DATA ANALYSIS PRESENTATION: Abigail Hancock, Hailey Pierson, & Dabney

Chitwood

PRIOR TO MEETING
Data

Jaida Reading Attitude

Recreational Reading
Academic Reading

Christopher Reading Attitude

Recreational Reading
Academic Reading

Garfield Reading Attitude Pre-Assessment

14
12
10
8
6
4
2
0

Jaida
Very Upset

Christopher
Mildly Upset

Slightly Upset

Happiest

Garfield Reading Attitude Post-Assessment

Very Upset

Mildly Upset

Slightly Upset

Happiest

PRIOR GOAL: Our goal was to focus on fluency and confidence in

reading aloud.
QUESTIONS:
1. What do you think would be the best way to accomplish our goals in
a short amount of time?
2. How do you get the students motivated for Morning Intervention?
3. How do you motivate them to improve their reading skill?
4. What differentiation strategies do you suggest that we use?
5. Is there a way for us to communicate with the classroom teacher in
order to best benefit our intervention students?

Student
Target Skill
Intervention/Strate Observations/Data
Adjustments in
Name
gy
Instruction
Jaida
Learner will be Modeling fluency Refer to graph for We allowed the
Jones
able to identify
and repeated
data
students to chose the
story settings,
readings
books they wanted so
It was obvious that
characters,
that they were willing
Direct response
Jaida liked to read,
problem/soluti
to open up to reading.
and questioning
especially when
ons in a
The action strategy for
she had her
Elaboration and
passage
choice in the book
the future is to focus
comprehension
Read alouds
and could read it
more on
time after read
focusing on
aloud.
comprehension now
alouds
fluency,
that we are aware of

Jaida
struggled
with
Assessment given
specifically
their fluency skills and
her attitude and
to test prior
expression and
improvements.
willingness
to
knowledge/asses
confidence
participate at
sment also given
such an early time
to test
during breakfast.
knowledge gain
She was proficient
on her
assessments and
was a very fluent
reader at the
beginning of
morning
intervention and
then continued to
improve.
Christop Learner will be Modeling fluency Refer to graph for We allowed the
her
able to identify
and repeated
data
students to chose the
Oliveria
story settings,
readings
books they wanted so
Christopher loved
characters,
that they were willing
Direct response
to read but he
problem/soluti
to open up to reading.
and questioning
struggled with
ons in a
The action strategy for
expression and
Elaboration and
passage
confidence at the
the future is to focus
comprehension
Read alouds
beginning
of
the
more on
time after read
focusing on
sessions.
comprehension now
alouds
fluency,
that we are aware of
Assessment given Throughout the
specifically
their fluency skills and
interventions
to test prior
expression and
improvements.
times he
knowledge/asses
confidence
improved his
sment also given
reading and
to test
began to fluently
knowledge gain
read when asked
to out loud.
He answered all
questions ask
from the books as

well.

SHARING IDEAS
Abigail Hancock
Date:
Sept. 15
Sept. 22
Sept. 29
Oct. 6
Oct. 20

Oct. 27

Nov. 3

Nov. 17

Activity:
7:00-7:45 Morning Carpool
7:00-7:45 Morning Carpool
7:00-7:45 Morning Carpool
7:10-7:25 Prepare for students
7:30-7:40 Wait for students outside of their classroom
7:45-7:55 Work on the Student Interest Survey
7:05-7:25 Prepare for students
7:30-7:35 Wait for students
7:40-7:55 Have both students complete the Hearing and
Recording Sounds in Words Assessment. Then read Five Little
Monkeys Sitting in a Tree as an interactive read-aloud. The
students clapped the syllables for each time that I read the word
monkey or crocodile.
7:05-7:25 Prepare for students
7:30-7:35 Wait for students
7:40-7:55 Read Arthurs Pet Business to the students. The
students tapped the table every time they heard the A sound
being read.
7:05-7:25 Prepare for students
7:30-7:35 Wait for students
7:40-7:55 The students took turns reading the pages of the
books: Its Pumpkin Time and Out of the Ocean. For the first book,
I had already chosen some vocabulary we were going to talk
about and work on as we read the book, and we talked about
those words when we got to them. Then for the second book,
when the students got to a word that they were not able to read
right away, they slowly sounded it out and then patted out the
number of phonemes in the word on the table.
7:10-7:25 Prepare for students
7:30-7:40 Wait for students
7:45 7:58 Start off by reading the poem, Tree House by Shel
Silverstien to model fluent reading. Then I tested one student
with the letter recognition test, while the other picked a poem to
read to us after. Then we switched roles, and after the test, each
student practiced reading poems. We talked about rhyming words

and how we can recognize words that rhyme.

Dabney Chitwood
Date Attended
October 8, 2015

October 15, 2015

October 22, 2015

October 28, 2015

September 15,
22, 2015 Carpool Line
Numbers of students
Short Reflection
served
(What you did/What students did)
Two students from
Today we worked on the second ass
second grade:
in the folder. It a Starring Me surv
-Mrs. Self= Jaida Jones
had questions about different topics
-Mrs. Harris=
students were to answer which topi
Christopher Oliveria
them with a happy face or a sad fac
end it asked them to write three sub
would be most interested in studyin
reading about. I observed that Jaida
draw and read books about how to d
while Christopher likes to read abou
dinosaurs.
Two students from
Today was our last day to do the ass
second grade:
assessments in the binder. We work
-Mrs. Self= Jaida Jones
Reading Survey that asked the stud
-Mrs. Harris=
questions about when they like to re
Christopher Oliveria
what they like to read about. I could
Christopher liked to read verses pla
watching TV, but Jaida was the oppo
Also, Jaida either loved the idea of t
question or didnt like it at all. For e
there were four Garfields on the ea
question: one happy, one sort of sad
and one very sad. Jaida either chos
very sadshe was never in the mid
I hope to assess them in spelling an
phonemic awareness so that I can o
which reading levels books to choos
Read for the record:
I was the fish in the story Not Norm
Not Norman
for the record (Hailey Pierson covere
**Filling in for Hailey
Today we worked on the Yopp Singe
Two students from
assessment and the students had to
second grade:
apart the syllables when a word was

-Mrs. Self= Jaida Jones

-Mrs. Harris=
Christopher Oliveria

October 29, 2015

Two students from

second grade:
-Mrs. Self= Jaida Jones
-Mrs. Harris=
Christopher Oliveria

November 5, 2015

Two students from

second grade:
-Mrs. Self= Jaida Jones
-Mrs. Harris=
Christopher Oliveria

November 19, 2015

Two students from

second grade:
-Mrs. Self= Jaida Jones
-Mrs. Harris=
Christopher Oliveria

noticed that Christopher would som

forget a middle syllable, and more o
not it was a vowel. For example, wh
grew he heard /g/-/r/-/w/. Jaida, o
hand, would sometimes exaggerate
syllables, but I thought it might hav
with how the assessment was prese
instance, when I said, grew she he
/g/-/r/-/oo/-/w/. Overall, Christopher
21 out of 22 and Jaida scored a 21 o
as well.
Today we read the book Too Many T
a read aloud and practice being flue
readers. I read the book once and t
would ask them comprehension que
throughout the book. They read a c
pages to me as well and it was good
observe how well both of them read
Today Jaida read Sea, Sand, Me! By
Hubbell and Christopher read Red L
Leaf by Lois Ehlert. I noticed that Ja
very fluent reader and confident ab
she knows. And if she didnt know a
sounded it out instead of waiting for
give it to her. Christopher, on the o
was a little quieter and he needed m
with pronunciation. A lot of times h
add the ed onto the end of a word
forgot to pronounce certain letters.
he was a great reader and quick and
book he was reading.
To finish out early morning intervention we r
two students on the Elementary Attitude Surv
that Jaida still feels about the same towards r
likes bookstores and reading class, however,
not pick reading over playing or watching TV
other hand, I learned that Christopher is very
about reading. He likes reading more than pl
loved starting new books. I observed that he
learn from reading books and loved books ab
He showed an interest in reading at the begin
year, but it has grown more since then.

Hailey Pierson
Date Attended
September 16

# of students
N/A

Reflection of what did

Today I helped with carpool duty. My job was to
open the car door for students who were
arriving to school and greet them. It was
important to make sure that the students had a
good start to their day starting with me greeting
them as they came to school.

Date Attended

# of students

Reflection of what did

September 23

N/A

Today I helped with carpool duty. My job was to

open the car door for students who were
arriving to school and greet them. It was
important to make sure that the students had a
good start to their day starting with me greeting
them as they came to school.

September 30

N/A

Today I helped with carpool duty. My job was to

open the car door for students who were
arriving to school and greet them. It was
important to make sure that the students had a
good start to their day starting with me greeting
them as they came to school.

October 7

Today with my students, I had them finish their

student interest survey that they started
yesterday. This was important for them to finish
so that as a triad group we are able to see
what they like to do and just get to know them
better. This interest survey showed us what
they liked to do, how they feel about reading,
and ways to connect with them.

October 21

Interactive Read Aloud Strega Nona. We did a

picture walk before the reading. Then I
modeled fluency. The students really enjoyed
reading the book and were understanding
fluency.

Date Attended

# of students

Reflection of what did

October 22

CAPS TEST. The students were tested on

book and basic early knowledge. The students
were very knowledgeable of the books and
really excelled on these tests.

November 4

Students took turns reading the short story

Where the Wild Things Grow. We took time
talking about the setting, characters, and
events that happened but did not go that into
depth due to time.

November 18

Interactive Read Aloud The Day The Crayons

Quit. After reading the book the students
picked their own separate book and practiced
fluency and what expression was. We worked
on expression and took turns reading aloud
focusing on fluency.

CHALLENGES
1. Amount of time
2. Attitude
3. Time of day (eating breakfast, just arriving to school, having to
unpack)

ACTION PLAN
GOAL: Now that we know that they are fluent readers, the next step
would be to work on comprehension such as main characters, setting,
and events.

POST MEETING
REFLECTION: We feel like our relationship with the two students has
grown since the beginning of the first morning intervention session.
We have learned a lot about them throughout the semester. There
were a lot of behavioral issues with Jaida and on Thursdays it was
difficult to get her to come to the intervention. We know now that Abby
Thurston works with her in her placement classroom and has seen the
same behavioral issues. In the future we will meet with her and see
what they do in the classroom in order to handle her attitude and get
the best out of her. Additionally, Abby mentioned that Jaida hates
math, which is something we will need to address next semester. Abby
will be an awesome resource to help with this. Another struggle we
encountered was the amount of time that we had with our students.
The second grade hallway is the farthest hallway away from the
Samford classrooms. We learned that it would be beneficial to possibly
work in the 2nd grade workroom so that we can be prepared, closer,
and accomplish the learning targets for that day more efficiently. We
feel that the discussion we had as a class about assessments was
extremely beneficial. We found it important to remember that we need
to put the students best interest before doing our assigned
assessments. Overall, morning intervention has been a huge learning
experience for us. We have learned how to problem solve with real
students in real time, this is extremely valuable for us as we grow and
learn as teachers.