As I prepare data to share with parents during spring conferences this week, I am compelled to reflect about the academic progress my students have made this year. I have encouraged them along the way, and been super excited for them when they meet their goals and we set more! But, just as with many things in life, sometimes looking week-to-week, you don’t realize how much progress has REALLY been made. In some of these kids’ cases, THEY HAVE IMPROVED SO MUCH! In my class of 25 students, there are 4 who read way above grade level, a few who read a little above grade level, some who have and still are right on track with their reading, and ELEVEN students who have made significant progress since August! Notable performance is what I want to consider their progress as… and it excites me more than I could ever express in words! (Or picture, or dance, or anything other form of expression ;))
I’m going to break down the data by beginning of the year
(BOY), middle of the year (MOY), and current (C)… for these 11 students’ words
per minute (WPM) rates/scores.
MC: BOY-5, MOY-31, C-74
TN: BOY-4, MOY-22, C-46
CJ: BOY-4, MOY-14, C-21
These three kids… read four or five words per minute in
August… now read 21, 46, or 74 in a minute?! Crazy. How does this happen?! MC was almost a year behind and now reads at
a second grade level (increased her rate by SIXTY-NINE WPM), TN now is just a
semester behind schedule (increased his rate by FORTY-TWO WPM), and CJ is on the
way too… making progress, slow but sure (increased her rate by 17 WPM)!
KL: BOY-24, MOY-27, C-54
This is a unique situation because KL was at a plateau and
not making progress for months. Almost 2 months ago, KL’s scores shot up and
gradually she went from a score in the twenties, to thirties, to forties, and
is now movin’ right through the fifties! And, THAT is why you should never give
up… because you never know how close you are to reaching your goal!
MB: BOY-33, MOY-48, C-62
AB: BOY-36, MOY-55, C-68
MB: BOY-14, MOY-29, C-41
And these four! They now read 27-32 more words per minute than
they did 7 months ago!
JM: BOY-n/a, MOY-36, C-61
JM has increased her score 25 words per minute in just THREE
months! Girls gone crazy speedy Reader McReaderson.
AG: BOY-19, MOY-35, C-60
DA: BOY-48, MOY-58, C-84
AA: BOY-57, MOY-88, C-112
Oh dear, these little readers… they’ve increased their rate
from 36-55 WPM!!! And I think to myself, HOW IN THE HECK?!
So let’s look at the how… how does this happen. Well, some
of these kids lacked some very basic foundational skills… some have little or
no support at home… some have ZERO books at home… one’s mom even thought she was
illiterate until she started READING in SECOND grade! So we sometimes work on
CVC, CVCe words… when we get a chance. We read stories weekly as a class. They
have to sound out words when they write and I encourage them to do so! Even
when they complain and say I’m not going to be able to read their story… I
figure it out eventually ;) In the beginning, I based what my kids were
ALLOWED to read on what their test scores said they COULD read. A low score, a
low level book (aka a “baby” book)… a high score, a high level (a much “cooler”
book)… This actually took away ALL motivation for my non-readers and
low-readers to want to read… b-o-r-i-n-g. So I kind of gave up on my rule of “you
can only read books that are the letter that I’ve told you can read” and when
Kid asked to read Book, I said sure… didn’t even look at the “letter” or
whether or not they could read the first page with 100% or even 75% accuracy.
They wanted to READ and so I went with it. Sure, it may take High Reader 2-3
days to read a Diary of a Wimpy Kid book and Low Reader close to a month, but
hey. Everything’s going to be just okay…
Data shows that comprehension has increased, as well as
accuracy, and fluency! Growin’ growin’ growin’!
Oh and how we LOVE when the DATA shows progress! Sometimes though, kids are not in a “testing mood” and don’t do their best and unfortunately the data still must be recorded. Some students are tested weekly and others monthly… and the data is definitely helpful and it does mean a lot. What also means a lot though are students’ WORDS, and when they transform from a kid who groans when it’s time to be tested to a kid who runs over smiling to be tested and exclaims that he loves reading!... that speaks almost LOUDER than any data ever could. Because when anyone sees growth and progress with something they are putting all they’ve got into, it IS going to be exciting!
So I’m just excited about THEIR growth… and I want to
remember that THIS was a part of my FIRST year of teaching.
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