Analyzing Data and Reteaching

www.literacyteacher.wordpress.com

mtippens@kippinfinity.org

AgendaHow to…1. create daily quick questions2. Create homeworks that spiral3. create a weekly reading

assessment and use daily quick question and homework data in tests

4. analyze test data5. create spiral review lessons

that they mastered6. create lessons that they DID

not master7. Putting it all together: the

prerogative unit

The KeyTo assessment…

Is the analysis.

Creating Quick Questions Go to www.greatleaps.org Click on “passages” Click on “3rd Grade” Double Fudge

By Judy Blume

Sample Text From Book

When my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he said one night as I was getting out of the shower. "How much would it cost to buy New York?""The city or the state?" I asked, as if it were a serious question."The state, but all the good stuff is in the city. People who don't live in the city might disagree, but I'm a city kind of guy.""We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his pajamas."You're not doing anything, are you?" I asked as I toweled myself dry."What do you mean, Pete?""I mean you're sitting on the toilet, and you haven't pulled down your pj's."He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in her pants." Tootsie is our little sister. She'll be two in February.Fudge watched as I combed my wet hair. "Are you going someplace?" he asked."Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head.

What a Great Short Passage!!!

When my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he said one night as I was getting out of the shower. "How much would it cost to buy New York?""The city or the state?" I asked, as if it were a serious question."The state, but all the good stuff is in the city. People who don't live in the city might disagree, but I'm a city kind of guy.""We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his pajamas."You're not doing anything, are you?" I asked as I toweled myself dry."What do you mean, Pete?""I mean you're sitting on the toilet, and you haven't pulled down your pj's."He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in her pants." Tootsie is our little sister. She'll be two in February.Fudge watched as I combed my wet hair. "Are you going someplace?" he asked."Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head.

1. What is the purpose of the previous passage?a. To inform readers about New Yorkb. To entertain readers about a story with two brothersc. To persuade readers to read a story

2. Where does this story take place?a. New York Cityb. In a bankc. In a bathroom

I do up to 4

questions.

But, have we taught the skill?

I haven’t taught author’s purpose explicitly, how are they supposed to answer it in the do now?

After the students do the do now, spend a couple minutes reviewing how to get the answer. In this case, fiction = entertain. Include a chart.

Then REPEAT that question for 5 days on the do now.

1. What is the purpose of the previous passage?

a. To inform readers about New Yorkb. To entertain readers about a story with two

brothersc. To persuade readers to read a story

Spiral all questions for at least one week

Until 100% of the class has gotten the skill question correct, do not remove that question type from the do now– even if there are students who habitually get many questions wrong, keep it on the do now.

Keep it short and sweet Once the students have

shown mastery of that type of question, move onto a different question.

Bring back that type of question in ONE MONTH.

If the students start to slip with that type of question, then start the week long process all over again.

Less is more with the do now

Push to keep the teacher review to

under 2-3 minutes. Daily exposure is

what makes it stick--- not lengthy

teacher explanation.

Should do nows just have skills?Nope. We also include process questions such as:1. What is your stamina goal

today?2. Which question was hardest on

last night’s homework?

Or strategy questions such as3. Write one text to self

connection about the above passage.

Or vocabulary questions such as4. How is ________(word) similar to

________ (word)?Less = More. Keep it under 5 minutes. Mix and match- it doesn’t all have to be on the do now.

Name_____________________________Date _____________________Quick Questions Achievement First

Directions: Read the following passage and answer the questions that follow. Put a heart over the first vowel in your last name.

Stargirl By Jerry Spinelli

When I was little, my uncle Pete had a necktie with a porcupine painted on it. I thought that necktie was just about the neatest thing in the world. Uncle Pete would stand patiently before me while I ran my fingers over the silky surface, half expecting to be stuck by one of the quills. Once, he let me wear it. I kept looking for one of my own, but I could never find one.I was twelve when we moved from Pennsylvania to Arizona. When Uncle Pete came to say good-bye, he was wearing the tie. I thought he did so to give me on last look at it, and I was grateful. But then, ” with a dramatic flourish, he whipped off the tie and draped it around my neck. “It’s yours,” he said. “Going-away present.”I loved that porcupine tie so much that I decided to start a collection. Two years after we settled in Arizona, the number of ties in my collection was still one. Where do you find a porcupine necktie in Mica, Arizona – or anywhere else, for that matter?On my fourteenth birthday, I read about myself in the local newspaper. The family section ran a regular feature about kids on their birthdays, and my mother had called in some info. The last sentence read: “As a hobby, Leo Borlock collects porcupine neckties.

Part 2: How to Create a Weekly Assessment

Part 1: One page of a standardized testPart 2: Quick Question Content from WeekPart 3: Weekly Aims + Old Weekly Aims: Shared TextPart 4: Weekly Aims + New Weekly Aims: New TextPart 5: Survey

One Page of Standardized Testhttp://literacyteacher.wordpress.com/2009/02/26/test-prep-unit/Pencil PointsIn 1564, an awful storm in a town in England knocked a huge oak tree down. That was the start of the pencil!Farmers found a large amount of black stuff that had been hidden under the tree. They thought it was lead. When someone realized that this black stuff was good for writing, the farmers eagerly dug it up. It was easier to use than quill pens and ink. Those were messy and hard to use outside away from a desk. The lead stuff made nice dry, dark lines, and it was handy to carry around. The only problems were that it crumbled easily and it made people’s fingers dirty when they used chunks and splinters of the material.People searched for ways to solve those problems. First, they wrapped sticks of the lead in string. The string could be unwound as the lead wore down with writing. Next, people pushed the lead into tubes of leather or wood. Later, there were metal holders with grips at the ends to keep the lead in place. In 1683, J. Pettus split open a strip of cedar. He then hollowed out the center, put a piece of lead in the groove, and glued it all together. That was the first wooden pencil...and it was square!

1. Ballast means-a. a ship’s anchorb. a ship’s compassc. scales for cargod. weight added to a ship to keep it stable 2. People liked using graphite because-a. it crumbled easilyb. it was easy to carry and it made dry linesc. it gave off a nice scent when they wrote itd. it made them think of diamonds 3. The reason graphite was discovered in England was because-a. a storm knocked a tree down there, which uncovered a graphite depositb. it could be ground up and mixed with clay to make pencilsc. it made a good weight for empty shipsd. there were more farmers digging in fields in England than in other countries

1. Use grade level passages

2. Try to spiral what they are doing in textual analysis

class3. Do 1 page long

passage with 5 questions

Part 2: Assess Your Week’s Aims with Shared TextDirections: Generate 4 sticky notes, creating each of the following: Review from Waaaaaay Back an open-ended question a clarifying questionThis Week’s Aims text-to-world connection inference about the main character

Maniac Magee By Jerry Spinelli

Maniac Magee was not born in a dump. He was born in a house, a pretty ordinary house, right across the river from here, in Bridgeport. And he had regular parents, a mother and a father.But not for long.One day his parents left him with a sitter and took the P & W high-speed trolley into the city. On the way back home, they were on board when the P & K had its famous crash, when the motorman was drunk and took the high trestle over the Schuylkill River at sixty miles an hour, and the whole kaboodle took a swan dive into the river.And just like that, Maniac was an orphan. He was three years old.

Of course, to be accurate, he wasn’t really Maniac then. He was Jeffrey. Jeffrey Lionel Magee.Little Jeffrey was shipped off to his nearest relatives, Aunt Dot and Uncle Dan. They lived in Holidaysburg, in the western part of Pennsylvania.Aunt Dot and Uncle Dan hated each other, but because they were strict Catholics, they wouldn’t get a divorce. Around the time Jeffrey arrived, they stopped talking to each other. Then they stopped sharing.

Part 3: Keep on Assessing Old and New Aims

1. From what you know about the world, how was Jeffrey affected by his aunt and uncle’s behavior?

_______________________________________________________________________________________________________________________________________________________________________________________________

Include a couple different ways to assess the aims with the shared text (generating their own sticky notes, answering short questions, drawing pictures, etc)

Part 4: Assess Old and New Aims Using NEW TEXTThe Witch of Blackbird Pond By Elizabeth George Speare

On a morning in mid-April, 1687 the brigantine Dolphin left the open sea, sailed briskly across the Sound to the wide mouth of the Connecticut River and into Saybrook Harbor. Kit Tyler had been on the forecastle deck since daybreak, standing close to the rail, staring hungrily at the first sight of land for five weeks.“There’s Connecticut Colony,” a voice spoke in her ear. “You’ve come a long way to see it.”She looked up, surprised and flattered. On the whole long voyage the captain’s son had spoken scarcely a dozen words to her. She had noticed him often, his thin wiry figure swinging easily hand over hand up the rigging, his sandy, sun-bleached head bend over a coil of rope. Nathaniel Eaton, first mate, but his mother called him Nat. Now, seeing him so close beside her, she was surprised that, for all he looked so slight, the top of her head barely reached his shoulder.“How does it look to you?” he questioned,Kit hesitated. She didn’t want to admit how disappointing she found this first glimpse of America. The bleak line of shore surrounding the gray harbor was a disheartening contrast to the shimmering green and white that fringed the turquoise bay of

Barbados which was her home…

Ask them to generate 4 sticky notes and similarly respond to short answer questions or the like.

Part 5: Survey

Put a few survey questions in (for extra credit if you want) assessing the parts of the class you’re not sure about:

1. Is your magic ratio 7:2? If not, what is it? _____

2. Do you get enough time to independently read?

3. On a scale of 1-5, how did you feel about this week’s aims?

4. What book are you dying to read next?

How to Analyze Test Results

Part 1 Standardized Test:

Main Idea : 60% Fact and Opinion :

90%Finding Details:

85%Genre

Identification: 98%

Respiral on next 5 do nowsRespiral on next 5 do

nows

Respiral on next 5 do nows

Find two kids and do intervention:

http://literacyteacher.wordpress.com/2008/12/07/creating-quick-intervention-for-test-prep/

Test Results Part 3 Old Aims

Shared TextOpen Ended Question: Most

kids did well

Clarifying Question: Some kids did well- they seemed to ask questions that they already knew the answer to

Respiral into book log every five days

Create a new mini lesson:To generate clarifying questions for things that truly befuddle us and what to do if we cannot find anything that confuses us (do following week)

Test Results Part 4 Old Aims

New TextOpen Ended Question: Most

kids did well… but not quite as good as with Maniac McGee

Clarifying Question: Most kids asked questions about a word they don’t know

Ask kids to do one on a do now the following week

Since you are already creating a mini lesson, push kids to move beyond finding a word they don’t know. Create a POSTER of things to do when they are reading a slightly confusing book. Create blog posting

Test Results Part 4 New Aims

New TextText-to-world connection: The

kids across the board really struggled.

Inference about a character: kids really struggled

Uh oh… kids are doing much better with the shared reading texts than new unfamiliar texts.

That’s super common, btw!

After the week where you are doing character inferences with your shared text, you need to do one more week of character inferences. Generate four lessons with FOUR DIFFERENT texts. Share with the kids how to do the same lessons with texts that they have never seen before and how that’s different from a text that they are familiar with.

Test Results Part 3 New Aims

Old TextText-to-world connection: The

kids across the board really struggled.

Inference about a character: kids were generating inferences that YOU made during a mini lesson

Hmmmm… they didn’t do amazingly on either. Ask yourself, which is most important as a reader to master?

I say…

Inference about a character. Did you?

Create 4 NEW lessons on character inferences for the next week.

You MUST buy this book for character inferences…

Donna Santman’s Shades of MeaningCreate blog posting:

The Key to Using the Data Always respiral every thing from do

nows until they’ve reached 100% If they are getting “pretty good” put it

into the book log and/or homework If they are pretty terrible you have

two choices:1. Dropping it until later in the year-

wait until the end of your current unitAt the end of each unit, I do a Review a Few week of lessons that didn’t quite work. I spend one week teaching random missed lessons.

2. Spending another week reteaching, but with a different text.

Creating Homework 1

Using the same strategy with the www.greatleaps.com passages, create a do now type sheet that should take the students five minutes.

Then, create a short answer question that emulates your process share from the lesson.

Lastly, spiral OLD content (vocabulary + strategies). Often this part goes ignored, but it is so essential.

What You Spiraled in One Day

Do Now test prep questions a strategy questionHW: test prep questions that day’s strategy question old strategy questions

Creating Homework 21. Book Log Students read at home for 25-30 minutes (or

whatever you prefer) The book log also SPIRALS strategies taught!

Some from recently, some from WAY back.Monday 12/1/08 Title: ______________________ Genre: _________Start page: _________ End page: _______ Total pages:________ Write down two questions that you can ask yourself to deepen your thinking about your book (this works for nonfiction or fiction): __________________________________________________________

 

When and How to Cycle Back to the Aims

What do you do if … The students did fairly well across the board on a strategy aim?

Marginally well? Not very well?

Fairly well- asking questionsMarginally well- the reason why we should visualize

poorly- text to worldMonday Tuesday Wednesda

yThursday Friday

Gave Test at End of Unit 1

Do Now- ask ?sLesson- reteach visualize with current textHW – ask ?s

Do Now- ask ?sLesson- reteach visualize with new textHW – ask ?s

Do Now- visualizeLesson- Start unit 2- identify fix itHW – vis.

Do Now- visualizeLesson- Unit 2- re read. Read onHW – vis., ask ?

Give Test-Visualize, asking questions, re read, read on

Students do really well! Do Now-Lesson- Continue unit 2HW-

Do Now-Lesson- Continue unit 2HW-

STOP-Reteach text to world as a fix it strategy

STOP-Reteach Text to world as a fix it strategy

How to Refine an Aim (and re-teach)

Ask yourself… What did they do well? Where did they go off from what you wanted?

Did they throw any curve balls?

For example… To ask clarifying questions

What were 8 aims that didn’t quite work this

year?

Planning the Teacher Prerogative Unit

Choose a new text for shared reading Choose a few short texts to assess if they can do it with new

texts Identify about 8 aims that didn’t work with the aims from the

yearMonday Tuesday Wednesda

yThursday Friday

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW:

Do Now:Reteach:HW: