Data Teams 

Common Formative Assessment Tool (CFA) 

Analysis of Student Work 
READING: 4.RL.6 Point of View - COMPARE AND CONTRAST 

Grade: Four   Date: November 27th - December 21, 2017 

 
(Step 1) 
Assessment (CFA):  Point of View 
(Student 
Work/Assessment  Link to Pre Test 
Selected for Analysis) 
  Link to Post Test 
Curriculum Map: Wonders 
Link to Success Criteria 

Standards:  4.RL. - Compare and contrast the point of view from which different stories are 
  narrated, including the difference between first- and third-person narrations. 
   
Grade 4 ELA Standards  Grade Level Clarifications: 
  ● Fiction 
K-5 Unpacked Standards  ● First Person 
  ○ The story is told from the point of view of a character. 
Grade 4 Unpacked  ○ The character doesn’t always know everything that is happening in the 
Standards  story. 
  ● Third Person 
  ○ The story is told by a narrator. 
  ○ The narrator usually knows things that the characters don’t know. 
   
  Essential Skills/Concept: 
  ● Identify the person who is telling the story 
  ● Know that the way a person tells a story is impacted by their role in the story 
● Know that when telling a story from the first person, the writer will use the 
terms I​ o​ r ​we 
● Third person point of view is often indicated by the use of the terms​ he, she, it  
or t​ hey 
● Compare the point of view from different stories 
● Contrast the point of view from different stories 
 
Academic Vocabulary: 
● Compare and contrast 
● Point of view 
● Perspective 
● Narrate 
● First person 
● Third person 
● Selections 
● Text 
● Stories 
 
Question Stems: 
● Is the selection/story written in the first or third person? How do you know?   
● Who is telling the story in this selection?   
● How is the perspective of the narrator different in the stories we read.   
 ● Are there similarities in the perspective from which these stories are being told?   
● How does the author’s point of view affect what you know about the characters 
and events in the story. 
 
Anchor Charts: 
● From ​The Reading Strategies Book​ p
​ age 177 (6.12) - Empathy 
 
Titles of stories to compare/contrast: 
●  
 
 
 
 

Data Collection – (Completed prior to 1​st​ meeting) 

GRADE LEVEL PROFICIENCY BUCKETS 
(Step 2) 
(List # of students) 
 
Room 
PRE: MET  POST: MET  PRE: NOT MET  POST: NOT MET 
# 
H1  0  14  21  8 
H2  0  13  17  9 
H5  0  10  18  8 
H6  11  18  13  4 
H7  0  15  20  3 
Total # 
11    89   
students 
% 
11%    89%   
 
 

Data Collection – (Done during meeting) 

ANALYZING STUDENT WORK 
(Step 3) 
 

MET  NOT MET 

 
Strengths/Inferences  Strengths/Inferences 
 
● Students able to identify first-person point of view  ● Students can determine the difference between 
versus third-person point of view.  first and third person point of view and identify 
● Students can determine the difference between  keywords (I, me, my, he she, etc.) that indicate 
first and third person point of view and identify  each point of view.. 
keywords (I, me, my, he she, etc.) that indicate 
each point of view.. 
● Student showed detailed evidence; more than one 
piece of evidence 
Errors & Misconceptions/  Errors & Misconceptions/ 
Inferences  Inferences 
● Students who showed proficiency did not provide  ● Students need to learn what kind of evidence to 
more than one piece of evidence.  cite to show the difference between a first and 
third person point of view. 
 ○ Feelings and thoughts of the character 
telling the first person point of view story. 
 

SMARTe GOAL 
(Step 4) 
 
By December 15, 75% of the fourth grade students will be able to identify whether a story is written from a first 
person or third person point of view, justify their answer, and c​ompare and contrast the point of view from which 
different stories are narrated​. 
 
Met Goal:   
 
 
INSTRUCTIONAL STRATEGIES 
(What interventions are needed to move each group?) 
(Step 4) 
 
Resources/Do we like?: 
See Form A and Form B (in .rtf format) - Answer keys are there too 
 
https://www.ereadingworksheets.com/point-of-view/point-of-view-activities/point-of-view-quiz-2/ 
 
Link to Wonders POV 
 
ReadWorks - 3rd Grade POV 
ReadWorks - 4th Grade POV 
 
Reading Plus POV 
 
POV Practice: 
http://www.bath.k12.ky.us/userfiles/159/Classes/1381/POINT%20OF%20VIEW%20PRACTICE%20worksheet.pdf 
 
https://drive.google.com/file/d/0B356WaEU9noSOTlndkNGN0ZTZDA/edit 
 
Academic Vocabulary: 
● Compare and contrast 
● Point of view 
● Perspective 
● Narrate 
● First person 
● Third person 
● Selections 
● Text 
● Stories 
 
Question Stems: 
● Is the selection/story written in the first or third person? How do you know?   
● Who is telling the story in this selection?   
● How is the perspective of the narrator different in the stories we read.   
● Are there similarities in the perspective from which these stories are being told?   
● How does the narrator’s point of view influence the actions in the story? 
 
Grade level strategies​: 
● From ​The Reading Strategies Book​ p ​ age 177 (6.12) - Empathize to Understand 
 
MET  NOT MET 
 ●   ● Review Success Criteria checklist with students prior to lessons 
●   ● Create anchor charts that show the disadvantages and advantages 
●   of first and third person point of view. 
●  

●  
 
● Act out first person vs. third person versions of stories 
● Write out first person, third person versions of stories 
● Have students create comic strips in first person/third person  
● Share comic strips in first person/third person 
● Talk about different perspectives during read alouds 
● Clarify that question #3 is asking to compare the point of view of 
each passage and not the story itself 
 
 

RESULT INDICATORS 
(How will you know you’re being effective?) 
(Step 5) 
 
All Students 
Student Behaviors and What to look for in student work 
● Students will be able to: 
○ First Person Point of View 
■ Identify the narrator 
■ From the narrator's point of view, tell about their thoughts and feelings about another 
character or event in the story. 
■ Cite evidence from the story 
○ Third Person Point of View 
■ State how the third person’s point of view changes what you know about the characters’ 
thoughts and feelings. 
 
REFLECTIONS 
(Step 6) 
 
Did the assessment data provide the expected information? The majority of the students were able to identify 
whether stories were written with a first or third person point of view. The problem was that when the students were 
asked to compare the differences between the first person point of view story and third person points of view story, 
they misinterpreted the question and just compared the two stories which lowered their score. 
 
How did the assessment encourage communication with students about learning? The assessment encouraged some 
good classroom discussion about identifying whether different stories were written with a first person and third person 
point of view and how the kids knew. 
 
Were targets shared beforehand? Yes 
 
Were students aware of the criteria for meeting the targets? Yes 
 
Was the design appropriate for the student audience? Initially it was a little confusing, but after revisions to the tests 
 and rubrics, we were able to make it more appropriate for the 4th grade audience. 
 
Were the results understandable to students? The teachers reviewed the test results with the students. 
 
How did the results provide insights to students about their progress? Students were able to understand what they did 
wrong and how to properly compare a first person and third person point of view in the future. 
 
What changes might be made before the next administration regarding purpose, targets, design to make the 
assessment more meaningful? The expected answers were refined to match the fourth grade standard more closely. 
 
Do the questions address the targeted standards sufficiently? Yes 
 
Do the targets provide the information needed to enhance instruction? Yes