Analyzing Data and
Reteaching
www.literacyteacher.wordpress.com
mtippens@kippinfinity.org
Agenda
How to…
1.
2.
3.
4.
5.
6.
7.
create daily quick questions
Create homeworks that spiral
create a weekly reading
assessment and use daily quick
question and homework data in
tests
analyze test data
create spiral review lessons that
they mastered
create lessons that they DID not
master
Putting it all together: the
prerogative unit
The Key
To assessment…
Is the analysis.
Creating Quick Questions
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Go to www.greatleaps.org
Click on “passages”
Click on “3rd Grade”
Double Fudge
By Judy Blume
Sample Text From Book
When my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he
said one night as I was getting out of the shower. "How much would it cost to buy
New York?"
"The city or the state?" I asked, as if it were a serious question.
"The state, but all the good stuff is in the city. People who don't live in the city might
disagree, but I'm a city kind of guy."
"We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his
pajamas.
"You're not doing anything, are you?" I asked as I toweled myself dry.
"What do you mean, Pete?"
"I mean you're sitting on the toilet, and you haven't pulled down your pj's."
He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in
her pants." Tootsie is our little sister. She'll be two in February.
Fudge watched as I combed my wet hair. "Are you going someplace?" he asked.
"Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head.

What a Great Short Passage!!!
When my brother Fudge was five, he discovered money in a big way. "Hey, Pete," he said one night
as I was getting out of the shower. "How much would it cost to buy New York?"
"The city or the state?" I asked, as if it were a serious question.
"The state, but all the good stuff is in the city. People who don't live in the city might disagree, but
I'm a city kind of guy."
"We live in the city, right?" Fudge said. He was sitting on the open toilet seat in his pajamas.
"You're not doing anything, are you?" I asked as I toweled myself dry.
"What do you mean, Pete?"
"I mean you're sitting on the toilet, and you haven't pulled down your pj's."
He swung his feet and started laughing. "Don't worry, Pete. Only Tootsie still poops in her pants."
Tootsie is our little sister. She'll be two in February.
Fudge watched as I combed my wet hair. "Are you going someplace?" he asked.
"Yeah, to bed." I got into clean boxers and pulled a T-shirt over my head.
1.
a.
b.
c.
What is the purpose of the previous passage?
To inform readers about New York
To entertain readers about a story with two brothers
To persuade readers to read a story
2.
a.
b.
c.
Where does this story take place?
New York City
In a bank
In a bathroom
I do up to
4
questions.
But, have we taught the skill?

I haven’t taught author’s
purpose explicitly, how
are they supposed to
answer it in the do now?
1.
a.
b.
c.
What is the purpose of the previous
passage?
To inform readers about New York
To entertain readers about a story with two
brothers
To persuade readers to read a story
After the students do the do
now, spend a couple
minutes reviewing how to
get the answer. In this
case, fiction = entertain.
Include a chart.
Then REPEAT that question
for 5 days on the do now.
Spiral all questions for at least one
week

Until 100% of the class has
gotten the skill question
correct, do not remove that
question type from the do
now– even if there are
students who habitually get
many questions wrong, keep it
on the do now.
Keep it short and sweet



Once the students have
shown mastery of that type of
question, move onto a
different question.
Bring back that type of
question in ONE MONTH.
If the students start to slip with
that type of question, then
start the week long process all
over again.

Less is more with the
do now
Push to keep the
teacher review to
under 2-3 minutes.
Daily exposure is what
makes it stick--- not
lengthy teacher
explanation.
Should do nows just have skills?
Nope. 
We also include process questions such
as:
1.
What is your stamina goal today?
2.
Which question was hardest on last
night’s homework?
Or strategy questions such as
1.
Write one text to self connection
about the above passage.
Or vocabulary questions such as
1.
How is ________(word) similar to
________ (word)?
Less = More. Keep it under 5 minutes. Mix and
match- it doesn’t all have to be on the do now.
Name_____________________________Date _____________________
Quick Questions
Achievement First
Directions: Read the following passage and answer the questions that follow. Put a heart over the first vowel in your last name.
Stargirl
By Jerry Spinelli
When I was little, my uncle Pete had a necktie with a porcupine painted on it. I thought that
necktie was just about the neatest thing in the world. Uncle Pete would stand patiently
before me while I ran my fingers over the silky surface, half expecting to be stuck by one of
the quills. Once, he let me wear it. I kept looking for one of my own, but I could never find
one.
I was twelve when we moved from Pennsylvania to Arizona. When Uncle Pete came to say
good-bye, he was wearing the tie. I thought he did so to give me on last look at it, and I was
grateful. But then, ”
with a dramatic flourish, he whipped off the tie and draped it around my neck. “It’s yours,” he
said. “Going-away present.”
I loved that porcupine tie so much that I decided to start a collection. Two years after we
settled in Arizona, the number of ties in my collection was still one. Where do you find a
porcupine necktie in Mica, Arizona – or anywhere else, for that matter?
On my fourteenth birthday, I read about myself in the local newspaper. The family section
ran a regular feature about kids on their birthdays, and my mother had called in some info.
The last sentence read: “As a hobby, Leo Borlock collects porcupine neckties.
Part 2: How to Create a Weekly
Assessment
Part 1: One page of a standardized test
Part 2: Quick Question Content from Week
Part 3: Weekly Aims + Old Weekly Aims: Shared Text
Part 4: Weekly Aims + New Weekly Aims: New Text
Part 5: Survey
One Page of Standardized Test
http://literacyteacher.wordpress.com/2009/02/26/test-prep-unit/
Pencil Points
In 1564, an awful storm in a town in England knocked a huge oak tree down. That was the start of the pencil!
Farmers found a large amount of black stuff that had been hidden under the tree. They thought it was lead. When someone realized that this black stuff
was good for writing, the farmers eagerly dug it up. It was easier to use than quill pens and ink. Those were messy and hard to use outside away from a
desk. The lead stuff made nice dry, dark lines, and it was handy to carry around. The only problems were that it crumbled easily and it made people’s
fingers dirty when they used chunks and splinters of the material.
People searched for ways to solve those problems. First, they wrapped sticks of the lead in string. The string could be unwound as the lead wore down
with writing. Next, people pushed the lead into tubes of leather or wood. Later, there were metal holders with grips at the ends to keep the lead in place.
In 1683, J. Pettus split open a strip of cedar. He then hollowed out the center, put a piece of lead in the groove, and glued it all together. That was the
first wooden pencil...and it was square!
1. Ballast meansa. a ship’s anchor
b. a ship’s compass
c. scales for cargo
d. weight added to a ship to keep it stable
2. People liked using graphite becausea. it crumbled easily
b. it was easy to carry and it made dry lines
c. it gave off a nice scent when they wrote it
d. it made them think of diamonds
3. The reason graphite was discovered in England was becausea. a storm knocked a tree down there, which uncovered a graphite deposit
b. it could be ground up and mixed with clay to make pencils
c. it made a good weight for empty ships
d. there were more farmers digging in fields in England than in other countries
1.
Use grade level
passages
2. Try to spiral what they
are doing in textual
analysis class
3. Do 1 page long
passage with 5
questions
Part 2: Assess Your Week’s Aims with Shared Text
Directions: Generate 4 sticky notes, creating each of the following:
Review from Waaaaaay Back
 an open-ended question
 a clarifying question
This Week’s Aims
 text-to-world connection
 inference about the main character
Maniac Magee
By Jerry Spinelli
Maniac Magee was not born in a dump. He was born in a house, a pretty ordinary house, right across the river from here, in Bridgeport.
And he had regular parents, a mother and a father.
But not for long.
One day his parents left him with a sitter and took the P & W high-speed trolley into the city. On the way back home, they were on board
when the P & K had its famous crash, when the motorman was drunk and took the high trestle over the Schuylkill River at sixty miles an
hour, and the whole kaboodle took a swan dive into the river.
And just like that, Maniac was an orphan. He was three years old.
Of course, to be accurate, he wasn’t really Maniac then. He was Jeffrey. Jeffrey Lionel Magee.
Little Jeffrey was shipped off to his nearest relatives, Aunt Dot and Uncle Dan. They lived in Holidaysburg, in the western part of
Pennsylvania.
Aunt Dot and Uncle Dan hated each other, but because they were strict Catholics, they wouldn’t get a divorce. Around the time Jeffrey
arrived, they stopped talking to each other. Then they stopped sharing.
Part 3: Keep on Assessing Old and New Aims
1. From what you know about the world, how was Jeffrey
affected by his aunt and uncle’s behavior?
__________________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Include a couple different ways to assess the aims with the
shared text (generating their own sticky notes, answering
short questions, drawing pictures, etc)
Part 4: Assess Old and New Aims Using NEW TEXT
The Witch of Blackbird Pond
By Elizabeth George Speare
On a morning in mid-April, 1687 the brigantine Dolphin left the open sea, sailed briskly across the Sound to the wide mouth
of the Connecticut River and into Saybrook Harbor. Kit Tyler had been on the forecastle deck since daybreak, standing close
to the rail, staring hungrily at the first sight of land for five weeks.
“There’s Connecticut Colony,” a voice spoke in her ear. “You’ve come a long way to see it.”
She looked up, surprised and flattered. On the whole long voyage the captain’s son had spoken scarcely a dozen words to her.
She had noticed him often, his thin wiry figure swinging easily hand over hand up the rigging, his sandy, sun-bleached head
bend over a coil of rope.
Nathaniel Eaton, first mate, but his mother called him Nat. Now, seeing him so close beside her, she was surprised that, for all
he looked so slight, the top of her head barely reached his shoulder.
“How does it look to you?” he questioned,
Kit hesitated. She didn’t want to admit how disappointing she found this first glimpse of America. The bleak line of shore
surrounding the gray harbor was a disheartening contrast to the shimmering green and white that fringed the turquoise bay of
Barbados which was her home…
Ask them to generate 4 sticky notes and similarly respond to
short answer questions or the like.
Part 5: Survey
Put a few survey questions in (for extra credit if you want)
assessing the parts of the class you’re not sure about:
1. Is your magic ratio 7:2?
If not, what is it? _____
2. Do you get enough time to independently read?
3. On a scale of 1-5, how did you feel about this week’s
aims?
4. What book are you dying to read next?
How to Analyze Test Results

Part 1 Standardized
Test:
Main Idea : 60%
Fact and Opinion :
90%
Finding Details: 85%
Genre Identification:
98%
 Respiral on next 5 do
nows
Respiral on next 5 do nows
Respiral on next 5 do nows
Find two kids and do
intervention:
http://literacyteacher.wordpress.com/2008/1
2/07/creating-quick-intervention-for-testprep/
Test Results

Part 3 Old Aims
Shared Text
Open Ended Question: Most kids
did well
Clarifying Question: Some kids did
well- they seemed to ask
questions that they already
knew the answer to
 Respiral into book log
every five days
Create a new mini lesson:
To generate clarifying
questions for things that truly
befuddle us and what to do if
we cannot find anything that
confuses us (do following
week)
Test Results

Part 4 Old Aims
New Text
Open Ended Question: Most kids
did well… but not quite as good
as with Maniac McGee
Clarifying Question: Most kids
asked questions about a word
they don’t know
 Ask kids to do one on a
do now the following week
Since you are already
creating a mini lesson, push
kids to move beyond finding
a word they don’t know.
Create a POSTER of things
to do when they are reading a
slightly confusing book.
Create blog posting
Test Results

Part 4 New Aims
New Text
Text-to-world connection: The
kids across the board really
struggled.
Inference about a character: kids
really struggled
Uh oh… kids are doing much
better with the shared reading
texts than new unfamiliar
texts.
That’s super common, btw! 
After the week where you are doing
character inferences with your shared text,
you need to do one more week  of
character inferences. Generate four lessons
with FOUR DIFFERENT texts. Share with
the kids how to do the same lessons with
texts that they have never seen before and
how that’s different from a text that they are
familiar with.
Test Results

Part 3 New Aims
Old Text
Hmmmm… they didn’t do amazingly on
either. Ask yourself, which is most
important as a reader to master?
Text-to-world connection: The
kids across the board really
struggled.
I say…
Inference about a character: kids
were generating inferences that
YOU made during a mini
lesson
Create 4 NEW lessons on character
inferences for the next week.
Inference about a character. Did you?
You MUST buy this book for character
inferences…
Donna Santman’s Shades of Meaning
Create blog posting:
The Key to Using the Data
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1.
1.
Always respiral every thing from do nows
until they’ve reached 100%
If they are getting “pretty good” put it into the
book log and/or homework
If they are pretty terrible  you have two
choices:
Dropping it until later in the year- wait until
the end of your current unit
At the end of each unit, I do a Review a
Few week of lessons that didn’t quite work.
I spend one week teaching random missed
lessons.
Spending another week reteaching, but
with a different text.
Creating Homework 1
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

Using the same strategy with the www.greatleaps.com passages,
create a do now type sheet that should take the students five
minutes.
Then, create a short answer question that emulates your process
share from the lesson.
Lastly, spiral OLD content (vocabulary + strategies). Often this
part goes ignored, but it is so essential.
What You Spiraled
in One Day 
Do Now
 test prep questions
 a strategy question
HW:
 test prep questions
 that day’s strategy question
 old strategy questions
Creating Homework 2
1. Book Log
 Students read at home for 25-30 minutes (or whatever you
prefer)
 The book log also SPIRALS strategies taught!  Some
from recently, some from WAY back.
Monday 12/1/08 Title: ______________________
Genre:
_________
Start page: _________ End page: _______ Total pages:________
Write down two questions that you can ask yourself to deepen your thinking about
your book (this works for nonfiction or fiction):
__________________________________________________________
When and How to Cycle Back to the Aims

What do you do if …
 The
students did fairly well
across the board on a strategy
aim? 
 Marginally well?
 Not very well? 
Fairly well- asking questions
Marginally well- the reason why we should visualize
poorly- text to world
Monday
Gave Test at End
of Unit 1
Give TestVisualize, asking
questions, re
read, read on
Tuesday
Wednesday
Thursday
Friday
Do Now- ask ?s
Lesson- reteach
visualize with
current text
HW – ask ?s
Do Now- ask ?s
Lesson- reteach
visualize with
new text
HW – ask ?s
Do Now- visualize
Lesson- Start
unit 2- identify
fix it
HW – vis.
Do Now- visualize
Lesson- Unit 2re read. Read on
HW – vis., ask ?
Students do really
well! 
Do NowLesson- Continue
unit 2
HW-
Do NowLesson- Continue
unit 2
HW-
STOPReteach text to
world as a fix it
strategy
STOPReteach Text to
world as a fix it
strategy
How to Refine an Aim (and re-teach)

Ask yourself…
 What
did they do well?
 Where did they go off from
what you wanted?
 Did they throw any curve balls?
For example…

To ask clarifying questions
What were 8 aims
that didn’t quite
work this year?
Planning the Teacher
Prerogative Unit



Choose a new text for shared reading
Choose a few short texts to assess if they can do it with new texts
Identify about 8 aims that didn’t work with the aims from the year
Monday
Tuesday
Wednesday
Thursday
Friday
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW:
Do Now:
Reteach:
HW: