1.2613- data analysis

mental representations of the text and use them to interpret the text (Pressley & Afflerbach, 1995).


 What is understanding? How do we know when we understand something? What does it mean to understand what you read?
-you can follow the story
-you can get a bigger theme
-you can get pictures in your head
-you can make connections to something else that you've read and then

How can I put in structures to help them construct meaning?


Work in Progress Presentation: Guiding Questions


1. What is your area of inquiry? What is your learning goal within this area?

How are students understanding what they’re reading? How can students represent their understanding of what they’ve read?


2. What is your routine data source and what are the indicators of success on this routine data source?
I’ve been looking at exit tickets.  Write a summary of what you’ve read.  Soemtiems they need to answer questions about what they’ve read.




3.What have you learned from looking at your routine data source about your focal students’ thinking? Highlight for us one part of this data that stands out to you. What has surprised you?

-so far, the main thing i see is that students are able to regurgitate words from the text.  They don’t really use critical thinking. They don’t broaden it out to the so what, why should we care?

-how can i help them to understand the so what? How can I help them to represent their thinking in a way that I can understand it? HOw do I know what they know?

4. What changes (large or small)  have you made and do you plan to make to your teaching as a result of what you have learned about these students?

-well I’ve done a couple things that helped.  Once, I read the chapter with a group of low readers. One thing I noticed is that I did too much of the work for them.  Also, it’s not realistic for me to always be there.  

-i’ve also put in lit circle roles.  I’ve mostly found that they don’t use the strategies to really help them understand the text. Maybe I could change the lit circle form to have everyone summarize, then do a strategy. Then have a conversation, then write new understanding or answer a bigger question from the book. So walking them through more of the steps? Would that support their comprehension. I just see that they need more support.





5. What have you noticed about your focal students’ learning progress in relation to these indicators?

I notice that they are literal and need help to move to the next level of understanding. I think having a time to talk more with clear guided support. I will read this article this weekend and see if I can put in places to add in guided support from me. I wish there was a way I could get support from students to help each other, because I can’t always be there.







6. Please bring six copies of your table of indicators of success, and six copies of one example of your routine data source for one focal student – you will use these to help your colleagues at the work-in-progress talk to be able to see the data and to give feedback in making sense of it.  








 





Mills Teacher Scholars

Tracking Focal Student Progress

January 2013

My area of Inquiry/Inquiry Question is:

REading comprehension and ways to demonstrate that comprehension.

My routine data source is:

weekly exit ticks that show summary of text and how students have read between the lines.

Demonstrating Success: Reflect on what evidence you see in the routine data source that tells you how your student is or is not progressing on the indicators.

Indicators	Student Name Xavier __________________	Student Name Juan __________________	STudent name Beatriz
I: Students will be able to write a summary of what they read that shows understanding of the major points of the reading.	☐Met ☐Not met  xPartially Evidence/How can you tell? Xavier has been able to read through a text and write the main points, mainly by copying the text.   “the peasant was people that did farm work and the artisan people build things.  Pharohs was strong as god everything they said is lawed.”	☐Met ☐Not met  xPartially Evidence/How can you tell? Juan is able to read a text and regularly pull the big idea. “what i read was that there are different people wtih jobs and social status (?) through pharaoh to peasants.”	☐Met ☐Not met  xPartially Beatriz can read a text and tell you the big idea. She gives a few examples to show her understanding. “I read about ancient egpyt’s social structure, that tells you about Egypt’s poorest and richest/highest. AT the top, there wer pharaoh, next were Gvoermnent officials, next were priest, then scribes, then artisans and peasants [which were the poorest]
II: Students are able to determine when they don’t understand.	☐Met  Not met  xPartially Evidence/How can you tell? He wrote, “Can’t find how the religion affect” Then crossed it out.	☐Met ☐Not met  x Partially Evidence/How can you tell? -write when you got stuck “When i was thinking about the tower of people. -how did you get yourself unstuck “by think it was a tower of power”	xMet ☐Not met  Partially Can regularly find when she’s not understanding something and usually is able to fix it. “I got stuck reading the small paragraph about ARtisans, because i was thinking about soemthing else... “I got unstuck when I remembered that i was reading, so I decided to re-read the paragraph, to refresh my memory”
III: To read between the lines and develop personal meaning from the text (can make a thoughtful connection, can ask a thoughtful question, can answer a critical thinking question).	☐Met xNot met  ☐ Partially Evidence/How can you tell? Unless he is reading with someone to help push through the challenges, he does not demonstrate understanding of the deeper meaning of a text.	☐Met xNot met  ☐ Partially Evidence/How can you tell? “-why was ancient egyptian society structured like a pyramid? “to tell who has more power” No understanding that this is hindsight, that htere are more people at the bottom, less at the top, thus we call it a pyramid.	xnot met “it was structured that way maybe because it makes sense to have from the top to bottom, but that’s what I think.

Notes:

articulating thoughts, owning it themselves.

?what are you doing in the inbetween?
what your goal actually is? do they have a model

-read and they do an exit ticket- summarizing what they read
-to various degrees all can give back the text

summarizing is goal-  i want them to understand what they read.


reflect back the text, and understand the text.

Why does it matter?
what is involved in a student being successful? what is involved in saying the so what

recognize this pyramid as a tower of power?

--what is it that I should be looking for?

-underlying theme? what is the major theme of the

--teacher guided student

what does it mean to pull out meaning from the text

Struggling with: What does it mean to understand something?
Is this even the right assessment?
Should I be looking at the conversation instead of the written product?
I could record their conversations to look for understanding in their speaking.
What supports do you need to understand what you are thinking?
Is it too big a jump to read this and understnad why it's structured like a pyramid?