DATA ANALYSIS

MEMO
Round 1

Kathryn Alvarez

March 29th, 2020

 Research Question:

How do the research based narrative input chart and joint construction strategies
from WestEd and GLAD programs support the academic English language
development of my first grade English Language Learners?

 Intervention/Innovation What was the innovation/intervention that you designed

and the rationale?
For round 1, the intervention I put in place was the narrative input chart. My
rational for doing this strategy is to support the retell of a mentor text and the
vocabulary that goes with it. Before this intervention the vocabulary was pre-
taught using a prediction/context clues chart. Also, the story had been read all the
way through prior to the narrative input chart. This strategy helps support the
students with their writing by first focusing on the oral retell part. Being able to
express details orally is the first step to being able to write the details.

 Data Collected What data/artifacts did you collect? (e.g., student work, notes
from observations, interviews, videos, etc.)
Data from round 1 was collected in the form of observation notes. Through
observation, I observed student turn and talks when it came to placing the
vocabulary that corresponds to the pictures from the story on the chart. During the
turn and talks I noted who was able to use the correct vocabulary word for that
particular picture. The words included: problem, repair, printer, computer, calm,
character, and narrator.

 Data Analysis
o Describe your data analysis strategies for qualitative data (e.g., coding
strategies)

For the observation notes I will be using the coding strategy to find
common trends of student vocabulary use or lack of vocabulary use. I
created a table to represent the students’ native language and their ability
to produce the academic vocabulary that corresponded to the mentor text.
In addition, I included the codes that were highlighted from the
observation notes. The observation notes were taken during their turn and
talk with their partners prior to each share out and placement of a
vocabulary word on the narrative input chart. The codes include: Chart
(referred to vocabulary chart), Brain (student recall from prior knowledge
or learned vocabulary), Parrot (mimicked partner), N/C (no comment;
omission of word).

o Describe your data analysis strategies for quantitative data (e.g., what
numbers did you crunch to arrive at descriptive statistics?)

This will be represented in round 2

 Findings
o What do the qualitative data tell you? (attach visual data display such as
tables, graphs, etc.

The qualitative data tells me that this intervention in addition to the

vocabulary being pre-taught is helpful for students to build their oral
language. In addition to the chart, student turn and talks allow for students
to practice and learn from their peers before sharing out to the class. It is
completely appropriate for students to copy what their partner says based
on their English language proficiency. My findings from this table
represent each of the student’s ability to produce academic oral language
with or without supports. The codes reflect the supports that helped them
produce the academic language for this activity.

Student: Native Tier 2 Tier 1 Codes:

Language: Vocabulary Vocabulary or
used: another word
used in place
of Tier 2
(explicitly
taught vocab):
Student 1 English Problem, Relax in place Chart
repair, printer, of calm Brain
computer,
character,
narrator
Student 2 English Problem, All correct Chart
repair, printer, Brain
computer,
calm,
character,
narrator
Student 3 English Problem, Fix in place of Chart
printer, repair
computer,
calm,
character,
narrator
Student 4 English Problem, Narrator and Parrot
repair, printer, character were
computer, reversed. Peer-
calm corrected.
Student 5 English Problem, Omission of Chart
repair, printer and Parrot
computer, narrator. Peer
calm, corrected.
 character
Student 6 Ukranian Problem, Print in place Parrot
computer, of printer, fix Brain
character, in place of N/C
narrator repair,
omission of
calm (peer
corrected)
Student 7 Farsi Problem, All correct Chart
repair, printer, Parrot
computer, Brain
calm,
character,
narrator
Student 8 Farsi Problem, Fix in place of Chart
computer, repair, paper Parrot
character, in place of
narrator printer, sleep
in place of
calm.
Student 9 Spanish Problem, Omission of Chart
repair, printer, calm (peer N/c
computer, corrected)
character,
narrator
Student 10 Spanish Problem, All correct Chart
repair, printer, Brain
computer,
calm,
character,
narrator

o What do the quantitative data tell you (attach a Descriptive Statistics excel
document)

This will be represented in round 2.

 Planning Next Round How has your analysis of these data informed your next
steps?
I am doing 4 rounds with two different strategies. Due to school closures I am
unable to do the 3rd and 4th rounds. The analysis of this data would inform me to
continue the intervention as planned. However, due to my focus group, I would
plan to have them paired together and sitting in the first two rows. Collecting
observation notes with the students spread out during turn and talks was slightly
more difficult.
 Literature Connections: Cite any sources here and briefly describe how the
literature was leveraged to inform your intervention and findings in this round.
- See round 2 plan
 Round 2 Plan- Please submit the graphic organizer: Round 2 Plan in addition to
your memo
 ROUND 2 PLAN
Round 2
Dyer Kelly Elementary
Context ELA with integrated ELD
First Grade
School, subject, 26 students
grade, class,
students
14 ELS
4 Newcomers
4 Emerging
4 Expanding
2 Bridging
 12 Eos
 Languages:
Dari, Pashto, Farsi, Ukrainian, Spanish, and Arabic

Focus Group:
-5 EOs
-5 ELs (2 Farsi, 1 Ukranian, 2 Spanish)
How do the research based narrative input chart and joint construction strategie
Research from WestEd and GLAD programs support the academic English language
Question development of my first grade English Language Learners?

How did your

analysis of
Round 1 Data
inform your
planning for this
round?
 Round 2
Round 2 intervention will be a joint construction, which is a research-based strate
Round 2 from WestEd. Joint construction is where the teacher holds the pen and writes on
Instructional/ anchor chart. The students do the talking with some teacher guidance. This strate
Assessment supports students with their independent writing. This is the we do of the I do, we
Methods
do, you do model gradual release of responsibility model. Before each sentence th
students engage in a turn and talk to practice what they want to say and also get
ideas from their peers. I call a student to tell me what to write and the students kn
How will you organize to use transition words (first, next, then, and last) as well as the vocabulary words
learning experiences that were taught prior to Round 1 and included in round 1’s retell chart. Since the
for students that
address your long-term are first graders we build the topic sentence and closing sentence together.
goal?

Cite sources as
needed

Round 2 Data to be collected from round 2 includes: student’s independent writing sample
Data to be and a survey of how the students felt about the two strategies and how those
collected strategies supported their learning. Observation notes will also be taken of how
often the students referenced the charts from both strategies to support their
What are the
data/artifacts that you writing.
will collect?

e.g.: Student work?

Notes from
observations?
Interviews? Video?
 Round 2
Rationale for
collecting these From the writing samples that will be collected I am looking for evidence of
data student’s use of vocabulary and transition words in their writing. Also, being able
write about the three problems from the story.
What are you
looking for in the data?
From the student surveys I am looking for feedback on how the students felt the
Anything that is not on strategies supported their writing and how engaged they were with the strategies
the rubric?

Evidence that students

have…

Cite sources as
needed

Literature Torres, M., Carpenter, Andrew N., & Shaw, Melanie. (2015). The Effec
Source(s) of Explicit Vocabulary Instruction on the Vocabulary Development of
Connection to
English Language Learners in Kindergarten, ProQuest Dissertations a
Teaching Methods Theses.
and/or intended This particular source will help validate the need to explicitly teach vocabulary to
Student Learning
Outcomes English Language Learners. This will be done prior to the narrative or information
input chart intervention. Also, this supports the multiple interactions needed in
APA Citation (at least order for students to be able to use the words orally before using the words in the
1)
writing.
Cite any sources here
that you listed Stage, T., Blanton, A., & Pieretti, R. (2013). Oral narrative and culturally
throughout- this is your relevant literacy instruction for Hmong-speaking English language
References List
learners.
Pieretti's study also included a specific culturally-relevant component, it was
concluded that cultural relevance may be more efficiently promoted by encouragi
students' engagement with the text, the instructor, and each other through oral
narrative activities (Stage, Blanton, & Pierretti 2013).

Notes or Additional Materials (lesson plans, rubrics, materials you plan to use in
teaching, etc.