Using Action Research

To Empower North Carolina EducatorsA Race to the Top Initiative

NC Department of Public Instruction

Educator Effectiveness Division

Demystifying the Written Component of the mCLASS Reading 3D TRC

Laura Graham M.Ed., NBCT 1st Grade TeacherEaton Elementary

New Hanover County Schools

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

Demystifying the Written Component of the mCLASS Reading 3D TRC

We, teachers in K-3, must lead our students to show comprehension through writing in the reading proficiency measure mCLASS Reading 3D-TRC. There is insufficient professional development delivered in this area in order to help our students succeed.

•Read to Achieve in 3rd grade

•Student performance in grades K-3

•School data

•Standard VI

•Develop college and career ready students

Demystifying the Written Component of the mCLASS Reading 3D TRC

Why is this important?

Who would benefit from reviewing my research?

•Teachers K-3

•Students K-3

•Curriculum Specialists

•Tutors

•Administrators

Purpose of Action Research

To explain and show the changes that I have implemented in my classroom based on my action research in order to include an "integrated model of literacy.”

•To describe the instructional points and provide teachers with lessons that teach evidence based comprehension through writing.

Purpose of Action Research

•To provide teachers with the instructional materials to conduct whole units of study on main idea, character-setting-happenings, sequence of events, drawing conclusions, character traits, fact-opinion, and cause-effect.

These instructional points are recommended by the NCDPI in this document.

Purpose of Action Research

To demonstrate, with videos and photographs, how to extend understanding by adding a "writing to learn" section to guided reading or strategy lessons.

Purpose of Action Research

Access to my wiki… a work in

progress!

http://gtnpd29.ncdpi.wikispaces.net/About

+the+Project

Purpose of Action Research

To provide teachers with strategies, recommendations, and tools to differentiate their "writing

to learn" instruction for the diversity in their classrooms.

Purpose of Action Research

Problems of Practice

What problems and implications have you observed in your district?

{1 of each}

Let’s play Carousel Feedback!

My project is mainly based on these premises:

Reading First recognizes the benefits of “writing to learn” and states that if the written material is tied to one of the five big ideas of reading, writing should be included in the reading block. (VoyagerU Reading for Understanding)

Because the nature of using evidence varies across pieces and depends on the skill of the reader, individualized conferences are an important part of the instructional process. (Owocki, 2013)

Teachers should engage students in “intentional

conversations” to expand their ideas and help them to put their thinking into words. (Fountas &

Pinnell, 2008)

Extensive use of oral language is a critical feature in supporting the writing process. (Calkins, 1983, 1986)

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Effective Literacy Practices To Improve Writing About Reading in First Grade.

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Encourage teachers to take a second look at the reciprocity between reading, writing, and interpret their data to benefit their students.

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22 students:11 male students

11 female students

1 student qualified for special education services in reading and speech (diagnosed with dyslexia)

20 students were white

2 students African American

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No innovations, just took a deep look at best practices, my readers, the standards and developed instructional materials.

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Classroom

Student Samples

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“speech bubbles” to talk about books and developing academic vocabulary.

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comprehension strategies and conduct shared writing lessons.

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Data Collected

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Many!

Recommendations

Recommendations

Model strategies and share the pen!

Recommendations

Provide opportunities for students

to collaborate across

language domains.

Recommendations

Add a “writing to understand” section to

guided reading or strategy lessons.

Recommendations

Exercise strategy development across

language domains. This is crucial for ELLs.

Provide daily explicit writing instruction

and practice that build stamina

Recommendations

VOCABULARY!!!!!

Recommendations

Recommendations

Recommendations

Make “Response to Text” a must

in your literacy block.

Recommendations

Incorporate book clubs or literary circles based on

student choice and state

recommendations.

Give close reads a chance!

Recommendations

Nothing will beat the power of high

expectations!

Recommendations

Get out of your comfort zone!

Recommendations

References

• Higgins, B., Miller, M., & Wegmann, S. (2006). Teaching To The Test…Not! Balancing Best Practice And Testing Requirements In Writing. The Reading Teacher, 60(4), 310-319.

• Fountas, I. C., & Pinnell, G. S. (2012). Guided Reading: The Romance and the Reality. The Reading Teacher, 66(4), 268-284.• Scharer, P. L., & Pinnell, G. S. (2008).Guiding K-3 writers to independence: the new essentials. New York: Scholastic.• Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2006). Profiles In Comprehension. The Reading Teacher,60(1), 48-57.• Robertson, D. A., Dougherty, S., Ford-Connors, E., & Paratore, J. R. (2014). Re-Envisioning Instruction. The Reading Teacher, 67(7), 547-

559.

•Anderson, N., & Briggs, C. (n.d.). Reciprocity Between Reading and Writing: Strategic Processing as Common Ground. The Reading Teacher, 546-549.

•Benson, V., & Cummins, C. (2000). The power of retelling: Developmental steps for building comprehension. Bothell, WA: Wright Group.

•Boushey, G. (n.d.). The Daily 5. Stenhouse Publishers: Portland, Maine.

•Boushey, G., & Moser, J. (2009). The CAFE book: Engaging all students in daily literacy assessment & instruction. Portland, Me.: Stenhouse.

•Collins, K. (2004). Growing readers units of study in the primary classroom. Portland, Me.: Stenhouse.

•Cunningham, P., & Allington, R. (1999).Classrooms that work: They can all read and write (2nd ed.). New York: Longman.

•Dalton, B. (n.d.). Engaging Children in Close Reading: Multimodal Commentaries and Illustration Remix. The Reading Teacher, 642-649.

•Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass.

•Miller, D. (2002). Reading with meaning teaching comprehension in the primary grades. Portland, Me.: Stenhouse.

•Owocki, G. (n.d.). The common core writing book, K-5: Lessons for a range of tasks, purposes, and audiences.

•Owocki, G. (2012). The common core lesson book, K-5: Working with increasingly complex literature, informational text, and foundational reading skills. Portsmouth, NH: Heinemann.

•Richardson, J. (2009). The next step in guided reading: Focused assessments and targeted lessons for helping every student become a better reader. New York: Scholastic.

Conclusion of Presentation

Thank you for your participation.

Contact Information:

Name: Laura A. Graham NBCT, M. Ed.

School/District: Eaton Elementary, New Hanover County Schools

Phone: 910-591-9907

Email: laura.graham@nhcs.net

Website: http://wherethemagichappensdaily.blogspot.com/

Questions