Check in #1
Data Highlights and Target Group Identification
1. What type of student achievement data did you analyze?
I analyzed soft data, based on in-class observations, and two tools to gather summative hard data: Developmental Reading Assessment (DRA) and Accelerated Reader 360 along with the Standardized Testing And Reporting (STAR) for Reading.
2. What were the main findings generated from the analysis of your data?
After observing my students for some time and taking notes, I have found that some students were not reading accurately and snot reading fluently. Also they seemed to struggle summarizing the stories or answering comprehension questions. When I tested my students using DRA, I identified which students were reading on, above or below grade level. Once I found if they were emergent, early, or transitional readers, I arranged the students accordingly into target intervention groups. I also crossed checked results using Accelerated Reader STAR test. I obtained information about comprehension, quantity and complexity of the books the students were reading. Also, the test results provided me with important data to determine their reading ranges. Their Zone of Proximal Development (ZPD) is an important piece of information for me because that ensures that students are reading materials that are at the appropriate level.
3. Share 5 questions that the data sparked.
How many target groups do I need and what students am I placing in each group?
Which students just above proficiency are of concern?
What support is needed for students just below proficiency level?
Which group is the one that needs urgent intervention?
Can I include a GATE target group in my intervention schedule?
4. Name 3 priority needs and mention which one of these seemed most urgent.
Although I agree that comprehension is the ultimate goal when it comes to reading, comprehension is often the last thing listed in my priorities. My main focus is always accuracy. My priority needs are sequential and prioritized in the same order. They are: accuracy, fluency and comprehension skills. I believe that these are the most important skills that students need to become successful readers. The most urgent for me is accuracy because I believe accuracy to be the main pillar for reading comprehension. When I give the initial DRA test to my second grade students, I perform a miscue analysis. It is essential for me that students read and sound exactly what is printed on the text. When I analyze the results, I look for patterns, I go as far as finding out if they are omitting letters or endings, substituting words with similar letters, or if they are following the wrong language phonics rules, which is a very common mistake in our program. An interesting finding is the fact that students have a tendency to make the same or similar miscues in both languages. In the same way, once they fix that problem in one language, the second language follows. After I work with accuracy, my next thing of importance is the fluency and at last, comprehension. During in-class interventions with my students, I single out each focus, however, students are learning and practicing all three components of reading during our language arts time.
5. Which target group did you select to work with and why?
I decided to work with the emergent readers group because they are the group that needs the most attention. They need to start early and take advantage of the entire school calendar to learn and practice reading to achieve grade level goals. I believe that reading is the main pillar for academic progress. Everything the students need to succeed academically, from this point on, is going to be acquired mainly through reading materials. I have found that poor reading skills affect students even in the field of mathematics. If they are not capable of reading and following written instructions, especially when it comes to word problems, they will be unable to draw information to solve math problems. Also, emergent readers become the disruptive at risk students who lack motivation and have difficulty following the lessons. That becomes a downward spiral cycle that needs to be stopped immediately.
Data Highlights and Target Group Identification
1. What type of student achievement data did you analyze?
I analyzed soft data, based on in-class observations, and two tools to gather summative hard data: Developmental Reading Assessment (DRA) and Accelerated Reader 360 along with the Standardized Testing And Reporting (STAR) for Reading.
2. What were the main findings generated from the analysis of your data?
After observing my students for some time and taking notes, I have found that some students were not reading accurately and snot reading fluently. Also they seemed to struggle summarizing the stories or answering comprehension questions. When I tested my students using DRA, I identified which students were reading on, above or below grade level. Once I found if they were emergent, early, or transitional readers, I arranged the students accordingly into target intervention groups. I also crossed checked results using Accelerated Reader STAR test. I obtained information about comprehension, quantity and complexity of the books the students were reading. Also, the test results provided me with important data to determine their reading ranges. Their Zone of Proximal Development (ZPD) is an important piece of information for me because that ensures that students are reading materials that are at the appropriate level.
3. Share 5 questions that the data sparked.
How many target groups do I need and what students am I placing in each group?
Which students just above proficiency are of concern?
What support is needed for students just below proficiency level?
Which group is the one that needs urgent intervention?
Can I include a GATE target group in my intervention schedule?
4. Name 3 priority needs and mention which one of these seemed most urgent.
Although I agree that comprehension is the ultimate goal when it comes to reading, comprehension is often the last thing listed in my priorities. My main focus is always accuracy. My priority needs are sequential and prioritized in the same order. They are: accuracy, fluency and comprehension skills. I believe that these are the most important skills that students need to become successful readers. The most urgent for me is accuracy because I believe accuracy to be the main pillar for reading comprehension. When I give the initial DRA test to my second grade students, I perform a miscue analysis. It is essential for me that students read and sound exactly what is printed on the text. When I analyze the results, I look for patterns, I go as far as finding out if they are omitting letters or endings, substituting words with similar letters, or if they are following the wrong language phonics rules, which is a very common mistake in our program. An interesting finding is the fact that students have a tendency to make the same or similar miscues in both languages. In the same way, once they fix that problem in one language, the second language follows. After I work with accuracy, my next thing of importance is the fluency and at last, comprehension. During in-class interventions with my students, I single out each focus, however, students are learning and practicing all three components of reading during our language arts time.
5. Which target group did you select to work with and why?
I decided to work with the emergent readers group because they are the group that needs the most attention. They need to start early and take advantage of the entire school calendar to learn and practice reading to achieve grade level goals. I believe that reading is the main pillar for academic progress. Everything the students need to succeed academically, from this point on, is going to be acquired mainly through reading materials. I have found that poor reading skills affect students even in the field of mathematics. If they are not capable of reading and following written instructions, especially when it comes to word problems, they will be unable to draw information to solve math problems. Also, emergent readers become the disruptive at risk students who lack motivation and have difficulty following the lessons. That becomes a downward spiral cycle that needs to be stopped immediately.