Plan for the Concept, Topic, or Skill -- Not for the Day
What is my fluency rate and Adjusted Maze score? Am I considered fluent or dysfluent and how can I put together a plan for my reading success?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: What is a lexile number and how does it help the reader select appropriate text?
Assessment Prompt 2: What does my individual FCAT and FAIR data say about my abilities as a reader?
Brainstorm Web--on White Board
lexile/lexile range, independent reading level vs. instructional reading level
Abstracting Analysis of individual FCAT scores and Reading Goals (attached below).
1. Brainstorm with the students using a web on the board all that they know about FCAT scores and levels and lexile numbers and any other individual data that they have seen. This could also be done as a K-W-L. Have them define any of the data that they can.
2. Begin a discussion of current FCAT data and give a brief overview of the various scores that are reported and what they mean.
3. Give each student a Reading Line Chart graph from IDEAS. Discuss the information and its implications.
4. Review the FAIR testing procedures and give each student his/her individual data. Have the students plug the data into the Analysis form attached. Explain each category and be certain the the students understand the meaning of the data.
Have the students find books that both interest them and that are within their lexile ranges and bring them to class at an assigned time for independent reading. Arrange for future book talks.
Ask the students to think about their lexiles and lexile ranges. With a mobile lab, or in a computer lab, have the students go to lexile.com and show them how to find a list of books within their individual ranges. Show them how to type in text and find the lexile of a story or book.
After the students have assembled their individual data, ask them think
about and then summarize their reading ability and their goals for the
reading class. Collect them and attach to their reading interest inventory. Be prepared to hand them back to the students periodically throughout the class--especially just before the state test.
Students should be placed into flexible groups all year using this individualized FCAT and FAIR data. (DSS scores, Levels, lexiles, cluster scores, benchmark skills)
computer lab, attached document, individual Reading Line Charts from IDEAS, individualized FAIR data