Here we go!
I am excited to be doing my first book study this summer! There are only for chapters in this book, so I have split the chapters into two parts. This part 1 of Chapter 1: Collecting Data.
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Chapter 1: Collection Data
This chapter is all about collecting different types of data. The great part about this is that the data they state in the book are already things you are doing in your classroom.
Literacy Data Sources:
Running Records
Books Logs
Engagement while reading
Participation in discussions
Fluency
Reading Comprehension
Interest Inventories
Chapter 1 goes into great detail about the different forms of data that can be collected in your classrooms (sources listed above).
In my classroom and the district as a whole has switched to Reader's and Writers Workshop. We are currently using Lucy Calkins units of study for both. This past school year, while teaching sixth grade, I have stressed the importance of reading, but also reading "just right books". When assessing reading engagement, research has proven for students to improve their reading students must read for long stretches of time while reading "just right books" and enjoying their text. I can also see what students are reading (if they are reading "just right books") by looking at their book logs. Book Logs can be a power tool to use for assessing if students are reading and if they are reading material they can comprehend. At times, I found my students reading books that were above their level of comprehension. The upcoming school year I am going to stress to my students the importance of reading books they can understand and build upon that.
Chapter 1 goes into great detail about the different forms of data that can be collected in your classrooms (sources listed above).
In my classroom and the district as a whole has switched to Reader's and Writers Workshop. We are currently using Lucy Calkins units of study for both. This past school year, while teaching sixth grade, I have stressed the importance of reading, but also reading "just right books". When assessing reading engagement, research has proven for students to improve their reading students must read for long stretches of time while reading "just right books" and enjoying their text. I can also see what students are reading (if they are reading "just right books") by looking at their book logs. Book Logs can be a power tool to use for assessing if students are reading and if they are reading material they can comprehend. At times, I found my students reading books that were above their level of comprehension. The upcoming school year I am going to stress to my students the importance of reading books they can understand and build upon that.
Knowing if students are reading during independent reading time can be used a data because if a student is not reading they are not increasing their ability to read.
Other sources of data are pre and post assessments. When starting a new unit or skill, I like to see where my students are and what they already know. This helps me when conducting my guided reading groups. I also like to have my students track their own data with students tracking forms. These forms are editable and can be found for free in my TpT store.
Visit my TpT store for my data binder covers and dividers.
On Wednesday I will be talking about the second half of chapter one: Assessing reading comprehension, writing engagement, and qualities of good writing.
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