2.2.

e the candidate for certification: understands the purpose and methods of observation

What: Task 2 (Used for PPAT by ETS completed for my undergraduate degree)

Who: Focus Student 1 and Focus Student 2

When: 3-25-14

Significant Details: During this task, we were working on a 3-part story in our
classroom. I focused on two students and modifications that needed to be made for them.
Focus Student 1 far exceeds the expectations in writing of what is expected of a
kindergarten student. This student becomes bored easily and finishes the assignments
very quickly. Focus Student 2 is a low writer. This student needs extra help and cannot
correctly freely write on lines. For Focus Student 1, I let them complete the pages as they
wished. Once they had completed the pages, I asked them questions about what they had
written and how could more detail be added to their writing. Focus Student 1 wrote
longer pages with more detail on the final draft than other students in the class. I asked
this student to do this because they constantly make statements such as: This is too easy.
I want to do something harder. or This is baby work. After asking this student to add
more details in their story and picture. It took them a little longer to complete the
assignment and they were happy. For Focus Student 2, I asked him to tell me what he
wanted to write. After telling me, I put blanks for each individual word. This helped him
stay on task as well as knowing how to space his words on the paper. On his final draft,
the lines for each word were given to him on the pages as well as the title page.

Analysis: For Focus Student 1, I learned that this student needed to be asked to write
more complex stories. This student had no difficulty with the assignment. Focus Student
1 exceeded expectations for the assignment. For focus student 2, I learned that by giving
the extra help of writing the blanks for his words, he could then complete the assignment
successfully. Focus Student 1 better understood how to create a 3-part story with a little
extra help. From my observations, my modifications tremendously helped focus student 2
by helping him construct his 3-part story and correctly space his words. By him telling
me what he was going to write before actually sitting down to write helped him to think
before writing. From my observations, focus student 1 was much more interested in the
writing when it had a little more difficulty than the original assignment