Maddy Young

T&L 409
Spring 2016

Needs Analysis Tool for 2nd Grade Reading

Context:
2nd grade
Reading
During a course

Needs Analysis Tool:

Reading Task
Reading Comprehension Questions
Visuals
Questions on attitude about learning English
Questions on purpose for learning English

Procedure:
Teacher works individually with the student
Teacher asks key questions about the details in the text

Data:
Use data to assess the following:
o Attitude towards learning English
o Reading comprehension
o Reading fluency
o Use of illustrations to comprehend text

Reading Task
Sally and Ben go to school.
Sally has a red backpack.

Ben and Sally learn about science at

school.

Ben likes to read about the weather,

especially about clouds.

Sally plays soccer at recess.

The soccer ball is black and white.

Ben likes to play basketball with his

friend Dan.

Ben and Dan sit on the grass

when they are done playing.
Maddy Young
T&L 409
Spring 2016

1. What color is Sallys backpack?

2. What do Ben and Sally learn about at School?

3. What does Ben like to read about?

4. What does Sally play at recess?

5. What two colors are on the soccer ball?

6. Where do Ben and Dan sit when they are done playing?

7. What do you like to do at Recess?

8. What do you like learning about?

9. I feel ___________________________ when learning English. (Circle all that

apply)

Excited Sad Frustrated Confused Happy

10. I learn English best when I work _________________________. (Circle all

that apply)

All by myself With other people When a teacher helps me

Justification:
 This needs analysis tool can be used when a teacher is trying to determine what

reading comprehension level their English Language Learning student is at. This tool

specifically would be beneficial to use at the beginning of the year so a teacher knows what

level the student is at when they enter the classroom. After determining what level the

student is at, the teacher can plan lessons accordingly to suit the students needs, and they

can also determine what type of assistance the student needs.

My needs analysis tool is designed for a one-on-one interaction with the student and

teacher. As the student reads the passage, the teacher can determine the reading and

vocabulary level of the student. The teacher can also see how fluently a student reads. Once

the student is done reading, the teacher can then ask the student comprehension questions

and record their responses. Overall, this needs analysis tool assesses the reading abilities of

the student. Additionally, I included two questions about the students attitude towards

learning English and how they like to learn English. Knowing this can help teachers plan

lesson plans accordingly to how students like to learn. Also, if a teacher discovers that the

student feels discouraged or frustrated when learning English, they can incorporate new

activities into the curriculum to make it more suitable to the students needs.

Overall, both the student and teacher benefit from performing a needs analysis

assessment. The teacher learns what level the ELL student knows English and they can

design lessons accordingly. The student benefits because lesson plans will be more

structured towards their needs.

Maddy Young
T&L 409
Spring 2016

Reflection:

When designing my Needs Analysis tool, I targeted questions that related to the

students attitude towards learning English, and their abilities in the classroom. According

to Brown, these are two important categories to include when assessing an ELL student

because ability questions measure to see a students overall language proficiency and

diagnoses their specific weaknesses. Asking questions about the students attitude is

important because these are designed to uncover information about a students overall

attitude towards a program.

When I assessed an ELL student in a second grade classroom at Franklin Elementary

School, I discovered that although my student was a Level 1 ELL learner, he did not struggle

with reading comprehension. My student answered correctly all of the reading

comprehension tests, but he did struggle with the pronunciation of the long /a/ sound. He

had difficulty pronouncing the name Sally. Additionally, the student I assessed felt

positively about learning English. He answered that he was excited to learn English. Finally,

my student said he liked to work best with the whole entire class instead of group work or

individual time alone with the teacher.

After having assessed an ELL student in my class, I know now what content areas I

can help him with. I think it is important to help him better understand letter-sound

relationships, and help him discover that different letters can have multiple sounds.

Similarly, I now know how he likes to work in the classroom and can use this knowledge if I

ever have to plan a lesson. Overall, performing a needs analysis test was very helpful in

assessing what help my student needs in the classroom, and now I know how I can help
him.

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program

development. New York: Heinle & Heinle

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program

development. New York: Heinle & Heinle