Kristin Hensley

ELM-305: Foundational Literacy Skills and Phonics

4/3/22

Kelli Moore

Clinical Field Experience D – Analyzing Pre-Assessment Data

The Pre-Assessment that I implemented this week came back with a variety of different

results that I could evaluate. With help from my mentor, I developed a Kahoot it that asked

comprehension questions, vocabulary questions, and key detail questions that included pictures

and examples from the story such as the setting, and the morale of the story. I also create a 3

questions worksheet that asked the students to describe a Billy Goat, a troll, and what they may

find in a meadow. My average to high grade level learners scored well on the Kahoot and

demonstrated efficient and detailed handwriting skills. My lower learners struggled with some of

the vocab and could only write a word or two in the handwriting lines provided with the word

bank. For my well below grade level student Johnathan, he was only able to answer the question

about where he felt the story took place.

The data that I received showed me that I needed to work on our vocabulary including

key details within the story. Students needed to understand the vocab, as well as other important

parts like the setting, the point of the story, and the main idea. Together with my mentor, we

decided that creating a Boom Card deck that they can use in class as whole group and

independent studies would be the best way to go over these vocabulary definitions as well as

identifying key points in a story means. There will be a “vocabulary” deck and a “parts of the

story” deck. These decks will have two slides each. The first will include audio that students will
listen to and choose the correct word, and the second slide will include a page of the story that

has our vocabulary word in the sentence, and then allow students to choose the definition that

they feel is correct. The “Parts of a story” deck will go over characters, setting, main idea,

conflict, and the resolution, that include audio instruction or supported short media clips that

students can watch on their devices, the next slide will include parts of the story and ask what it’s

describing. For my higher learners, I will make sure that they can attempt to read their decks

without assistance, while including an audio button for words that they struggle with. For my

lower-level learners, I will pull them into a smaller group and assist them by going over each

question, supported instruction, and answer together to gauge comprehension and if it’s effective

(Boom Cards).

Mrs. Brown really likes the idea of Boom Cards and implementing technology within the

classroom as an activity. Her only suggestion would be to implement a way to bring handwriting

into the picture by creating another small group and have an open-ended question about what

they think might happen next. She suggests handwriting lines for everyone in my group, word

banks for my mid-low learners and dictation for our well below grade level student.
 Resources

Boom Cards. (n.d.). Boom Cards. https://wow.boomlearning.com/