1. Jeannine Dearmon Summer Davis Amy Lawson PBL 509
Focus:
Alberta Smith, Spring Run, and Jacobs Road Elementary School did not meet AYP in reading for Gap Group 1, which includes special education students, during the school year. Current fifth grade students who took the fourth grade reading SOL is the focus group.
“READ”mediate
Jeannine Dearmon
Summer Davis
Amy Lawson
PBL 509

2. Data sheet used to assess individual student weaknesses
Student Detail By Question form

3. Alberta Smith areas of weakness: SOL
Guide Words
SOL 4.4c
Making Inferences based on textual support
SOL 4.5h
To successfully demonstrate this skill, students must accurately click and drag words that would fit in between two given guide words that would be found at the top of the dictionary.
To successfully demonstrate this skill, students must accurately read a given paragraph and choose the correct inference based answer given to the student.

4. Spring Run areas of weakness: SOL
These were noted as weaknesses in using the Student Detail By Question data sheet from the 4th grade SOL results.
Affixes
4.4b
Differentiate between fact and opinion
4.6h
To accurately demonstrate this skill, students must determine the meaning of a word with a prefix or a suffix. They will use learned knowledge of roots and affixes.
To accurately demonstrate this skills, students must identify statements that are in a given passage as a fact or an opinion.

5. Quizizz made from SOL data sheet by individual student weakness

6. Resources CCPS Exceptional Education Resources
Focus: 4th Grade Reading
Reading Specialist Resources
Focus: All Areas Reading

7. Alberta Smith: Lesson and Remediation Activities
VDOE Resource: How they appear on the test
Brainpop Videos
plan/dictionary-lesson-plan/
Possible Lessons and Activities
ary-skills/dictionary-skills-guide- words_WORDS.pdf?up=

8. Alberta Smith: Making Inferences based on Textual Support
Mini Lesson Plans
plan/dictionary-lesson-plan/
Requires students to share how they are supporting their answers
reading-worksheets/reading-comprehension- worksheets/inferences-worksheets/
Available in school book room or school Library
picture-books-to-teach-inference/
Scroll to "The Legend of Keesh" - this will provide a 5 day lesson plan for using textual support to infer.
reading-modules-4th-grade

9. Spring Run: Differentiating between fact/opinion
and-opinion/
fact-and-opinion
s/fact_opinion_language_arts_fifth_5th_grade.htm
Online practice games
reading-worksheets/fact-and-opinion-worksheets/
Fact and Opinion worksheets for application

10. Spring Run: Affixes Lesson and remediation activities
sson/64780/prefixes
whippingboy/sampleskilllesson.pdf
-plan/prefixes-suffixes-and-root-words/
/performance_analysis/english/2014/2 014_elementary_reading.pdf
VDOE resources - how they appear on the SOL.
Online games for practice
grade_level_help/language_root_words _language_arts_fifth_5th_grade.htm
more online games for review

11. How to assess growth in gap group.
Alberta Smith Quizizz
Pretest
Post-test
Spring Run Quizizz
9777b8321f
ea73eecc1a
Could also use worksheet or previous SOL released test as a pre and post test if you have limited access to technology.

12. Alberta Smith Data
9 students were assessed and remediated. See attached data:

13. Alberta Smith Data Breakdown
Students
Outcome
7 out of 9
74% average rate of growth
1 out of 9
11% lower score
4 out of 9
Met the “pass rate” of 70%
3 out of 9
Require more remediation
What’s next?
Focusing remediation on making inferences based on textual support.

14. Spring Run Data
8 students were pretested and then had some teacher led and independent computer led remediation.

15. Spring Run Data Breakdown
Students
Outcome
6 out of 8
Met the pass rate of 70%
2 out of 8
Require more remediation
1 out of 8
13% showed no growth
7 out of 8
88% growth rate
What’s next?
Focusing remediation on using knowledge of prefixes and suffixes.

16. Success and Changes Alberta Smith Elementary
Successes
Changes
All but 2 students showed an average of 74% growth rate
All students improved in the skill of alphabetizing, which is a prerequisite to identifying guide words.
Students confidence grew after a few meetings. They were more willing to discuss their thinking.
Set up more time for small group remediation.
Collect a teacher feedback or data sheet to gain some background knowledge on the students prior to starting groups.
Use actual released SOL questions for pre and post test.

17. Success and Changes Spring Run Elementary
Successes
Changes
All but 1 student showed an average growth rate of 88%.
Teachers were receptive to the idea of remediation for our gap group students
The students enjoyed the different remediation activities that were presented.
Allow for more time for remediation
Instead of individual teachers, have one common teacher to do the remediation
Integrate more than one skill at a time