Change Change ProjectProject

Tanya NeuTanya NeuREAD 5463READ 5463

Dr. Nancy AndersonDr. Nancy Anderson

Maria GarzaMaria Garza

Age 7Age 7 Second GradeSecond Grade Loves animalsLoves animals Wants to be a veterinarianWants to be a veterinarian Loves to write and drawLoves to write and draw

Initial FindingsInitial Findings

Maria would benefit from word work Maria would benefit from word work on word patterns to help her on word patterns to help her understand how words work in understand how words work in patterns. She over-relies on her patterns. She over-relies on her letter/sound knowledge. She is letter/sound knowledge. She is reading through punctuation and reading through punctuation and ignoring proper phrasing. Maria looks ignoring proper phrasing. Maria looks at reading and writing as if it is about at reading and writing as if it is about saying the words and making the saying the words and making the words look right. words look right.

GoalsGoals

Maria will read in phrases using Maria will read in phrases using punctuation in order to search and punctuation in order to search and monitor for meaning. monitor for meaning.

Maria will use within word patterns Maria will use within word patterns specifically vowel patterns in order specifically vowel patterns in order to identify new words in reading to identify new words in reading and writing. and writing.

Maria will monitor for meaning and Maria will monitor for meaning and structure while reading in order to structure while reading in order to comprehend the text. comprehend the text.

LessonsLessons

Create a book about dogs and Create a book about dogs and puppiespuppies

Sheep game (ee/ea)Sheep game (ee/ea) Jeopardy game (within vowel Jeopardy game (within vowel

patterns)patterns) Reading books about animalsReading books about animals WritingWriting

Maria’s BookMaria’s Book

ConclusionConclusion

Monitors punctuation and has Monitors punctuation and has improved on phrasing. improved on phrasing.

Developed understanding of ee/ea Developed understanding of ee/ea in writing and readingin writing and reading

Makes connections between Makes connections between reading and writing. reading and writing.

Martin RodriguezMartin Rodriguez

Age 6Age 6 KindergartenKindergarten Loves puppies and video gamesLoves puppies and video games Loves to draw and readLoves to draw and read

Initial findingsInitial findings

Martin is phonemically aware but Martin is phonemically aware but focuses on the beginning letter focuses on the beginning letter when reading. He isolates words when reading. He isolates words by framing them with his hands. by framing them with his hands. This causes him to focus on the This causes him to focus on the word out of context. Martin word out of context. Martin neglects to monitor past the first neglects to monitor past the first letter or letter patterns. letter or letter patterns.

GoalsGoals

Martin will integrate meaning, Martin will integrate meaning, structure, and visual cues past the structure, and visual cues past the first letter or letter cluster in order first letter or letter cluster in order to construct meaning. to construct meaning.

Martin will identify features of letters Martin will identify features of letters in order to become more fluent in in order to become more fluent in his writing. his writing.

Martin will learn how to use Martin will learn how to use consonant digraphs and blends in consonant digraphs and blends in order to aid his writing and reading order to aid his writing and reading comprehension.comprehension.

LessonsLessons

Basketball bookBasketball book Self selected writingSelf selected writing Books about dogs and sportsBooks about dogs and sports Blend game – Words Their WayBlend game – Words Their Way Starfall letter formationsStarfall letter formations

ConclusionConclusion

Monitors letter formationMonitors letter formation Monitors writing and make Monitors writing and make

connections across textconnections across text Monitors and self corrects past first Monitors and self corrects past first

letter in reading and writingletter in reading and writing Self monitors for meaning and Self monitors for meaning and

structure in reading and writingstructure in reading and writing

Change Project Goal #1Change Project Goal #1

Teaching Goal #1Teaching Goal #1

I want to help my students form a sense I want to help my students form a sense of agency as a reader and a writer. I of agency as a reader and a writer. I want to help them become problem want to help them become problem solvers in their reading and writing. solvers in their reading and writing.

Guiding Question:Guiding Question:

How do I help my students form a sense How do I help my students form a sense of agency and help them become a of agency and help them become a strategic learner? strategic learner?

Change Project Goal #2Change Project Goal #2

Teaching Goal #2 Teaching Goal #2 My teaching goal will to ask for an My teaching goal will to ask for an explanation instead of telling them the explanation instead of telling them the answer. I will use language from answer. I will use language from Choice Choice WordsWords such as, “What problems did you such as, “What problems did you come across today?”, “Which part are come across today?”, “Which part are you sure about and which part are you you sure about and which part are you not sure about?”, “Let’s see if I got this not sure about?”, “Let’s see if I got this right?”, and “How could we check?”. right?”, and “How could we check?”.

Guiding Question:Guiding Question:How am I enabling my students to How am I enabling my students to become strategic learners?become strategic learners?

Change Project Goal #3Change Project Goal #3

Teaching Goal #3 Teaching Goal #3 As a teacher I want to evolve my As a teacher I want to evolve my thinking to incorporate the student thinking to incorporate the student teaching me instead of me teaching me instead of me knowing all of the answers. I will knowing all of the answers. I will do this by incorporating do this by incorporating statements such as “Would you statements such as “Would you agree with that?”, “Let’s see if I’ve agree with that?”, “Let’s see if I’ve got this right?” and “Thanks for got this right?” and “Thanks for straightening me out”. straightening me out”.

Change in Me!Change in Me!

Language Language – Choice WordsChoice Words– Appropriate phrasesAppropriate phrases

Approach to childrenApproach to children– Authentic discussionsAuthentic discussions– Not leading the conversationNot leading the conversation

Lesson frameworkLesson framework– Flexibility in lessonsFlexibility in lessons

Knowing where to go next!Knowing where to go next!– Professional developmentProfessional development– Discussions with my peersDiscussions with my peers