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Identify who is telling the story at various points in a text.

1.  What does the data suggest?

2. What does this data help us understand about student progress?

1. What are the assumptions we make about students and their learning?

1. What are the implications of this work for teaching and assessment?

1. What questions about teaching and assessment did looking at the data raise for you?

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5. It raised the question of listening comprehension versus reading comprehension. Most students are still non-readers or beginning readers.

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3. What are the assumptions we make about students and their learning?  The students would be able to remember the parts of the book by using the visuals.

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My data continues to suggests that my students need a lot of scaffolding where letters and sounds are concerned. Also that they need more exposure to numbers which will allow them to be able to better apply the strategies introduced.

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2. The data shows that students are progressing but still need more rigor to become more successful .Tapping into those sight words and using strategies learned from Wilsons along with more complex dok questions will enhance and drive student's success.

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2. The data shows that students are progressing but still need more rigor to become more successful .Tapping into those sight words and using strategies learned from Wilsons along with more complex dok questions will enhance and drive student's success.

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RI5. 1. The data suggest that students need more hands-on practice using and identifying non-fiction text features. They have basic knowledge of text features, but lack more rigorous knowledge. Students are more familiar with electronic text features due to their use of electronic devices.

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RI5. 1. The data suggest that students need more hands-on practice using and identifying non-fiction text features. They have basic knowledge of text features, but lack more rigorous knowledge. Students are more familiar with electronic text features due to their use of electronic devices.

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3. The assumption we make is that the students are able to grasp a concept within a certain amount of time.  

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3. The assumption we make is that the students are able to grasp a concept within a certain amount of time.  

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The implications are students are able to see their strengths and weaknesses and work on them with the teacher.

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5.What questions about teaching and assessment did looking at the data raise for you?  

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5.What questions about teaching and assessment did looking at the data raise for you?  

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Self reflect on how to incorporate K standards into rotations and moving on to applying information on their own (counting forward and backwards).

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2.That although they can do the task/activities in during whole group instruction when steps are prompted, some still require more time to process basic skills for the steps of addition/subtraction.

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2.That although they can do the task/activities in during whole group instruction when steps are prompted, some still require more time to process basic skills for the steps of addition/subtraction.

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1. The data suggest that students are beginning to make progress with conceptual learning with the assistance of manipulatives, with the exception of a few students.

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1. The data suggest that students are beginning to make progress with conceptual learning with the assistance of manipulatives, with the exception of a few students.

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The question that keep bubbling at the top after viewing the data: is if the strategies used to bring across the content effective?

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The question that keep bubbling at the top after viewing the data: is if the strategies used to bring across the content effective?

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What other strategies would have helped my class? What could have been added or taken out for them to better understand the concepts? Did they actually understand but just blanked on that kind of text?

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1.  The students know how to answer the questions.
2.  The students can comprehend along with understanding the vocabulary.
3. The students know how to read, spell, and write.

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3. This data suggests that because the children cannot read, they are having a problem answering the questions.  They have been showing understanding of the concept taught because they can answer out orally but the reading deficiencies is affecting them.

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3. This data suggests that because the children cannot read, they are having a problem answering the questions.  They have been showing understanding of the concept taught because they can answer out orally but the reading deficiencies is affecting them.

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1. Data suggest that students are able to retell stories. We may need to strengthen vocabulary and spelling to help elaborate on assessments.

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3. What are the assumptions we make about students and their learning?
The important part of the story happens in order. That they must use text to self to make a connection.

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5. It raised the question of listening comprehension versus reading comprehension. Most students are still non-readers or beginning readers.

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5. It raised the question of listening comprehension versus reading comprehension. Most students are still non-readers or beginning readers.

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2. The data shows that students are able to answer questions but are still not able to read. Some of them were not able to answer the last question which shows that their ability to reason needs to be developed.

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2. The data shows that students are able to answer questions but are still not able to read. Some of them were not able to answer the last question which shows that their ability to reason needs to be developed.

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Am I doing enough? What more can I do?
What strategies do I need to change?

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1. The data suggests that the students demonstrated some comprehension with what they were reading but had difficulty with paying to the details within the questions that they were asked.

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1. The data suggests that the students demonstrated some comprehension with what they were reading but had difficulty with paying to the details within the questions that they were asked.

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3) Though the data in Math shows some form of progress it also reveals that many of our students are below their grade level.

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3) Though the data in Math shows some form of progress it also reveals that many of our students are below their grade level.

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For students to be able to read the questions in order to attempt to answer the questions. 

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For students to be able to read the questions in order to attempt to answer the questions. 

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Are they actually understanding the material? Are they focused during math? Are they focused during small groups? Can they work independently before the CFA? Are they strategies we're presenting to them helping them? Can they use that strategy independently?

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1. The data suggests that reading deficiencies also impacts the student's ability to be successful in solving math problems.

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1. The data suggests that reading deficiencies also impacts the student's ability to be successful in solving math problems.

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2. Students show great process during whole group but struggle working independently on the CFA.

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4. The implications for teaching and assessment are that there is not enough time for students to grasp concepts because of the level they are at.

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4. The implications for teaching and assessment are that there is not enough time for students to grasp concepts because of the level they are at.

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3.  That they have the prerequisite skills that are necessary to complete the standards that they are expected to master for their grade level. 

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3.  That they have the prerequisite skills that are necessary to complete the standards that they are expected to master for their grade level. 

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2. Students are progressing with prompting, but truly independently many continue to struggle.

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2. Students are progressing with prompting, but truly independently many continue to struggle.

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5. What other strategy can I employ so that my students grasp the subtraction concept using number bonds? 

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5. What other strategy can I employ so that my students grasp the subtraction concept using number bonds? 

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1. Unable to independently complete CFA because of lack of number sense.

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1. Unable to independently complete CFA because of lack of number sense.

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Some of my students surprised me. They aren't all readers so some really struggles to reread and find the answer. They need to continue to learn strategies to pick apart word problems. Look for words you know or have seen. Look at the numbers. They see the problem and shut down when they have to read it.

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The data suggests that the students are struggling with looking at the word problems. They will need more independent practice with reading the word problems. They are able to tell and show me what they need to do with the word problems during whole group. 

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The data suggests that the students are struggling with looking at the word problems. They will need more independent practice with reading the word problems. They are able to tell and show me what they need to do with the word problems during whole group. 

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Students struggle with the AB multiple-choice questions. Need to model and have examples to get familiar with. 

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Students struggle with the AB multiple-choice questions. Need to model and have examples to get familiar with. 

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My data suggests that my students need a lot of scaffolding where letters and sounds are concerned. Also that they need more exposure to numbers which will allow them to be able to better apply the strategies introduced.

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1. The data suggest that the children didn't retain the information taught throughout the instructional week.        2.The need for more differentiation so the skills can be generalized (multitude of activities/tasks during our rotations). 

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1. The data suggest that the children didn't retain the information taught throughout the instructional week.        2.The need for more differentiation so the skills can be generalized (multitude of activities/tasks during our rotations). 

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My data suggests that my students need a lot of scaffolding where letters and sounds are concerned. Also that they need more exposure to numbers which will allow them to be able to better apply the strategies taught.

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In looking at the data I found that students were struggling with basis number sense. They were also not able to make connections with numbers. 

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In looking at the data I found that students were struggling with basis number sense. They were also not able to make connections with numbers. 

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The data suggests that my students need more practice with hands-on subtraction. There is a disconnect for many students between conceptual numbers and application. My lower students shut down on the test and tended to freeze because it was word problems.

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The data suggests that my students need more practice with hands-on subtraction. There is a disconnect for many students between conceptual numbers and application. My lower students shut down on the test and tended to freeze because it was word problems.

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1. What does the data suggest?

2. What does this data help us understand about student progress?

3. What are the assumptions we make about students and their learning?

4. What are the implications of this work for teaching and assessment?

5. What questions about teaching and assessment did looking at the data raise for you?