic language and conceptual understanding of the skills
being practiced (main idea & key details, summarizing). Prior to this lesson, students were having a hard time expressing what a summary was
and what the purpose was. Students are demonstrating higher levels of understanding at this point in the unit.

Focus Student 1: ​English Learner, ​What does the observation student work sample tell you about what your student understands and is able to do?

​ Writing is a challenge for Alexis, mainly because he doesn’t feel confident in his writing skills. When asked to summarize the section verbally,
he was able to identify details from each paragraph and was successfully able to formulate a main idea. When writing the sticky notes, he felt
comfortable and was able to follow the flow on the opposite side to later share his summary verbally.

Focus Student 2: ​Special Population, ​What does the observation student work sample tell you about what your student understands and is able to do?

Juan struggles with reading, spelling, and writing which often hinders his performance in ELA. After I read the section to Juan and his
partner, I asked for Juan to provide input. On a typical day, Juan shows strength in listening comprehension, but the day of the observation Juan
was reluctant to work in my small group (which he typically works in regularly). After an emotional check-in with him, his confidence returned
and he participated verbally. He was able to copy his partner’s sticky notes that he helped formulate.

Focus Student 3: ​Choice, ​What does the observation student work sample tell you about what your student understands and is able to do?

Timothy is working to strengthen his spelling and writing skills. He finished the assignment too quickly at first, but I reviewed and prompted
him to slow down and review his current work, or ask a friend to review. Upon review he realized some spelling errors and understood that he
could put forth a better effort to produce higher quality work.

Summative Assessment

DIRECTIONS: ​To understand the range of learners in your class, give an summative assessment to ALL students. The summative assessment will be used to
measure the skills necessary for mastery of the standard(s) and provide evidence of successful implementation of Inquiry resources. Collect
the student responses and follow the process of analysis outlined below. If you do not have students scored into a category please write NA.
Insert a copy of the graded/scored summative assessment for each focus student. Label: Focus Student 1, 2 or 3. See focus student
selection.

1. Sort the student responses into two categories:

Students who scored below grade level or IEP expectancies
Students who scored at or above grade level or IEP expectancies
2. For students who scored below grade level or IEP expectancies, determine their level of performance as:
minimal
partial
3. For students who scored at or above grade level or IEP expectancies, determine their performance level as:
adequate
​ thorough
4. ​ Record students’ first names ​in the respective performance level column below.

Minimal Understanding Partial Understanding Adequate Understanding Thorough Understanding

Korbyn C Juan O Lucas G Izzy M

Skyler T Alexis C Isabella B Kimberly R

Riley F Jesse A Abbey M

Ariel A Alyssa C Abraham W

Veronica F Timothy H Dalia M

Juan J David O Lidia H

Madelyne O
 Mikailah B

Madelyne O

Summative Assessment, Insert Evidence below:

Insert evidence from all 3 focus students here.

“How to” Insert evidence

13. Grade/Score the summative assessment for each focus student
14. Label evidence: Focus Student 1, 2 or 3.
15. Take a picture of the evidence (use a phone or tablet)
16. Click on Insert < Image <Upload
17. Resize picture as needed, making sure the evidence is still viewable and readable
18. DO NOT LINK EVIDENCE, THIS WILL NOT BE ACCEPTED
Focus Student 1 - Alexis
Focus Student 2 - Juan O.
Focus Student 3 - Timothy
 Summative Assessment Reflection, Overall Class

DIRECTIONS: ​Reflect on the summative assessment results, to help understand the progress of the range of learners in your class. Respond to all questions
below. Describe how your students performed. Discuss the results with your support provider.

2.​ ​What additional support might you provide for students who did not meet the learning goals?

I plan to engage students in self-scoring or peer scoring, and reflection of their work. At this point in the year, I like to work with the
rubrics to help them see areas of improvement. I will continually work with summarizing, verbally and written.
3.​ ​What needs might you anticipate for students who met or exceeded the learning goals?

The beauty of summarizing is that it can be paired with a range of reading comprehension skills: sequence, problem/ solution, author’s point of
view, inference, predictions, cause/ effect, compare/ contrast etc. I plan to work with students regarding point of view as it is a harder skill to
comprehend and express. I can continue to work with summaries, to reinforce the learning from the unit, but tie in more challenging texts and
skills.

Summative Assessment Reflection, Focus Students

1. Based on the summative assessment results, respond to the following questions:

a)​ ​What does the assessment result (student work) tell you about what your student understands and is able to do?
b)​ ​What does the assessment result (student work) tell you about the effectiveness of the instructional strategies used?
c)​ ​What are the next step(s) for the student and why?

Focus Student 1: English Learner

a) Alexis was able to use a comprehension strategy to understand the text. He is utilizing skills and strategies he is learning in Designated
ELD groups (problem / solution) to support his work. In his summary, I am able to see that he feels confident with this strategy and utilized it well
in his writing.
b) I am able to see many components from the lessons and activities in Alexis’ summative assessment. The fact that he writing matches
the procedure we took to summarize shows that my instructional strategies were very effective for Alexis.
c) Alexis will continue to work with me in the Designated ELD groups. Many of the grammatical and spelling errors in his writing are a result of
his status as an ELL.

Focus Student 2: Special Populations

a) Juan was assisted in the reading of the cold read story. I also acted as his scribe to write the summary, but he was able to pinpoint key
details and the main idea of the story without any assistance. His reading and spelling continues to hinder his work performance, but he
understands the concepts and skills needed to produce a summary.
b) The effectiveness of the main idea and key detail lessons are evident in his summative assessment, but I believe the effectiveness of
the summary lessons and tasks is lacking. For example, Juan was not in a writing mindset and therefore did not introduce or conclude his
summary. Those are both big components of our summary writing unit and his lack of doing them shows the effectiveness for him.
c) The next step for Juan is to work on proper introductions, transitions, linking words, and a conclusion.
Focus Student 3: Choice

a) Timothy is demonstrating a better understanding of summarizing, but used exact text evidence (without quoting the story) to support his
main idea. In the work sample, you will notice that Timothy begins writing in the first-person perspective toward the middle of his writing. After
conferencing with him, he stated that those sentences were his text evidence.
b) Timothy is better understanding the organization of a summary, which has been a focus within the unit. He clearly introduced his writing
which shows the lessons were very effective for him. The error of copying his key details, rather than writing in his own words, was not explicitly
taught, although it was briefly discussed.
c) Timothy is a very literal learner and benefits from samples of student work. I will continually work with his work, the rubric, and anchor papers
to give his clear examples of what is expected. He needs to work on writing grade-level summaries in his own words.

Reflection/Application

DIRECTIONS: ​Thinking about your strengths and areas of growth from the CSTP highlighted on your ILP and the overall Inquiry process, respond to the
question below. Share and discuss with your support provider.

1.​ ​How have your areas of strength and areas of growth related to the CSTP highlighted on your ILP, grown as a result of the Inquiry process?
(​Ideas - Highlight the effectiveness of your action plan steps,, Reference evidence gathered throughout the inquiry process, Indicate how you will apply new learning to future
practice, ​connecting it back to your Inquiry question and your CSTP focus.​)

As I mentioned to my support provider, this was an exciting unit to work through. Some objectives of the unit were: to help students produce summaries with
clear introductions, comprehension skills, linking words, and logical formatting. Students have been working with summarizing throughout the year, as is laid
out in the Wonders curriculum. However, based on a prior formative assessment, I observed that many students were demonstrating low levels of
understanding at this point in the year.

Throughout the unit, I used various forms of formative assessment to analyze student learning and my teaching. In one instance I assigned an exit ticket after
a summary writing lesson. The exit ticket prompted students to rate their level of understanding on a scale of 0 - 4 (0 being the lowest understanding, 4 being
the highest). I received very few 3’s and 4’s which indicated that students needed the added unit to help improve their understanding and confidence. The
entry-level assessment and summative assessment show progress for the majority of students in class, which was exciting to see. In regards to the summative
assessment, the cold read story was written in the first person perspective. The entry-level cold read was a third person perspective. In a handful of the
summative summaries, I noticed students were using first person perspective in their summaries, as was seen with Timothy. I was able to see that I should
have chosen that cold read more carefully to anticipate confusion like that.

Connecting to my ILP, I wrote the following in regards to hopes for personal growth, “I hope to see the connection between the direct, explicit instruction and
evidence of student learning through assessment data. After analyzing assessment data, I hope to see better formations of small groups and instructional
planning of leveled groups.” In reflection of that goal, I feel that I could have formed more leveled groups. I had a focus on low-achieving students/ students
with special needs, and ELL, but I neglected to pull students with medium understanding. However, while I did not pull them into groups, I did analyze data of
their learning to ensure their learning was advancing. In reflection of my Designated ELL groups, I believe the lessons provided during group helped build their
confidence with summarizing and gave them the language needed to participate.

Overall it was a great unit and I have seen much growth within my students and within myself. I see the areas I will continue to improve and will strive to learn
more formative assessment tools to add to my toolbox.