A working team of two pre-service teachers will be completing clinical hours at North Twin Lakes Elementary, in two separate classrooms. One pre-service teacher, Ms. Viciedo, will be working with first graders and the other teacher, Ms. Natalie, will be working with second graders. These pre-service teachers have collected, analyzed, and reviewed various data sources in order to obtain a better understanding of their research focus. The sources of data that were used include the Standard Achievement Test (SAT) and the iReady Diagnostic and Instruction in Reading Test (iReady). Along with this formal data, the teachers will be observing their classrooms, collecting work samples, listening to parent questions and concerns, and by looking at
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Garcia, I was able to put together and analyze various formal reading assessments. I looked at the Standard Achievement Test (SAT) and the iReady Diagnostic Test (iReady). On the SAT test the five lowest testers scored stanine scores of 3,4, and 5. With the exception of one level 3, the rest of the four students are level 2 in the English to Speakers of Other Languages Program (ESOL). Moving on to the next test I analyzed, iReady, the class was either placed in level K, level 1, or early level 2. There were nine students’ who were placed at level K, they also happen to be all level 1in ESOL. Then, there were 7 students’ who were placed at level 1. They varied between levels 2 and 3 in ESOL. Lastly, only 4 students were placed at an early level 2, and those four students’ were also at levels 2 and 3 in ESOL. Along with formal assessments that I collected I also collected an informal test. The informal test that I collected and analyzed was a spelling test. On average the class did poorly. 7 students received an F, 5 students received a D, 5 received a C, 1 student received a B, and 2 received an A. All of the students who struggled on the formal assessments were the students included in receiving an F on this spelling …show more content…
From the times that I have been in the classroom, I have seen the students work in their Reading Wonders books. They do story after story and usually have a follow-up activity. While I do not notice any small groups or motivating work, I have seen the teacher ask for students to choir read, independent read, and participate in shared reading. The teacher has done some interesting activities on the Promethean board, however, the student’s never got to interact with it or take turns using the board. I begin to notice that the few students who did not willingly participate or they pretended to read during choral reading, were the same students who have been scoring low on all the previously stated data. I also noticed that when the teacher collected homework the same handful of student’s never had it completed. I can see that there are a few students who need a push or would benefit from one-on-one time with either the teacher of myself. I strongly believe these handful of students will be my intervention
Garcia, I was able to put together and analyze various formal reading assessments. I looked at the Standard Achievement Test (SAT) and the iReady Diagnostic Test (iReady). On the SAT test the five lowest testers scored stanine scores of 3,4, and 5. With the exception of one level 3, the rest of the four students are level 2 in the English to Speakers of Other Languages Program (ESOL). Moving on to the next test I analyzed, iReady, the class was either placed in level K, level 1, or early level 2. There were nine students’ who were placed at level K, they also happen to be all level 1in ESOL. Then, there were 7 students’ who were placed at level 1. They varied between levels 2 and 3 in ESOL. Lastly, only 4 students were placed at an early level 2, and those four students’ were also at levels 2 and 3 in ESOL. Along with formal assessments that I collected I also collected an informal test. The informal test that I collected and analyzed was a spelling test. On average the class did poorly. 7 students received an F, 5 students received a D, 5 received a C, 1 student received a B, and 2 received an A. All of the students who struggled on the formal assessments were the students included in receiving an F on this spelling …show more content…
From the times that I have been in the classroom, I have seen the students work in their Reading Wonders books. They do story after story and usually have a follow-up activity. While I do not notice any small groups or motivating work, I have seen the teacher ask for students to choir read, independent read, and participate in shared reading. The teacher has done some interesting activities on the Promethean board, however, the student’s never got to interact with it or take turns using the board. I begin to notice that the few students who did not willingly participate or they pretended to read during choral reading, were the same students who have been scoring low on all the previously stated data. I also noticed that when the teacher collected homework the same handful of student’s never had it completed. I can see that there are a few students who need a push or would benefit from one-on-one time with either the teacher of myself. I strongly believe these handful of students will be my intervention