Report 1
FRIT 7231
1.0 Problem Analysis
1.1 What is your system of interest?
I currently teach 2nd grade and have six English Language Learners (ELL) who are
performing significantly below grade level in reading. The interest is designing
instruction so the ELL students do not fall through the cracks. The main purpose is to
use predictable and patterned text with a theme to help learn the vocabulary that is
associated with that theme and the continuation of reading books. The books will make
more and more sense to the students because they will be exposed to many more
words that they will be able to identify. I want to have cueing systems, and many visuals,
to make sure the students can decode the regularly decodable words. I want to make
sure early sight words are in the books. I am working towards building confidence for
English Language Learners because they are trying to connect with the English
language.
1.2 What are the sub-systems?
The abilities of the students
The majority of the students understand English and have gained the social language.
The students understand why picture walks are helpful. The students enjoy read-aloud,
shared reading, choral reading, and partner reading.
The prior knowledge of the students
The students receive accommodations to help them better understand and keep up with
their work. The students received flashcards for vocabulary, extended time, peer
tutoring, audiobooks, and content in their native language so parents were
able to assist at home. I will have to enunciate for students and use hand signals. I know
to check for understanding
Resource Available
The students are English Language Learners do receive accommodations that allow
them more time on activities, partner tutoring, audiobooks,
1.3 What symptoms drew your attention to this system of interest?
The Beginning of the Year phonological assessment shows that the ELL students are
reading at a Kindergarten level. I have noticed that when it comes to reading
independently or reading questions on a test they are unable to read the questions.
2.1 Are there any performance gaps involved in this problem that justified a learning
intervention?
Performance
Feedback
Gaps
YES
Providing feedback with students in small group
instruction
If there life dependent on it,
could they do it?
Coaching
I will coach parents during parent conference as
TRAINING
well as through an instructional video on how to
support the students at home.
Visuals
Provide Students during instructional time with
visuals and pattern text. Also, create picture
walks and read alouds.
Mentoring
Progress monitoring every week after teaching pattern
and predictable text
3.0 Needs Assessment
3.1 Needs Optimals
3.1.1. What information and data would you collect?
I will provide students with a list of words that they will practice in small groups
and at home. The list of words are mixed with nonsense and real words.
3.1.2 How would you collect the data?
I will collect the data on a computer giving students a different list that included
nonsense and real words.
3.2 Need Actuals
3.2.1 What information and data would you collect?
I will use the data from the progress monitoring to see what sounds we are
needing to revisit and reteach.
3.2.2 How would you collect that information and data?
I will use the data from the first week and determine where we had growth and
what areas need improvement. Then, I will design my next instructional time with
the students around those sounds.
3.3 What are the discrepancies between the current (actual) and desired (optimal) state?
The discrepancy for the actual is the students are not tested on the same list that they
practice in a small group and at home.
3.4 What priorities can you assign to the identified discrepancies or goals?
It would be important to know if the student had a chance to work on it at home with parents
and if the parents were using the sounds correctly themselves.
3.5 Prepare a Learning Goal
3.5.1 The goal is for each student to be able to say 50+ letter sounds by the
middle of the school year.
3.5.2
4.0 Instructional Analysis
4.1 Goal Analysis
4.1.1 What is the domain classification and type of learning (or type and
level of learned capability) for your problem?
The domain is an intellectual skill. In elementary school reading is a
required skill so that one is able to comprehend and follow directions on
assessments and high stakes tests. By third grade, a student is required
to be able to read a question and be able to explain their reasoning as to
why their answers are correct.
4.2 Subordinate Skills Analysis
4.2.1 Goal Analysis Model
Procedural Analysis
Motor Skills
Step 1 Step 2 Step 3
(Nonsense (Pattern (Decodable
words) Text) Text)
4.2.2 Show which skills are entry level skills
The following skills are the skills that the students must already
possess letter recognition.
Students must be able to identify letters.
Students must realize that letters form words.
Students must be able to know how a book is read.
