Analysis+of+Student+Learning

** V. Analysis of Student Learning **
==== From the data collected, the student is improving with his fluency. He mastered the Primer level passage on 2/15 with 112 words per minute and 1 error; however, I had him read the same passage until he maintained mastery for three consecutive days. He was able to maintain his goal for three days, which shows that he is on track. His expression is still something he needs to continue working on and I remind him often of how important it is. I also have noticed that when we do echo reading, he uses better expression. I think this is because he is able to hear how a fluent reader sounds. After he mastered the Primer level passage, we moved on to the Level 1 passage. He became very close to mastering his goal, with 103 words per minute and 2 errors. Since the passage was more difficult, I think the student needed more practice with reading the passage to meet the goal. I could tell that the student truly cared about his progress because he would always ask me how many words he read and how many mistakes he made. ==== [|Graph_for_Fluency.jpg]

==== As far as the student’s progress with decoding, I created a chart with the Dolch word lists and wrote the percentage correct at the bottom. The student started with list A and practiced the words on four different days (2/1, 2/8/, 2/15, and 2/22). His scores were as follows: ====

** [|Dolch_Word_List_pg._2.jpg] **
==== From these results, it is clear that the student is learning and becoming better at decoding words. On the next list of words, he started off at a lower percentage but eventually was able to get 92% of the words correct. However, he is expected to obtain a 90% on lists A-E by the end of the year, so he will definitely need to continue practicing. ====

==== For spelling, the student still needs a lot of assistance. When we did spelling on a mini whiteboard, I said the word and he used a marker to write the word. On 3/10, his score was a 50%. On 3/17, his score was a 70% on the first attempt and 100% on the second attempt. Then on 4/1 I gave him a spelling test with paper and he got 70% correct. This shows that he is somewhat progressing since he started out with 50% correct, but I can see from his work in other classes that he genuinely struggles with spelling and needs additional help. ====

[|Work_Sample_9.jpg]
==== As far as the student’s comprehension, he is improving with his SRA Corrective Reading stories and usually gets all of the questions correct. While we read, I encourage the student to use context clues to help him determine the meaning of a word. If he is still unsure of what a word means, I direct him to the dictionary. To help the student with comprehension and add a bit of creativity to it, I incorporated a questioning strategy using a cube labeled “Who, what, when, where, why, and how,” on each side to discuss the story. First I modeled how to use the question cube. After the student read a few paragraphs, I rolled the cube and whichever word it landed on, I had to create a question starting with that word about what I just read. Once the student understood how it worked, I had him roll the cube and ask a question aloud as well as answer it. I noticed that the student was more engaged in the story when I incorporated this strategy into our lessons. I think it is also important for students to learn how to ask questions while they read in order to increase their level of comprehension. From what we have been working on, I can tell that the student is making progress. However when I see him in his other classes, he struggles with comprehension due to being below grade level. ====