Mills Teacher Scholars
Tracking Focal Student Progress
March 2013
My area of Inquiry/Inquiry Question is:
Reading comprhension
My routine data source is:
Weekly exit ticket after discussing the text.
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
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Student Name
Xavier
__________________
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Student Name
_______Beatriz___________
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Student Name
Joshua
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I:Students will be able to write a summary of what they read that shows understanding of the major points of the reading.
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☐Met ☐Not met ☐ Partially
Evidence/How can you tell?
I’m pretty sure he can do this with an appropriate text. He did it on 2.26 on the exit ticket. I also watched him do it with post-its and I heard him do it on tape. I think the biggest change was just requiring him to read at school and also to write post-it notes.
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☐Met ☐Not met ☐ Partially
Evidence/How can you tell?
she can do this. She does this regularly. She did it on 2.26. She does it when in a groupl.
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☐Met ☐Not met ☐ Partially
Evidence/How can you tell?
yes, he does this regularly one exit tickets.
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II: Students are able to determine when they don’t understand and work to repair that misunderstanding or lack of understanding.
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☐Met ☐Not met ☐ Partially
Evidence/How can you tell?
He will sometimes do this. He will ask me sometimes. Xavier will say, I don’t know, regularly. However, he’s not trying to repair the problem. He only cares about grades and homework and getting things finished.
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☐Met ☐Not met ☐ Partially
Evidence/How can you tell?
Yes, Beatriz will do this regularly and uses a reading strategy to repair. She doesn’t always get everything, but overall, I’d say she knows when she doesn’t understand.
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☐Met ☐Not met ☐ Partially
He doesn’t do this. He doesn’t know when he doesn’t understand. In fact, he’ll say, I never got stuck, even though he didn’t demonstrate strong understnading of the text.
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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).
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☐Met ☐Not met ☐ Partially
Evidence/How can you tell?
Again, he’ll just say, Idk. Doesn’t work to get a deeper meaning. I have seen a stronger connection between him and the reading when the text is more of a reflection of his world. We’re reading Shifty aloud, and he was much more involved in read aloud than he had been all year. Perhaps I should record those conversations.
One thing I noticed is his language skills are low. So the question said, give one example of how the garden brought people together. He wrote, “Sae Young brought herself to the garden she seen it when she was walking home and she thought it was a good place.” So he’s understanding the term brought people together in a different way than I mean it.
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☐Met ☐Not met ☐ Partially
Evidence/How can you tell?
She does this regularly, but sometimes she misses the points of harder texts. She usually makes a guess if she’s not sure and just stands behind it. I have noticed that she does this better with fiction text than expository.
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☐Met ☐Not met ☐ Partially
It seems he can do this sometimes. He is getting the larger theme of the book of community.
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Notes:
Realizations: language- the Xavier misunderstanding. Also, knowing how to do the question.
What would show good comprehension?
If I know when I do understand, i should know when i don’t understand.
-->and then hopefully find a way to repair that understanding.
How do students push themselves into deeper understanding of a text?
Identify what the sticking point. Lots of different strategies.
Xavier: motivation.
Well, i realize that I think I'm stuck on what good comprehension looks like. I can tell when they're not doing it and I can tell when they're doing, but I don't really know what to do about kids who aren't doing it. How can I push them beyond where they are? What structures are helpful.
I've seen group conversation be somewhat helpful. I've seen having to do an authentic task help to have a conversation. I've seen writing post-its help to encourage some discussion in a group. But I haven't really seen any of it help a kid go from not having deeper understanding to having deeper understanding. What would support that? I really truly do not know. I've tried different protocols.
The one place where I've seen a slight shift is acting out what they read. But then, I noticed today, when I gave them a task of writing a dialogue for the characters, they all stayed very clearly in the literal. Well, maybe not all. There's a lot more data to watch.
I did notice Xavier correct someone on a specific point from the story today. But what would push further?
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