Report 1

Gabriella Jacob & Brianna Rinaldi

FRIT 7231

1.0 Introduction

1.1 What is your system of interest?

Gabriella and I currently teach 2nd grade in the counties of Gwinnett and Cobb. Writing is a

huge foundational piece in both of our counties. Our goal is to teach students how to write a story

efficiently and then use technology to bring that story to life. We believe incorporating technology into

students’ learning is an effective method to increase engagement and interest in a subject that usually is

not well liked by many.

1.2 What are the sub systems?

Abilities of Students:

We are teaching 2nd grade students. Many of these children have had at least one full

year at school since the pandemic began in 2020. Students vary, however, with the knowledge

and skills they may have attained from first grade. Students from both counties have similar

expectations and should know the basics of writing a story and how to use technology.

Prior Knowledge of Students:

Students should be able to write a story with a clear topic, different chapters, and text

features. Students should be able to draw a picture across their pages giving a visual to each part

of their story. Students should also be able to write several lines across their pages including

details. Finally, students should demonstrate knowledge of grammar such as using proper

punctuation and capital letters.

 Resources Available:

Students have access to dictionaries or quick word books to assist them with spelling.

There are also anchor charts displayed in the room pertaining to the style of writing being taught

at the time. Students also have journals where they brainstorm and write rough drafts to refer

back to throughout the year. Technology is also used in the classroom and students have access

to a Chromebook where they can explore different resources or practice typing their stories on

Google Classroom.

1.3 What symptoms drew your attention to this system of interest?

Through observation, monitoring, and IEP Goals we have come to the conclusion that writing is

not our students’ strongest subject. We feel that writing is very important and it requires some extra

attention. When conferring with students, we find that they are struggling to provide the detail required

to create a quality piece.

2.0 Front-End Analysis

2.1 Are there performance gaps involved in this problem that justify a learning intervention?
3.0 Needs Assessment

3.1 Optimals

3.1.1 What information and data would you collect?

The information and data that we will collect will be if students can correctly write an

informational story including all of the necessary parts.

3.1.2 How would you collect that information and data?

We will collect this data by having the students complete their informational paper.

3.2 Actuals

3.2.1 What information and data would you collect?

We will use the data from the students' writing based upon the rubric created and given to

students. We would collect data about the topics, chapters, grammar, and structure.

3.2.2 How would you collect that information and data?

We will collect the information and data by taking a grade for the student’s writing based upon

the provided rubric.

3.3 What are the discrepancies between the current and desired state?

The discrepancy that the students could have faced is not learning in the classroom the previous

couple of years. A deficit could be not having the instruction that other students may have had and not

having exposure to the expectations that these counties require.

3.4 What priorities can you assign to the identified discrepancies or goals?

The priorities we can assign are to make sure students understand what an informational story is,

preview examples of other informational writings. Students have also gathered facts that relate to the

topic areas.
3.5 Prepare a learning goal statement.

3.5.1 Construct a goal analysis for your problem

3.5.2 Write out a goal statement in narrative form

The goal that we have for our students is to proficiently write an informational story on an

animal and use ChatterPix to create their work into a digital format. This shows they are performing on

grade level and are ready for more enriching work.

4.0 Instructional Analysis

4.1 Goal Analysis

4.1.1 What is the domain classification and type of learning for your problem?

The domain classification for our learning goal is categorized as an Intellectual Skill. Students

will need to be able to write an informational story using taught skills and rubrics as their guides. This

goal would be classified as Intellectual Skills because “the learner must be able to solve a problem or

perform an activity with previously unencountered information or examples.” (Dick, Carey, & Carey,

2021, p. 50).

4.2 Subordinate Skills Analysis

4.2.1 Choose an appropriate analysis method and provide an example of a subordinate skills

analysis associated with the instruction that you will provide.

The analysis method we have chosen is an Intellectual Skill Analysis. On the following page is

an example of subordinate skill analysis associated with the instruction we plan to provide.

4.2.2 Show which skills are entry-level skills

As indicated in the analysis below, the following skills are skills students must already have

before participating in the Informational writing lesson.

 Students must already be able to write in complete sentences.

 Students must understand the different components of a writing piece.

 Students must already be able to use the computers/laptops to perform research.

 Students must be able to work with others during an assignment.

 Students must already be able to use ChatterPix independently.

 Students must understand the different components of editing a story.