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During centers I do reading time which consists of reading with different groups who are at different reading levels.We read a part of a book daily until we are done with the book. On the last day we write about the book and draw a picture to match the text I have 4 different groups made up of first graders and kindergarten levels Each group is either above grade level, approaching grade level or at grade level. With so many groups and different students I noticed it was a challenge to keep track of students progress.

I also noticed that students would make words up or they couldn’t read or comprehend the text. Students would make up words based of the picture.

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I’m currently in a K/1st grade split classroom. This means they come with different mindsets, self-regulation methods, comprehension and learning levels.

Being a part of this split made me realize how different and how alike they are. These grade levels are critical and build a foundation for their success in school and down the road.

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This left me wondering how can I improve reading and writing skills in reading groups? How can I track students growth?

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To answer my question, I knew I had to start tracking students. This included using scores from their DRA. I was able to make a table with their scores and compare it to the beginning of the year versus the middle of the year. These scores were improved while I did teacher time. This showed me their growth

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To answer my question, I knew I had to start tracking students. This included using scores from their DRA. I was able to make a table with their scores and compare it to the beginning of the year versus the middle of the year. These scores were improved while I did teacher time. This showed me their growth

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When students would write in their journals I would remind them to put a finger down to help space out their words and to build sentence fluency. I did notice that this helped students and I saw an improvement in their spacing. Before they did this it was hard to read their work as it would merge together into one long word. When students would write one word I would remind them about spacing before the writing down the next word.

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When it came to writing, my students had a hard time spacing their words or would capitalize the wrong letters. Students also didn't check for a period or a capital letter at the beginning of the sentence. Once I noticed this I would remind them to fix this and would also have them use their finger to use for spacing.

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When it came to writing, my students had a hard time spacing their words or would capitalize the wrong letters. Students also didn't check for a period or a capital letter at the beginning of the sentence. Once I noticed this I would remind them to fix this and would also have them use their finger to use for spacing.

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64% of 1st graders were reading below grade level at the beginning of the year. 36% were reading at or above grade level. Now at the middle of the year 64% is on or above grade level and 36% below grade level.

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64% of 1st graders were reading below grade level at the beginning of the year. 36% were reading at or above grade level. Now at the middle of the year 64% is on or above grade level and 36% below grade level.

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I noticed quickly that students would forget to space out their words if I didn't remind them. I felt that they needed a physical reminder to do so. That's when I had them use popsicle sticks instead of their fingers. This helped a lot as students were able to have a physical reminder. Some students would need a reminder to use the sticks but for the most part students got the hang of it.

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Students using the sticks for help with spacing

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Students using the sticks for help with spacing

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Students using space sticks to help them write.

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Students using space sticks to help them write.

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I learned how important it was for students to have something physical in their hands to help them learn. I was also able to see how essential different learning styles are as some students did well with reminders and others required the reminder and something visual and physical.

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I noticed that students would struggle to keep track of where they were in reading the book. I was able to remind students to use their finger to help guide them. I had students point to every word on the page as they read. This would help them not lose their spot. I also noticed that students would read the book but make up words that weren't in the book. I was able to cover the picture of the book and have students read the sentence and then look at the picture afterwards. This helped students think more and read the sentences before coming up with their own words.

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Jan Richardson from "The Guided Reading Teachers Companion states several teaching points for emergent readers. It stated "Chorally read a page while students frame each word with their index fingers" ( Richardson, pg 7). Doing this will help students understand the flow of reading. Richardson also stated to "Read a page and stop at a word that is in the picture. Say "Lets check the picture. What would make sense?" (Richardson, pg 7). Doing this will check for comprehension and will also allow students to make sense of what they just read. It will help them check for understanding as well.

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What I Discovered and Significance of the Story

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What I Discovered and Significance of the Story

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I discovered that teacher time is significant to track students growth. This is where the magic happens and I'm able to work more one on one with students. I plan in the future to start tracking students progress right away at the beginning of the year. Teacher time overtime tells me how students progress and can tell me weather they're retaining the information I'm teaching. This is valuable to me because I can see if I need to reteach something or if students need more help and reminders.

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My students work and evidence proved that with consistency and help they will get better. I learned that practice makes everything better and that students will learn with different methods including reminders, visuals, and or something physical.

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When doing teacher time in the future I wonder how I can further track my students growth. For example, when students are approaching different levels of reading how could I challenge them? I also wonder how I would reorganize groups if I feel that they have improved.

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Richardson, Jan. (2016). "The Guided Reading Teacher's Companion". Scholastic Inc.