Wednesday, 1 May 2019

Preliminary Findings

Begin to collect evidence and data  and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence. (WFRC #5)

Earlier this year, I conducted a student voice survey in an effort to understand my literacy students a little bit better and to gain a deeper understanding of their reading likes/dislikes.  When looking over the survey I was pleasantly surprised to learn that of the 28 students who took the survey only 2-3 said they didn't enjoy reading and just over half of the students also put something in their answers about how they enjoy reading even more when they are able to relax and not be distracted by others.  Students indicated that they enjoy reading most in silence.

When creating the survey, I was curious how the students saw themselves as readers. So I asked the question:
I was happy to see that only 21.4% of the students in my literacy class considered themselves to be slow readers and when digging deeper I was exceptionally surprised to learn that some of those students were actually some of the more able readers in my literacy class.

Students were also asked (in short answer form) what they wanted to improve on the most in reading this year and the most common response was that they wanted to be able to read and understand "big words" the first time.  I found it very interesting that this is something that our students indicate as something they would like to work on and it is also something that we have flagged as an important area of focus for the students in our cluster. 

I have also collected and created a spreadsheet for my students that shows their test scores from Running Records, PAT, and STAR as well as their Curriculum level from the end of 2018.  I have included the data for the students in my focus group below as compared to the national scale score average.

Another piece of evidential data that I am collecting are student reading ages based on the results of the PMBenchmark Running Record kit which I will be administering during the next few weeks.  This will be compared to the data from the end of the 2018 school year to see what the student's shift in reading age is over the past 6 months.

The last piece of data I have is found in my anecdotal teacher notes where I indicate observations that I have when reading aloud with students from my literacy class.

1 comment:

  1. Hi Angela,
    Thank you for sharing your early findings. I agree that it is interesting that students identified a want to understand "big words". Does this shows that they also see the value and importance of vocabulary? I wonder what strategies they think they have to do this? I also found your graphs interesting. There seems to be more variation in the PAT Reading Comp than in the Star, do you have any theories as to why this is?
    I look forward to continuing to follow your inquiry as you identify and implement strategies.