Artifact #5: Literacy Learner Analysis Project (TE 846)

Goals: 2
Standards: 2, 4, 5
Artifact #5 is an analysis of a focus student from my former sixth
grade classroom. For a capping project in TE 846, I synthesized the
students background, administered a variety of assessments, and
planned and delivered a set of differentiated lesson plans based on the
assessment results. This has some similarities to Artifact #4, but it
puts a stronger focus on data driven planning and instruction. Talibah,
a refugee student from Iraq, showed signs early on of having had
formal schooling. She obviously valued education and had high
aspirations for her future. While her written English skills were lacking,
her oral English communication skills were strong. Furthermore, she
was extremely creative and thoughtful, which meant her discussion
and debate skills were excellent. For Talibah, I administered an R-MAZE
reading comprehension, the R-CBM for speed fluency, the San Diego
Quick Assessment for sight word knowledge, and finally a cold write
using a WriteSteps rubric for scoring. Based on the results of these
assessments, I developed lessons on affixes, reading for
comprehension, and writing conventions (p. 13-15). The lessons were
designed with Talibah in mind, but were taught to all.
I chose this artifact because of how it taught me the real benefit
to letting data drive my planning and instruction. Being data-driven is
such a buzzword of the time, but while Ive read about it over and over
in theoretical texts, I didnt understand it fully until trying it with real
students. Talibah did show growth from pre-text to post-test in most
cases, and I can say for a fact that tailoring the lessons to her needs
and strengths made a difference. I wanted to make a change that
would better my teaching and ultimately better my students progress,
and I believe this artifact demonstrates just that (Goal 2, Standard 4). I
showed my understanding of the subject matter in each of the lessons
taught throughout this project, and I tried to impress upon the students
just how important correct language usage is, especially beyond school
and into the real world. We become more knowledgable, even as
adults, but seeking information and desiring to understand more. I also
wanted to offer a writing lesson that was very much up to each of the
students interpretations, allowing them the chance to involve their
interests and be creative (Standard 2, Standard 5).