Reflection: Data Analysis Jaw Dropping Vowels! - Section 4: Closure


     Does your school or district participate in Professional Learning Communities (PLC's)? When my team goes through a PLC cycle we utilize the Continuous Improvement Model.  We identify an area of student weakness (decoding fluently) and determine how we will measure student growth (AIMS Web Nonsense Word Fluency Tests). We also set a student achievement goal.  We gave our students a pre-assessment so we could get some baseline data. Then we would teach to address our students' difficulties (this lesson being one of many) and then we continually monitored our student progress, analyzing the data in teams and kept teaching to the weaknesses. Each Friday we gave our students the Nonsense Word Fluency (NWF) test, and then the following Tuesday we would sit down as a team to see what students were doing.  Based on student performance we would have to teach new lessons to clear up student misconceptions.  At the end of our 9 week PLC cycle we gave one last NWF test, and scored our data.  We looked at our data and determined if we had met our goal. 

     You can see some of my student data here Class NWF Data.docx and the notes I've made beside the data and what I knew I needed to do to address student problems.  I've also included a resource if you'd like to learn more about the Continuous Improvement Model.

  Data Analysis: Teaching to the Data
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Jaw Dropping Vowels!

Unit 17: Phonemic Awareness and Phonics Lessons
Lesson 9 of 12

Objective: SWBAT determine what their mouth and tongue are doing when forming vowels and become more flexible with using different vowels in words.

Big Idea: Whoever knew vowels were so exciting your jaw would just drop?

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