I am collecting Words their Way data on all of my students. My Collaborating teacher has been taking students back one by one during reading time and performing running records and spelling inventories. So far she's been able to proctor one complete set of running records to the entire class, gaining a spreadsheet that makes it more easy tog group the children into small reading groups. There are a handful of students who performed at or below a score of 6, while the average for the beginning of first grade is around a 10, moving to 20 before they move to second grade. There is a major achievement gap in the class where a wasteland exists between those ho scored a 6 or below and those that scored a 12 or above. 3 students are able to work in literature circles, while the rest of the class has variable ranges of ability to the point where they need help spelling the word red. I have asked some of the beginning readers in the class to go home and ask someone to read to them. Research in all of or literacy classes shows this action leads to improved rates of literacy development in children. by modeling correct pronunciation and pacing. I often get a reply of "No." or "Noone read to me", so either the student doesn't realize their power in their own learning, or the parents are being neglecting when it comes to taking time with their children to read to them. Conference night and/or open house will give me an opportunity to meet some of these parents and get them on track withy what we want to accomplish over the year with their children. I still need to gather math score data, yet I feel that the formal observations that I've made regarding the addition/subtraction lessons have informed me greatly on which students need more support in arithmetic. (INTERNSHIP LVL 3).
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AuthorMember of SCATTER Archives
November 2015
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