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.

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.

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.

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.

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.

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.

• 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.

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.

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.

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

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

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

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.

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. 

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/.

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

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).

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.

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

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.

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.

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. 

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

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.

·         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

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