Data analysis for structured review transcript

Elaine Stanley:

We're going to look first to determine knowledge and skills areas it would be good to have an increased focus on in our structured review sessions, or daily reviews, if they happen daily. These sessions are where we give students that opportunity for retrieval practice. They're recalling information and applying their skills they've already learned.

I'm going to look today to see if there are any areas students are showing good recall and application with, but we can still give them a little extra boost by including a greater focus in our daily review sessions.

Looking at the dataset, I'm generally looking for percentages at 80% or just above to identify areas I can include that greater focus on in my daily reviews, to boost student skills even further. The first area I can see is word-level decoding, which is at that 82% for the whole grade. Then reading the irregular word ‘once’ (column O) is also at 82%, and word-level encoding (column R) is as well. Students have shown mastery of these areas, but they're still close to that 80%.

I'm just going to build their fluency in automatic recall a little bit more, through daily review. Maybe over the next few days or even up to a week, I'll include an increased focus on these areas in my daily review. Whole-word decoding, working with reading and spelling the irregular word ‘once’, and word-level encoding as well.

On this slide you can see our instructional model with our explicit teaching part at the bottom, and our daily review at the top. I've identified that in my daily review I would like to include an increased focus on word reading and spelling, with letter–sound correspondences from this phase that we've just taught, and more of a focus on that irregular word ‘once’, to keep building on students’ efficiency at working with these areas.

You can see I'm going to include some extra slides in my data review, such as those ones at the top, so they're going to be practising segmenting and blending sounds to read words with those letter–sound correspondences. They're going to be writing words with those letter–sound correspondences, so segmenting sounds and writing the digraphs, such as in the words ‘ship’, ‘brush’ and ‘wing’, so that's incorporating ones they've learned, and also lots of practice with the irregular word ‘once’. I'm going to increase the number of slides in my daily review on these areas.

If you haven't seen our daily review slide sets and how we run our daily reviews, or you'd like more information about the instructional model there, then Topic 2 is the place to visit to find out more about those. And we'll just put the link in the chat for that topic as well, so you can have a look if you'd like to.