Date post: | 23-Jan-2018 |
Category: |
Education |
Upload: | laura-anaya-graham |
View: | 369 times |
Download: | 1 times |
Using Action Research
To Empower North Carolina EducatorsA Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
Demystifying the Written Component of the mCLASS Reading 3D TRC
Laura Graham M.Ed., NBCT 1st Grade TeacherEaton Elementary
New Hanover County Schools
What is Action Research?
Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
What is Action Research?
Main Goals Include:
•Positively impact student outcomes
•Identify and promote effective instructional practices
•Create opportunities for teachers to become reflective practitioners
•Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Demystifying the Written Component of the mCLASS Reading 3D TRC
We, teachers in K-3, must lead our students to show comprehension through writing in the reading proficiency measure mCLASS Reading 3D-TRC. There is insufficient professional development delivered in this area in order to help our students succeed.
•Read to Achieve in 3rd grade
•Student performance in grades K-3
•School data
•Standard VI
•Develop college and career ready students
Demystifying the Written Component of the mCLASS Reading 3D TRC
Why is this important?
Who would benefit from reviewing my research?
•Teachers K-3
•Students K-3
•Curriculum Specialists
•Tutors
•Administrators
Purpose of Action Research
To explain and show the changes that I have implemented in my classroom based on my action research in order to include an "integrated model of literacy.”
•To describe the instructional points and provide teachers with lessons that teach evidence based comprehension through writing.
Purpose of Action Research
•To provide teachers with the instructional materials to conduct whole units of study on main idea, character-setting-happenings, sequence of events, drawing conclusions, character traits, fact-opinion, and cause-effect.
These instructional points are recommended by the NCDPI in this document.
Purpose of Action Research
To demonstrate, with videos and photographs, how to extend understanding by adding a "writing to learn" section to guided reading or strategy lessons.
Purpose of Action Research
Access to my wiki… a work in
progress!
http://gtnpd29.ncdpi.wikispaces.net/About
+the+Project
Purpose of Action Research
To provide teachers with strategies, recommendations, and tools to differentiate their "writing
to learn" instruction for the diversity in their classrooms.
Purpose of Action Research
Problems of Practice
What problems and implications have you observed in your district?
{1 of each}
Let’s play Carousel Feedback!
My project is mainly based on these premises:
Reading First recognizes the benefits of “writing to learn” and states that if the written material is tied to one of the five big ideas of reading, writing should be included in the reading block. (VoyagerU Reading for Understanding)
Because the nature of using evidence varies across pieces and depends on the skill of the reader, individualized conferences are an important part of the instructional process. (Owocki, 2013)
Teachers should engage students in “intentional
conversations” to expand their ideas and help them to put their thinking into words. (Fountas &
Pinnell, 2008)
Extensive use of oral language is a critical feature in supporting the writing process. (Calkins, 1983, 1986)
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Focus Statement
Effective Literacy Practices To Improve Writing About Reading in First Grade.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Purpose of the Study
Encourage teachers to take a second look at the reciprocity between reading, writing, and interpret their data to benefit their students.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Study Participants
22 students:11 male students
11 female students
1 student qualified for special education services in reading and speech (diagnosed with dyslexia)
20 students were white
2 students African American
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Study Participants
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Innovation/Intervention
No innovations, just took a deep look at best practices, my readers, the standards and developed instructional materials.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Implementation in the
Classroom
Student Samples
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Students using accountable
“speech bubbles” to talk about books and developing academic vocabulary.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Anchor Charts to model
comprehension strategies and conduct shared writing lessons.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Data Collected
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Dat
a C
oll
ecte
d Data Collected
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Dat
a C
oll
ecte
d Data Collected
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Recommendations
Many!
Recommendations
Recommendations
Model strategies and share the pen!
Recommendations
Provide opportunities for students
to collaborate across
language domains.
Recommendations
Add a “writing to understand” section to
guided reading or strategy lessons.
Recommendations
Exercise strategy development across
language domains. This is crucial for ELLs.
Provide daily explicit writing instruction
and practice that build stamina
Recommendations
VOCABULARY!!!!!
Recommendations
Recommendations
Recommendations
Make “Response to Text” a must
in your literacy block.
Recommendations
Incorporate book clubs or literary circles based on
student choice and state
recommendations.
Give close reads a chance!
Recommendations
Nothing will beat the power of high
expectations!
Recommendations
Get out of your comfort zone!
Recommendations
References
• Higgins, B., Miller, M., & Wegmann, S. (2006). Teaching To The Test…Not! Balancing Best Practice And Testing Requirements In Writing. The Reading Teacher, 60(4), 310-319.
• Fountas, I. C., & Pinnell, G. S. (2012). Guided Reading: The Romance and the Reality. The Reading Teacher, 66(4), 268-284.• Scharer, P. L., & Pinnell, G. S. (2008).Guiding K-3 writers to independence: the new essentials. New York: Scholastic.• Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2006). Profiles In Comprehension. The Reading Teacher,60(1), 48-57.• Robertson, D. A., Dougherty, S., Ford-Connors, E., & Paratore, J. R. (2014). Re-Envisioning Instruction. The Reading Teacher, 67(7), 547-
559.
•Anderson, N., & Briggs, C. (n.d.). Reciprocity Between Reading and Writing: Strategic Processing as Common Ground. The Reading Teacher, 546-549.
•Benson, V., & Cummins, C. (2000). The power of retelling: Developmental steps for building comprehension. Bothell, WA: Wright Group.
•Boushey, G. (n.d.). The Daily 5. Stenhouse Publishers: Portland, Maine.
•Boushey, G., & Moser, J. (2009). The CAFE book: Engaging all students in daily literacy assessment & instruction. Portland, Me.: Stenhouse.
•Collins, K. (2004). Growing readers units of study in the primary classroom. Portland, Me.: Stenhouse.
•Cunningham, P., & Allington, R. (1999).Classrooms that work: They can all read and write (2nd ed.). New York: Longman.
•Dalton, B. (n.d.). Engaging Children in Close Reading: Multimodal Commentaries and Illustration Remix. The Reading Teacher, 642-649.
•Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass.
•Miller, D. (2002). Reading with meaning teaching comprehension in the primary grades. Portland, Me.: Stenhouse.
•Owocki, G. (n.d.). The common core writing book, K-5: Lessons for a range of tasks, purposes, and audiences.
•Owocki, G. (2012). The common core lesson book, K-5: Working with increasingly complex literature, informational text, and foundational reading skills. Portsmouth, NH: Heinemann.
•Richardson, J. (2009). The next step in guided reading: Focused assessments and targeted lessons for helping every student become a better reader. New York: Scholastic.
Conclusion of Presentation
Thank you for your participation.
Contact Information:
Name: Laura A. Graham NBCT, M. Ed.
School/District: Eaton Elementary, New Hanover County Schools
Phone: 910-591-9907
Email: [email protected]
Website: http://wherethemagichappensdaily.blogspot.com/
Questions