Questions About Remote Learning?

5.4 Discussion
Updated: 11/7/2020
5.4 Discussion
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Storyboard Text

  • What worked for me? A notecard for the mis-cue marking system, word lists and graded passages, from pre-primer to level three, and a pencil. I knew my student was in 1st grade, and I had some prior knowledge about her, as she was also the student I tutored in a prior class.
  • Pre-Planning:What Do I bring? will her levels be very far apart?
  • Teacher
  • Student S's mom has shared she does not yet enjoy reading for pleasure. Student S continues to struggle with vowel sounds and sounding out words. Previously, Student S lacked focus and would find reason to leave the table. Student S has shown improvement in this area and was attentive until close to the end.
  • Hi S, We are going to work on reading, but this is not a test. I want to make sure you are reading at the best level for you.
  • word lists and passages
  • Ok, did you bring any games today?
  • Student
  • Student S read the word lists, indicating primer was her independent reading level, Level 1 instructional, and Level 2 was her frustration level. She read orally and then silently passages A and B starting with pre-primer, ending at Level 1. We worked on listening comprehension using Levels 1 and 2.
  • Can you sound that out? Go on... Who else... Can you tell me more?
  • teacher copy
  • Because her mom said do not leave the yard.
  • Student Copy
  • Text
  • Student S loves animals and pets. Many of the passages were about her interests. Here are some of Student S's remarks from the IRI:"That's a big word" about the word around in the reading list. When asked to read silently, she replied "I'll read it in my head." (Awesome connection to instruction!)
  • Thank you for your help today S! We both learned a lot.
  • Raw Data and Notes
  • When are you coming back? Did you see my baby doll?
  • Context
  • It was challenging to transfer all the miscues from reading onto the qualitative data worksheet. Equally challenging was working through the quantitative data. This was the first time I had performed an IRI, and I felt overwhelmed at all the moving pieces. This is certainly a tasks that takes practice. I also imagine it becomes easier when you are working closely with the same group of students, as you already have prior knowledge on skill level and abilities.
  • Assessments, Comprehension Scores, Numbers, and Summary
  • Raw Data and Notes
  • Task
  • Ah-ha! Her low comprehension scores may be due to S still learning to decode while reading. She did have a lot of substitution mis-cues! Substitutions change the meaning of the passage.
  • What worked well? I felt prepared to give the IRI. Student was receptive.What didn't work well? Trying to transfer all the data onto the worksheets. Lots of practice!What else worked well? After analyzing the data, trends started to emerge. This would be helpful in placing student in appropriate Instructional Tiers and differentiating curriculum. Ah-ha moment: Student reached the frustration level for comprehension prior to identifying instructional reading level. In order to identify all criteria, IRI's will need to be used as ongoing assessment tools.
  • Reflection
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