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I was having my student doing their fluency test, she read with little to no issue. However, when asking questions that dealt with comprehension, she really struggled. It was fairly eye opening in the sense that it changed my perspective on how to approach reading and writing activities; fluency doesn't equate to comprehension!

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The miscue analysis seemed odd to me...maybe I just couldn't keep up with the student's reading...

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Something that I can apply to future teaching would be the reading models, like the top-down approach and the interactive approach.

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As a content teacher, who normally doesn't focus on the acquisition of literacy skills, learning literacy terms/processes was overwhelming!

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I feel that I could have gotten more out of the analysis if I had more experience evaluating writing in general. I mostly focus on a student's ability to communicate content, so I feel a little out of my depth with the language analysis at times.

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Field Notes: the explicit impetus to take field notes on my learner made me much more reflective and led to some really valuable insights. I'd like to do better about taking, say, at least one note per class, just to build good habits of reflective practice.

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I realized we were essentially doing a more individualized, less standardized, ACCESS test. This felt disheartening.

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Initially I felt a little concerned about coming up with solutions to help EL's, simply because of my content area (history). I didn't feel qualified. After spending time with my focal student and getting to know her in a multitude of ways, its ended up putting me in the position of really being able to help her, even it is only a little. The data really put the tools in my hand to enable me to assist her. Now it makes more sense that we really had to address some solutions .

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The value of having the time to work with a student one on one about a topic and give them the space to share what they know and what they've learned. It's something I'm trying more even now, and is really challenging in a class of ~30, but is reminding me of the importance and value of trying to reach all my students, not just the ones demanding attention.

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finding out that my focal student wants to be a judge later on in life as her career path works out really well because she is in my Law class and I can try to gear lessons towards things court procedures that may benefit her later on.

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Thinking of the different strategies (and which would work best) on how to help my learner based off the miscue analysis was overwhelming

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As a PE teacher with limited opportunity to evaluate students reading and writing I have learned a lot about literacy. Having one on one time with my EL has shown me the complex relationship between reading, writing, and speaking. I've come to realize I need to be more intentional when observing my students in order to gauge their fluency in English.

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I was very uneasy with the miscue analysis from the standpoint that I wasn't sure what to look for or how to properly label the errors. I also had a lot of trouble with my student taking part in the one on one sessions. Just getting him to show up was a win. Getting work from him was a bonus.

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Looking for ELA related patterns - consciously.
Focusing on one student and analyzing... opened up a whole new world of amplifying certain structures ie. pronouns & singular plurals.
I am usually more chem. content and concept understanding focused.

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My student responded that she really did not enjoy reading overall; however, she enjoyed reading aloud with a partner or when someone read to her. I couldn't figure out the contradiction for awhile until she explained that when she sees the words she doesn't comprehend them at all. Instead, she is a very auditory learner that needs to hear the language in order to have some understanding.

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Speaking is a struggle for many learners of a new language. There are many students who may understanding what they are reading and listening to, but struggle to respond

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Just the opportunity to reflect on information I gathered as I was writing made me realize I really was evaluating their abilities in a way I don't tend to focus--more minutely, rather than holistic issues, especially with writing

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I had a hard time with phonics... I do not know the sounds or notations for them... Is there a one-stop-shop link for it?

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I agree with Nikki. I would like to be able to evaluate a student better

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student having trouble with comprehension when reading out loud, but does better when given a chance to proof read

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Working with one (and now 2) students individually is making me more aware of just how much time could be spent on assisting my ELLs and how much time I don't have to give them in the average class session.

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building a Tier 2 vocab glossary to be visible in the classroom and explicitly addressing those types of common words - I think a lot of students could benefit from this

My focus learner is very comfortable asking questions about unfamiliar words, and he has already pointed out several words I would have never thought of to add to the list.

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It's more like the readings helped me reflect on what I wrote and thoughts I had during my paper.

Honestly, reading the chapters for this week gave me more understanding as to what I was to look at on the gathered information.  The reasons for decoding and recoding issues are starting to make sense.

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How to go about pinpoint specific issues and discrepancies as it pertains to reading and writing skills.

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More practice with advanced vocabulary, particularly synonyms

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Having to rely on a high school student that has lots going on to complete the assignment

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How does the individual tutoring help whole class instruction?

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trying to understand the miscue analysis and what it all means

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Giving a student a quiet, focused room/period of time to do reading that they could really comprehend. That is really hard to achieve on an everyday basis, but makes a huge difference!

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the moment I realized why my focal student was having difficulty with tenses. In Arabic there is no verb to be in the present tense. My focal student also had difficulties enunciating words with the letters th and ph, because this sound doesn't exist in their language.

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Just learning more about my EL's background where she came from an her experiences was an ahha moment for me.

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I felt unprepared in conducting the miscue analysis. I wasn't sure what to look for when going over my students writing samples.

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Using ACCESS data can be a manageable alternative to trying to translate tutoring to the whole class.

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It's been overwhelming trying to address the needs of ELLs while in a class of 30+ and adding more meaning of vocabulary.

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Getting to know my students with a bit more intensity, academically, which makes the teacher student relationship meaningful.

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continuing to come up with creative scaffolds, ways to encourage more classroom talk

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As a math teacher and ELL student, I became overwhelmed with grading and analyzing students' writing.

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Building on everyday vocabulary to help with precise language as well as focusing academic, content, and text-related.

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Getting familiar/comfortable with noting miscues was challenging... my student read quickly... or perhaps I was too slow!
Lucked out... that I could jot down enough points to find a few patterns.... although the miscue symbolism ... was a tad ok... more than just a little -"off!"

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What is overwhelming is the idea of having a focal student now, whose strengths I am looking at, along with weaknesses, but how teachers of ELLs should be considering such things for all, so they can build off of the strengths to teach the unknown or areas where the ELLs are less proficient.

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Something really interesting was that my focal learner's perceived strengths and areas for growth (what she felt like she was good at & not good at), and her strongest domains as demonstrated by ACCESS and observations were completely backwards.  It's got me thinking a lot about the social dynamics of being an ELL that she has to navigate, as well as her language development.

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I had my hands on a lot of data and I kept getting confused between the reading/writing interest inventory and the ready/writing self evaluation, and the reading/writing,,,, oh it is happening again! (ha ha!

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My learner is special ed and I haven't been able to get an idea as to how much help he needs but I think the fact he is special ed is more of a barrier than the language.

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I second Ian's point--it's been really strange to try support a student with a lot going on while also essentially asking for their help in completing something for my benefit. I know it helps her as well, but it feels a little weird.

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just three weeks ago, I found out that my learner has an IEP for math...

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More time in the schedule for literacy.

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I am o with you on the struggle of gathering sufficient information in such short time, based on the availability of teens