Unit Plan Data and Analysis

Accuracy Rate 0%-100%

(errors / running words)
100
98
96
Student A %

94

Student B %

92
90
88
86
84
F&P Level F F&P Level G F&P Level H F&P Level H F&P Level H F&P Level I

Self-Correction Scores (errors + self-correction / self-correction)

6
5
4
3
2
1
0

Analysis:

Student A
Student B

When determining a students independent, instructional and

frustration levels, the accuracy rate is most important. After recording a
reading record, you take the number of words that are read correctly and
divide it by the total number of running words that were read. If the student
reads with 90 to 94% accuracy then they are at their instructional reading
level. Any accuracy scores that are lower than 90, are reading levels at the
students frustration level. While these reading records were not from cold
reads or first time reads; both of the students ended the unit plan at an
instructional level J reading level. These students practiced each of these
texts after having an introduction and practice of to each page of the text as
well as connected word work. The students also maintained high levels of
fluency as they read higher leveled texts. On occasion when students were
working on self-corrections, and using decoding strategies however they
were able to read many phrases, sound like they were talking and read
with expression when necessary. Student A, who began the unit not selfcorrecting, had a high rate of self-corrections by the end of our reading group
unit. Student Bs self-correction rate decreased and plateaued. When
looking at this students accuracy and self-correction rates, we see that while
his or her self-correction rates remained low as his or her accuracy rate
remained high.
I believe that this success and quick movement through reading levels
is due to the repetition and high frequency of words and text themes in the
Leveled Literacy Program. I began this unit at a higher level than the
students were tested at in early October. We practiced many high Fountas
and Pinnell level skills to prepare the students for the next round of testing,
in hope that they would be prepared for scoring closer to the reading levels
that they can read during reading group. Thus, we practiced the level h texts
heavily in hopes for the students to move at a pace that allowed them to
master decoding skills.
Based on the Fountas and Pinnell comprehension questions that are
provided following a reading record are questions that would also be present
on the Fountas and Pinnell testing. When practicing these questions the
students did well, we worked directly on making connections, because while
they could make predictions and inferences they often struggled to connect
themes to themselves and other texts. At the level H reading group books,
the students were the most successful with the comprehension questions.
During the unit plan I observed all of the reading strategies (meaning
context clues, structure word analysis, and visual illustrations and
photographs) however, I did see an increase of structural strategies like
looking for parts of the words that they knew or sounding out parts of the
word when the students mainly looked to the pictures in the beginning of my
unit plan. I saw the students beginning to practice the strategies that we
discussed during the word work part of reading group that focused on using
structural strategies.