WGU D688 Task 2: Instructional Analysis, Assessment, and Differentiation | 2026 Update
with complete solutions.
A. Analysis of Student Learning and Assessment Data
The lesson based on We Are Water Protectors was designed to develop students’ ability to retell
key details and describe how the main character responds to challenges, aligned with
EL.2.3.3-C and EL.2.2.3-C.
To evaluate student learning, both formative and summative assessments were used
throughout the lesson.
1. Formative Assessment Analysis
Formative assessments included:
Think-pair-share discussions
During-reading comprehension questions
Thumbs up/thumbs down checks
Teacher observation and group check-ins
These assessments provided immediate insight into student understanding. Most students
demonstrated:
Strong engagement during discussions
Ability to identify basic story elements (characters and setting)
Growing understanding of the story’s central problem
However, some students struggled with:
Explaining character emotions using evidence
Connecting illustrations to meaning
Expressing ideas using complete sentences
These observations informed instructional adjustments during the lesson, such as rephrasing
questions, modeling answers, and providing additional examples.
2. Summative Assessment Analysis
The summative assessment required students to complete a graphic organizer identifying:
Characters
Setting
, Problem
Solution
Key details
Results:
High-performing students (≈70%) accurately identified all story elements and included
detailed responses.
Developing students (≈20%) identified most elements but lacked detail or clarity.
Struggling students (≈10%) had difficulty identifying the problem and solution or
organizing their responses.
3. Interpretation of Student Learning
Overall, the majority of students met the learning objective (80% accuracy). The data shows:
Strong comprehension of literal story elements
Moderate ability to retell events
Need for additional support in deeper comprehension (inference, character response)
This indicates that while foundational comprehension skills are developing, higher-order
thinking skills require further reinforcement.
B. Instructional Adjustments Based on Data
Based on assessment data, the following instructional adjustments would be implemented:
1. Increased Modeling of Thinking
Students who struggled with comprehension would benefit from more explicit teacher
modeling, including:
Think-aloud strategies
Demonstrating how to identify problem and solution
Modeling how to use text and illustrations as evidence
2. Scaffolded Graphic Organizers
To support struggling learners:
Provide partially completed organizers
Include sentence starters (e.g., “The problem in the story is…”)
Use visual icons for each story element
with complete solutions.
A. Analysis of Student Learning and Assessment Data
The lesson based on We Are Water Protectors was designed to develop students’ ability to retell
key details and describe how the main character responds to challenges, aligned with
EL.2.3.3-C and EL.2.2.3-C.
To evaluate student learning, both formative and summative assessments were used
throughout the lesson.
1. Formative Assessment Analysis
Formative assessments included:
Think-pair-share discussions
During-reading comprehension questions
Thumbs up/thumbs down checks
Teacher observation and group check-ins
These assessments provided immediate insight into student understanding. Most students
demonstrated:
Strong engagement during discussions
Ability to identify basic story elements (characters and setting)
Growing understanding of the story’s central problem
However, some students struggled with:
Explaining character emotions using evidence
Connecting illustrations to meaning
Expressing ideas using complete sentences
These observations informed instructional adjustments during the lesson, such as rephrasing
questions, modeling answers, and providing additional examples.
2. Summative Assessment Analysis
The summative assessment required students to complete a graphic organizer identifying:
Characters
Setting
, Problem
Solution
Key details
Results:
High-performing students (≈70%) accurately identified all story elements and included
detailed responses.
Developing students (≈20%) identified most elements but lacked detail or clarity.
Struggling students (≈10%) had difficulty identifying the problem and solution or
organizing their responses.
3. Interpretation of Student Learning
Overall, the majority of students met the learning objective (80% accuracy). The data shows:
Strong comprehension of literal story elements
Moderate ability to retell events
Need for additional support in deeper comprehension (inference, character response)
This indicates that while foundational comprehension skills are developing, higher-order
thinking skills require further reinforcement.
B. Instructional Adjustments Based on Data
Based on assessment data, the following instructional adjustments would be implemented:
1. Increased Modeling of Thinking
Students who struggled with comprehension would benefit from more explicit teacher
modeling, including:
Think-aloud strategies
Demonstrating how to identify problem and solution
Modeling how to use text and illustrations as evidence
2. Scaffolded Graphic Organizers
To support struggling learners:
Provide partially completed organizers
Include sentence starters (e.g., “The problem in the story is…”)
Use visual icons for each story element
