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Nathaniel Huff

Student Analysis

Johns Hopkins University

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During this LLI, there was tremendous growth with my four students. I was

truly proud of their progress and dedication to learning the new material. Since

English is not their first language, it takes my students a while to grasp

pronunciation and mastery of the English language.

All four of my students are in my ELT class, which is designed to get our

lowest ELL students more familiar with the English language. Some scholars in my

class do not speak English and some struggle with writing complete sentences.

Together, they realize their struggles and they work together to help each other.

The area I wanted to focus on the most in my LLI was oral reading

components. Since majority of my students speak Spanish at home, they struggle

with reading and speaking English. They are also tested on their speaking skill with

our ESL coordinator in order to see if they can move up into regular classrooms. So

it is my job to get all my students there. Though I was unable to achieve that for the

5 months I had them, I am very proud of their progress. They all increased their

MAP scores and I have writing samples that prove that they are becoming better

writers. Their reading fluency components will take time for mastery, but with

continued support they will be able to achieve that.

Student 1

One student I chose to observe is a Hispanic male in the 6th grade. He is name

is Roberto and he is currently in two English based classes. The first class being

Extended Learning Time, which is a class specifically designed for English Language

Learners. Extended Learning Time class meets everyday for 45 minutes. The second
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class he is in is this is English Language Literature. For this class, he attends for 90

minutes every other day.

Academically this student is struggling in reading, writing and speaking.

When it pertains to reading and writing, his scores are below the class average.

However, there is uncertainty as to how accurate the data is. The main reason for

the discredibility of the data is the assumption of how much effort is being

contributed to his work. This student consistently rushed or incomplete work.

However, during the LLI he continued to grow and show diligence towards

his work. He did score higher on his MAP score and he passed multiple assessments

that were given to him. He scored well on the homophone lesson and TCEE

paragraph lesson. Also, his fluency continued to increase as time went on. He truly

felt more comfortable with the content.

Student 2

Cassandra was another student that I had for my LLI. She was on the stronger

students that I had and she really worked hard. I chose her to be a part of my group

because she is not doing the best in our ELA class. She is underperforming and it is

due to English being her second language.

There was a mix result on her performance during LLI. For the homophone

lesson she truly understood the material. However, once retested on homophones

she struggled with remembering the words. She did however perform very well on

her TCEE paragraph. We worked on capitalization and organizing her thoughts. I

was glad to see her progress during that time. She also improved her MAP score at

the end of the year.

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Student 3

Another student I had during this LLI was Pricilla. She is the strongest

student I have in the group. Though she is not doing the best in her classes, she tries

and will ask for help.

Pricilla showed an upward growth with every lesson taught. She did really

well with the contractions lesson. She was able to combine those words and take

them apart. She did understand the lesson on compound words and would help

other students with their work. At the end of year she did increase her MAP score as

well. Unlike, some of other in her group, she actually surpassed her goal.

Student 4

Jacklyn, was my lowest scholar in this group. She does really well in class

with taking notes. However, she struggles with the I DO of the lesson. I always

have to check back on her and make sure she understands because she will not raise

her hand and ask for help.

During the LLI, she did well with homophones, contractions, and compound

words. However, her reading fluency components did not grow as much as I would

have liked them too. She is a shy student and reading out loud is something that she

is not comfortable with. She did increase her MAP score this year by a lot, but she

lacked in the classroom.

Teacher Analysis

I think I did well teaching these lessons and the data supported my work.

Personally, I wanted to see more mastery from my students, but I know that

overtime it will come. One major takeaway I learned from dong this LLI was when
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teaching very low scholars it is important to make them feel comfortable. It took a

couple of lessons to really break the ice and get things rolling with them. Once they

got rolling, I saw tremendous growth. I also learned, that it is much easier to focus

on only 1-2 objectives then 4-5. When I was able to focus on just compound words,

contractions or homophones, my students really got it. However, when I would try

to combine them it took a lot longer to get things rolling.

If I could go back and change things, I would make LLI longer. We did not

have time to review previous books. Since LLI was only around 30-40 minutes we

had to jump right into the new book and material. But overall, all of my scholars

increase their MAP scores, became better readers and learners of the English

language. I will continue to support them throughout this journey.

Next Steps

All four of my scholars will need to continue to be in an ELT for ELLs. They

need the extra support with their learning. I personally do not feel that they are

ready to be independent students yet. They still need the support of the staff.

In their classrooms, I would recommend they be pulled into small groups

with the lead teacher. They may need more directions or help reading the text. In

whole group they will not raise their hands and ask for help because they are

embarrassed. So it is important that the teacher frequently monitor their work.