Shauna Sanders

Learner Analysis

September 27, 2009

Introduction

The location of Roan Elementary School is in a highly Hispanic populated area and

an extremely low socio-economic community in Dalton, Georgia. The public elementary

school is Title I funded and was recognized last year as being a Distinguished School for

making AYP for ten years in a row. Roan is actually celebrating its 40th year of existence

this year! As of today, our enrollment is 450 students, PK through 5th grade. Our student

population is 86% Hispanic, 4% Caucasian, 4% African American, 2% Asian and 4%

Mixed. This information was obtained from the school’s data entry clerk.

As a media specialist, I have chosen a literacy standard for my instructional unit

and will use the results from this learner analysis to guide me in my unit development. Our

district has been involved with a new Literacy Framework called Literacy Collaborative.

The framework is working great for most of our students, but seems to be lacking in the

transition from 2nd grade to 3rd grade. Many of our third graders are losing interest in

reading independently. Therefore, I have chosen a literacy standard that will hopefully

address these areas of concern with our 3rd graders.

From the Literacy Standards for Student Learning, I have chosen Standard 5,

which states that “the student who is an independent learner is information literate and

appreciates literature and other creative expressions of information. The student who is an

independent learner applies the principles of information literacy to access, evaluate,

enjoy, value and create artistic products. That student actively and independently seeks to

master the principles, conventions, and criteria of literature in print, non-print, and

electronic formats. The student is able both to understand and enjoy creative works

presented in all formats and to create products that capitalize on each format’s particular

strengths” (AASL, 1998).

Demographics

This particular learner analysis consists of ten third grade students from very similar

backgrounds. Nine of the learners in this study are Hispanic and one girl is mixed

(Hispanic and African American). All ten learners qualify for free lunch. The following

table includes more details about the ten students being analyzed. Most of the information

included was obtained from the students’ cumulative records, their homeroom teacher,

and a short informal interview.

ELL Services Daily in Content Areas 3 students (1 boy and 2 girls)

EIP Services Daily in Literacy Instruction 2 students (2 girls)

ESS Student (Learning Disability in

Reading)

1 girl

Languages Spoken at Home Spanish with parents

English with siblings

Number of Schools Attended by 3rd Grade Only 1 school : 3 students

2 schools: 4 students

3 schools: 2 students

4 schools: 1 student

Entry Skills & Prior Knowledge

At the beginning of each school year, our district performs a benchmark

literacy test on each and every child through our Literacy Collaborative Framework. This

information is then used immediately in setting appropriate year-long goals for moving

each child along as far as possible. After selecting a random group of third graders for this

learner analysis, the group ranges from struggling readers to independent readers. At this

point in the year, an “on grade level” third grader should be reading on a level L moving up

to a level M soon. The learners in this group range from a level I to a level M. An example

of a level I would be Come! Sit! Speak! . An example of a level M would be The Bravest

Dog Ever: The True Story of Balto. Within these levels, the students are also classified

into one of three categories, frustrational, instructional or independent. If a child is

frustrational on a level, then they should be in a group below that level, but might

participate in the frustrational level every two books. A student who is categorized as an

independent reader on a specific level, should be taught at the next level up. Also at the

beginning of each nine weeks, we administer a Thinkgate pretest in Reading, Writing and

Conventions, and Math. The students’ reading scores are included in the table below.

Students Gender Literacy Collaborative Level Thinkgate Pretest for

Reading

SF F Level M independent 72%

MH F Level M Instructional 44%

LO M Level M Instructional 50%

LR M Level M Instructional 83%

LF F Level L Instructional 72%

AP M Level L Instructional 44%

AG F Level L Frustrational/ Level K Instructional 39%

AM F Level I Independent/ Frustrational J

(around the end of 1st grade)

72%

GH F Level J Instructional

(beginning to mid 2nd grade level)

55%

CM F Level J Instructional 50%

Academic Motivation

With the standard that I have chosen, there are two main parts that stand out that I

really want to focus on with this group of students. “The student who is an independent

learner applies the principles of information literacy to…enjoy, value and create artistic

products and…actively and independently seeks to master the principles, conventions,

and criteria of literature in print, non-print, and electronic formats” (AASL, 1998). In order

to find out how these children truly feel about reading, I gave a reading interest survey to

their teacher to give to them (Appendix A). The students had no idea who was going to

read them and was told to just answer each question truthfully. The first question on the

survey was,

Do you like to read? YES NO SORT OF

Of the ten students, one girl, student AM, circled SORT OF and wrote “I don’t no a lots of

wrse.” Two students, students LF and AP, circled no and both wrote, “I hate reading!”

The other seven students circled YES and were able to write more titles of books for

answers to questions throughout the survey. Due to the fact that the survey was mostly

open-ended questions, the results are not included in this analysis.

My role at my school allows me to see children and how they relate to books quite

often. One of the concerns that I have, not only with these ten children, but with many

others as well, is that they only like a book because it is popular and really have no idea as

to what the book is about. I often hear comments like, “Ha, ha. I got the book first!”

However, the students are not really reading the books at all. If one was to ask them

about the book and what happened to a specific character, they have no idea. The

students are not truly independently reading any books on their true reading levels. It

seems as though, through conversations with students, they are just looking at the

pictures or reading the captions only. One of the questions on the interest survey was

What are some of the books you have read lately?

Notice the responses below are very similar from child to child. The students who “read”

Flat Stanley were asked several questions about how he became flat and they did not

know. That’s one of the main parts of the story. I’m troubled that these students don’t

read independently and have no desire to do so.

SF The Three Little Pigs, Flat Stanley

MH Bone

LO Magic Tree House, Fly Guy, Skippy Jon Jones

LR Piggy Goes Fishing, Midnight Math

LF Flat Stanley, Captain Underpants

AP Flat Stanley, Captain Underpants

AG Hannah Montana, Fly Guy

AM “Jese use womem” (We weren’t quite sure what she was referring to.)

GH Junie B. Jones, Five Little Monkeys Jumping on the Bed

CM Junie B. Jones, Flat Stanley, Fly Guy

Therefore, motivation to read independently is extremely low in our school. Especially with

this group of students, it seems as though they are only compliantly reading because they

are supposed to in their reading groups. These students are not reading because they

want to read or because they enjoy reading.

Motivational Strategies

When thinking about strategies to increase the motivation among this particular

group of third graders, I referred to John Keller’s ARCS model for motivation. In order to

address the students’ Attention, I plan to use inquiry arousal by posing questions that will

stimulate their curiosity (Small, 1997). For example, when presenting a book about being

caught in a blizzard, I could ask the question, “Have you ever been so cold before that

your fingers and toes felt like they were going to break off?”

After working with ESOL students for almost ten years now, I have come to believe

that the Relevance component of the ARCS model is perhaps the most important when

working with students from other cultures. I plan to present content that the students are

familiar with or can relate to based on their prior experiences and values (Small, 1997).

Another very important part of the ARCS model is the Confidence piece for the

students. In order for these students to ever reach their goal of becoming independent

readers who are independently seeking more information, they are going to need

confidence in themselves and their capabilities. Therefore, I plan to build on their personal

responsibilities and personal efforts they put forth (Small, 1997). Finally, the last piece of

the ARCS model of motivation is Satisfaction. There are many options as to how this

component is fulfilled, but based on what I have learned so far with this group of students,

I plan to use extrinsic rewards such as positive reinforcement and motivational feedback to

help provide them with satisfaction (Small, 1997).

Learner Characteristics

After researching multiple variations of Howard Gardner’s theory of multiple

intelligences quizzes and questionnaires, I decided to use a kid friendly version developed

by Kurwongbah State School in Queensland, Australia. The checklist is entitled,

Discovering Your SMARTS: A Multiple Intelligence Checklist (Appendix B). At the end of

the checklist, the student can add their total to find out if they are math smart, word smart,

picture smart, body smart, music smart, group smart, self smart and/or nature smart. Due

to the fact that I have worked with five of these students in previous grades, I really

thought I knew what most of their main intelligences were going to be. However, I was

quite surprised on a few of the outcomes. As a group, there were 3 students who were

clearly self smart and 3 students who were clearly group smart. Two students had three

top intelligences. See Appendix C for all multiple intelligence data for this group.

Since all ten learners are Hispanic and speak only Spanish with their parents, there

are definitely some potential problems with these students becoming independent readers

outside of the classroom. Not only do many of these students only speak Spanish at

home, but many of their parents are illiterate in Spanish as well. Therefore, when students

are learning to read in English (not to mention learning to speak the English language as

well), their parents are unable to assist on many occasions. When we think about this

standard which states that the student actively and independently seeks to master the

principles, conventions, and criteria of literature in print, non-print, and electronic formats,

we are faced with even a greater challenge with our Hispanic population and the existing

language barrier at home.

However, on a more positive note, when one looks at the data for student SF, she

is Hispanic, on grade level in reading, self smart according to Gardner, likes to read and

scored above the class average on a pretest.

Culture and Ethnicity

All of my sample learners for this analysis are Hispanic. Most of these students

were born in America, but are still using the Spanish language and experiencing the

Mexican cultures at home. Each of the ten learners shared with me that they speak

Spanish with their parents and mostly English with their siblings while at home. Knowing

this information, it is very important to think about how this mix of home life and school life

will affect the students in their reading abilities and interest levels. One way to address or

accommodate these differences is to use some of the components of the Sheltered

Instruction Observation Protocol, or SIOP. For example, in order to effectively

accommodate for these Hispanic learners, I will use SIOP component #7 which will help

link concepts to students’ backgrounds and experiences. One way to create this link is by

incorporating literature logs, which the students will respond to prompts before and after

reading (Wallace, 2004).

Another strategy to use with all ten of these learners, is to actually spend some time

with them allowing them to teach me about their culture. By learning and understanding

how their culture functions at home, I will be more likely to understand why students do

things certain ways and answer questions in particular ways (Peterson and Salas, 2004).

Hopefully, as I learn more about the Hispanic culture, I will be able to help students

develop their own love for reading by assisting with more appropriate book choices.

As for the three students who actually qualify for ESOL services, I will use lesson

outlines and visual aids as often as possible throughout the unit (Christy, 2000-2005).

Accommodations

There are definitely several special needs among this group of ten students that will

need accommodations provided. For the young girl who is LD in reading, several

accommodations will be made regularly throughout this unit. I will use a checklist to help

keep her organized, and the amount of work will be reduced from the usual assignment.

During the actual reading portions of this unit, she will be seated in areas free from

distractions and will be allowed to use tape recorders and/or computers when needed to

obtain and retain assignment success. This young lady will also need to be provided

immediate reinforcers and feedback throughout the unit as well (Sue, 2008). Even though

she does not qualify for ELL services, she is still a Spanish speaker at home. Therefore,

allowing for some discussions in Spanish would be quite appropriate and helpful. If she

gets stuck or confused with comprehending what she is reading, then Spanish will be used

(Hudson and Smith, 2001).

Student SF, who is already independent on reading Level M, will need

accommodations as well, in order to move her along at a different pace. She is on the

realm of being above grade level in reading and needs for her instruction to be handled

differently. One strategy I would like to use with her is to allow her to establish her own

learning goal and self-assessment strategies (Sue, 2009). Another important factor with

this student is to really find out her true interests. It could end up being difficult for her in a

different way, because she could end up being the only student in her reading level.

Therefore, it is going to be crucial to keep her reading books that are of interest to her.

Peer Review Feedback

One of the biggest changes that I made to my paper based on my feedback was

adding additional references. For some reason, I did not read the rubric carefully enough

the first time through. Thanks to my peer reviewer, I was made aware that I was lacking

sources for accommodations and for cultural differences. I also went back and elaborated

more on our district’s literacy program and how it works. The reviewer asked me “What

grade level is an I reader?”. I wasn’t very clear about the ability levels of the students

when I just listed their level. I also went back and added an example of how I was going to

achieve the Attention component under Motivational Strategies. Finally, the reviewer

noted a typo that I corrected and probably wouldn’t have noticed it on my final read

through.

References

American Association of School Librarians (AASL), Association for Educational

Communications and Technology, (1998). Information Literacy Standards for

Student Learning. American Library Association. Retrieved September 12, 2009,

http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStand

ards_final.pdf

Christy, Janice (2000-2005) Helping English Language Learners in the Classroom,

Teaching Today. Retrieved September 14, 2009,

http://www.glencoe.com/sec/teachingtoday/subject/help_ELL.phtml.

Hudson, Roxanne F. and Smith, Stephen, W. (2001). Effective Reading Instruction for

Struggling Spanish-Speaking Readers: A Combination of Two Literatures.

Retrieved from http://www.ldonline.org/article/Effective_Reading_Instruction

_for_Struggling_SpanishSpeaking_Readers%3A_A_Combination_of_Two

_Literatures, September 24, 2009.

Kurwongbah State School, Queensland, Australia (2009) Retrieved September 14, 2009,

http://www.kurwongbss.eq.edu.au/thinking/MI%20Smarts/smarts.htm.

Peterson, Bob and Salas, Kelley D. (2004). Working Effectively With English Language

Learners, Rethinking Schools Online, Fall 2004. Retrieved September 27, 2009,

http://www.rethinkingschools.org/publication/newteacher/NTBilingual.shtml.

Small, Ruth V. (1997). Motivation in Instructional Design. ERIC Digest. . Retrieved

September 14, 2009, http://www.ericdigests.org/1998-1/motivation.htm.

Sue. (2009) A 10 Step Inclusional Model: Giftedness. Retrieved September 26, 2009,

http://specialed.about.com/od/giftedness/a/giftedsteps.htm.

Sue. (2008) Practical Strategies For The Classroom Strategies For Special Education

Retrieved from http://specialed.about.com/cs/teacherstrategies/a/Strategies.htm

Wallace, Susan. (2004). Effective Instructional Strategies for English Language Learners

in Mainstream Classrooms. New Horizons for Learning. September. Retrieved

September 25, 2009, http://www.newhorizons.org/spneeds/ell/wallace.htm.

Appendices Appendix A

Name_________________________________________ Date_____________

Period________ Reading Interest Survey

It is important to me to get to know you as a person and as

a student. Your answers to the following 19 questions will

help me to understand your needs as a reader in our class,

as well as a bit more about your routines outside of class.

1. Do you like to read? YES NO SORT OF If you circled “SORT OF”, then please explain: ___________________________________________________________________

_________________________________________________________________________

2. How much time do you spend reading? _____ minutes per day; _____minutes per

week

3. What are some of the books you have read lately?

4. What is/are your absolute favorite book(s)?

5. Do you ever get books from the school library? YESNO

6. About how many books do you own? ______

7. What are some books you would like to own?

8. Circle the genres/types of reading material you like or might like best.

history travel plays sportsscience fiction

adventure romance detective war art

stories stories

poetrysupernatura

l storiescar stories novels biography

astrology humor folktaleshow-to-do-

it booksmysteries

books in a series

drama nonfiction gaming westerns

9. Do you like to read the newspaper? YES NO

10. What are your favorite TV programs?

11. How much time do you spend watching television? ______ minutes per day

12. Do you have a favorite magazine and what is it?

13. Do you have a subscription to any magazines and what are they?

14. What are your hobbies and interests?

15. What are your top 2 favorite movies you’ve seen?

16. Who are your favorite entertainers and/or movie stars?

17. Do you enjoy having someone read aloud to you? YESNO

18. Tell me anything else that you would like to say about yourself and your experience with reading:

19. Please write down any questions you might have for me.

Appendix B

Discovering your SMARTS: A Multiple Intelligence Checklist

Read each of these statements.

If it is REALLY true for you, circle the number next to it (1 – 8) When you have finished, work out how many of each number you have circled.

3 Color is important to me1 I am happy when things seem logical (they make sense and can be explained)

3 I can see the finished product in my mind8 I care about the environment by reusing and recycling8 I enjoy camping and hiking8 I enjoy gardening

6 I enjoy helping others5 I enjoy listening to music

3 I enjoy making models, murals and collages8 I enjoy photography

1 I enjoy solving problems4 I enjoy sports

2 I enjoy word puzzles like crosswords and word searches5 I find sounds fascinating

6 I have a lot of friends8 I have a pet/s that I care for myself

6 I have good ideas for our classroom

7 I keep a diary or journal2 I know the meaning of many words

3 I like drawing and painting

2 I like making speeches and doing debates6 I like meeting new people

1 I like setting up science experiments5 I like singing

2 I like telling jokes, riddles and stories1 I like to explain how things work to people

8 I like to hike through bushland settings1 I like to learn step by step

4 I like to move around a lot when I’m working7 I like to set goals7 I like to think about how I feel7 I like to think things through in my mind

2 I like to write stories and poems for others to read3 I like using pictures and diagrams to learn

4 I like working with my hands4 I love to dance

7 I often reflect on how well I am doing5 I often tap my feet or fingers to various rhythms

7 I often wonder what other people are thinking5 I play a musical instrument

4 I prefer sporting programs on television3 I prefer television programs involving art and craft demonstrations3 I can draw maps from memory

8 I prefer television programs with a focus on nature like Crocodile Hunter and Man Vs. Wild

8 I prefer to be outsideI prefer to work on my own

6 I really enjoy being on a sport team4 I really like acting

2 I really like reading6 I really like working with other people

5 I sometimes make up my own songs4 I understand better when I do “hands on” activities

1 If you were giving me a present I would like a board or computer game2 If you were giving me a present I would like a book

7 If you were giving me a present, I would like a diary5 If you were giving me a present, I would like a music CD

4 If you were giving me a present, I would like some sports equipment3 If you were going to give me a present, I would like a jigsaw puzzle

6 If you were to give me a present, I would like an outing with my friends8 If you were to give me a present, it would be a visit to a zoo, park or farm.

4 My favorite activities at school are PE and recess3 My favorite subject is art

2 My favorite subject is Reading5 My favorite subject is music

1 My favorite subjects are math and science1 My favorite television programs are documentaries

5 My favorite television programs are VH1 Hits and Country Countdown2 My favorite television programs have funny lines like The Simpsons

6 My favorite television shows are “soapies” like Friends and i Carly7 My favorite time at school is when I can choose my own individual work

6 My favorite time at school is when we have group work1 Working with numbers is fun

TOTALS

1 = Maths /Logic smarts

2 = Word smarts

3 = Picture smarts

4 = Body smarts

5 = Music smarts

6 = Group smarts

7 = Self smarts

8 = Nature smarts

This worksheet is based on a resource developed by Kurwongbah State School in Queensland. For related resources, visit http://www.kurwongbss.eq.edu.au/thinking/MI%20Smarts/smarts.htm

Which are your main “smarts”?

Appendix C

Student MathSmarts

WordSmarts

PictureSmarts

BodySmarts

MusicSmarts

GroupSmarts

SelfSmarts

NatureSmarts

SF 7 5 6 4 4 7 8 7

MH 7 8 7 6 6 8 8 7

LO 4 3 7 9 8 7 5 9

LR 6 4 5 6 5 7 5 4

LF 8 8 8 9 9 8 9 7

AP 9 4 8 9 7 8 7 8

AG 4 6 5 3 5 4 8 4

AM 5 3 6 7 5 8 7 5

GH 7 5 7 7 7 8 7 3

CM 8 7 5 6 8 8 9 6