Happy Sunday!
This past week, we wrapped up F&P testing to reset our Power Hour Intervention groups.We measure growth at four points during the school year: September, December, March, June.
I work with the lowest group (at this time) for first grade.
Here's how we did:
I have very mixed feelings. I'm so thrilled EVERYBODY moved up at least one level. But we are still below-grade level. There's one student who moved from B to C that I had expected much more from based on what I've been observing in the general education curriculum. I need to find out why it's not transferring.
We've been focusing on high frequency words, phonics/word work, and decoding strategies. We use Deedee Wills Poetry and Shared Reading, Reading A-Z, and F&P Leveled Literacy.
I'm wracking my brain on what else we can be doing. Please leave a comment with any advice or a product suggestion that you've had success with! Thanks!
Keeping the above results in mind, I also gave my Colorful Hearts Sight Words packet a huge makeover!
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| Yes, I'm already thinking of Valentine's Day :) |
In addition to the sweet upgrades with graphics and fonts, I also tucked in a set of coordinating uppercase, lowercase, and number cards! I will be using these with my small groups, plus I included a mini-standards poster to use with a holiday bulletin board. Please click here to read more and/or visit "My Purchases" at TPT to redownload.
My printer and laminator will be busy today with the conversational hearts. I found this adorable bag and matching erasers (manipulatives!) this weekend at Target:
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Sweet!
Enjoy the rest of the weekend!
My resource reading is very similar to what you are doing. Like you, I am seeing great growth in some students and little in others. The difference is that all of my reading students are well below grade level and have IEP goals to address the need. I am happy to see any type of growth, although when we do MAP testing, the scores are not going up as much as my progress monitoring shows. I use fluency practice daily, Reading A-Z, RAZ kids, some of my kids go to LLI at a later time. For those of mine that are not making progress that I would like to see, this is my plan...(any a suggestion too). Look at the MAP RIT band and see where the student is falling. Then use the DesCartes to guide my lesson planning to direct specific instruction to the areas where there is the most struggle. I am going to set up those lessons as individual lesson (center type). They can do this during their "word work" time during my group and then have the center to take along with them to class to work on at down times or to take home for practice. Also, for my lowest students, I am using SRA Corrective Reading. It teaches each sound in a concrete way using various learning styles. I would check that out...it is quite expensive though. Good luck! I look forward to hearing what helps your students!
ReplyDeleteKim
Hi Kim! Thanks for your thorough response - I really appreciate it!
ReplyDeleteSix out of the above students have IEPs with specific targeted literacy goals/objectives. I'm using Reading A-Z, phonics/word work, and shared reading during Power Hour, and LLI at a later time in the day. Our school has Reading Mastery, but not SRA. I'm interested in learning more about the program. I have mixed feelings about Reading Mastery based on my experience with it last school year (didn't seem to transfer over).
We utilize the Descartes for our general and special education planning and grouping for Power Hour (F&P first, then by RIT bands for subgroups). Our first grade is starting Winter MAP testing (today!), so the information will be even more up-to-date. I'm always searching for better ways to use the data we're collecting and your comment gave me so many ideas...I can't wait to hear more!
Thanks again,
Jen