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Collecting Student Data During Observations Cohort B Statewide Coaches’ Training. Carrie Thomas Beck, Ph. D. Oregon Reading First Center February 27, 2007. Video of Small Group Strategic Instruction .
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Carrie Thomas Beck, Ph. D.
Oregon Reading First Center
February 27, 2007
© 2007 by the Oregon Reading First Center Center on Teaching and Learning
First Time Correct = How many errors are students making the first time they answer the new tasks?Students Are Successful
+ = correct response
0 = incorrect response
M = teacher model
L = teacher lead
T = teacher test
NT = not together
S = sound
W = word
P = part
SP = spelling
IT = individual turn
S1, S2, etc. = sentence 1, sentence 2
C = cue
# of correct first responses
total first responses
6 = 66%
# of correct responses
16 = 88%
Using the word bank from the Houghton Mifflin lesson, have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate first time and overall correct rates. Then, the pairs switch roles.
Calculating Success Rate: Phonemic Awareness
Isolate initial /b/:
bag + +
bed o M C T+ +
6/7 = 86% overall success on this task
ERI, Lesson 43, Activity 2: Isolate Initial Sound
Calculating Success Rate: Word Reading
Horizons Level B, Lesson 57
Word Reading Example
Sarah +, +, +, o (goes), +, +
Michelle o (steep), o (slip), o (kept), o (sneeze), +, +
Josh +, +, +, +, +, o (cleaning)
Cody o (watched), +, +, +, +, +
Manual +, +, +, +, +, +
Calculating Success Rate: Story Reading
Nine goats made plans to go on a hike. They were going to follow a trail over five hills.
Joan was one of the goats who planned to go on this hike. Gorman also planned to go. But Joan’s mom did not like that part of the plan.
She did not want Joan to get wet or to get dirty. She blamed Gorman for what happened the last time Joan went with him. So she told the other goats, “If Gorman goes, Joan stays home. If Gorman goes, Joan stays home.”
Joan did not want to stay home. She kept telling her mom that she would not walk near Gorman. She said that no goats would go near the pond. She told her mom, “We will be in the hills. We will be in the hills.”
But her mom kept telling Joan, “No, you can’t go. No, you can’t go.”
For days, Joan and her mother talked and talked. The more they talked, the more the other goats made jokes about Gorman and the toads.
More to come.
(Horizons B, Lesson 57)
was kept 8 errors
planned jokes 178 words in passage
went 170/178 = 96%
Story Reading Example
Michelle planned, blamed, went, kept
Calculating Success Rate: Comprehension
How many goats? + Picture:
Where? + Where are goats? +
Name two goats? + What’s first goat saying? +
Which part? + What’s the next goat saying? +
Who does Joan’s mom ...? + Why does goat think funny? +
What happened? + Why doesn’t Gorman think funny? 0 Cody
Who did Joan’s mother blame? +
What did Joan’s mother say? +
Picture: 3 errors
Where are the goats? + 20 Comprehension Questions
What’s Gorman saying? +
What’s Joan’s mom saying? + 17/20 = 85%
Why does Joan look unhappy? 0 Sarah
Why did Joan ... safe on hike? 0 Josh
What’s going on? (Joan) +
What’s going on? (Joan’s mom) +
Select either the HM phonemic awareness activity or the ERI letter sounds activity. Have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate overall correct rate. Then, the pairs switch roles.