Supporting Beginning Readers
Improving phonological awareness skills in kindergarten
Data Collection
The data I have collected is based on the following:
Anecdotal Notes, two Language Arts Assessments, the Kindergarten Baseline Letter Recognition Assessment, and a Pre and Post Test measuring student's understanding of letter sounds over time.
These data collection methods were chosen because the results and observations provide a clear picture of each student as they grow through the kindergarten year. The data that can be collected from these methods allowed me to gather an individual understanding of each student's needs and where they fall developmentally as a learner. Based on the data collected, I was able to create intentional small reading groups consisting of students that would benefit one another at similar developmental levels.
Hover over each image to learn more about each assessment.
Anecdotal Notes
Anecdotal Notes
were collected
to track
student growth and
observations
during
small reading groups.
Language Arts Assessment
The Individual Language Arts Assessment
measures student knowledge of word analysis skills and phonological awareness skills.
Kindergarten Baseline Letter Identification
Assessment
The Kindergarten Baseline Letter Identification Assessment
tracks student growth & understanding of letter names and letter sounds throughout the school year.
DIFFERENTIATION
Throughout this study, differentiation presents itself in multiple ways.
Through the use of three different data collection methods and the use of the pre and post test, data is collected from students in various ways.
When looking at the results from the Anecdotal Notes, I am able to differentiate my instruction by intentionally placing students in small reading groups where they best fit. Throughout the data collecting window, I was also able to differentiate with my anecdotal notes because of the observations I made. During a lesson, I could be flexible on the spot and notice how students were doing. By gauging students level of understanding of the activity implemented, I was able to differentiate my instruction for each student instantly in the moment. For example, I could offer more challenges for students or offer an activity that will best meet their developmental needs.
Differentiation is also shown throughout the strategies and activities implemented in small reading groups. These activities vary with difficulty in blending, segmenting, and decoding. By using multiple strategies with students at different times, students are presented with various opportunities to receive instruction that best fits their developmental understanding of phonological awareness skills.
TRIANGULATION OF DATA
Without using all three of these data collection methods, the following data collected in this study would not be possible. These assessments measured skills that students at the kindergarten level must possess in order to be successful readers. From the data collected on each, it all goes hand in hand when determining intentional next steps for students to show the most success.