Math and Reading Data (Analyzed)
-
Upload
latoya630-ql -
Category
Education
-
view
71 -
download
0
Transcript of Math and Reading Data (Analyzed)
Third Grade DataMs. Mallory-Math
Ms. Spence-Reading
Third Grade Collaboration
Day of the Week PLC Schedule
Monday STEM/Organizational
Tuesday STEM/Organizational/SST
Wednesday Lesson Plans
Thursday Resource share/Concerns
Third Grade Transitions
•Functional with three homerooms
• No rotations.
Madison, Mallory, Spence
•Functional with four homerooms.
•Rotate with homeroom
Mallory, SpenceAddition: Belhesiene,
McCruter•Functional with four homerooms.
• Rotate based on reading level (Sa Diego Quick check and Reading A-Z)
Mallory/SpenceBelhesience,
McCruter
•Temporarily functional with three homerooms
•No rotations•Re-functional to four homerooms
•Resume level rotations
Mallory, McCruter, Spence
Addition: Ford
About our Third Grade Thinkers
29%
18%29%
24%
Levels
Level 1 Level 1.5 Level 2 Level 3
Mathematics-Ms. Mallory
Math
MathModified Unit Assessment(Select SST and SPED Students)*Approved by Mr. Riggins
Math
What curriculum standards/elements were not mastered? How do you know? *MCC.3.NBT. 2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationships between addition and subtraction.
How do you know? The majority of students in the 2 and 3 groups are fluently adding and subtracting within 1000 using strategies. The 1 and 1.5 groups have not mastered adding and subtracting within 1000 using strategies (only tens place).
Formative Which questions were missed by at least 50% of the students? Number 3-Subtracting (2 by 2) Number 9-Subtracting word problem Why: Students must regroup, while figuring out problems on 3rd grade level. Math
problems are extending past the tens place up to the thousands place.
Which question the least? Number 7- Number form (Word) Why: Students encountered number forms in 2nd grade. Since then, they have reviewed
and applied this skill in 3rd grade.
Math
Which questions were missed by at least 50% of the students?
Unit Assessment Word Problems w/adding and subtracting Why: Students have not mastered the process of conveying
their mathematical computations through written explanation. Key words and phrases are not being identified and put to use by the majority of students.
Which question the least? Number 14-Expanded form Why: Students encountered number forms in 2nd grade. Since
then, they have reviewed and applied this skill in 3rd grade.
Math
Identify the students’ misconceptions. How will student misconceptions guide instruction?
Formative and Summative The student’s misconception in regards to word problems is: They are
confusing the phrase “how many more” with addition phrases and key wording.
How will student misconceptions guide instruction? The teacher will provide more explicit instruction on word problems
and how to solve them.
Key words and key phrases will be encountered more frequently during class sessions. Mathematical literacy will be promoted through usage of reading strategies to better academic levels in the subject of math.
Math
What is your plan for alternative re-teaching? What instructional strategies are you going to use to redeliver instruction in a different way from before?
The teacher will continue to teach the following standard: MCC.3.NBT. 2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationships between addition and subtraction. The instructional strategies that the teacher will use to reteach word problems (addition and subtraction) are the…
C.U.B.E. method: Circle the numbers. Underline important words. Box the question. Eliminate unnecessary information & The U.P.S. Check: Understand the problem. Plan how to solve the problem. Solve the problem. Check your answer.
Reading
Reading
Formative 1 Unit Summative0%
20%
40%
60%
80%
100%
120%
Unit 1 Assessment Data
Unsatisfactory (0-59)
Needs Improvement (60-69)
Satisfactory (70-85)
Excellent (86-100)
Assessment
Per
cen
tag
e o
f S
tud
ent
Mas
tery
Reading
What curriculum standards/elements were not mastered? How do you know?
Elements◦Recalling various details◦Eliminating details◦Vocabulary synonyms
Accuracy◦Missed by over 50% of students on multiple choice
Reading
Identify the students’ misconceptions. How will student misconceptions guide instruction?
Misconceptions
◦ Recalling various details: students could not recall one specific detail out of
many◦ Eliminating details: students could not identify false detail◦ Vocabulary definition: students could not define vocabulary word or choose
synonym
Guide Instruction
◦ Basic “W” questions will be reinforced. ◦ Spiraling analogies and inferences. ◦ Focus on context clues.
Reading
What is your plan for alternative re-teaching? What instructional strategies are you going to use to redeliver instruction in a different way from before?
Whole Group◦ Mini lessons that focus on comprehension◦ Incorporating more non-fiction text◦ Assign “Peanut Butter-Jelly” partners◦ Comprehension question on nightly reading log◦ Weekly vocabulary word
Small Group◦ Additional reading/comprehension workstation◦ Increase Partner Read opportunities◦ Increase detail/”W” question check◦ Vocabulary workstation◦ Technology workstation
Reading
What teacher factors contributed to our results? (ex: frequency of strategy use, level of strategy implementation, modeling, feedback, etc.)
Time constraintsTimely feedbackOverly independent workstationsTest formatting
Reading
What type of instructional support do you need to help students master the content going forward?
◦Additional time for collaboration with SP.ED and support teachers
◦Small grouping support from Ms. Campbell◦Collaboration with media specialist ◦Core Six observation/modeling