Considering how my placement is in first grade this semester, I find myself struggling to make extra time to take observational notes and collect meaningful data on my students. My collaborating teacher has been performing many diagnostic literacy assessments to find out our learners and their knowledge foundations. We have yet to gain mathematic data, and have strictly been gauging reading skills these first four weeks of school. We have both set goals to take some more time during math to assess students on a whole class scale, in order to create small groups for re-teaching and enrichment. (#FEAP5b) When I met up with Shannon during seminar, she showed me her data notebook and all of the things she did with her students. So far, there are labeled folder separators for each of her students, alphabetized. I simply have a notepad to put papers in and write anecdotal notes. What I plan to do next time is create a similar inquiry notebook. This way, it will be easier to find the data that I wish to connect with other students. I have also taken pictures of spelling inventories. The next step is to print out these spelling inventories and ask my CT for the student's primary spelling source (the paper they did it on) for language practices. In first grade, some are still struggling with phonemic awareness of the fact that the letter "F" makes a "fffff" sound. Since the focus is narrowed on the twenty-six letter alphabet and the 45 phonemes it contains, the data that we collect is primarily alphabet work and recognizing sight words. As far as holistic teaching goes, there are several other methods of data collection that we could try. An Elementary Interest Reading Survey would be interesting to see. (#FEAP4c)
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AuthorMember of SCATTER Archives
November 2015
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