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TRANSCRIPT
Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
I. Student Work Analysis
Point of View Pre-Assessment
Name:______________________________
Date:______________________________
1. Describe what point of view means in your own words.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Circle the point of view this sentence is being told:
You followed your friend down a dark corridor of the museum, wondering how much longer until you both reached the end.
A. 1st Person
B. 2nd Person
C. 3rd Person Limited
D. 3rd Person Omniscient
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
PRE-ASSESSMENT Rubric
Criteria 1Does Not Meet Standard
2Approaches Standard
3Meets Standard
4Exceeds Standard
Vocab: Defines Point of View as a person’s thoughts relative to their position and/or the thoughts of others.
Student did not describe “point of view” as a person’s thoughts/perspective relative to their position and/or the thoughts of others.
Student only partially describe “point of view” as a person’s thoughts/perspective, but does not mention that it is relative to the person’s position and/or the thoughts of others.
Student is able to describe “point of view” as a person’s thoughts/ perspective that is relative, or differs, from one person/character to another.
N/A
Application of Literacy Strategy (2nd Person point of view”)
Student did not recognize and identify 2nd person point of view based on the pronoun “you” in the example given.
N/A Student is able to recognize and identify 2nd person point of view based on the pronoun “you” in the example given.
N/A
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
PRE-ASSESSMENT Score Analysis
Student Name VocabApplication of Literacy Strategy
Alyssa 2 3Amanda 3 3Brynn 3 1Emma 3 1Gabby 2 3Hunter 2 1Jake 3 1James 2 3Jordan 3 1Louis 1 3Merry 3 1Miguel 3 1Molly 3 3Nick 3 1Peter 2 1Philip 3 3AVERAGE 2.5625 1.875
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
POST-ASSESSMENT Rubric
Criteria 1Does Not Meet Standard
2Approaches Standard
3Meets Standard
4Exceeds Standard
Vocab: Correctly defines 3rd Person as the narrator as all-knowing Omniscient apart from 3rd Person Limited where the narrator only knows the thoughts of one character)
Student did not correctly distinguish 3rd Person Limited from 3rd Person Omniscient.
Student somewhat correctly defined either 3rd Person Limited OR 3rd Person Omniscient.
Student correctly distinguishes 3rd Person Limited from 3rd Person Omniscient.
N/A
Application of Point of View in Writing Writes two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns.
Student did not write two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns.
Student wrote only ONE sentence using the 3rd Person Omniscient all-knowing narrator 3rd AND/OR Person pronouns.
Student wrote write two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns.
Student wrote write two sentences correctly using the 3rd Person Omniscient all-knowing narrator and 3rd Person pronouns AND incorporated character dialogue.
Point of View and Pronoun Identification knowledge of point of view by identifying point of view as 3rd Person Limited in example given and the associated
Student did not correctly identify the point of view in the excerpt as 3rd Person Limited ANDdid not circle ANY of the 4corresponding pronouns.
Student was only able to correctly identify the point of view as 3rd Person Limited AND/ORwas only able to circle 1-3 of the 4 corresponding
Student correctly identified the point of view in the excerpt as 3rd
Person LimitedANDcircled 3-4 the corresponding pronouns.
Student correctly identified the point of view in the excerpt as 3rd Person LimitedANDcircled all 4 of the corresponding pronouns.
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
pronouns. pronouns.Student Name
Vocab Application of Point of View in Writing
Point of View and Pronoun Identification
Alyssa 2 3 2Amanda 1 1 2.5Brynn 3 3 1.5Emma 3 3 3Gabby 1 2 1.5Hunter 1 1 2.5Jake 2 4 2James 1 2 2Jordan 1 1 4Louis 1 1 1Merry 3 3 2.5Miguel 3 3 2.5Molly 2 1 2Nick 3 3 2Peter 3 1 2.5Philip 1 1 2AVERAGE 1.9375 2.0625 2.21875
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
Summary
All three focus students’ pre-assessment artifacts were included because I wanted to
compare the results to their post-assessment artifacts produced after facilitating the Jigsaw
activity. As for the rest of the students in the class whose artifacts were not included as a
focus piece in this Inquiry Project, I felt that overall class’s performance indicated that
many students still needed clarification about what pronouns are and how to correlate
pronouns with 1st, 2nd, or 3rd Person point of view. This was most likely due to my lack of
planning for practice with pronoun identification and usage as much as it was some
students’ inability to make a clear distinction between the 3rd Person Omniscient narrator
and 3rd Person Limited narrator. I designed this post-assessment with the intention of
seeing how well students understood the role of pronouns in determining point of view.
Ultimately, I wanted to assess how well students were able to define point of view, as well
as how students were then able to apply the rule of pronoun usage in writing their own
sentence example using the 3rd Person Limited Point of View, which required the student to
comprehend the difference between 3rd Person Omniscient and 3rd Person Limited.
Analysis of Impact
There was a distinct pattern I noticed as I analyzed the three students’ work
samples, with especial regards to my three focus students’ post-assessment artifacts.
Brynn’s Point of View Finder foldable worksheet from her Jigsaw Group was also included
as an exemplar of the Jigsaw Activity assignment. All three focus students, and the majority
of the whole class, were able to adequately define point of view in the pre-assessment. For
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
example, Brynn was able to correctly distinguish the difference between 3rd Person
Omniscient and 3rd Person Limited and correctly circled all four third person pronouns in
third question of the post-assessment. However, Brynn, like the majority of the class, had
difficulty identifying 3rd Person Limited from 3rd Person Omniscient given in the reading
excerpt. I found this interesting since Brynn successfully wrote two sentences of her own
using the 3rd Person Omniscient Point of View.
I plan on conferencing with Brynn and/or the whole class to provide verbal
feedback in clarifying that the mention of other characters and their actions in a text can
be misread as their thoughts, therefore students need to read closely and locate words that
indicate the narrator’s knowledge of character thought, such as “wondered”, “thought”,
“remembered”, “reflected”, etc.
Similarly to Brynn’s post-assessment results, Molly had confused the 3rd Person
Omniscient from the 3rd Person Limited when prompted to write down the point of view
she identified in the third post-assessment item, even though she understood that 3rd
Person Omniscient is an “all-knowing” narrator. Moreover, Molly only circled one of the
four third person pronouns. What I found peculiar about Molly’s response to the first
question of the post-assessment was that she had written that the author, rather than the
narrator, either has an omniscient or limited point of view. There was no mention of the
author’s point of view being the equivalent to the narrator’s point of view when I had
taught this lesson. In my follow-up with Molly’s work, I need to be explicitly clear with her
and the class that the narrator’s knowledge of character thoughts cannot be interpreted as
the author’s knowledge and understanding of a character. Since a number of students had
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
difficulty with identifying 3rd Person Limited Point of View. I will work with Molly and the
class on reading and identifying more examples of third person limited point of view.
I was pleasantly surprised and proud of Jordan’s efforts on his post-assessment.
Although he was unable to clearly differentiate 3rd Person Limited from 3rd Person
Omniscient Point of View or write two sentences correctly using the 3rd Person Omniscient
Point of View, he exceeded the learning standard on the third, and possibly most
challenging, post-assessment question. Albeit there is a possibility that Jordan managed to
guess the correct point of view on this question, it was evident he retained knowledge of
the third person pronoun by underlining all four of them. I will be sure to share my praise
and encouragement with Jordan first before presenting my feedback and reviewing the
concepts with him.
Nonetheless, I will continue to reinforce the requisite skill of pronoun recognition
and identification to the whole class in my follow-up lessons on Point of View since many
students, Jordan included, underlined or circled words that were not pronouns (even if
they did correctly identify one or more of the pronouns in the post-assessment). My plan in
re-teaching this lesson is to pull Jordan, along with four to five other students who
struggled in answering the post-assessment, to work in a small group and model with them
how to write sentences using 3rd Person Limited and 3rd Person Omniscient and provide
them with brief reading passages to practice identifying the two types of third person point
of view.
On the whole, the post-assessment question the bulk of the class experienced the
most difficulty was on the third post-assessment item where they had to identify the three
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
sentences as being told from 3rd Person Limited and then circle just the four corresponding
pronouns. The majority of students received half credit on the third post-assessment items
because they were unable to successfully associate the corresponding pronouns to the
correct point of view, even if they did correctly identify the point of view. Only one student
wrote 2nd Person Point of View rather than one of the 3rd Person Point of Views. This
informed me that nearly all the students in the class had an adequate understanding that 1st
Person and 2nd Person Point of View are clearly distinct and distinguishable from 3rd Person
Limited and 3rd Person Omniscient. I will need to conference one-on-one with this student
in particular to explain why 2nd Person pronouns are dissimilar to 3rd Person pronouns
being used in a text, in addition to modeling for her how to show the difference between 3rd
Person Omniscient and 3rd Person Limited in writing since she had written two sentences
in the 3rd Person Limited, even after she clearly labeled “all-knowing” above the word
“omniscient” in the for the second post-assessment question.
A pattern I recognized was that if students were unable to differentiate 3rd Person
Omniscient from 3rd Person Limited in the first post-assessment item, then they most likely
were unable to identify the three sentences in the third question as 3rd Person Limited
point of view. This post-assessment was designed to see if students were able to apply their
knowledge of point of view and pronoun usage, namely for 3rd Person Limited and 3rd
Person Omniscient because they are similar and can easily be mistaken one for another.
Likewise, students who were able to correctly distinguish 3rd Person Limited from 3rd
Person Omniscient in the first post-assessment question were able to successfully write
two sentences using the 3rd Person Point of View and correct pronouns in the second post-
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Running Heading: INQUIRY INTO STUDENT LEARNING PROJECTCassandra Ricca
assessment question. Thus I used this approach to evaluate if students’ writing reflected 3rd
Person Omniscient point of view and if they were able to recognize that the SpongeBob
sentences reflected 3rd Person Limited point of view because the narrator never actually
entered the thoughts of Patrick nor Sandy, and yet the third person pronouns indicated
that the point of view was not being directly told from SpongeBob’s thoughts and
experiences as it would if the sentences were written in 1st Person point of view.
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