what can i do with the data i've collected?
Once you've completed your diagnostic literacy assessments it's time to take the data you've gathered and use it to inform your future planning. I like to use a file folder like this one to keep track of which students need to work on which skills:
This is a sample of a file folder literacy skills tracker. Depending on the specific skills being monitored, I sometimes have the same student under more than one heading. Sometimes I have students working toward many skills at one time, and other times I have particular students really focusing on one particular skill. Keep a class list where you can "check off" skill areas as students achieve their literacy goals. Keep monitoring student progress in various literacy areas with anecdotal observation and formative assessment. As you collect new data throughout the year, update your folder(s) to include new skills and learning targets. |
Use sticky labels to create headings that pertain to specific literacy skills such as "Recognizing Uppercase Letter Sounds", "Sound Blending" and "Reading Comprehension". Use small post-its to keep track of which students are still working toward which skills by putting a post-it with their name on it under the appropriate heading(s). Once a student demonstrates they are comfortable with a particular skill, you can remove their post-it from that section.
You may find you can fit all of the skills your class is working toward in one file, but I often find it's easiest to separate the files into different literacy categories (e.g. a "Reading" file, a "Writing" file, an "Oral Language" file, etc.). Use these files to help you plan for both large group mini-lessons and for small group differentiated instruction. Thanks to Margo Southall for the great file folder tracking idea - I've used this modified version for years and it's been a great tool for me.