Using Reading Data to Increase Growth in Reading

I would like to focus on helping students to improve their reading levels by at least 2 levels this year by utilizing F&P data, reading records, summative reading assessments, and data collected while conferring with students. I would like to make use of the F&P continuum as a resource to help to plan goals and push students to the next reading level. This goal relates directly to Standard 3: Teacher Demonstrates Individual Approach to Student Educational Needs. 

Use of Reading Data Reflection April 12

This year I have been mindful of using formal reading data such as F&P scores to help organize students into appropriate book clubs and reading groups. Uma and Kay have worked closely with below-grade-level readers to help boost their understanding of concepts in lessons and to offer support during guided reading groups. I have also worked closely with these leveled reading groups to help boost the level of thinking and conversations about books. Organizing readers into similar reading bands has been extremely helpful in being able to support these readers and matching them with reading materials that are just right for their abilities. At the end of our Reading the Weather unit, groups were asked to present their research on the natural disaster they had researched. The groups presented with pride and confidence which displayed their understanding of the texts they had read and the notes they had taken. 

Another helpful data-driven reading strategy has been to use the F&P continuum to set specific goals for students after each reading record has been given to help them reach the next level.  At this point in the year, ALMOST every student has progressed at least one reading level. Some have already progressed 2-3 reading levels. My intention is to focus on students who are still working toward meeting two levels of growth and using these goals to help them make further growth.  

4SS Virtual Reading Record Notes

Grade 4 BAME Spreadsheet

Throughout the year, my co-teachers and I have left detailed comments on summative reading assessments and have often conferred with students one to one about their performance on the assessments reinforcing what they had done well and how they could improve their responses. I believe this very specific feedback has helped students to conceptualize how to write more effectively about their reading ideas.