Textbox 2.3 Analysis Paper
Textbox 2.2.3: Analysis of the Assessment Data and Student Learning for the Two Focus Students
A) Based on the letter, Focus Student #1 was writing pretty well, but she’s still below average. She is below because of the lack of knowledge of sight words. Focus student 1 score on her sight words was 11 out of 25 and focus student 2 was 9 out 25. By the end of the year she has improved with her sight words. Every day we worked on sight words for at least 15 to 20 minutes, and she also work on them at home with her mom. From the first written assignment to her last, her words are developing more.
B) By modifying the assessment by choosing the main point of the story that the focus student can find with guidance and instructions, the students increased their fluency without becoming mad and frustrating.
C) I shared their information with them individually. I explained their scores to them and told them why they got …show more content…
Not only did this strategy allow for social interaction, but it also allowed for the advanced readers to become master teachers of the text and information being provided so that they can aid those who struggled with the text. On the other end, the lower end readers were provided with multiple helpers from their group mates and myself along with my cooperating teacher.
B) My data analysis taught me that my lesson plans used to prep for my final assessment worked. I believe that the reason my students performed so well on the final assessment was because of our focus on discussing real life applications
C) I think that if I would have stayed away from a paper test and provided choices of assessment with more hands-on activities such as taping a movie trailer or writing an alternative ending, it would have allowed for my students to be more creative while also showing the information they have learned from the reading.
Textbox 2.3.2: Reflecting on the Assessment for Each of the Two Focus
A) Based on the letter, Focus Student #1 was writing pretty well, but she’s still below average. She is below because of the lack of knowledge of sight words. Focus student 1 score on her sight words was 11 out of 25 and focus student 2 was 9 out 25. By the end of the year she has improved with her sight words. Every day we worked on sight words for at least 15 to 20 minutes, and she also work on them at home with her mom. From the first written assignment to her last, her words are developing more.
B) By modifying the assessment by choosing the main point of the story that the focus student can find with guidance and instructions, the students increased their fluency without becoming mad and frustrating.
C) I shared their information with them individually. I explained their scores to them and told them why they got …show more content…
Not only did this strategy allow for social interaction, but it also allowed for the advanced readers to become master teachers of the text and information being provided so that they can aid those who struggled with the text. On the other end, the lower end readers were provided with multiple helpers from their group mates and myself along with my cooperating teacher.
B) My data analysis taught me that my lesson plans used to prep for my final assessment worked. I believe that the reason my students performed so well on the final assessment was because of our focus on discussing real life applications
C) I think that if I would have stayed away from a paper test and provided choices of assessment with more hands-on activities such as taping a movie trailer or writing an alternative ending, it would have allowed for my students to be more creative while also showing the information they have learned from the reading.
Textbox 2.3.2: Reflecting on the Assessment for Each of the Two Focus