cassandraricca.weebly.com€¦ · web viewstudent did not describe “point of view” as a...

Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca

I. Student Work Analysis

Point of View Pre-Assessment

Name:______________________________

Date:______________________________

1. Describe what point of view means in your own words.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Circle the point of view this sentence is being told:

You followed your friend down a dark corridor of the museum, wondering how much longer until you both reached the end.

A. 1st Person

B. 2nd Person

C. 3rd Person Limited

D. 3rd Person Omniscient

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PRE-ASSESSMENT Rubric

Criteria 1Does Not Meet Standard

2Approaches Standard

3Meets Standard

4Exceeds Standard

Vocab: Defines Point of View as a person’s thoughts relative to their position and/or the thoughts of others.

Student did not describe “point of view” as a person’s thoughts/perspective relative to their position and/or the thoughts of others.

Student only partially describe “point of view” as a person’s thoughts/perspective, but does not mention that it is relative to the person’s position and/or the thoughts of others.

Student is able to describe “point of view” as a person’s thoughts/ perspective that is relative, or differs, from one person/character to another.

N/A

Application of Literacy Strategy (2nd Person point of view”)

Student did not recognize and identify 2nd person point of view based on the pronoun “you” in the example given.

N/A Student is able to recognize and identify 2nd person point of view based on the pronoun “you” in the example given.

N/A

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PRE-ASSESSMENT Score Analysis

Student Name VocabApplication of Literacy Strategy

Alyssa 2 3Amanda 3 3Brynn 3 1Emma 3 1Gabby 2 3Hunter 2 1Jake 3 1James 2 3Jordan 3 1Louis 1 3Merry 3 1Miguel 3 1Molly 3 3Nick 3 1Peter 2 1Philip 3 3AVERAGE 2.5625 1.875

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POST-ASSESSMENT Rubric

Criteria 1Does Not Meet Standard

2Approaches Standard

3Meets Standard

4Exceeds Standard

Vocab: Correctly defines 3rd Person as the narrator as all-knowing Omniscient apart from 3rd Person Limited where the narrator only knows the thoughts of one character)

Student did not correctly distinguish 3rd Person Limited from 3rd Person Omniscient.

Student somewhat correctly defined either 3rd Person Limited OR 3rd Person Omniscient.

Student correctly distinguishes 3rd Person Limited from 3rd Person Omniscient.

N/A

Application of Point of View in Writing Writes two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns.

Student did not write two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns.

Student wrote only ONE sentence using the 3rd Person Omniscient all-knowing narrator 3rd AND/OR Person pronouns.

Student wrote write two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns.

Student wrote write two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns AND incorporated character dialogue.

Point of View and Pronoun Identification knowledge of point of view by identifying point of view as 3rd Person Limited in example given and the associated

Student did not correctly identify the point of view in the excerpt as 3rd Person Limited ANDdid not circle ANY of the 4corresponding pronouns.

Student was only able to correctly identify the point of view as 3rd Person Limited AND/ORwas only able to circle 1-3 of the 4 corresponding

Student correctly identified the point of view in the excerpt as 3rd

Person LimitedANDcircled 3-4 the corresponding pronouns.

Student correctly identified the point of view in the excerpt as 3rd Person LimitedANDcircled all 4 of the corresponding pronouns.

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pronouns. pronouns.Student Name

Vocab Application of Point of View in Writing

Point of View and Pronoun Identification

Alyssa 2 3 2Amanda 1 1 2.5Brynn 3 3 1.5Emma 3 3 3Gabby 1 2 1.5Hunter 1 1 2.5Jake 2 4 2James 1 2 2Jordan 1 1 4Louis 1 1 1Merry 3 3 2.5Miguel 3 3 2.5Molly 2 1 2Nick 3 3 2Peter 3 1 2.5Philip 1 1 2AVERAGE 1.9375 2.0625 2.21875

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Summary

All three focus students’ pre-assessment artifacts were included because I wanted to

compare the results to their post-assessment artifacts produced after facilitating the Jigsaw

activity. As for the rest of the students in the class whose artifacts were not included as a

focus piece in this Inquiry Project, I felt that overall class’s performance indicated that

many students still needed clarification about what pronouns are and how to correlate

pronouns with 1st, 2nd, or 3rd Person point of view. This was most likely due to my lack of

planning for practice with pronoun identification and usage as much as it was some

students’ inability to make a clear distinction between the 3rd Person Omniscient narrator

and 3rd Person Limited narrator. I designed this post-assessment with the intention of

seeing how well students understood the role of pronouns in determining point of view.

Ultimately, I wanted to assess how well students were able to define point of view, as well

as how students were then able to apply the rule of pronoun usage in writing their own

sentence example using the 3rd Person Limited Point of View, which required the student to

comprehend the difference between 3rd Person Omniscient and 3rd Person Limited.

Analysis of Impact

There was a distinct pattern I noticed as I analyzed the three students’ work

samples, with especial regards to my three focus students’ post-assessment artifacts.

Brynn’s Point of View Finder foldable worksheet from her Jigsaw Group was also included

as an exemplar of the Jigsaw Activity assignment. All three focus students, and the majority

of the whole class, were able to adequately define point of view in the pre-assessment. For

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example, Brynn was able to correctly distinguish the difference between 3rd Person

Omniscient and 3rd Person Limited and correctly circled all four third person pronouns in

third question of the post-assessment. However, Brynn, like the majority of the class, had

difficulty identifying 3rd Person Limited from 3rd Person Omniscient given in the reading

excerpt. I found this interesting since Brynn successfully wrote two sentences of her own

using the 3rd Person Omniscient Point of View.

I plan on conferencing with Brynn and/or the whole class to provide verbal

feedback in clarifying that the mention of other characters and their actions in a text can

be misread as their thoughts, therefore students need to read closely and locate words that

indicate the narrator’s knowledge of character thought, such as “wondered”, “thought”,

“remembered”, “reflected”, etc.

Similarly to Brynn’s post-assessment results, Molly had confused the 3rd Person

Omniscient from the 3rd Person Limited when prompted to write down the point of view

she identified in the third post-assessment item, even though she understood that 3rd

Person Omniscient is an “all-knowing” narrator. Moreover, Molly only circled one of the

four third person pronouns. What I found peculiar about Molly’s response to the first

question of the post-assessment was that she had written that the author, rather than the

narrator, either has an omniscient or limited point of view. There was no mention of the

author’s point of view being the equivalent to the narrator’s point of view when I had

taught this lesson. In my follow-up with Molly’s work, I need to be explicitly clear with her

and the class that the narrator’s knowledge of character thoughts cannot be interpreted as

the author’s knowledge and understanding of a character. Since a number of students had

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difficulty with identifying 3rd Person Limited Point of View. I will work with Molly and the

class on reading and identifying more examples of third person limited point of view.

I was pleasantly surprised and proud of Jordan’s efforts on his post-assessment.

Although he was unable to clearly differentiate 3rd Person Limited from 3rd Person

Omniscient Point of View or write two sentences correctly using the 3rd Person Omniscient

Point of View, he exceeded the learning standard on the third, and possibly most

challenging, post-assessment question. Albeit there is a possibility that Jordan managed to

guess the correct point of view on this question, it was evident he retained knowledge of

the third person pronoun by underlining all four of them. I will be sure to share my praise

and encouragement with Jordan first before presenting my feedback and reviewing the

concepts with him.

Nonetheless, I will continue to reinforce the requisite skill of pronoun recognition

and identification to the whole class in my follow-up lessons on Point of View since many

students, Jordan included, underlined or circled words that were not pronouns (even if

they did correctly identify one or more of the pronouns in the post-assessment). My plan in

re-teaching this lesson is to pull Jordan, along with four to five other students who

struggled in answering the post-assessment, to work in a small group and model with them

how to write sentences using 3rd Person Limited and 3rd Person Omniscient and provide

them with brief reading passages to practice identifying the two types of third person point

of view.

On the whole, the post-assessment question the bulk of the class experienced the

most difficulty was on the third post-assessment item where they had to identify the three

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sentences as being told from 3rd Person Limited and then circle just the four corresponding

pronouns. The majority of students received half credit on the third post-assessment items

because they were unable to successfully associate the corresponding pronouns to the

correct point of view, even if they did correctly identify the point of view. Only one student

wrote 2nd Person Point of View rather than one of the 3rd Person Point of Views. This

informed me that nearly all the students in the class had an adequate understanding that 1st

Person and 2nd Person Point of View are clearly distinct and distinguishable from 3rd Person

Limited and 3rd Person Omniscient. I will need to conference one-on-one with this student

in particular to explain why 2nd Person pronouns are dissimilar to 3rd Person pronouns

being used in a text, in addition to modeling for her how to show the difference between 3rd

Person Omniscient and 3rd Person Limited in writing since she had written two sentences

in the 3rd Person Limited, even after she clearly labeled “all-knowing” above the word

“omniscient” in the for the second post-assessment question.

A pattern I recognized was that if students were unable to differentiate 3rd Person

Omniscient from 3rd Person Limited in the first post-assessment item, then they most likely

were unable to identify the three sentences in the third question as 3rd Person Limited

point of view. This post-assessment was designed to see if students were able to apply their

knowledge of point of view and pronoun usage, namely for 3rd Person Limited and 3rd

Person Omniscient because they are similar and can easily be mistaken one for another.

Likewise, students who were able to correctly distinguish 3rd Person Limited from 3rd

Person Omniscient in the first post-assessment question were able to successfully write

two sentences using the 3rd Person Point of View and correct pronouns in the second post-

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assessment question. Thus I used this approach to evaluate if students’ writing reflected 3rd

Person Omniscient point of view and if they were able to recognize that the SpongeBob

sentences reflected 3rd Person Limited point of view because the narrator never actually

entered the thoughts of Patrick nor Sandy, and yet the third person pronouns indicated

that the point of view was not being directly told from SpongeBob’s thoughts and

experiences as it would if the sentences were written in 1st Person point of view.

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