This past week has truly been a blessing! My fellow #teachernerds , I cannot express to you how much I love realizing I'm not the only "nerd" out there. I also am enjoying how social media is connecting us.
This week, I got an email from someone in my district that found this book up from a re-tweet from the publisher about this blog! Yes, I am just as shocked as you!?!?!? I bought her the book on Amazon because I'm a Prime Member so she could hop on this week. I mean, Amazon's turn around on orders is phenomenal. We met up to hand off the book, and now, she's connected with other educators in our district and beyond. Honestly, it's NEVER too late to join in person or virtually. The goal is helping each other learn and grow to impact student achievement whether it is in my district or not.
So, let's get this discussion on chapter two going....
Chapter 2: Analyzing Data: Making Discoveries From Student Work
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| image from http://digitalmarketingstrategy.ucd.ie/data-analysis-marketing-making-data-relevant/ |
"You'll see why you've been collecting all that stuff; you'll realize its usefulness." page 27
This chapter is not as clean cut as the last one. At the end, Serravallo says, "Phew. You made it," and we all found humor (and truth) in that statement. Essentially in this chapter, Serravallo explains to the reader how to look at all of the data teachers collect or was referenced in chapter one, and often times, it does seem like the cartoon above presents- like it is just being collected to put somewhere. Though it is humorous to think of data in this manner (as a waste of time and energy), this chapter gets down to the usefulness of the collection and how it prepares the teacher to set up effective instructional and professional goals.
I really cannot be as concise as I'd like to be with this chapter, but what I can do is share what I learned. Simply put, this chapter is AMAZING at showing an educator how to really LOOK at data. Serravallo gives compelling examples (Joana and Alex) of typical students and how she interpreted their data. Joana was the student that I had a hard time figuring out how to help, really. She was essentially my version of a dream student. When I read her reflection on page 39 (Figure 2.4) I was blown away with her self awareness as a reader. Reading through Serravallo's approach to helping her become even better, allowed my reading interventionist mind set to shift, and I liked seeing how to push a more advanced student. Alex was honestly more what I am accustomed to in my career, and we all agreed that he was the norm.
Pages 47-51 were tools that I'd like to use next year with my students in increasing expectations for comprehension in literature (Figures 2.7-2.14). These charts show progression through reading levels within various reading strategies, and I LOVE them. I seriously need these as a pdf and plan to ask Serravallo if they are somewhere in that format to share with my colleagues. I also liked the NAEP Oral Reading Fluency Scale featured on page 57. This is hands down a tool I'll reference when approaching fluency this school year. The levels really help give me direction with fluency, and I'm thankful I came across this.
Overall, this chapter was an excellent time for us to think about our professional goals when approaching the upcoming school year. I expressed that I needed to utilize book logs better in the classroom and look for data trends. I have used them in the past, but I need to either create or search out a log I feel will meet the reading standards and goals for the third grade. This chapter also proved to me that I need some growth when approaching students that are at standard or beyond. I admitted that I'd have to lean on colleagues more this year because that's an area for the past two years in regards to state assessment data that I haven't been as effective as I'd like to be for those types of students. I'm hoping chapter three helps out in this area. A teacher in the group shared that Serravallo's Reading Strategies book (our next book up in September) is a great tool. I also shared that my goal for my students' writing is to get them to a point where they are able to focus any type of writing and understand its structure. I honestly think that will help them as they move up to 4th grade.
Well, there's my quick summary and those are my goals, and I'll be sure to revisit them as the school year progresses. The other teachers in the group shared their goals too, and if they'd like to post theirs, they are more than welcome to. Goals are tricky that way; making them public really holds you to them!
Well, there's my quick summary and those are my goals, and I'll be sure to revisit them as the school year progresses. The other teachers in the group shared their goals too, and if they'd like to post theirs, they are more than welcome to. Goals are tricky that way; making them public really holds you to them!
Those of you that are joining us virtually, what were some take away moments for you? Anything new you learned or enjoyed revisiting? Any questions you have for the author? Please chime in! We'd love to have your feedback and further our discussion online.
If you didn't get to attend, but want to join next week, we'll see you at 3 o'clock at the Starbucks located in the College Park Shopping Center at 3068 College Park Dr. This location seems more centrally located for the group.
Happy reading and learning (by the pool, at the beach, on the patio, in the shade, on the couch... somewhere fun I hope)!
See you next week my fellow #teachernerds!
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