Student Learning

For evidence of student learning, one of my 1st grade MLs has improved a lot in reading since the beginning of the year. His DIBELS score improved by 53 points from 317 in the beginning to 370 in the mid-assessment. The range of scores he received in the mid-year still identifies him as a student in need of strong support, but it does not manifest the holistic view of his achievement in reading. From my observation, he has gained a great sense of confidence over the last year. He is better able to decode words and read texts more fluently than at the beginning of the year. 

Another example is my newcomer student in kindergarten. The picture was taken when it was around three weeks since he had been in school. His family was from Columbia, and he did not understand English. During one of the lessons of the unit King and Queen, students did an activity of cutting out and connecting pictures to make a complete story (Image 4). I showed him two videos with similar contents in his home language, Spanish, and used pictures as well as a translator. His understanding of the activity and finishing it with the support of translanguaging  was a big triumph for both of us. Though he was facing challenges of adjusting to new settings while learning a new language and contents, this specific experience with him encouraged me to think about more ways to make content accessible to every student, regardless of their English proficiency level and grade.

 

Image 4. Student learning evidence