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Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division
Using Action Research To Empower North Carolina Educators A
Race to the Top Initiative NC Department of Public Instruction
Educator Effectiveness Division
Slide 2
Research Based Reading Comprehension Strategy and Vocabulary
Instruction Presenters: Jennifer Fine and Ashley Howey District:
Wake County Schools: Fred Olds ES and Brier Creek ES
Slide 3
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
Slide 4
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
Slide 5
What is Action Research? A systematic research process to:
Identify an area of focus (critical, challenging issue) Develop an
action research plan Implement action research plan in
classroom/school Collect, analyze, and interpret data Share
findings to inform practice Mills, Geoffrey E, Action Research: A
Guide for the Teacher Researcher, 2014
Slide 6
Chalk Talk What does the latest educational research say about
the following? Vocabulary Instruction Reading Comprehension
Strategy Instruction
Slide 7
Introductions of our Action Research Direct Vocabulary
Instruction- Howey Explicit Reading Comprehension Strategy
Instruction- Fine
Slide 8
Comprehension and Vocabulary
Slide 9
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Vocabulary Focus
Statement Direct vocabulary instruction in all content areas will
improve 3 rd grade students comprehension skills.
Slide 10
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Strategy Focus
Statement Explicitly teaching research based reading comprehension
strategies to second grade students will increase their achievement
in reading comprehension and scaffold how they interact with text
to facilitate understanding.
Slide 11
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Vocabulary Purpose of
the Study The purpose of my study is to determine if direct
vocabulary instruction will improve students comprehension skills
build student vocabulary in reading, writing, speaking, and
listening build student schema I implemented a strategy framework,
C.O.D.E. (connect, organize, deep-process, exercise) developed by
researchers, Harvey Silver, Thomas Dewing, and Matthew Perini in
their book titled Core Six Essential Strategies, with 3rd grade
students.
Slide 12
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Strategy
Purpose of the Study Students move from grade to grade with a lack
of consistency in their K-5 reading comprehension instruction. I
want to focus on explicitly teaching second grade students reading
comprehension strategies to help them better engage with text and
facilitate better understanding of the text they read. I believe
that explicit comprehension strategy instruction will increase
student achievement in reading, creating a more balanced, and
improved literacy program in my school.
Slide 13
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Strategy
Purpose of the Study Questions Will teaching students how to apply
reading comprehension strategies increase student achievement? Can
reading comprehension strategies help students to interact (apply,
analyze, and evaluate) with text in order to better understand what
has been read? Which reading comprehension strategy helps students
to understand text the most? Least? Are students motivated and
engaged when learning and applying reading comprehension
strategies?
Slide 14
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Vocabulary Study
Participants I met with 10, 3rd grade students 4 days per week. The
students were selected based on BOG ( beginning of year )score and
teacher observations. 6 of the 10 were boys, 7 of the 10
represented our black subgroup.
Slide 15
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Strategy Study
Participants The participants in this study were six second grade
students who were right on the Beginning of Year (BOY) Benchmark
according to the mCLASS Text and Reading Comprehension (TRC)
measure which is a level J. These students came from four second
grade classrooms. One student is an ESL learner.
Slide 16
Vocabulary- Did you know? as children reach school age, they
are introduced to less words in conversation and so by 4th, 5th
grade their vocabulary becomes stagnate unless they are acquiring
them from written context. in order to comprehend text we must
grasp about 95% of the words. researchers agree that the difference
in students vocabulary levels is a key factor in the disparities in
academic achievement. in order to grasp the meaning of a single
word a reader must: 1.must be able to read the word 2. must
understand the context well enough to select the intended meaning
from the possible meanings. CCSS- Vocabulary Common -Core
Appendix
Slide 17
C.O.D.E. C: connecting with new words O: organizing new words
into meaning categories D: deep processing the most important words
and terms E: exercising the mind through strategic review and
practice
Slide 18
Lets Connect and Organize You have the vocabulary words on
index cards at your table. As a group read all of them. 1- How much
do you know about these words? Never heard of it, sort of know it,
could teach it to a friend 2- What relationships do you see with
these words. Can you categorize them?
Slide 19
Tracking your own Comprehension... Read Biochemical Engineering
Journal 47. As you read highlight areas of text that are difficult
to understand or challenged you as a reader. After reading, jot
down any strategies you use to help you understand the text in the
margin. Read Biochemical Engineering JoRead Biochemical Engineering
Journal 47 and note the strategies you used to help you comprehend
the text in your Reading Strategy Notebook. urnal 47 and note the
strategies you used to help you comprehend the text in your Reading
Strategy Notebook. Read and jot down what comprehension strategies
you used
Slide 20
Lets Chat... What was challenging about the text? What did you
do to help you understand the text? Are there any similarities or
differences in the the strategies we used to understand? How might
this activity be related to how students understand text?
Slide 21
Did you use any Research Based Reading Comprehension
Strategies? Monitoring Comprehension (read again, slow down, look
at illustrations, retell) Asking Questions Visualize Draw
Inferences Make Connections/Use Prior Knowledge
Summarize/Synthesize
Slide 22
Reading is Thinking! Teaching students reading comprehension
strategies to help them understand difficult text, provides them
with a mental toolbox of thinking tools.
Slide 23
Deep Process & Lets get Physical Kick Me! Directions: First
Rule: NO KICKING:) In Column A you have a list of words You will
need to find the synonym of your word on your friends back to match
your words and write it in the Column B
Slide 24
Lets Reflect Considering your role at your school
http://bit.ly/1culZd5
Slide 25
Our Findings
Slide 26
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Vocabulary
Implementation in the Classroom jotting down the meaning of study
in the text
Slide 27
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Vocabulary
Implementation in the Classroom synonyms of dangerous &
common
Slide 28
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Vocabulary
Implementation in the Classroom Example of Connect Tier 2 Words
http://bit.ly/1H9Ekr7 Pre- Test Google Form
Slide 29
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Data Collected
Vocabulary Data Collected Quantitative Data BOY and MOY TRC data
2nd and 3rd quarter local ELA Benchmark Assessments Read to Achieve
Standard assessment- vocabulary questions Qualitative Data student
anecdotal notes during instruction PLT agenda and notes about
vocabulary instruction
Slide 30
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data
Vocabulary Findings StudentTRC BOYTRC MOY ANO BLM CNP DMO ELL FMN
GKL HMN IMN JNP
Slide 31
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data
Vocabulary Findings Student 2Q Benchmark3Q Benchmark A4-4+ B1-2
C5-3 D22 E21 F1+2 G5-4+ H4- I1+4- J 3-
Slide 32
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data
Vocabulary Findings StudentRTA Vocabulary % A67% B33% C86% D76%
E61% F G92% H80% I73% J56%
Slide 33
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data
Vocabulary Findings 90% of students showed growth on TRC from BOY
to MOY 70% of students showed growth from 2nd quarter to 3rd
quarter benchmarks questions asked in isolation regarding
vocabulary did not consistently correlate with benchmark and TRC
data anecdotal notes indicated an increase in the students use of
new vocabulary in oral conversations 3rd grade teachers taught
vocabulary across content areas including math, science, and social
studies. 3rd grade teachers taught Tier II vocabulary. Each week
they introduced 5 words and used them throughout the week.
Slide 34
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data Major
Reflections although the teachers were also teaching vocabulary in
their content areas I did not collect data to check for fidelity
lots of exercise is required to retain new vocabulary and it was
evident that my instruction with a small group was not always
aligned to classroom instruction therefore, not giving students
multiple opportunities with the vocabulary more professional
development around the acquisition of new vocabulary more
professional development done around the complexity of literacy and
show how a balanced program is most effective
Slide 35
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Comprehension
Strategies Implementation in the Classroom Explicit Instruction
included: An explanation of why and when to use a particular
strategy Modeling how to apply a strategy with mentor text Guided
practice as students learn to use and apply a strategy Application
of a strategy Assessment of using a strategy independently
Cooperative learning Reciprocal Teaching
Slide 36
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Comprehension
Strategies Implementation in the Classroom
Slide 37
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Comprehension
Strategies Implementation in the Classroom
Slide 38
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Comprehension
Strategies Implementation in the Classroom
Slide 39
Make Knowledge Public Analyze/Interpret Data Collect Data
Innovation/Intervention Action Research Plan Reading Comprehension
Strategies Implementation in the Classroom
Slide 40
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Data Collected Reading
Comprehension Data Collected Quantitative Data: mCLASS TRC, DORF
Retelling, and DORF Fluency BOY Benchmark data as a pre-assessment
to decide which students will be a part of the action research.
mCLASS TRC, DORF Retelling, and DORF Fluency Middle of Year (MOY)
Benchmark data. (Summative Assessment) Q2 District Benchmark ELA
data. (Summative Assessment)
Slide 41
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Data Collected Reading
Comprehension Data Collected Qualitative Data: Instructional Checks
used to formatively assess if students are developing understanding
and are becoming proficient with understanding how to use each
strategy to gain understanding. (Formative Assessment &
Summative Assessment) Written notes and reflections during the
action research. (Formative Assessment) Strategies Journal/folder
for students to document their thinking, new information, responses
to reading, and reflections on the strategies that they learn.
(Formative and Summative Assessments) Classroom Teacher Reflections
on student progress.
Slide 42
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Data Collected Reading
Comprehension Data Collected Qualitative Data: Instructional Checks
used to formatively assess if students are developing understanding
and are becoming proficient with understanding how to use each
strategy to gain understanding. (Formative Assessment &
Summative Assessment) Written notes and reflections during the
action research. (Formative Assessment) Strategies Journal/folder
for students to document their thinking, new information, responses
to reading, and reflections on the strategies that they learn.
(Formative and Summative Assessments) Classroom Teacher Reflections
on student progress.
Slide 43
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Data Collected Reading
Comprehension Data Collected LETS DISCUSS What does the data tell
you?
Slide 44
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data Reading
Comprehension Findings Will teaching students how to apply reading
comprehension strategies increase student achievement? Every
student gained reading behaviors (class participation, confidence,
positive attitudes toward reading) that can contribute to increased
student achievement. Applying reading comprehension strategies can
be a contributing factor to student achievement but more
information is needed.
Slide 45
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data Reading
Comprehension Findings Can reading comprehension strategies help
students to interact (apply, analyze, and evaluate) with text in
order to better understand what has been read? Yes! Reading
comprehension strategies help students interact with text for
comprehension purposes. Students applied and analyzed the
strategies independently. Students were able to evaluate text
through discussions and written responses Students applied the
reading comprehension strategies in their regular classroom
settings.
Slide 46
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data Reading
Comprehension Findings Which reading comprehension strategy helps
students to understand text the most? Least? Students had diverse
levels of success with the six reading comprehension strategies.
Each student had their own strengths and weakness when interacting
with text and using the strategies Making inferences with text was
the most challenging reading comprehension strategy for all
students. Each child has a diverse set of personal experiences,
learning styles, and needs. Therefore, some reading comprehension
strategies were more helpful to some students than others.
Slide 47
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data Reading
Comprehension Findings Are students motivated and engaged when
learning and applying reading comprehension strategies? Reading
comprehension strategy instruction motivated and engaged students
in the small group. All students participated in class discussions,
shared their learning experiences, applied language, seemed more
motivated to read, and applied the strategies in content areas.
Students were excited and motivated daily. They enjoyed learning
and applying the strategies and were in engaged in learning
activities. Most engaged when listening to stories, reading
stories, and working on learning tasks.
Slide 48
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data Reading
Comprehension Findings Implications for my practice as IRT:
Supporting/Coaching Teachers Reading strategy instruction in daily
lessons in all content areas. Alignment with the ELA CCSS K-12
Integration of Strategies Reading comprehension strategy
instruction is engaging and motivating for both students and the
teacher Stay focused Strategy based homework for their nightly
reading (application) Classroom culture.
Slide 49
Make Knowledge Public Analyze/Interpret Data
Innovation/Intervention Action Research Plan Collect Data Reading
Comprehension Findings What does this mean for other classrooms and
other teachers? (Lets look at the handout!)
Slide 50
What does this information mean to me? 1.Think about how how
research based vocabulary instruction and reading comprehension
strategy instruction apply to you as a leader in education. 2.Write
a brief statement about your thoughts. 3.Share your statements.
What next steps may occur?
Slide 51
Resources to Share with Staff Vocabulary Vocabulary Code
Websites: http://vocabularyscode.weebly.com Core SixCore Six Sample
from ASCD Common Core State Standards- Vocabulary from the Appendix
Comprehension Strategies http://dwwlibrary.wested.org/media/th
e-value-of-teaching-comprehension- strategies
http://www.oise.utoronto.ca/balanced literacydiet/Home/
http://reading.ecb.org/professionallea
rning/strategiestogether.html Handout of Main Points
Slide 52
Questions Who has any?
Slide 53
Student Interviews Vocabulary Question Posed: What strategies
have helped you learn and remember new vocabulary? (Insert Video)
Reading Comprehension Strategy Questions: What are the two most
important things you have learned about using reading comprehension
strategies to help you become a better reader? (Video)