Professional Documents
Culture Documents
Advanced 10 7 12 16 6 11 10 7 17
Proficient 6 6 5 1 10 7 7 8 0
Basic 2 0 2 1 0 2 0 5 1
Below
Basic 3 8 2 3 5 1 4 1 3
Total 21 21 21 21 21 21 21 21 21
ANALYSIS OF THE RESULTS, CONT.
F&P
Advanced 11 10 1 2
Proficient 9 11 13 5
Basic 0 0 6 2
Below Basic 1 0 1 12
Total 21 21 21 21
ANALYSIS OF THE RESULTS, CONT.
DSA
Advanced 2
Proficient 14
Basic 5
Below Basic 0
Total 21
ANALYSIS OF THE RESULTS, CONT.
Narrative Writing
Editing &
Proficiency Range Focus Content Organization Style Grammar Punctuation Spelling
Revising
Advanced 0 0 0 0 0 0 0 0
Proficient 15 10 11 8 12 9 9 15
Basic 6 11 10 13 9 12 12 6
Below Basic 0 0 0 0 0 0 0 0
Total 21 21 21 21 21 21 21 21
INTERPRETATION AND ANALYSIS
Strengths
Key Ideas
answer questions
Advanced
TDA
Strengths
Text Dependent Analysis
Below Basic
Basic 14%
Proficient
5%
0%
Students are able to
synthesize answers
Advanced
based on specific 81%
evidence within a
reading passage
Advanced Proficient Basic Below Basic
INTERPRETATION AND ANALYSIS
Below
Basic Rdg Lvl
5%
Basic
0%
Reading Level
Proficient Advanced
97% of students are 43% 52%
reading on or above
grade level according
to F&P assessments
Advanced Proficient Basic Below Basic
INTERPRETATION AND ANALYSIS
Areas of Concern:
Craft/St
Craft/Structure (PSSA):
Below
Areas of Concern:
Below
Comprehension (F&P) Basic Comp Advanced
5% 5%
advanced level?
Are the assessments fiction or non-
fiction?
PRIORITY QUESTION
How do students
analyze informational
texts while using text
features and
structures to interpret
and locate
information?
LEARNER CENTERED PROBLEM
When answering craft and structure questions students must be able
to:
Use Text Structures
compare/contrast
problem/solution
description
cause and eect
sequence and order
Craft and Structure questions are designed for students to:
look deep into the text they are reading
be able to analyze the information in a way that makes sense
SPECIFIC LEARNING OUTCOMES
Students will be able to
identify the organization of dierent types of informational
text structures, such as cause/eect, problem/solution,
question/answer, compare/contrast, sequence/order
explain how authors organize informations texts based on
text structures
determine the type of text structure used in a particular
informational text
use text structure (comparison, cause/eect, problem/
solution) to interpret information
SPECIFIC INSTRUCTIONAL STRATEGIES
Reading Workshop Mini Lessons
Information Text Structures:
description, sequence and
order, compare and
contrast, cause and eect,
problem and solution
Guided Reading
Reading informational texts
and exploring text structures
Independent Reading:
Focus on text structures
during reading conferences
INSTRUCTIONAL STRATEGIES
Mini-Lessons for Reading Workshop Informational Text Structures (with
mentor texts)
Description
What is the Moon Like By: Gail Gibbons
Sequence and order
Trapped by the Ice by: Michael McCurdy
Compare and Contrast
Crocodiles and Alligators By: Nick Zimmerman
Cause and Eect
Volcano! By: Judith Frantin
Problem and Solution
Our Earth How Kids are Saving the Planet by: Janet Wilson
RESOURCES FOR TEACHERS ON INFORMATIONAL TEXT
Informational Text Structures Posters (FREE!)
Free Information Text Posters
Free Online Informational Text Resources
One Stop Teacher Shop
Blog Post for Informational Text Structure Lessons
Tips for teaching Text Structure
The Teacher Next Door
Teaching Informational Text Structures
SAS Lesson
Exploring Craft and Structure
CONTINUOUS DATA COLLECTION MEASURES
Short Term
F&P Assessments: Comprehension questions
Are students performing proficient or advanced?
Independent reading conferences
Are students able to independently answer text structure
questions?
Long Term
PSSA: Craft/Structure questions (6th grade data)
Is this cohort of students performing proficient or
advanced in this area?
OTHER INFORMATION
I wanted to find a way to graphically show the conditional formatting of the
proficiency ranges. I experimented with dierent chart types in Excel and I
was able to manipulate the Combo Chart to show student levels compared
to the baseline student for teachers to find additional patterns and trends