Ece 375 2020 Case Study Assignment Part 1 2
Ece 375 2020 Case Study Assignment Part 1 2
Ece 375 2020 Case Study Assignment Part 1 2
A class of 20 first grade students was given a preassessment on kindergarten sight words before beginning a new language
arts/guided literacy unit. For the preassessment, the teacher verbally said each of the 15 words and asked students to write
them on a piece of paper. Students were not provided visual models of the written sight words anywhere in the classroom.
The teacher did not prompt or scaffold students. She did inform them that this was not a test. She was looking to
understand which high-frequency words studied in kindergarten that they remembered how to write. “It is ok if you can’t
remember, just try your best.” The teacher’s goal in implementing the preassessment was to answer the questions “which
sight words are the students still struggling with?” and “which sight words can I expect them to use/understand without
teacher support in reading and writing activities?” (25 pts for case)
Review the unit and results from the pre-assessment (attached) and answer the following questions:
1). Analysis: What do the results from the assessment mean for the class as a whole? Describe any patterns that you
observe in the data. BOTH quantitative (numerical) and qualitative (in words) analysis must be included. High quality
responses will include a graph of quantitative data and a written description of the meaning of the identified patterns. It is
not required that you depict all patterns in graphs (one meaningful graph is sufficient). Use the learning objectives and the
planned activities for the week to guide your focus toward meaningful data analysis (5 pts)
The results from the assessment for the class helps us identify which students can correctly spell and write the
sight words that are being assessed and those who are struggling. The results also help us see how the child
misspelled the word rather than marking the word incorrectly.
Some of the patterns I observed was that:
- Majority of the students were able to correctly spell the words (I, in and no) and an.
- Most of the students struggled with the words (had, like, take the, then, said and down)
- Some students did not make an attempt using several sight words since they left the words blank
- Students G, K, N and R were able to successfully spell all sight words correctly
- Students C, D F, H, I, L and O struggled to spell the full word.
- Several students struggled with 3-5 sight words
2). Analysis: Select 3 specific children whose assessment results are outside of the classroom patterns. What possible
meaning can you derive from the assessment results for each of these 3 children? (3 pts)
Child F seems to spell out the word based on the sounds they hear. For example, the word ‘her’, the students can
hear the sound ‘h’ and ‘r’ but forgets that there is an ‘e’
Child H is having a hard time spelling most of the sight words correctly.
Child O is also having a difficult time spelling out most of the sight word but can spell the first letter of the word
correctly.
3). Application: Describe 3 specific ways in which you would use your analysis of results for the class to inform the unit
as described for the class. Remember that application must be SPECIFIC. “I would use the results to group the students
for centers” is not specific. “I would group child __, child__, child__, and child__ together for centers on Monday
because ______” is a specific response. The response MUST demonstrate 3 different application strategies (i.e. grouping,
adjusting the curriculum, adjusting instruction) (3 pts)
I would group student P, student Q and Student T together for centers on Monday because the sight word swat
game will help them recognize and practice the few words they incorrectly spelled.
I would adjust the curriculum for student H, student L and Student O on Wednesdays because they are having a
hard time understanding how to use and spell the sight words correctly.
I would scaffold the instruction for student’s student C, student F, and student J on Wednesday because The CVC
practice cards will help them sound out each letter with guided practice before they get to do it on their own.
4). Application: Describe how you would use your analysis of the 3 specific children’s pre-tests to differentiate
instruction, curriculum, and/or assessment during the unit for that child. Please make sure that you list each student’s
identification letter and please discuss the same 3 children discussed in question 2. (3 pts)
Child F I would differentiate the assessment. I would use Anecdotal notes and checklist to assess the student
while she is performing the CVC practice cards. Can the student sound out each letter of the word, was the
student able to write the sight word accurately, take note on how the student sounds out the word.
Child H I would differentiate the curriculum, I would use a different text and provide different materials. I would
use flashcards that include several sight words. The student will use blocks that indicate the letters of the alphabet.
She/he will form the sight word from the chosen card using the blocks.
Child O I would differentiate the instruction, I would modify the sight word swat game. Instead I would have the
child do a word wall task. Use their hand or a spatula to sound out the letter of the words.
5). A summative assessment for the unit was pre-planned (described in the unit plan). Please plan a formative assessment
(either embedded into the existing learning activities or non-embedded) to be facilitated at the end of instruction on
Wednesday? Begin your planning by asking yourself, what questions do I have about student’s skills by Wednesday that
will help me plan for instruction and curriculum on Thursday and Friday? A short description of each element is
sufficient. (4 pts)
Please note: you are not expected to actually craft assessment materials (i.e. rubrics, checklists, worksheets, etc.). This is
an assessment of your thinking process and ability to plan. We will work on understanding and creating these materials in
the coming weeks.
I will assess students using anecdotal notes to document the vocabulary, sight words and other
comments they mention from the story when they are orally performing their puppet show. I would
Data
also use a check list to identify which children can accurately use the sight words correctly, orally
Collection
create proper sentences using the vocabulary and represent the characters from the story using the set
of stick.
The assessment results will help me identify which children can successfully use the sight words and
those who are still having difficulties using them. This will also allow me to come up with other
Analysis methods that will assist children with the extra support.
For the next task, I will differentiate the instruction by providing children prompts or language
frameworks to guide them if they are struggling using vocabulary or sight words to form a sentence.
Application
6). Using the principles and methods of Backwards Design, design part of the 2 nd week of the unit for this group of
students. Answer the following questions: 1. What are the desired results? 2. What would be acceptable evidence of
learning? 3. What instructional and curricular strategies can I design to support children’s skill development? Demonstrate
your ability to plan using this process by completing the following tasks:
Write 1 Learning Objective for Week 2 of the Unit (the unit would likely have many learning objectives you just
need to create 1) (1 pts):
Children will describe 4 main events from the story using the book with their peers.
I would assess their sampling sequence chart to identify which children were able to successfully
Data describe the events using the vocabulary and illustrations from the book. I would also take notes on
Collection how the children uses the words when they are describing their sequence chart to their peers. Children
should use verbs and transition words such as (first, then, after, lastly)
Their work samples will help me identify which children succeeded and those who are struggling with
describing an event based on their oral and literal skills.
Analysis
I would differentiate the instruction. I would change them into different groups and focus more on the
verbs, transitions, and vocabulary they will use when describing events. I would also scaffold the
Application sequence chart before they get to do the task with their group.
Design 2 learning activities (short descriptions only – similar to what is presented in the existing unit plan) within
the daily structure provided (i.e. a read aloud, daily 5 literacy centers, group activity) that align with your learning
objective. (2 pts)
2 learning activities:
- Song that indicated the concepts and verbs from the story
- 5 literacy centers: students will role play the story for one of the centers. Extra materials will be provided.
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