Sunday, January 6, 2013

Daily Reading Data Collection

Hello Everyone,

As I am just getting started, I know you may be visiting my blog for the first time. I want to share a freebie that I posted on TPT some time ago and how I use it in my classroom.

             This data sheet is part of my daily guided reading intervention. My seventh and eighth grade Lifeskills classroom has 7 students, all reading at different levels. After determining their reading level (I used an assessment that is used to level students within the reading program that the district provides me) I am able to  assign my students instructionally appropriate reading levels. Each day I meet with each student (this is an important 1:1 teaching opportunity that I make the time in my schedule to do, you may prefer having an aide support this task each day or not meeting every day) and have him or her read a story to me. My lowest leveled students, who are not yet reading, must be read to. Using this data collection sheet, I write the date, title, and level of the reader. I take notes as he or she reads, did he say very instead of really, or four instead of fork, these types of notes support my planning for work work. I will get to that later. But it is important to note what types of mistakes your student makes as you may begin to see patterns of errors as well as the types of decoding strategies he or she is using while reading. I also tally every reading error in the # of miscues box, all this data helps me determine progress and write data driven progress reports.
         When the reading is complete, I allow the student to flip through the pictures one more time if he or she would like to. Then we begin a discussion where I am able to assess comprehension. The questions I ask are  wh questions/knowledge based. We are not yet predicting, analyzing or synthesizing. When I began, most of my students were unable to recall these simple facts that I list  on my data sheet after the reading notes. I ask about the characters and the setting, details of the story, feelings of the character, etc. My questioning follows the basics of the Story Grammar Marker program for story retelling. I love this program! 

Here is a PPT that I think explains the program really well:

I like the simplicity of the program and it can be embedded into story sharing as well. I know that most of my students are lacking knowledge of the structure of a story. I notice that as they share stories, they do not embed the proper details and sequencing that is a part of storytelling. Teaching story structure through this program and by studying the structure of stories in print in a routine fashion has really helped develop their skills in both reading and sharing. The program has tons of visuals for the visual learners and likewise a "story braid" for the tactile learners. I have used both and found them extremely useful. I do not always need them though. Some of my students understand me when I say, "What was the kickoff of the story?" (The Kickoff is the initiating event that puts the story into motion). As my students become more skilled in the structure that stories typically follow, they have begun to retain more details that support them building comprehension to the story. As their accuracy with my routine data collection has reached 100% accuracy over a series of trials, I am begging to ask a few higher level thinking questions. I will let you know how this goes as we move forward : D

I hope that this data collection sheet helps you in your classroom as much as it helps me daily. Here is a link to the free download, along with several other formats and organizational forms. 

My Best,



  1. Hi Danielle - thanks for the comment on my blog and for following! I'm following you now - I always love finding other sped teacher bloggers!


  2. Thanks for following me Kara! I am already a frequent blog follower of yours :D

  3. Collecting data is such an important yet sometimes yucky thing we do as teachers - thanks for making it simple! Look forward to hearing how it goes as you try it out more.

    Leslie - Teach