Progress Upated #2

 Students are supposed to be using their processing and comprehension strategies whenever they read, but of course that is not the case.  After reviewing the classroom-modified reading strategy use table taken Friday, I found that they are "sometimes" doing the things that we ask of them.  Stopping while they read either to ask questions, clarify unfamiliar words, or make sense of something is low on the priority list.  Students claim that when they are stuck, they go back and reread any parts that were confusing.  The question is do they know what to do after they reread the confusing part of the story?  Are they able to figure it out and if not, what do they do next?  Students need to learn to stop during the story to think.  This group is so focused for reading for a particular question (like the state tests) that they do not stop to think about the story.  They need to work on asking questions in the middle of the story, checking predictions made in the beginning and continue to make predictions while reading. 

Students have been given a CAPS bookmark to remind them to use their strategies during independent reading time. C stands for clarify and connections.  A stands for ask questions.  P stands for predictions and S stands for summarize.  These skills aren't in order like before, during, and after the read, but are listed for the during time of reading a selection.

Students read grade level texts and passages along with their own lexile level found during designated library times.  Mrs. T assesses students comprehension using Accerlerated Reading program (AR).  She will spend one week on a book focusing on different skills.  By Friday, students take the AR quiz.  Students also take an AR quiz for independent level books.

I feel compelled to teach these students Questioning skills while they read.  It is difficult for students to be reading and thinking at once.  I would want to focus on stopping while we read during points in the story to think, ask questions, make predictions, and visualize what is happening in the story.

CMRSU and Metacomprehension Stategy

I gave my students two different assessments on Friday to gauge their use of comprehension strategies found in Strategies for Reading Assessment and Instruction on page 282 and page 284. The Classroom-Modified Reading Strategy Use Table Assessment showed me that most of my students are using some type of comprehension strategies when reading.  The mean score was a 2.  The lowest score was a 1.8 and the highest at 2.4.  According to the assessment, most students were not stopping while they read to ask questions to assess their own comprehension.  Retelling in their own words, associating new words with pictures, and drawing a map or outline for clarification in the story also is a problem.  So Mrs. T can use this data to help figure out which strategies she should stress more.

Score Updates

Reading Benchmark scores are in.  Students scores have gotten much better since the first benchmark test.  In fact, only 4% passed the first test compared to the 53.5% passed on the second test.  A significant improvement.  Test shows students are struggling in several areas.  In the nonfiction passages, students need help formulating questions that might be answered, drawing conclusions, summarize, and cause and effect.  In the fiction passages, author's purpose, sensory words, and context clues need to be improved.

Far as IStation reports are concerned, students movement from Tier 3 to Tier 2 has increased between January and February. 
  Class    Tier 1                         Tier 2               Tier 3
B           29% (no change)       21% to 36%       50% to 36%
T            20% to 27%            20% to 27%       60% to 47%
S             13% to 25%           44% to 38%        44% to 38%

So at least students are making some improvements using this program.  This program was started in late November.  I did not include Dec scores because students scores were set back in January due to the two week break. 

In the beginning...

After some work, I finally figured out this website!  I'm so proud of myself! :)

As of right now, the conversations with my collaborator consists of asking her if she would be willing to work with me on this project.  (She said yes!)  I plan on speaking with her through email tomorrow since I won't actually be in school due to a workshop I have to attend.  Mrs. T is a fellow 4th grade teacher.  I'm aware of the students' current situation and the problems she face.  I teach math so I have the same students in my class.  I decided to focus on all three classes, not just one.  In total, there are 50 students in fourth grade.  The lowest class has the IEP students in it, but most of the students are low.  At the present moment, we have 38 children identified as "at-risk".  Only 69% of these students passed the SOLs last year (Virginia's Standards of Learning State Test).  This group of students is teh reason why we are still in AYP improvement status. 

The students currently are on I-Station for 120 minutes a week.  This reading computer program works on comprehension skills then lets the teacher know what type of lessons are needed.  The program also has scripted lessons.  As of the current moment our administration is making her use this script.  (Really goes against everything we are taught, but that's what you get when you are in year 2 improvement).  The Title 1 teacher works with Mrs. T.  Two groups are on the computers and two groups are with the teachers.  Students meet with both teachers twice a week.  On Friday, a cold read (a reading passage that students would see on the State Tests) is given as a test grade.  Since using I-Station, students cold read scores have improved. 

As far as writing is concerned, Mrs. S, the V.A. Studies teacher will be taking over this section.  I will probably be able to make more of an impact with her. Mrs. S is in her first year of teaching fourth grade and a second year teacher. Once the writing assessment lesson is taught, I look forward to using that with the students to help Mrs. S center her instruction.  I will be able to use the "mentor" role more for her than the other teacher.  In fact, Mrs. T has two masters, one as a Reading Specialist.  She is likely to replace that position next year.  So I will be learning more from her than she will from me!