(Learning CentersThis week our learning center will have a planting theme. There will be five different centers to explore.VAK-Attack! Centers will include V-visual (see), A-auditory (hear) & K-kinesthetic (hands-on)activities.1. Book Basket plant books2. Listening Center A Carrot Seed3. Sort and Label:1 seed or 2?4. Computers-Living vs. Non-living things5. Writing A flower poemKnow & Want to KnowI want to know what information students know and want to know about plants. We will record information on a chart.Make a PredictionStudents will predict how many seeds are in each fruit I bring in. Feel free to donate fruit for smoothies this week! Start You FinishWe will use this strategy during reading. You can use it while reading take-home books for homework.One Say All SayWe will practice saying vocabulary with this strategy. The student who knows their words will say the word and the class will repeat.Mini-celebrationIn class we celebrate correct answers and good tries with creative celebrations. Ask your child to demonstrate Snap Crackle Pop or the Water Sprinkler! Hand Raising SignalWithout saying a word I will raise my hand as a signal to stop and listen. The class will mimic my signal as nonverbal attention getter. One Minute WarningThis signal is given to bring an activity to a close. Students will finish up then begin cleaning up. I will adjust time if necessary.Safety Drill: We will continue to practice walking in line using a safe distance between us.Management StrategiesFirst Grade Active Learning StrategiesMrs. Garcias Parent NewsletterBrain DrainWe may go outside for a Brain Drain activity after completing difficult assignments.Energizing Activity I like to keep kids moving! This weeks energizing activity will be: Quiz-Quiz Trade with sight words.Promoting KindnessI encourage the kids to give praise words to each other. As Teacher & Parent we can model this strategy.Once PrincipleWith this strategy I I warn students that I will only give directions one time. It is their job to listen closely for themselves and so they can help others.Prize SprinkleI love rewarding individuals or groups for hard work. Students may receive stickers or a pack of Smarties!)Artifact A

Date:

9:05-9:30Reading & Conference9:30-10:00 ReadingIntervention

10:00-11:30Reading Part B & C

11:30-12:00Grammar &Writing

12:0012:45 Lunch

12:50-1:00 calendar1:00-2:00MathMathIntervention2:05-2:302:30-3:15 3:15-4:00 Science/Social Study PE, Music, Tech, Art, Library

Monday

From Head to Toe

Vocab: stomp, arch, thump

Students

Approaching:

On Level

AM Message

PWIM, Phonics- Smt Board

word sort on yellow chart

-ad, -ap, -ack

decodable readers- I Can I Can

WW post- jump, up, down, not

unique, interest

Smart Brdword order

baggies

1.6compare

& order #s

monster squeeze

groupsTIER 3TIER 2

TIER 1

Art

PE

Tuesday

From Head to Toe

Sequence

Beyond Level:

AM message

Vocabulary: too, it, yes, over

movement, express

Phonemes odd one out

Read: Yes, I Can! complete graphic organizer first next last

Word Order

Unscramble sentencesTE p.43A

Elmo< = >compare

& order #s

students make their own Dot Cards

Open House Puppetwith poem

Tech

Wednesday

Yes We Can

retell

Approaching

M. Letters Go FishT. Letters matching-Computer

W. Writing Letters

Th. Letters Bingo

F. Letters & Sounds

AM message

Blending

4 square-sight words QA

Word Wall Cheers

Read: I Can Can You?

sequence with cards then

Web what you can do

1.7Recording tally counts

Top- It

Rock Paper Scissors

Music

PE

Thursday

Tortoise & Hare

retell

On M-Phrase Card Bang

T-sight word bingo

W-Computer

Th- Read w/me

F- Reading

AM message

Phonics

Blending

fluency drill

Re-read with/partners

fill out graphic organizer

Using Correct

Punctuation

1.8 Investigating

Equally Likely OutcomesRock, paper, scissors

Tallying dice rolls

Music

Social Studies

Friday

Tortoise & Hare U-stream

compare/

contrast

Beyond

M-sight word bingo

T-Phrase Card Bang

W-Reading

Th-Computer

F-Read w/me

Weekly Assessment

Individual Fluency test

Then Go to Reading Centers: Listening, Book Basket, Word Building, Computers

Write to the prompt: I can ______________________________

Listening Tally

pg 46

Tallying apples/pennies

Smart Board

Science

observing liquidsexperiment

Library

Artifact A

Lesson Plan Template

5 Day Strategy Plan for Active Learning

Target

Strategies

Application

Support/Materials Needed

Inspirational Climate

Student Engagement

Mastering Content

New or Good 9:4

Boss Secretary 17:8

Note Taking Template 23:2

First thing Monday Morning

Completing Math Boxes

During Video on: Insects

Toss around ball or stuffed animal

Homogeneous Partners

Independent activity: like Jot Thoughts

Student Engagement

Student Engagement

Inspirational Climate

Dramatic Reading 15:9

Partner Restatement 13:10

Nod of Recognition 16:7

Day 2 of Reading Selection

During Part A. Read-A-Loud

Focus on high volume question periods such as Daily Calendar routine

Student Textbook, Whole Group

Are You An Ant? Whole Group

Inform students of what The Nod means

Mastering Content

Mastering Content

Mastering Content

Mental Pictures 21:5

Face-Off Game 16:10

Learning Map 17:3

During Part A. Read-A-Loud Anthology

Use during Making Words with letter cards

Use as a graphic organizer after reading The World of Insects

The Ant & The Pigeon

letter cards: o, u, w, c, l, n, h, s, m, t, d, r

Topic-Main Idea- Details

Student Engagement

Mastering Content

Inspirational Climate

Question All-Write 16:3

Rotating Pairs 7:3

Spontaneous Delights 20:10

During Mental Math Review

Writing/Science Integration Activity

Specific and intentional praise throughout the day

White Boards & Dry Erase Markers

Books about various insects

Focus on one group at a time. Each student should be praised by days end

Mastering Content

Active Engagement & Inspirational Climate

Student Engagement

Option Display 17:18

Relaxation Exercise 9:6

Sketching To Review 11:5

Big Question: How could we show in different ways?

Post Zoo Activity: Before continuing next lesson, Allow students time to rest with lights off & soft music. Ask students to think of 3 animals that were very different

Post Zoo Activity: Sketch 3 different animals

Students work in groups to answer Question

Enya CD: A Day Without Rain

Partners that were paired at the Zoo will work together

Works cited

Ciaccio, J. (2004). Totally Positive Teaching. Alexandria, Va.: Association for Supervision and Curriculum Development.

Harmin, M., & Toth, M. (2006). Inspiring Active Learning. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Reflecting On Curriculum

Experience with Curriculum

As a student, I have experienced a vast variety of curriculum. Curriculum committees comprised of local teachers and specialist, choose appropriate curriculum to assist students meet a set of standards and indicators. In my experiences, I have encountered very interesting and thought provoking curriculum and the reverse being mundane and uninformative. The classes and teachers that stand out in my mind were those that really made curriculum come to life. I can recall reading groups in second grade being so much fun. A history course in middle school stands out for its group projects and challenges issued by the teacher. Then there were classes such as Algebra, and Consumer Education that were extremely difficult and irrelevant to real life. As I reflect on these negative experiences I had to ask myself, was it the curriculum I had problems with or was it the instruction?

As a teacher I have piloted two different companies materials in order to make an informed decision on what content would best meet the needs of students in our district. The fact that teachers are involved in the process of selecting curriculum speaks volumes of how our district officials value the opinions and experiences of teachers as professionals in our field. This process took a year of teaching and meeting to discuss positives and negatives when using the given curriculum. From this opportunity I learned the difference between solid content versus fluff.

Professional Interaction with Curriculum

As a first grade teacher it is my responsibility each day to provide learning experiences for my students involving curriculum. Our State provides standards based on national mandates stemming from the No Child Left Behind Act of 2001. The local district provides the necessary curriculum to help students reach benchmark goals set by our state. This includes a different curriculum for each subject. In our district teachers are given a pacing guide that will allow all students to be in the same place at the same time. It also gives teachers a sense of direction and focus for each quarter.

The curriculum provided gives ample details and suggestions for weekly lessons. The teacher is somewhat constrained to teach only what is on the pacing guide and available in the curriculum. There are very little opportunities for teachers to step outside the box and teach according to holiday or thematic units. With so much emphasis placed on passing State assessments, I feel an overwhelming pressure and responsibility to simply teach the curriculum. Looking through the curriculum each week, making decisions on what will be covered and how it will be covered, is still part of my responsibility as a teacher.

Definitions of Curriculum

Curriculum defined by Posner and Rudnitsky is, An organized set of learning outcomes presumed to lead to the achievement of educational goals (2006, p. 292). This is simply what will be taught for students to meet preset objectives. Curriculum is like my favorite ice cream parlor. I go to a specific place to get a specific delicacy and there are a variety of choices the proprietor has created to meet the needs of a diverse population of ice cream lovers from all walks of life. When planning a math lesson, I first go to the Everyday Math curriculum, choose which lessons will meet the needs of a variety of learners in my classroom, then I make the final decision of what will be taught and how.

Educational researcher, Marzano, defines three different types of curriculum. Intended curriculum is content specified by the state, district, or school to be addressed in a particular course or at a particular grade (2001, p. 23). Implemented curriculum is what is actually delivered to students and attained curriculum is what students learn. This definition addresses the what and who of curriculum.

In our professional learning communities we used Dufours questions to help us make informed decisions when delving into curriculum: What do we want students to learn? How will we know if they have learned? and, What will we do if students do not learn? (Eaker, Dufour, & Dufour, 2002). Teachers are the ones who monitor and adjust the curriculum to meet the learning needs of individual students.

Final Thoughts

Understanding the intent and purpose of curriculum is an important part of its delivery. The authors of our text refer to curriculum as what is taught or expected to be learned (Posner & Rudnitsky, 2006). My past experiences, as well as knowledge ascertained form this course, will allow me to make informed choices when it comes to curriculum.

Works Cited

Eaker, R., Dufour, R., & Dufour, R. (2002). Getting started reculturing schools to become professional learning communities. Bloomington,Indiana: National Educational Service.Marzano, R. J. (2001). Classroom instruction that works. Alexandria, Virgina: Association for Supervision and Curriculum Development.Posner, G., & Rudnitsky, A. (2006). Course design: a guide to curriculum development for teachers (7th Edition ed.). Boston, Ma.: Pearson Education, Inc.

Cooperative Group Projects

Project I. Rosa Parks MobileEach group will construct a mobile about Rosa Parks. Each mobile should have four parts. Parts should include, but are not limited to: a picture of Mrs. Parks including her name, date of birth and death. Secondly, students should create symbols to show details of her career. The next part should include a picture or model of the bus boycott. The final part includes a paragraph explaining Mrs. Parks historical event. Individual teammates will complete each part and together will assemble pieces in a mobile to be hung in the classroom.

Break Down:Day 1 Project planning 10 minutes- Divide team responsibilities

Day 2 Project building 30 minutes- Students will work on projects

Day 3 Presentation Planning 20 minutes- Students will put finishing touches on projects and prepare for presentation.

Day 4 Sharing Team Projects utilizing the Roam the Room structure- Once students return to their group, they will use the Timed Round Robin structure to discuss what they liked about their classmates projects or what they would have done differently after observing others.

Management ToolsThe teacher will utilize a timer to keep track of time spent on each phase. Kagan Team Project Planning Form for Creating the Team project, will be used to record teammate responsibilities (2009, p13.14). If students finish early Sponge Activities may include: a book basket with other famous people from the Civil Rights Movement, journal writing about how Mrs. Parks was feeling when she kept her seat, or blank paper for writing a song about Rosa Parks.

Project II. Team StoryIn honor of Presidents Day, students will cross curricular lines and write a fictional story about a kid being president for a day. We will build background knowledge by taking an online tour of the White House and learning about the Presidents duties. Students may also want to read several informational books about our Nations Presidents, both past and present. Students will use the Team Story planning form to organize teammates responsiblities (Kagan & Kagan, 2009, p13.25). Each teammate will be responsible for writing and illustrating three pages in the story.

BreakdownDay 1: Project planning 15 minutes- Students will decide on story elements and record results.

Day 2: Project building 30 minutes- Students will use Kagans Simultaneous Round Table structure to map out each page of the story before the actual writing will begin (2009). Each student will have two minutes to add their ideas to the story map graphic organizer along with reading the ideas of their teammates. Following the structure, students will have 10 minutes, using Talking Chips, to discuss their completed story maps and ask questions of their teammates (2009). Students will begin writing their assigned pages using the ideas from the story map.

Day 3: Project building 30 minutes- Students will work on writing and illustrating their pages.

Day 4 Presentation Planning 30 minutes- Students will put finishing touches on projects and prepare for presentation. Sponge Activity extras may be added for students who finish their pages early: designing front and back covers, dedication page, or a glossary of vocabulary used pertaining to the office of President.

Day 5: Sharing Team Projects 40 minutes- Students will share their projects using the Team-2-Team presentations (Kagan & Kagan, 2009). Two teams will present while the other 3 teams will split up and listen to their seven minute presentation. Each teammate will read their page of the story. The audience will participate in a two minute Round Robin, giving specific appreciation for the project such as... I like the part... or I saw... (Kagan & Kagan, 2009, p13.13). The audience becomes the presenters and presentations continue.

Management ToolsThe teacher will utilize a timer to keep track of time spent during each phase. Students can complete Team Project Feedback forms after the projects and presentations are complete (Kagan & Kagan, 2009, p13.8 or 13.19). The teacher may use a checklist in order to grade individual work done during the project. Each student is accountable for their part of the team project.

Works Cited

Kagan, D. S., & Kagan, M. (2009). Cooperative Learning. San Clemente, Ca: Kagan Publishing.

Project B: Learner Analysis

Cognitive Characteristics and Design Implications

Counting Coins will require students to visually discriminate similarities and differences between coins, recall the value of the coins and then choose a strategy for counting. For those field dependent students there will be plenty visuals of coins and posters indicating denominations. I will start simple by counting with just pennies. We will connect counting pennies with counting on a number line and eventually a hundreds chart. Developmentally my learners are at the concrete operational stage. For this reason we will utilize plastic coins for students to manipulate. Field Independent students may require less instruction and should be given opportunities to practice counting coins right away. The impulsive/reflective dimension can be observed as students simply pick out an item from the class store, not considering the cost or how many coins they have earned. The teacher must make these observations and direct instruction accordingly.

Understanding the variety of learning styles present in the classroom, the teacher will include a variety of lessons that will reach multiple learners. Lessons may include but are not limited to, a coin rap or song, the I Have Who Has game with denominations, matching activities on computer or SMART Board, stories such as: Alexander Who Used to be Rich Last Sunday, Bunny Money, and Little Bills Money Troubles.

Students with an internal locus of control are self motivated, driven and self sufficient. Students with an external locus of control are dependent on incentives or positive reinforcements from those in charge. Knowing this, the teacher will give out a nickel everyday for those who have good behavior and pennies for those who might have needed a warning or time out. This system of reward will reinforce the identification of pennies and nickels. It will also provide that added incentive for those who possess the external locus of control.

Physiological Characteristics and Design Implications

Understanding the three traits associated with students psychosocial make up will also affect instructional design.

1. Trait anxiety- students with this trait will need specific directions and expectations. Students with trait anxiety respond to positive feedback. These students will require a daily review of the names and values of each coin.

2. Trait locus of control- students with this trait will require both structured and unstructured learning environments. The structured lesson may take the form of calendar time. A sequential presentation of skills including skip counting, a daily review of the names of coins, adding a coin to the daily depositor and singing one of the counting money songs. The unstructured environment may occur while students make purchases at the classroom store. While one group is shopping the rest of the class will be counting their coins, planning what items they will buy and making judgments on whether they have enough money to buy the desired item.

3. Trait academic self concept- a positive or negative self concept will affect learning. Students with a positive self concept can be paired with students with a low self concept. This will allow both students to experience achievement in completing a task. Students with a low self concept may change their self concept after several occurrences with success.

Affective and Social Characteristics

The affective and social characteristics take a closer look at the students interests, attitudes toward learning, authority and their peers. The teacher can give an attitude survey to find out students feelings about:

Math

Learning

Intrinsic/Extrinsic rewards

Relationships to peers

Teachers

Individual/group work

Background

Role models

Prior Learning

Recognizing the lower level knowledge required to complete the desired learning goal of accurately counting coins up to fifty cents, will give students a base to draw from. Students learn rote counting songs and activities in preschool as well as kindergarten. One to one correspondence is another foundational skill that must be part of the prior learning experience.

Processing Styles of Instruction

Through teacher observations, pre-assessments discussions with colleagues and surveys, the teacher will design instruction and experiences that will motivate students past simply learning terms and concepts to independent application of skills for the future. The teacher must be able to adjust instruction to meet the needs of all students. Differentiating instruction will provide a challenge for those who have mastered the primary concepts of coin identification and value. The students needing more direct instruction benefit from vocabulary lessons, skip counting songs and demonstrations.

ResourcesCosby, B. (1988). Money troubles. New York: Cartwheel Books: Scholastic Inc.

KAWAS. (2000). Who Has? Coins and Money. Retrieved from Math Wire: http://www.mathwire.com/whohas/who%20has%20coins.pdf

Viorst, J. (1988). Alexander who used to be rich last sunday. New York: Aladdin Books.

Wells, R. (2000). Bunny money. New York: Puffin books.

Best Practices for Reading Interventions in a First Grade Classroom

An Action Research Proposal For Helping Struggling Readers in the Classroom.

Traci Garcia

Southwestern University

EDUC 512

August 10, 2010

Abstract

This action research study addresses struggling readers in a first grade classroom. Grouping strategies and explicit interventions, based on documented research, will be suggested. This study takes place over a six week period with hopes of turning struggling readers into fluent readers. Ample resources will be provided for assessing interventions and sharing the results with other educators.

Best Practices for Reading Interventions in a First Grade Classroom

Part 1: Research Topic/Reflection

Research TopicInterventions for Struggling ReadersDesired Outcomes The students will learn the necessary strategies to decode and read words with understanding.

Students will read fluently and independently for work and enjoyment purposes.

Students will read to learn by the end of first grade.

Documented Reflection on Struggling Readers

This action research project will address students learning to read in a first grade classroom. For the past sixteen years of teaching at the primary level, I have found teaching struggling readers to be the most challenging. It is imperative for young students to learn to read, and then read to learn, as a foundation for future student success.

Student achievement is the focal point each year for a classroom teacher. The pressure is on for students to pass standardized assessment each year in order for schools to make the necessary annual yearly progress, mandated by the federal No Child Left Behind act. It is a great challenge to: prepare students for state assessments, create 21st Century Learners, educate students with disabilities within the classroom, and leave no child behind in the process. How can we balance it all? Where do begin? We must accept the challenge in the early elementary and primary

years. As a first grade teacher I must find ways to prepare my students for the future. If each child is reading to learn by the end of first grade they will be ready for what lies ahead of them.

This great challenge bears digging deeper to find solutions that will assist the classroom teacher with this task. In an article written by Burch (2004) she suggests spending fifteen minutes a day with struggling readers. This method led to remarkable academic improvement, increased motivation and a drastic change in attitudes toward learning. Another researcher discussed the positive results from differentiating instruction (Kirkey, 2005). Cooperative learning is yet another strategy that addresses struggling readers through positive peer support, active learning as well as increased enthusiasm toward learning (Hollingsworth et al., 2007). I have successfully tried several strategies discussed by these authors and yet feel a need for a more structured approach to producing student achievement.

Frustrated teachers on my first grade team regularly discuss interventions during weekly team meetings. One of the biggest challenges is to use the thirty minutes allotted for reading intervention efficiently and with success. Other concerns include where to start and how to deliver instruction. Through action research, I will further develop the concept of helping struggling readers with an approach that may be used during the allotted thirty minutes of intervention time. It is my desire to develop an approach that will transform students who struggle with reading to be fluently reading to learn by the end of the first grade term. Student achievement is inevitable with successful interventions for struggling readers.

Part 2: The Search

Most teachers have struggled with how to increase fluency among struggling readers. With this struggle in mind, I used online databases in order to locate credible research and articles focusing on the overall goal of improving fluency in the primary grades. I located relevant sources using ERIC, EBSCO host, and Google Scholar. Various phrases and key words were helpful in my search such as: helping struggling readers, reading interventions, response to interventions and reading fluency. It was necessary to narrow the search so that it was applicable to my own needs and experiences as a first grade teacher. Using advance search options I specified research articles to those including only full text options and specifically targeting students in primary grades.

Due to the high volume of articles, it was necessary to peruse the abstract in order to weed out the irrelevant and retrieve those articles that would provide necessary background and support for my topic. I looked for articles that articulated the root causes of struggling readers as well as practical and applicable ways to meet their needs.

I narrowed my search to fourteen articles that provided an excellent knowledge base and guidance for my research topic on struggling readers. I highlighted important information in each article then summarized highlighted sentences onto a sticky note. My sticky notes contain the evidence needed to support each major topic. The amount of information was numerous and will be an excellent resource for future use throughout my professional career.

Part 3: Literature Review

The literature retrieved provided great insight into helping struggling readers with a basic foundation of literacy. I discovered common needs of struggling readers including: root causes and indicators, typical problems students face and frequently used resources. After identifying the problem, I looked for effective interventions and evidence that proved the strategies successful. How will we know if the intervention is successful? The literature provided various tools for assessing progress and documenting student achievement.

What Makes Readers Struggle?The first step to solving a problem is often to identify and understand the problem itself. Students that struggle to read in the primary grades may or may not have reading role models at home (Kelly & Campbell, n.d.). Other root causes include: deficits in essential alphabetic knowledge, problems retaining information and vision problems (Duke & Pressley, 2005; Kelly & Campbell, n.d.). These initial problems all contribute to poor decoding skills when students are just beginning to read.

I have identified struggling readers in my classroom as early as September, when school first begins. These students have illegible handwriting or letters tend to be large or written in strings. Taylor, Hanson, Swanson and Watts (1997) promote the importance of linking writing to reading in their research. Other research supported the integration of writing when learning to read as a way for students to apply their understanding of alphabetic principles (Mathes, Fletcher, Anthony, Francis, & Schatschneider, 2005). In another study (Burch, 2004) Kindergarten teacher Burch found her subject reversing letters both written and verbally. Her student had trouble decoding, recalling events, as well as problems writing (2004). These signs are all typical for struggling readers.

With a basic understanding of why students struggle to read the next step is to prepare to meet their needs. With our country in the midst of recession and the state cutting back funding for public school budgets, it is imperative to find cost effective ways to help students to gain necessary literacy skills. The federally mandated No Child Left Behind legislation of 2001 set a goal for all students to be reading at a proficient level by 2013-2014 (Woodward & Talbert-Johnson, 2009). With this mandate came no extra funding only more cuts. So how can we get all students reading in only four short years from now? Some schools have utilized the expertise of reading specialist and speech language pathologist collaborating with classroom teachers to help struggling readers (Duke & Pressley, 2005; Justice, 2006; Woodward & Talbert-Johnson, 2009). Another no cost resource readily available would be utilizing older students within a school as tutors or peer mentors. Kagan (2009) conducted research that proves both tutor and tutee have made academic and social gains in a tutoring relationship. One active research report showed how fourth graders scores improved on MAT 7 assessments due to a peer tutoring program matching struggling fourth graders with slow readers in second grade (Taylor, et al., 1997). This peer tutoring program required only time, books and very minimal resources.

Types of InterventionThe most commonly used intervention among teachers involved explicit small group instruction within the classroom. Experts Duke and Pressley (2005) said instruction must be methodical within these groups. The emphasis in small group settings should be skill based, looking at desired outcomes then arranging a plan of action outlining the proper steps to ensure student gains (Gujjar, 2007).

Gujjars (2007) research gave a detailed case for direct verbal instruction over paper pencil assignments within intervention groups. In Gujjars study students improved their learning rate as a result of direct instruction especially for students with learning difficulties or simply struggling to read (2007). Mathes et al. (2005) agreed with the effectiveness of direct instruction within small groups. Her research compared two types of instruction Proactive Reading and Responsive reading. Both types of instruction took place within groups of three at a time that did not interfere with core reading lessons (Mathes et al., 2005). Proactive reading followed a systematic plan that involved: decodable text, isolated skill instruction, modeling, practice then reinforcement. Responsive reading was need based and utilized: no preset scope and sequence, leveled text, and connected reading to writing (2005). Another study (Woodward & Talbert-Johnson, 2009) compared Responsive Reading to a constructivist approach where student skill levels are the basis for instruction, thus requiring explicit planning, multiple methods of assessment. Of the two types of instruction when compared to an enhanced classroom experience, first grade students in the supplemental reading groups outscored their classmates in reading measures and skills tested (2005). Cooperative Learning is another popular form of intervention for struggling readers. Kagans cooperative learning model attributes success to a term called PIES: Positive Interdependence, Individual Accountability, Equal Participation and Simultaneous Interaction (2009). I have used cooperative learning to help struggling readers in my first grade classroom. Students love reading together, the Boss Secretary structure that allows students to guide each other through a difficult assignment or skill, and many other cooperatively structured activities that promote actively engaged students. Researchers Hollingsworth, Sherman and Zaugra agreed that cooperative learning as a teaching technique for reading comprehension skills was highly effective with their first and second grade students as well (2007).

Methods for Evaluation

Each strategy, technique and intervention must be evaluated for proof of success for students. For the past seven years I have used the Dynamic Indicators of Basic Literacy Skills (DIBELS) for the purpose of assessing students in the areas of: letter naming fluency, initial sound fluency, phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Along with the DIBELS progress monitoring tools, this assessment measures student growth and trajectory on a benchmark scale. Laura Justice in her research found DIBELS effective in monitoring slow learners and guiding instruction (2006). Students oral reading fluency scores proved to be an accurate predictor for success or failure on state reading assessments (Cusumano, 2007). With the pressures of high stakes testing, having a valid indicator of student performance would definitely be valuable as a teacher planned for classroom instruction.

Other methods of evaluation included administering pre and post surveys and/or assessments (Hollingsworth, et al., 2007). Surveys and pre/post assessments have been useful in my own classroom to monitor growth and attitudes toward learning as well as guiding individual, small group and whole class instruction. Peter Johnson in his research agreed that assessments should directly impact what goes on in the classroom (2010). He also suggested using regular informal assessments such as: running records, student samples and teacher observation checklists (Johnson, 2010). With this type of informed documentation students and parents are informed and a part of the educational process.

Purpose This report is necessary for the success of all students learning to read and eventually reading to learn at the primary level. My intervention will focus on students needing extra support while learning to read. Students will receive explicit direct instruction in both a heterogeneous and homogeneous environment. The purpose of my study took on an additional twist following the review of various researchers reports on helping struggling readers in the classroom. I realized that the grouping strategies were equally as important as the skills presented.

Participants & Context of Study

This study will take place in my first grade classroom. Six and seven year old students will take the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment that will provide the necessary data to group students according to their tested ability level. Students will be placed in one of three categories: Low Risk, Some Risk or At Risk. This study will concentrate on students in the At Risk category.

In our Title I. program, classrooms are allotted 30 minutes a day for additional reading interventions, outside of the 90 minute reading block. My proposed intervention will take place over a six week period. First graders will be immersed in different strategies that will seek to improve their reading fluency. We will alternate interventions between teacher directed instruction and heterogeneous groups. At the end of each week, I will use progress monitoring tools provided by DIBELS, to assess growth. Each week students will also complete an attitude survey to give them the opportunity to express which strategy and group structure they prefer.

CollaborationI will solicit ideas and suggestions from my fellow first grade colleagues during weekly team meetings. This will provide greater insight to the strategies I attempt with my own students, in addition to helping the other three teachers with struggling readers in their classrooms. The discussion will be ongoing. We will have conversations on how well interventions are working as well as a time for teachers to share their stories and struggles. Each teacher brings a wealth of experience and varied insight to the team that I will tap into during our times together.

I would also like to create an online blog to share this experience with educators around the world. Seeking out thoughts and strategies from other teachers world-wide will open up the opportunity for even more success. Collaboration is a vital piece that will help struggling first grade readers in my classroom, at our school and all over the world.

2.Consider the most effective strategies for creating a fun and individualized learning environment. How do you know if you succeeded in enriching each one of your students?

Student engagement should be an obvious indicator of an effective and enriching learning environment. If my students reach a level of self motivation by the end of the year I feel that I have succeeded. At our school we use the Reading Counts program to promote reading fluency and comprehension. This involves reading books and taking tests on the computer. By the end of the year, one of my students was a test taking machine! This student had been a struggling reader with decoding problems. He was a long way from being a fluent reader. I partnered this student with a peer tutor, gave direct phonics and vocabulary instruction, incentives and consistent encouragement (Cole, 2008). By March this student would ask to take tests several times a day, and pass them independently! I watched this student light up during an assembly with a volunteer from the public library announcing the Summer Reading program. He couldnt wait to start reading books in order to reach his goals and earn the designated prizes. I displayed a love for reading each time I read a story to my class and I pray that this enthusiasm for reading, and learning in general, spilled over into the lives of all my students.

Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction And Understanding by Design. Alexandria, Virginia: Association for Supervision and Curriculum Development (ASCD).

Willis, J. (2007). Brain Friendly Strategies for the Inclusion Classroom. Alexandria, Va.: ASCD.

Artifacts for elements c & d

Topic: Writing In Science- A Tree & Me

Level: First Grade Assessment Piece

Day 1- Student Self Assessment Rubric

Name: _________________ I labeled my tree. I wrote 3 sentences. My sentences start with a capital letter. My sentences end with a period.

I did my very best. I used my time wisely I worked neatly What did I learn about?__________________________________________________________

Day 2- Student Self Assessment Rubric

Name: _________________ I labeled my body parts. I wrote 3 sentences. My sentences start with a capital letter. My sentences end with a period.

I did my very best. I used my time wisely I worked neatly What did I learn about?__________________________________________________________

Teacher Project Assessment Rubric

4

3

2

1

9/10 parts are labeled correctly

Student writes 2-3 complete sentences for each picture

Student worked neatly

8/10 parts are labeled correctly

Student writes a complete sentence for each picture

Labeling is attempted.

Student attempts to write a sentence.

Little or no effort is displayed.

Evaluation: The teacher will use the above rubric for evaluation of completed assignments.

Student GraphsTeacher should discuss grading checklist before students complete the assignment so expectation is clear.

Student Graph: Grading Checklist

1. Student created a graph based on size, shape or color (circle one) 1 2 3 4Parts of a graph: title, x and y axis are labeled

An accurate number of leaves were recorded

2. Student used time wisely1 2 3 4

Student stayed on taskStudent completed the assignment

3. Student created 2 questions about their graph using comparison words. 1 2 3 4

Questions were relative to their graph

Questions were legible with correct punctuation

Grading Scale

11-12 points= 4 9-10 points= 3

6-8 points = 2 5 or below = 1

Student Name: ____________________________________ Grade: _____________

31

Senteo Clicker Test

1. Name the part of the tree.A. LeafB. LimbC. Roots

2. A limb is like my...

A. HandB. ArmC. Head

3. Name the part of the tree.A. RootsB. TrunkC. Crown

4. The leaves are like my...A. FeetB. Legs

C. Hands and Fingers

5. The trunk holds up the branches. T or F

6. I have a trunk and limbs. Tor F

7. We both have parts called leaves.T or F

8. Where is the crown of a tree? A. MiddleB. TopC. Bottom

9. Wood is...A. SoftB. HardC. Green

10. A tree is a plant.T or F

First Grade Growth Record

Student: _______________ Teacher: ________________

DIBELS: Dynamic Indicators of Basic Literacy Skills

Phoneme Segmentation Fluency______ ______ ______

35+ 35+ 35+

Nonsense Word Fluency______ ______ ______

24+50+ 50+

Oral Reading Fluency ______ ______

20+ 40+

Writing

(1-Far Below Average Proficiency; 2- Below Average Proficiency; 3- Average Proficiency 4- Above Average Proficiency; 5- Advanced Proficiency)

October _______ _______

Idea/Content Organization

January_______ _______ _______ _______ _______ _______

Idea/Content Organization Voice Word Choice Sentence Fluency Conventions

April_______ _______ _______ _______ _______ _______

Idea/Content Organization Voice Word Choice Sentence Fluency Conventions

Treasures Reading: Unit Assessments

____ ____ ____ ____ ____ ____

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Everyday Math: Unit Assessments

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ___ ____ Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12

Sight Words Lists

___/54 Kindergarten _____/106 1st gr. _____/106 1st gr. ______/110 2nd gr.

Introduction

Accountability: The Individual Way, is a journal article written by Sarah Vyrostek (2009). The author, a teacher for the Fort Osage School District in Independence Missouri, attempts to change the way test taking is viewed by educators. Ms. Vyrostek provides a positive view of assessments by looking at frequent testing as an opportunity to promote success in basic literacy skills and lifelong learning. She offers a solution to the lack of basic literacy by recommending specific roles for teacher and students in a learning community.

Thesis Statement

High stakes testing mandated as a result of No Child Left Behind has caused an upheaval in the educational community (107th Congress, 2002). Educator, Sarah Vyrostek, believes standardized testing is not to be looked at as the problem. In her opinion, the laws mandating accountability are the cause of educators ill feelings handed down from the powers that be. Government mandates, and its effects, trickle down to teachers in the classroom. The author stands on a soap box, crying out to multitudes of teachers of the tests; to buck up, accept responsibility and take students learning beyond mandated standards for true success. She stands on the premise that data from standardized testing will be the evidence for how well we meet the goals of education.

Major Points

This article provides pertinent background information on the implications of the report entitled, A Nation at Risk, which started public concern for educational competency (National Commission on Excellence in Education, 1983). The Government tried to alleviate concerns with the No Child Left Behind Act (107th Congress, 2002). Ms. Vyrostek indicated a definite need for a system of checks and balances that includes testing, but with greater emphasis put on regular formative assessments within the confines of a classroom. Waiting for results of mandated standardized assessments, yields no benefit to individual students or teachers and does not influence instruction whatsoever. Her solution to risking students being left behind is to provide concentrated focus on basic reading, vocabulary and comprehension skills that will allow students to be successful not only in the classroom but on high stakes tests and in life. She points out the role of teacher and student in the classroom must move from a traditional, direct teaching model to an unconventional, teacher facilitator model. Using this technique, students are helping their peers in small groups that are a part of a greater learning community. Vyrostek believes students will share in the accountability factor when given more responsibility for their learning.

Critical Assessment

The author of this article states that reliability and validity of standardized tests are compromised by the bias imposed by state and national government dictating which standards should be met at which grade levels. This bias, she states, comes from the types of passages selected, lacking content that comes from a general knowledge base (Vyrostek, 2009). Will we go back to the days of Dick and Jane,? Each student based on location, background and personal experiences, comes equipped with their own personal knowledge base. Students in Kansas would inevitably have a different knowledge base than that of a student from New York City. A general knowledge base should include basic literacy skills and proficiencies scaffolding from kindergarten through completion of twelfth grade requirements. Passages selected, for standardized tests, should relate to the experiences of the students.

I took a closer look at the Nation at Risk report and found this recommendation concerning the content of instruction:

The curriculum in the crucial eight grades leading to the high school years should be specifically designed to provide a sound base for study in those and later years in such areas as English language development and writing, computational and problem solving skills, science, social studies, foreign language, and the arts. These years should foster an enthusiasm for learning and the development of the individual's gifts and talents. (National Commission on Excellence in Education, 1983).

This suggestion provides a greater explanation for what is expected of teachers and students. The hard truth however, is that our current standardized assessments do not accurately measure each of these areas in a way that we can affect change in our students. Regular formative and project oriented assessments in the classroom will accomplish this change.

Personal Reaction

This article allowed me to look at formative assessments in a more positive light. My personal definition of accountability means knowing where my students are and using a variety of resources to help them meet grade level standards and indicators. Ms. Vyrostek suggested Reciprocal Teaching. This instructional method reminds me of Kagans Cooperative Learning. Students sharing responsibility for learning creates an enviornment for academic success. In both Kagan and Reciprocal Teaching techniques, students work in small groups, peer teaching is utilized and students are grouped in a variety of ways.

As a classroom teacher, I cannot choose the content or curriculum that I will use to reach educational goals. How the curriculum is taught is my responsibility. I accept the challenge issued by Sarah Vyrostek, and will provide opportunities for my students to learn more than just the content in order to pass a standardized assessment.

Works Cited

107th Congress. (2002, January 8). Elementary & Secondary Education. Retrieved February 2010, from ED.gov US Department of Education: http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

National Commission on Excellence in Education. (1983, April). Archived Information. Retrieved February 2010, from ED.gov: http://www2.ed.gov/pubs/NatAtRisk/findings.html

Vyrostek, S. (2009). Accountability: The Individual Way. educational Horizons , 87 (Number 2), 128-134.Accessed from: http://www.pilambda.org/horizons/publications%20index.htm

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