Internship- Week Five

One piece of data I collected this week were FAIR reports for language arts that were split up into four categories: word recognition, vocabulary knowledge, reading comprehension, and syntactic knowledge. This was a formative piece of data because it is a formal assessment that is taken every year by all students. I focused on the reading comprehension aspect of it and noticed that 11 out of my 17 students scored below the 25th percentile. I also gathered more formal data, which were students’ AR reports. Students take comprehension tests on the books they complete, and they are expected to receive an 80% or higher on every test. However, my 9 of my 17 students are scoring under this percentage.

I also collected informal assessments during the lesson I taught for my formal observation. I taught a social studies lesson about teamwork and aligned it with these CPALMS standards: SP.PK.12.US.20.7a: Use conflict resolution strategies to resolve differences, such as communicate and negotiate. SP.PK12.US.20.6: Work cooperatively in small groups to achieve common outcomes. I walked around and could hear the wonderful conversations students were having with each other, such as "I agree with you, and I think we could also do this" or "Yes, that's an amazing idea!" After the lesson, they completed an exit ticket with one of the questions asking them, "How did working as a team make creating innovative solutions easier?" Every single student said that they enjoyed working with their classmates and it helped them think of more ideas together. This was extremely eye opening and it helps me see that my wondering has potential to work well with these students, because they are liking collaborational activities during lessons.

I am organizing this data by highlighting the students that are under a certain score (80% for AR points and under 25% for FAIR test). This allows me to see how many students are having an extreme difficulty with reading comprehension. I am also recording my observations and discussions in my data notebook as much as possible throughout the day.

All of the data I have collected in language arts is allowing me to see a strong need in the reading comprehension area. There can be a lot of factors that affect these low scores, and I have spent a great amount of time thinking about how I can increase their understanding of fiction and non-fiction texts in fifth grade. In my college classes and my internship last year, I have seen collaboration play a large role in literacy; group work created conversations and encouraged students to ask more questions and think critically with their classmates. This leads me to my wondering: How can I incorporate collaborational learning in my fifth grade classroom to increase reading comprehension?

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