Emily Kapfer Mora Learner Analysis

This learner analysis is based off of my twenty-five kindergarten students from this

school year. These are the students I would have implemented my final project with if school

was still in session. These students have been participating in distance learning in a live video

conferencing format since the beginning of April. Twenty of the twenty-five students have

consistently joined the live meeting every day; the other five students logged on two to three

days per week. All students are either able to use Zoom features (i.e., mute/unmute themselves,

turn screen on/off, etc.) independently or have a parent to assist them nearby.

These students are accustomed to learning one to two new high frequency words per

week in the normal classroom. They are typically provided with a “morning message” and asked

to guess which new word we will focus on for the week. Once the word is guessed correctly, a

student will circle it so all students know which word we are focusing on, and then another

student will write the word on the Promethean. Another student is then chosen to point on the

word wall to which letter the new word should be stapled under; the student explains how they

know they chose the correct letter. The new word is included in the morning message each day

for the rest of the week and students are encouraged to circle and write the word to practice

identifying and spelling it. This routine was practiced each week for six months while we were in

school normally. Every few months, there would be a cumulative spelling test on fifteen of the

high frequency words to assess student knowledge and retention on the words.

With distance learning, new high frequency words still had to be taught and learned, but

the method that students were comfortable with was not possible via Zoom. Changing a familiar

routine with students so young can be a disservice to their learning; because changing the

learning routine is inevitable, my plan is to design instruction for a week teaching one new high

frequency word using engaging strategies and activities. Active participation has been a struggle
Emily Kapfer Mora Learner Analysis

on Zoom, and students are obviously not learning if they are not actively participating. By

planning instruction where my students can engage from home, they have a better chance of

retaining what they learn about the high frequency word of the week, even if it is not their

normal routine.

Among this group of students there are four Hispanics, eleven white, three African

American, five Asian, and two mixed-race. Eleven of these students are girls and fourteen are

boys. None of these students have IEPS or 504s but one receives speech services. Five students

receive ESOL services. Four students receive free and/or reduced meals and therefore come from

families who live at or below the poverty line. Five students consistently perform above average

in all subjects, thirteen consistently perform average, and seven students consistently perform

below average.

It is oftentimes difficult to reach every learner in such a diverse group. However,

knowing that each of my students is at least semi-consistent in joining our class Zoom meetings

gives everyone a chance to engage in active learning. Some activities will involve students

typing and entering answers or using their mouse to select an answer on their own computer.

This will show me both who is and is not participating and who is correctly learning the new

high frequency word.