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LEARNER ANALYSIS

Learner Analysis Leila Monroe Student ID: 001279576 Program Mentor: Michelle Corona-Vass Assessment Code: JOT2 Task 1 December 7, 2019

LEARNER ANALYSIS

2 Learner Analysis Instructional Setting and Content Area

The learners are in the first grade, general education classroom and will be instructed in literacy, more specifically, phonics. In each classroom, there are two computers. Teachers also have their own library of leveled books and literacy centers. There is 45 minutes built into the school day for phonics instruction. Learners will work alone, in groups, and with the teacher. The skill to be learned is not a skill that has been mastered across grade levels. These learners will be the first to become proficient in the skill. The learning environment is equipped with the tools needed for instruction. There may be some things that have to be created by the instructor in order to support the goal. There are no learning site restraints that affect design and delivery. Instructional Problem First grade students have difficulty decoding words. First grade students are tasked with moving from DRA reading level 4 to level 18, 8 levels. Without the basic skill of decoding, students are unable to read fluently, which in turn affects their comprehension. Students have to be able to read the words first before they are able to try to understand them. The DRA test measures the student’s fluency, comprehension skills, and gives a benchmark of where students should be based on their grade level. When students lack decoding skills, there is a domino effect that leads to them struggling in multiple subjects. There are some students with whom first grade is their first classroom experience, as kindergarten is not mandatory in the state of Pennsylvania. In turn, they lack prerequisite knowledge of the alphabet and letter sounds. Other students, simply have yet to learn the entire

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alphabet or continue to struggle with identifying letters when they are presented. Children entering the first grade are expected to know and be able to identify letters and their sounds and have a basic understanding of the features of letters and words. With this being the case, most first grade reading standards and objectives no longer focus on the process of decoding which means there are less opportunities for students to practice during the school day. Phonics instruction should therefore be rigorous and address letters and sounds consistently. Students will then learn the basic skills of reading alongside strategies for comprehension. Instructional Goal Statement First grade students in the general education classroom will be able to identify letter names and sounds orally in order to decode CVC and CVCe words with 100% accuracy without the use of tools. First grade students in the general education classroom will be able to demonstrate comprehension of written words by answering questions on a test with 85% accuracy. Requisite Entry-Level Knowledge and Skills The learners must know that the alphabet is comprised of letters. They must know that know that letters make up words we use in sentences that we speak and write. Prior Knowledge and Skills Learners have general knowledge about the alphabet and that each letter makes a sound. They have been exposed to the letters of the alphabet and have been taught what each letter sounds like, however that knowledge has not been retained fully. They can recite the entire alphabet, but they cannot recognize all the letters when they are printed. They are not proficient

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with the entry-level skills. Remediation and supports are going to be needed alongside instruction. Learner Group Unique Characteristics The learner group is not culturally diverse. All of the students come from low-income families and receive free breakfast and lunch. Most of the students entered first grade with knowledge of the alphabet. Many students could not recall more than 5 letters. Most students did not know all of the letter sounds. Learners have general knowledge about the alphabet and that each letter makes a sound. They can recite the entire alphabet, but they cannot recognize all the letters when they are printed. Learners are eager to become readers. They have a general idea about why reading is important. They understand that in order to become fluent readers they must understand concepts of print. They have experience getting daily phonics instruction. They enjoy completing and working in phonics centers. All learners are in the first grade. Some students started in preschool, others in kindergarten, and a few have started in first grade. Most students are below basic with the potential for high ability levels. They have a lot of trouble staying focused and on task. Accommodating Unique Characteristics I will accommodate the lack of diversity by using tools, examples, and vocabulary that are culturally relevant to the learners. I will draw from their environment in order to incorporate familiar things so that they are easily identifiable. I will accommodate the learners’ positive attitudes towards learning to read by positively reinforcing their acquisition of knowledge. When learners move closer toward the goal, they will be recognized for their improvements. I will accommodate the different ability levels within the learner group by differentiating instruction.

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Learners will be taught as whole group as well as in small groups. The small groups will be formed based on ability level. Performance Context The learners will be taught in the regular education classroom. They will receive direct instruction, which will include modeling. Learners will also receive small group instruction in order to reinforce direct instruction. While each small group meets with the teacher, other students will be working in their groups to complete various phonics centers. The phonics centers will include various puzzles and games, as well as online activities. Learners will apply the instruction to reading and writing practice....