Round Two Data Analysis Memo and Round Three Plan

Research Question:

What happens to the reading and writing skills of English Learners when they are provided with
research leveraged support in a virtual and hybrid classroom setting?

Intervention/Innovation:

For Round two, I shifted my intervention from focusing mostly on reading skills, to focusing on
enhancing writing skills. My English Learner Students are continuing to receive phonics lessons on a
daily basis. I felt it was time to shift my focus to writing skills since my students showed me that they
were ready to take on writing during small group interventions. My small groups have changed due to
moving to a Hybrid learning model. I have three groups. Group A, Group B, and Group C.
Group A(in person/hybrid) consists of three EL students, Group B (in person/hybrid) consists of four
EL students, and Group C (Online only) consists of three EL students.
During interventions, the students are presented with a given topic. For example, one topic we
learned about was the cycle of a chick hatching. We had a lesson about chicks; what type of animal is a
chick, how are they born, what do they look like when they’re born? At the end of the lesson I projected
a large image of a chick hatching. I ask my students, “What do you think is happening in this picture?”
My students had 2 minutes to brainstorm and come up with their interpretation of the image. We reflect
and talk amongst each other about what they think is happening in the photo. After brainstorming, the
students have the opportunity to come up with a word bank. The word bank gives the students the
opportunity to be effective writers. It gives them the chance to use academic language and have the
confidence to use words that they may not know how to spell independently. Once these steps are
completed, I model write for the students using their word bank. We go over the writer’s checklist which
includes: Starting each sentence with a capital letter, using “finger spaces” between each word, sounding
out words (if they are not in the word bank), and using the correct punctuation. Students are ready to
write independently and are given roughly 20-30 minutes to independently write about the topic while
using the writing tools given to them.

Data Collected:

The data collected in round two included student interviews, field notes, and student writing
samples. During small groups/interventions, my students worked on using a writer’s checklist, utilizing
a word bank that they came up with, and staying on topic. These tools were presented to my students in
round one, and they were utilized well during round two. As the students independently used their
learning tools during intervention time, I took observational notes that suggest students had a basic
understanding of the lesson and how to use their writing tools effectively.
Data Analysis:

Qualitative Data:
The qualitative data collected in round two includes student interviews and observation notes.
During student interviews I asked students to express their feelings towards writing; how confident they
felt writing independently and how they felt after sharing their writing with the rest of the group.
While students were writing I took observation notes. I noted if students had an understanding for what
they were doing. Could they navigate their writer’s checklist? Were they engaged during the lesson? Did
they have self-correction when they made a mistake?

Quantitative Data:
The quantitive data collected in round two includes student writing samples. I collected writing samples
and gave the students a score on a four-point scale.
1 Point: Does the student begin each sentence with a capital letter?
1 Point: Does the student use “finger spaces” between each words?
1 Point: Does the student use their phonological skills to spell out words when they are writing?
1 Point: Does the student use the correct punctuation at the end of their sentences?

Collecting this data helps me to see if the students understand the rules of writing. This data also tells me
what I need to focus on moving forward. For instance, many of my students struggle with punctuation so
I know I will have to incorporate more punctuation lessons into my round three interventions.

Findings:
The qualitative data suggests that the majority of my EL students have a basic understanding
how to utilize the writing tools that were taught to them during small groups. The data shows that some
students feel confident during wiring and understand the tasks that are being presented to them. There
were a few students who did not want to reflect or share their writing with other students. I believe this
is because they do not feel confident during the writing process and need more practice writing and
speaking to their peers.
The quantitative data suggests that my students have achieved the basic writing skills. However,
they need additional intervention with punctuation and when to use upper and lower case letters. I have
confidence that these students will be able to master punctuation and when to user upper case versus
lower case letters in round three, especially because they are receiving their intervention in-person and
not online now.
-Attached below is the student interviews alongside teacher observation in Display 1.
-Attached below is four student work samples in Display 2.
-Attached below is a 4-point scale to show if the students were able to follow the writer’s checklist when
writing independently.
Display 1; Student Interview Q & A:
Students: Student Response to Student Response to Teacher Observation:
“How did you feel “How did you feel
writing all by sharing your writing
yourself?” with your partner?”

Student “AV” “Good teacher” “Feel good.” Student felt confident

and had a basic
understanding how to
utilize their writing
tools. Student was
engaged and gave an
oral response.
Student “OS” “I write about a “I don’t know.” Student understood
chick.” what to do for this
assignment but did not
reflect on how they felt
about their writing or
how they felt sharing
with their partner.
Student was engaged
during the lesson and
was able to give an oral
response.
Student “AC" N/A N/A Student was present but
did not want to write.
Student was not verbal
and did not complete
the task given.
Student “NM" “It was okay.” "I don't like it.” Student was shy and
does not like sharing
with their peers.
However, this student
was able to follow the
writer’s checklist as
well as use the word
bank. Student did well
with the writing task
and was successful with
the assignment.
Student “TS" “Alright” “It was okay.” Student understood the
assignment given and
was able to utilize the
writer’s checklist. This
student was shy and did
not like sharing with
their peers.
 Students: Student Response to Student Response to Teacher Observation:
“How did you feel “How did you feel
writing all by sharing your writing
yourself?” with your partner?”

Student “AM" “It was fun. I wrote "I like sharing with my Student enjoyed the
about a chick friends.” writing assignment and
hatching. I have wanted to share
information about
chicks at my house!” chicks. Student was
highly engaged with the
lesson, gave multiple
oral responses, shared
with their peers and
was able to utilize the
writer’s checklist and
word bank correctly.
Student “EL” “Mrs. Davis I wrote “I liked my partner. Student was engaged in
about a chicken and I They wrote about a the lesson. Student was
talked about them chick too.” willing to share with
their peers and was
hatching.” able to utilize the word
bank well. Student was
off task a few times
during independent
writing but would get
back on track once the
teacher reminded them
to work.
Student “SD" “It was easy!” “Good” Student was engaged
and wanted to share
with their peers what
they learned and knew
about chicks. Student
was able to utilize
writer’s checklist and
the word bank
correctly.
Student “KH" “It was good. I like “I like when we talk Student was highly
when we do writing.” to each other. It was engaged in the lesson
fun.” and enjoyed learning/
sharing about chicks
hatching. Student had a
good understanding of
the topic and did well
with oral responses.
 Students: Student Response to Student Response to Teacher Observation:
“How did you feel “How did you feel
writing all by sharing your writing
yourself?” with your partner?”

Student “EB” “It was good.” “It was good.” Student was highly
*Thumbs up engaged and
knowledgeable about
the topic. Student sat
well during the lesson
and was able to utilize
the writer’s checklist
and word bank in their
writing. Student was
shy when sharing their
writing with their peers
but continued to give
oral responses despite
being shy.

Display 2; Student Work Samples:

-Student “AV”
-Level 1 EL: Beginner
-Uses a capital letter at the beginning of the sentence.
-Uses “finger spaces” between words.
-Uses the correct punctuation.
-Received help from an adult (during distance learning) for
spelling.

Transcript: “There was a chicken born.”

-Student “OV”
-Level 1 EL: Beginner
-Uses a capital letter at the beginning of the sentence.
-Uses “finger spaces” between words.
-Uses the correct punctuation.
-Wrote independently with some assistance from an adult.
-Received help from an adult (during distance learning) for
spelling.
-Shows the cycle of an egg hatching through his drawing.
-Shows knowledge of subject matter.

Transcript: “There was a chick. There was his mom. 3

eggs. that were boys.”

-Student “KH”
-Level 3 EL: Intermediate
-Uses “finger spaces” between words.
-Utilized the word bank.
-Uses phonetic spelling; appropriate for 1st grade.
-Does not use capital letter’s at the beginning of
sentences.
-Does not use punctuation.

Transcript: “the chick is hatching I im happy

First it is wet so I dry the chick Next I walk with my
chick Last I go hohm”
-Student “EB”
-Level 4 EL: Advanced
-Uses a capital letter at the beginning of the sentence.
-Uses “finger spaces” between words.
-Uses the correct punctuation.
-Uses sequencing to write.
-Followed the writer’s checklist.
-Utilized the word bank.
-Uses phonetic spelling; appropriate for 1st grade.

Transcript: “I see a baby chick! First, ti sarts to hatching

Next ti sarts to cracked. Last the Baby chick sarts to
followed the mom.”
Display 3: Analyzing student work samples of a 4-point criteria:
-1 represents they completed 1/4 on the writer’s checklist.
-2 represents they completed 2/4 on the writer’s checklist.
-3 represents they completed 3/4 on the writer’s checklist.
-4 represents they completed 4/4 on the writer’s checklist.

1 Point: Does the student begin each sentence with a capital letter?
1 Point: Does the student use “finger spaces” between each words?
1 Point: Does the student use their phonological skills to spell out words when they are writing?
1 Point: Does the student use the correct punctuation at the end of their sentences?

Round 1 Round 2
4
3
2
1
0
AV OS AC NM TS AM EL SD KH EB

Planning Next Round:

After analyzing the data from Round 2, I will keep my focus in Round 3 on the writing skills for
my EL students. I am going to specifically work on punctuation and when to use an upper case and
lower case letter when writing. My students will continue to use a writer’s checklist and word bank
when writing.
In round 3 I would like to see my students have more confidence when it comes to speaking to
their peers about their work. Since we have moved to a hybrid model, students are getting the
opportunity to see their peers in person and collaborate with their classmates during learning time. I
want to incorporate multiple strategies into my small group interventions that will enhance the writing
skills and speaking skills of my EL students. I want my EL students to verbalize and talk to one-another
and find the confidence to share their work with their peers.
Literature Connections:

Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., ... & Francis,
D. (2006). Effectiveness of an English intervention for first-grade English language learners at risk
for reading problems. The Elementary School Journal, 107(2), 153-180.

Summary:
“Effectiveness of an English Intervention for First-Grade English Language Learners at Risk for
Reading Problems” is an article that focuses on first grade reading and language development
intervention for English Learner students. This article goes into detail regarding specific interventions
for EL students in first grade, which is what I teach. The authors mention that EL students typically learn
to read through phonological recoding and spelling-sound patterns. The use of decodable text is
necessary for instruction as EL students are learning how to read and identify the alphabet sounds.

Reflection: This article talks about specific interventions for EL students in first grade which is what I
teach. They mention that EL students typically learn to read through phonological recoding and spelling-
sound patterns. The use of decodable text is necessary for instruction as EL students are learning how to
read and identify the alphabet sounds. A takeaway from this article was that systematic and explicit
instruction for teaching phonemic awareness, phonemic decoding skills, fluency in word recognition and
text processing is important to focus on when teaching small groups. This article goes into great detail
about the research done on this topic and how to incorporate these strategies into my small groups.
 ROUND 3 PLAN
Round 2

I am a fourth-year first grade teacher at a PK-8th Grade School in the Twin Rivers
Context
Unified School District. Our school serves just under six-hundred students in
School, subject, which 89% of them are socioeconomically disadvantaged. Fifty percent of our
grade, class, school’s population are Hispanic or Latino with 25% of them being English
students Learners. According to our 2018/19 SARC report, our student’s scored 29%
proficient for English Language Arts and Literacy and scored 21% proficient for
Math. All of our students in the Twin Rivers Unified School District receive free
breakfast, lunch, and after-school snacks because we serve a large low-income
population across all our schools.
In my current classroom I have twenty-two students. Of those twenty-two
students, ten of them are English Learners. So, 45% of my class are considered
English Learners. With learning being 100% virtual, I have already noticed that
this particular group of students is struggling academically comparing to EL
students at this point in the school year in previous years. In previous years, EL
students received sheltered instruction and they were learning hands-on how to
communicate and learn in the traditional classroom setting. This year, my EL
students are not receiving hands-on learning and they are missing out on learning
by playing with their peers, sheltered instruction and so on.
I will support student learning by incorporating small group
intervention, differentiated instruction and I will dive deeper into I-ready reading
scores, BPST scores, and student reading and writing proficiency. I will take the
data collected and I will form differentiated instruction for this group of students.
Knowing that some of my English Learners will be at a higher proficiency
compared to others, I will group my students according to their academic ability
and I will focus on implementing reading and writing as my main focus for this
group of students. I believe that these interventions will significantly increase my
EL student’s ability to read, write, and speak.

Research What happens when English Learners navigate a writer’s checklist, a word bank,
Question
and use their word blending skills to form sentences when writing about a given
topic?
 Round 2
How did your After analyzing the data from Round 2, I found that I need to focus
analysis of teaching punctuation and when to use an upper case and lower case letter when
Round 2 Data
inform your writing. My students will continue to use a writer’s checklist and word bank when
planning for this writing. I noticed a lot of growth from Round 1 to Round 2. Some students in
round? Round 1 were only drawing pictures or writing letters, not words or forming
sentences. All my students in Round 2 were able to at least form words and
sentences and stay on topic when writing.
Due to the lack of confidence when speaking to their peers, I would like to
see my students work on collaborating with their peers in the classroom setting.
Since we have moved to a hybrid model, students are getting the opportunity to see
their peers in person and collaborate with their classmates during learning time. I
want to incorporate multiple strategies into my small group interventions that will
enhance the writing skills and speaking skills of my EL students. I want my EL
students to verbalize and talk to one-another and find the confidence to share their
work with their peers.
In round 3, I plan on continuing to teach my EL students in their small
Round 3 groups/intervention groups. I will have seven of my EL students in person
Instructional/
Assessment during the hybrid model and three students will be distance learning only.
Methods Although I plan to teach each group the same material, the hybrid students
will get a more hands-on approach and my distance learning students will
continue to receive the same style of instruction that they have been
How will you through the school year. I will assess my students by analyzing their writing
organize learning samples and by observing them while they are working, both in person and
experiences for
students that address virtually.
your long-term goal?

Cite sources as
needed
 Round 2

Round 3 In round three I will be collecting:

Data to be -student interviews
collected
-field notes
What are the data/ -student writing samples.
artifacts that you will
collect?

e.g.: Student work?

Notes from
observations?
Interviews? Video?

Rationale for I will be observing students as they continue to navigate writing in the hybrid
collecting these
model. I will take field notes to see if my students are using their writer’s checklist
data
and their word bank during writing time. I will be specifically looking to see if my
What are you student’s are using punctuation correctly and using upper/lower case letter
looking for in the appropriately. I will construct student interviews to see how confident they felt
data?
writing independently and how they felt after sharing their writing with their peers.
Anything that is not
on the rubric?
While I am observing my students, I will ask myself: Could they navigate their
writer’s checklist? Were they engaged during the lesson? Did they stay on topic
Evidence that
students have… and follow the writing rules? Did they have confidence while sharing with their
peers?
Cite sources as
needed

Literature Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-
Source(s)
Durodola, S., ... & Francis, D. (2006). Effectiveness of an English intervention
Connection to for first-grade English language learners at risk for reading problems. The
Teaching Methods
and/or intended
Elementary School Journal, 107(2), 153-180.
Student Learning
Outcomes

APA Citation (at least

1)

Cite any sources

here that you listed
throughout- this is
your References List