using action research to empower north carolina educators a race to the top initiative nc department...

Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

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

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

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

Chalk Talk What does the latest educational research say about the following? Vocabulary Instruction Reading Comprehension Strategy Instruction

Introductions of our Action Research Direct Vocabulary Instruction- Howey Explicit Reading Comprehension Strategy Instruction- Fine

Comprehension and Vocabulary

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.

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.

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.

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.

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?

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.

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.

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

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

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?

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

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?

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

Reading is Thinking! Teaching students reading comprehension strategies to help them understand difficult text, provides them with a mental toolbox of thinking tools.

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

Lets Reflect Considering your role at your school http://bit.ly/1culZd5

Our Findings

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

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Vocabulary Implementation in the Classroom synonyms of dangerous & common

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

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

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

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-

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%

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.

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

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

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Reading Comprehension Strategies Implementation in the Classroom

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)

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.

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?

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.

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.

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.

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.

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.

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!)

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?

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

Questions Who has any?

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)

using action research to empower north carolina educators a race to the top initiative nc department...

Documents

vocabulary slide

research results

comprehension instruction

systematic research

latest educational research

student vocabulary

study students

data share findings