Data Analysis

Growth

Wonder's Common Formative Assessments

15 out of 19 students demonstrated growth from the pretest to the last test. This in

Weekly Class Average

With the exception of Test 3, class data indicates steady weekly growth on Wonder's Common Formative Assessments.

Guided Reading Group Growth

On the x-axis, guided reading groups are listed from lowest to highest ability.

Positive Results Due to:

Purposeful grouping
Preplanning lessons and questioning
Pre-teaching during morning meetings
Providing whole group and small group activities
Individualized teaching

Remaining Questions:

How can I fill the gap for students who did not demonstrate growth?
Would more guided reading instruction provide more opportunities for student growth?
How reliable are Wonder's Common Formative Assessments?

Guided Reading Breakdown

The guided reading groups promote an equitable learning environment. Students at similar reading levels were able to teach and learn from each other. Group names were determined by students in the group.

Dyer's Pandas

Dyer's Polar Bears

Red Grizzlies

Dyer's Diamond Dogs

Dyer's Snowmen

Conclusions:

The trend is the same, regardless of the level of the guided reading group.
Regardless of where groups started, all students were able to demonstrate growth with the implemented strategies.
Test 3 was an outlier for all of the groups. The genre for Test 3 was Folktale. I believe students lacked background knowledge, so they were unable to relate to the text and draw conclusions.

Remaining Questions:

How does the amount of time spent with a guided reading group impact weekly test scores?
Is the Wonder's Common Formative Assessment reliable in showing comprehension progress?
Does student choice of independent reading book influence understanding of certain genres?
Why did the Red Grizzlies have a smaller dip on test 3?

Attitude Survey

Starting Survey

The starting survey was administered in small groups in the classroom. Nineteen students completed the survey.

Ending Survey

The ending survey was administered during remote learning due to Covid-19. Seventeen students completed the survey.

Conclusions:

Fewer students felt "Not So Good" about finding text evidence by the end of the research period.
The Question-Answer Relationship and Self-Generated Questions strategies may not directly influence the ability to find text evidence.
I anticipate the decrease in "Very Good" responses is due to the location and administration of the survey, as well as not having all student responses.

Remaining Questions:

How does the location and administration of the survey impact the results?
Were the questions worded appropriately for students?
Do students realize what it means to find text evidence?
Were the implemented strategies connected to ability to find text evidence?

Question Identification

Independent Identification

On each Weekly Common Formative Assessment, students previewed and identified question types (with the QAR strategy) prior to reading the passage and completing the test. Throughout the week, the class practiced the skill with other reading questions. Weekly assessments gave students the opportunity to apply the strategy independently.

Remaining Questions

Was the Question-Answer Relationship strategy truly effective if many students were unable to utilize the strategy independently?
What contributed to student growth, Question-Answer Relationship or Self-Generated Questions?
Does the language of the assessment impact student ability to determine the type of question?

Triangulation of Data

The three data collection methods worked together to tell the story of student learning throughout the research period. The attitude surveys reflected confidence levels of finding text evidence to support comprehension as shown by the growth of most students on the last common formative assessment. The anecdotal records revealed a variety of student contributions and areas of support during guided reading groups, similar to the variety of success and need on common formative assessments. Anecdotal records revealed areas of needed support in guided reading groups which aligns with varied confidence levels, noted on the attitude survey.

Recurring Areas of Need

Based on my anecdotal records, I determined there were some repeated areas of need. The greatest needs I observed were in student confidence when determining the type of question being asked and student ability in finding text evidence to support "in the book" questions. I believe both abilities were directly impacted by a student's confidence. These needs were addressed during whole group and small group instruction. Teacher think alouds were modeled, along with several small group and independent practice opportunities offered throughout the week to help improve their performance.

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