Shana CarterShana CarterKindergarten TeacherKindergarten Teacher

South Bendle Elementary SchoolSouth Bendle Elementary SchoolBurton, MIBurton, MI

Research Inquiry ProjectResearch Inquiry ProjectAugust 4, 2012August 4, 2012

All About Me…All About Me…

• I graduated in 2008 from Michigan State I graduated in 2008 from Michigan State University with a degree in Elementary University with a degree in Elementary Education with a concentration in Education with a concentration in Language ArtsLanguage Arts

• I did my student teaching internship in a I did my student teaching internship in a second grade classroom in Flint, MIsecond grade classroom in Flint, MI

• I got my first job as a Title One I got my first job as a Title One Kindergarten teacher in August 2010Kindergarten teacher in August 2010

• The following year I was hired as South The following year I was hired as South Bendle’s newest Kindergarten teacherBendle’s newest Kindergarten teacher

South BendleSouth BendleElementary SchoolElementary School

• South Bendle is a Title One school South Bendle is a Title One school that educates beginning at pre-that educates beginning at pre-school through second gradeschool through second grade

• Our student population:Our student population:– 90% free/reduced lunch90% free/reduced lunch– 26% receive special education services26% receive special education services– 33% transiency rate33% transiency rate

My ClassroomMy Classroom

• I am one of the four Kindergarten teachers I am one of the four Kindergarten teachers in my buildingin my building

• I teach all subject areas with the biggest I teach all subject areas with the biggest focus on Reading, Writing and Mathfocus on Reading, Writing and Math

• On average, I have between 24-28 On average, I have between 24-28 students in my classstudents in my class

• This past year, I was privileged with a This past year, I was privileged with a paraprofessional helping in my classroom paraprofessional helping in my classroom since January and it will continue this since January and it will continue this school year school year

Teaching Strategies & Teaching Strategies & TechniquesTechniques Wondering Wondering Questions:Questions:• In what ways can I supplement my reading In what ways can I supplement my reading

program in order to further engage my students?program in order to further engage my students?• In what ways can I enhance my reading block to In what ways can I enhance my reading block to

make it a more balanced approach to reading?make it a more balanced approach to reading?• Will my kindergarteners reading scores improve Will my kindergarteners reading scores improve

with incorporating supplemental reading with incorporating supplemental reading strategies/techniques into our reading strategies/techniques into our reading instruction?instruction?

• Will my kindergarteners become more Will my kindergarteners become more independent writers if a more wholly balanced independent writers if a more wholly balanced approach to reading is taken place?approach to reading is taken place?

ReasonReason forfor thisthis study:study:

• Last year was my first year teaching my Last year was my first year teaching my district’s reading program. We currently use district’s reading program. We currently use the Direct Instruction program, the Direct Instruction program, Reading Reading Mastery.Mastery.

• Throughout my time implementing this Throughout my time implementing this reading program, I have struggled with reading program, I have struggled with maintaining student engagement and focus maintaining student engagement and focus during the lessons.during the lessons.

• Also, I noticed that my students did not enjoy Also, I noticed that my students did not enjoy our Reading block. Many children would moan our Reading block. Many children would moan and sigh when it was time for reading.and sigh when it was time for reading.

ResearchResearch ProceduresProcedures

• Use of literature as dataUse of literature as data• Critical group feedback Critical group feedback (discussions between staff (discussions between staff

members)members)

• Analyzing my current Direct Analyzing my current Direct Instruction Reading ProgramInstruction Reading Program

• Video Video (to record observations & student behaviors during lessons)(to record observations & student behaviors during lessons)

• Reflective Weekly Journals Reflective Weekly Journals

TimelineTimeline

• My study will take place during the course My study will take place during the course of 3 monthsof 3 months– First week:First week:

• I will start by analyzing my school district’s current I will start by analyzing my school district’s current edition of our Direct Instruction reading programedition of our Direct Instruction reading program

– Second and Third week:Second and Third week:• I will collaborate with colleagues and gain helpful I will collaborate with colleagues and gain helpful

insight into my own practice of teaching reading but insight into my own practice of teaching reading but finding out what works for them. I will have grand finding out what works for them. I will have grand discussions with the teachers in my school building, as discussions with the teachers in my school building, as well as my fellow teacher friends from other districts well as my fellow teacher friends from other districts that may not teach the same program. I feel then, that that may not teach the same program. I feel then, that I will have beneficial information to get me started in I will have beneficial information to get me started in trying out new strategies, techniques, and programs to trying out new strategies, techniques, and programs to further engage my students in reading. further engage my students in reading.

Timeline Continued…Timeline Continued…

– Week Four through Twelve:Week Four through Twelve:• I will begin to videotape my lessons and making I will begin to videotape my lessons and making

notes as I continue to observe and analyze the notes as I continue to observe and analyze the student engagement, motivation and achievement in student engagement, motivation and achievement in reading. I will continue videotaping and performing reading. I will continue videotaping and performing weekly journals from week 4 of my inquiry project to weekly journals from week 4 of my inquiry project to week 12. I would like to see the gradual progression week 12. I would like to see the gradual progression or decline in the level of engagement in my students. or decline in the level of engagement in my students. My weekly journals will make for a wonderful insight My weekly journals will make for a wonderful insight of my journey throughout my research and it will be of my journey throughout my research and it will be clear to see the progress through my writings. clear to see the progress through my writings.

BibliographyBibliography

• Cook, D. E. (2002). Cook, D. E. (2002). The Effect of a Direct, Instruction Reading Program on The Effect of a Direct, Instruction Reading Program on Students Defined as At-RiskStudents Defined as At-Risk. Unpublished manuscript, Cambridge College, . Unpublished manuscript, Cambridge College, Retrieved from Retrieved from http://www.cambridgecollege.edu/library/upload/CAGS-ILP Sample.pdfhttp://www.cambridgecollege.edu/library/upload/CAGS-ILP Sample.pdf

• Grossen, B. (n.d.). Grossen, B. (n.d.). The Research Base for Reading Mastery, SRAThe Research Base for Reading Mastery, SRA. Unpublished . Unpublished raw data, University of Oregon, Eugene, Eugene & USA. Retrieved from raw data, University of Oregon, Eugene, Eugene & USA. Retrieved from http://pages.uoregon.edu/adiep/rdgtxt.htmhttp://pages.uoregon.edu/adiep/rdgtxt.htm

• Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2010). Teaching Strategies, a Guide to Effective Instruction(2010). Teaching Strategies, a Guide to Effective Instruction. . Wadsworth Pub Wadsworth Pub Co.Co.

• Schug, M. C., Tarver, S. G., & Western, R. D. (2001). Direct Instruction and the Schug, M. C., Tarver, S. G., & Western, R. D. (2001). Direct Instruction and the Teaching of Early Reading. Teaching of Early Reading. Wisconsin Policy Research Institute ReportWisconsin Policy Research Institute Report,, 14 14(2), (2), retrieved from retrieved from http://www.wpri.org/Reports/Volume14/Vol14no2.pdfhttp://www.wpri.org/Reports/Volume14/Vol14no2.pdf

• (2011). Direct Instruction: What the Research Says. (2011). Direct Instruction: What the Research Says. Education Consumers Education Consumers Foundation.Foundation. Retrieved from Retrieved from http://www.education-consumers.org/DI_Research.pdfhttp://www.education-consumers.org/DI_Research.pdf