DATA ANALYSIS

MEMO
Round 3

Kathryn Alvarez

May 3rd, 2020

 Research Question What is the research focus/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

For round 3, the intervention that I put in place was an adapted version of the narrative input
chart that was done in round 1. The reason that I had to adapt the strategy was due to school
closures. Because of school closures, teaching and learning has been transitioned to a virtual
distance learning format. In order for this strategy to take place in an asynchronous way I created
a google slide with the four images of the story as the background. From their I included audio
icons that when clicked the students could hear my voice retelling the story. In the middle of the
google slide were the four vocabulary words taught in a previous lesson. The students were then
instructed to click and drag the words to an image from the story that corresponded to the
vocabulary word.

 Data Collected What data/artifacts did you collect? (e.g., student work, notes from observations,
interviews, videos, etc.)

Data collected from this round was in the form of student work through an online platform,
Google Classroom.

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

For round 3 I used the coding strategy based on their student work. I have created a table
that reflects the codes that I came up with after reviewing their student work. Due to
school closures I had to adapt this strategy from being delivered through direct
instruction to an asynchronous format. The table will be similar to the one presented in
round 1 with some adaptations. The codes for this round include: C (completed), T
(turned in, but not completed), and N/A (no attempt).

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

N/A for this round.

 Findings

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

The qualitative data tells me if the students were able to complete the assignment, turn in
 the assignment without completing it, or if they did not attempt to turn it in at all.
Considering the population of my class and the fact that they are in first grade I expected
a low turn in rate. By reflecting on the data, this tells me who has more skills with using
a computer or if they have someone in their home who is able to help them with their
work. To assist with the understanding of how to complete and turn in this assignment I
included a video of myself completing and turning in the assignment in addition to
written instructions. Based on my knowledge of my students and their capabilities as well
as their home lives I gave full credit to those who completed the assignment and those
who were able to successfully turn in the assignment even if they did not complete it. I
decided to give full credit to those who were able to turn in the assignment without
completion because they attempted to do the assignment. For those who were able to
complete the assignment, this shows me that they were able to grasp the vocabulary that
was pre-taught and apply them to the correct pictures. Although this strategy was adapted
for online learning, it was still successful for those who have the computer skills.

Student: Native Language: Codes:

Student 1 English C
Student 2 English C
Student 3 English C
Student 4 English T
Student 5 English C
Student 6 Ukranian N/A
Student 7 Farsi C
Student 8 Farsi N/A
Student 9 Spanish T
Student 10 Spanish T

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

N/A for this round.

 Literature Connections: Cite any sources here and briefly describe how the literature was
leveraged to inform your intervention and findings in this round.

Edmonds-Eveland, E. (2019). Linguistic support and ELL access to complex texts: Curriculum

enhancements to support educational equity (Order No. 22616291). Available from ProQuest
Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2307785599).
Retrieved from http://proxy.lib.csus.edu/login?url=https://search-proquest-
com.proxy.lib.csus.edu/docview/2307785599?accountid=10358

This study has a focus on EL students and how strategies can support them in being able to
access complex text. The language acquisition scaffolds for ELs include: background knowledge,
vocabulary, visuals, discussion, and extension. Students should be provided scaffolds instead of
materials at their level. The intervention chosen for this round enables language acquisition through
scaffolds. Rather than providing them the material at their level, this strategy allows for the grade level
content to be delivered in a way that scaffolds and supports the students to be able to comprehend.
Wessels, S. (2011). PROMOTING VOCABULARY LEARNING FOR ENGLISH LEARNERS. The
Reading Teacher, 65(1), 46-50. Retrieved from www.jstor.org/stable/41331572

This source harps on the importance of effective vocabulary instruction for EL students.
Vocabulary instruction is of high importance because without such students are unable to comprehend
the content that is being read. This is especially true for ELs because they do not the same experiences
as native speakers. The article provides five characteristics of vocabulary instruction that can be
integrated throughout the reading process. The narrative input strategy was chosen as an intervention
because it reinforces the explicitly taught vocabulary through an additional encounter and peer turn and
talks to support their academic vocabulary acquisition. Due to this round being adapted for online
learning this does not quite apply because the students were unable to participate in peer turn and talks
for extra support.