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The students are being asked to listen to a spoken word then locate and circle the said word. The knowledge they need is to know spelling patterns taught to apply that knowledge on the assessment. TEKS 1.2Biii

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Students are asked to listen carefully and circle the word that they hear. Students will need to know vowel sounds including long/short. The standards that are being assessed are TEKS 1.2.B.iii and TEKS 1.2.B.iii. The unit was taught in its entirety and was all covered in module 3. Students may struggle with the vowel digraphs. When you put two vowels together it changes the overall sound.

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FME: Student is able to show work by circling the spelling pattern, finding magic e and the letter that is being changed. Knows that vowel teams make a new sound.

PME: Student shows some work but not on all the words. Finds magic e on some words but not all. Is able to understand some vowel teams.

ME: Student does not show any work and does not understand the power of magic e. Student is still developing sound/letter correspondence, identifying letter names/sounds, etc.

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Students are asked to read and choose one-syllable words with /oi/ > ‘oi’, /ou/ > ‘ou’, /oo/ > ‘oo’, /oo/ > ‘oo’, /ie/ > ‘i_e’, /ae/ > ‘a_e’, /ar/ > ‘ar’, /oe/ > ‘o_e’, and /or/ > ‘or’. The standards being assessed are TEKS 1.2.B.iii. During the test, they’re supposed to listen to the word then circle the one they think is best. In order to be successful, they need to know the difference between the vowel spellings.

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There are two parts that students need to do for this task.  For the first part, students need to listen to a word that is read aloud and then circle the word from a list.  In the second part, students need to read a short story and then answer questions about the story.  Students may struggle with the comprehension questions and with reading the story independently.  They may struggle with decoding words or reading the tricky words that are present in the story.  They may also struggle with understanding what the question is asking them to find.  Students need to understand how to answer a question using details from the text and determine which details are most important to help them answer the question.  They also need to understand the different question words and what the question is asking them.

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Fully Meeting- These students are able to hear the spoken word, read all answer choices and circle the correct word.

Partially Meeting: These students are able to hear the spoken word and circle the word with minimal mistakes. They may have gotten the majority of the answers correct. They may struggle with one or two sounds, but overall they have an understanding of the skills.

Not Yet Meeting: These students have little to no comprehension of the skills. They may need a small group to help with letter sounds before moving on to vowel teams.

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Students are asked to identify vowel teams: oi, oo, ou (students may review in other grade levels). Students are asked to identify words with the  with /oi/ > ‘oi’, /ou/ > ‘ou’, /oo/ > ‘oo’, /oo/ > ‘oo’, /ie/ > ‘i_e’, /ae/ > ‘a_e’, /ar/ > ‘ar’, /oe/ > ‘o_e’, and /or/ > ‘or’.Students may struggle on the comprehension portion of this assessment if they are not on benchmark or above in mClass. Students need to be proficient readers in order to respond to the multiple choice questions being asked.

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Fully meeting expectations: Students are able to identify 12/15 of words read aloud with oi, oo, and ou spellings. Students answer 5 or more questions correctly on their story comprehension assessment after reading the story to themselves.

Partially meeting expectations: Students are able to identify 12/15 of words read aloud with oi, oo, and ou spellings. Students are able to answer 4 or more questions on the comprehension assessment but may or may not be able to read the story or questions to themselves.

Not yet meeting expectations: Student scores less than 12 on word recognition assessment and scores less than 4 on reading comprehension assessment. Students are unable to read the story or the questions on their own.

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Fully Meeting: Students must know the difference between oi, oo, ou, ie, ae, ar, ou, and or. They need to circle all of the correct answers.

Partial Meeting: Students know the difference but don’t circle all of the right answers or leave it blank.

Not Yet: Circle everything or nothing at all.

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Students are being asked to identify the spellings for oi,oo and ou.

TEKS 1.6 G

TEKS 1.2 B

This standard is mastered in other aspects of it taught in the current module.

Students will have difficulty decoding words in the story.

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Students who fully meet the expectation will choose the correct words.

Students who partially meet the expectation will choose the word that sounds similar to the given word.

Students who are not yet meeting expectations will have a response that does not match the given word at all.

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Fully meeting expectations:

Students can decode and choose correct spelling for oo, oi, and ou words and digraphs

Students can decode questions and text independently and master comprehension questions based on understanding the text.

Partially meeting expectations:

Students can mostly decode and choose correct spelling for oo, oi, and ou words. And if they missed, they only missed the correct spelling by one letter or sound

Students struggled partially with decoding text and questions, which prevented them from getting all answers correct, or struggled to fully comprehend what they were reading without assistance.

Not yet meeting expectations:

Students were unable to differentiate between oo, oi, and ou words or identify correct digraphs

Students couldn’t decode text independently or comprehend what they were reading.

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The student that I choose has demonstrated high literacy skills throughout the year. They can independently read with fluency and decode words  with little to no mistakes.

Patterns that I have identified are foundational skills: letters and sounds.

The main difference between the student that mastered the assessment and the one who did not was letters and sounds. The student that did not master the assessment has not yet mastered their letters and sounds. It is difficult to master an assessment when the foundation has not been set.

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If the word problem or text includes advanced or unfamiliar vocabulary, students may struggle to understand the meaning of key terms. This is especially true if the vocabulary is specialized, such as mathematical terms, or context specific. Students may have difficulty deciphering these words, which can impede their ability to understand the problem or make sense of the solution process.

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Fully Meeting - The student demonstrates a clear and thorough understanding of the task, including all the key concepts and vocabulary. They are able to identify and extract important details from the text, making connections between the problem’s components.

Partially Meeting - The student understands parts of the text or problem but may struggle with certain aspects, such as unfamiliar vocabulary, complex sentence structure, or drawing connections between pieces of information. They may miss some key details or not fully grasp the entire scope of the task.

Not yet meeting - The student may not understand the task or text at all, showing a lack of recognition of key concepts or vocabulary. They may misinterpret the problem entirely, fail to extract necessary details, or provide irrelevant information.

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Many students were able to read the story and answer the questions independently which displays a pattern of mastery. Students may struggle to read the story on their own which can impact their level of comprehension. Students who answered 3 or less questions have not yet mastered comprehension and would be an area for growth. Overall, all students met/mastered word recognition which means they were able to identify at least 12 words with the oo, oi, and ou spellings.

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Decoding

Mastery: 12-15 correct

Partial: 8-11

Not yet: 7 or less correct

Reading/comprehension:

Mastery: 5-6 answers correctly, able to fluently read and mostly accurate

Partial: 3-4 answers correctly, able to read parts of text and gain meaning

Not yet: 2 or fewer answers correct, unable to make sense of text

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Students will fully meet the expectations if they can read the story, read the question being asked, find the key words from the question, go back to the text to find the key words and correctly answer 4 out of 5 or 5 out of 5 questions

Students will partially meet the expectations if they can read the story, read the question, find the key words from the question, go back to the text to find the key words and correctly answer 3 out of five questions

Students will not meet expectations if they can’t read the story, don’t understand what the question is asking, don’t go back to the text and answer 0-2 questions correctly

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Able to correctly identify single syllable words with the oi/ou/oo sound digraph spellings.

Be able to accurately segment words and identify where in the word a certain sound is found

Be able to read a short story and answer text dependent questions

Know where in the story to confirm facts and find answers

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Students are able to identify special vowel spellings such as oi,oo,ou and identify words that have these spellings.

Students struggled answering questions because of the lack of decoding skills.

Students who mastered were able to identify words with special spellings and they were able to decode words.

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Students who mastered the skill were able to show work and use process of elimination to help find words orally read. They were quickly able to locate, making zero to no mistakes on the assessment. Some before the word was even said aloud! These students understand that vowel teams make one new sound and they showed their work to demonstrate understanding of the vowel teams taught.

Whereas the students that struggled needed the word repeated, made guesses and/or did not look at all words in the row. The difference between the groups of students is in lack of participation/focus in class, English being a barrier in learning, and/or motivation to fully engage in lessons.

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The key difference between students who master the task and those who don't often lies in their ability to engage deeply with the task, apply strategies consistently, and provide clear, accurate reasoning. Mastered students exhibit persistence, attention to detail, and a structured approach, whereas those who struggle may miss these elements, leading to incomplete or incorrect work.

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Students can successfully read and identify almost all vowel teams words. (91.7% mastery of that standard)

Students still struggle with independently decoding questions AND answer choices, and choose answers that only partially support the correct answers (ie. reading “plate” and assuming that is the correct answer instead of looking at all answer choices fully

There was a pattern of success with the standard 1.2.B.iii (91.7 mastery) , but a pattern of struggle with 1.6.G (a little over half mastery)

Most missed question was the last question of the comprehension part (identifying the lesson or theme)

Those who mastered the tasks have high level decoding skills vs. those who didn’t master it.

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Student Strengths: Listening comprehension. They can listen to the spoken word and then weed out answer choices based on what they hear. They also knew how to take the assessment: listen and circle. (mastered)

Student growth: Finding the correct vowel team that was spoken to the written form. (not yet mastered.

My Students circled answer choices that were close to the answer but not the correct. For example “circle the word point” students may have selected the word pout. I noticed they became confused when vowel teams are close to each other. /oi/ and /ou/.

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On this assessment, students scored higher on the task where they had to listen to a word and then identify that word from a list.  They struggled with reading a story and then answering questions about the story.  The difference between the students that mastered the task from the ones that didn’t is the students that mastered the task followed the four steps we have learned on how to use the text to help us answer questions about the text, as well as understanding about the lesson learned from the story.  The students that didn’t master the task struggled with going back to the text to help them find the answer to the question and understanding what the question was asking them to find.

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Students had over 80% mastery on every word except number 11 the word being smooth (most students chose south, they were able to hear the s at the beginning and the -th at the end, but missed the blend of sm and confused the oo/ou sounds. What additional supports could they use to ensure they match all sounds within the word

Comprehension of the text was more difficult when it came to making more inferential conclusions about the story and not just answering direct detail questions that also were supported by the text images. Struggled most on questions 5-6

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Students have improved on recognizing special spellings and tricky words.

Students who were unable to answer questions improved.

Growth areas would be to utilize independent reading time to work with smaller groups and provided the support that is needed.

This is evidence of components of the Skills lessons and small group instruction(Mclass Groups).

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Strength: Word Recognition (identifying words with oo, oi, and ou sounds)

Area for Growth: Reading Comprehension

Student work reveals that students still struggle with independent reading and while many can answer the comprehension questions correctly they are not answering enough questions correctly nor are they fully comprehending because they are not able to read on their own.

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Student strengths: decoding vowel team words, areas of growth: decoding full texts and going back in text to find text evidence.

Misconceptions: the term “dish”, the term “tale”, we learn a lesson from a tale.

Students need more small group opportunities working through full texts

Multisensory word recognition practice and songs for each vowel team helped tremendously.

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The student's strengths is that they can segment words and determine the beginning, middle and ending sounds in the word.  The area for growth is using the text to help answer questions about what they are reading.  The most frequent challenge that the students appear to have is only using the pictures or words in the text to help them answer the question.  They also just focused on one word in the question and then when they found that word in the text, it was not relating to the question that they needed to answer.

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Students strengths are identifying the correct letter sounds.

Student misconceptions are the vowel combinations such as "io", "oo", and "ou".

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Student strength: Able to decode words quickly, understand vowel team, short/long vowels. read independently with little or no student error.

Students growth: need more work identifying vowel teams and the sounds they represent. Letter/sound correspondence and knowing all letter names and sounds.

I think students could have benefited from more practice in small group with the students by playing more chaining games, identifying words with patterns, etc.

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I will prioritize reading fluency with the entire class with a focus on comprehension. This will help students become more fluent readers and will help us to build and create a routine that emphasizes the importance of fluency reading. The next sample of work I will look to collect will be Skills 4 Assessment focusing on reading comprehension and word recognition of words with the: er, ir, ur, and ar sounds.

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I don’t believe that the skills needs to be mastered because it will  show up in the next module. This will allow students who did not master an opportunity to practice the skills again. Vowel teams can still be taught whole group with a small group of students who do not comprehend the skill at all.

I see opportunities to reteach the skills in small groups during independent work time. This will allow me to focus on the small group of students that may need additional support that goes beyond vowel teams. They may need to practice foundational skills such as individual letter sounds.

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During the assessment, I was excited to see the students using strategies to help with sound/spelling correspondences.

Areas of growth, would be to provide more opportunities to build fluency. Having students intentionally use comprehension strategies. One important comprehension strategy is reading the question first and reading the answer choices. Then going back to reread the story to help comprehension.

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I would like to incorporate more games for students to do during independent work time that weave in sounds being taught. Definitely using the pause point activities as center rotations, small group. etc.

The next sample of student work is the upcoming spelling test!

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I can implement a quick reteach during mClass small groups. Have students review the sounds and spellings of “oo”, “oi”, and “ou”. Once students master the sounds and spelling, they can practice spelling words with these sounds.

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I will focus on sub-group instruction adjustments especially during independent reading time.

I will prioritize story time which is usually at the end of the majority of Skills lessons.

The next student work that I will collect to monitor is the upcoming lesson 8.

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Based on the data from this assessment, I will focus on TEKS 1.6G, which is evaluate details to determine what is most important.  This TEK does come up multiple times in the next unit and during the unit 4 assessment.  Based on the data, this will be a whole-class instruction.  I will break down the steps we use and do a model for my class before having us practice as a whole class.  I will then have students practice on their own as I monitor them to see if they are understanding the task.  The next student work I will collect is the unit 4 assessment to see if the students have made progress with this task.

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Students are being ask to listen to the word that the teacher is telling them and then looking a the row of words to sound them out a sound at a time and selecting the correct word. These are words that we have targeted through out the lessons leading to this test.

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Long vowel digraphs and reading comprehension. They need to know the sounds and spelling of the vowel digraphs. The standard was mastered at the end of the unit and is an ongoing learning. The students being able to read on their own and answering the questions that follow after.

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Remember the vowel digraphs, reading and decoding the text. The difference is some are still thinking of short vowel sounds and confusing the digraphs. The foundational gaps are being able to read and decode.

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They can read and identify vowel digraphs and cannot read and decode the text fluently.

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Reading and decoding the text to be able to answer questions that follow.

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Reteach the digraphs and continue to work in small groups with the ones are struggling to read and decode.

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·         Fully Meeting: Students will need to know and understand the sounds and spellings of: oo, ou, ie, ae, ar, ou, and or. If students fully understand the different sounds and spelling, they will be able to choose the correct word by circling it.

·         Partially Meeting: The following students that do not fully understand or know the different sounds/ spellings may have a misconception by circling a word similar to the one given by the teacher. This is letting us know that they may have decoded a sound wrong to which they may be off by one sound or spelling.

Not Yet Meeting: Students who have probably no knowledge of the sounds are unable to recognize the spelling. This shows that the student does not know how to decode correctly

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Students are able to identify special vowel spellings and sounds that we have targeted through out the lesson. Those who can not shows that they are struggling in decoding skills.

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Strength: Students can segment words correctly using beg, middle, and ending sounds.

Area of Growth: Finding the misconception of those students who were not able to answer knowing the correct vowel combinations io, oo, and ou.

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My area of focus is to build by high green babies on fluency reading. My lower babies I will build on identifying letters and sounds so that we may focus on combinations when we see them in words to decode them correctly.