Improving 3 rd Grade Written Comprehension Utilizing a Writer’s Club Triad Teacher Researcher...
-
Upload
ginger-randall -
Category
Documents
-
view
215 -
download
2
Transcript of Improving 3 rd Grade Written Comprehension Utilizing a Writer’s Club Triad Teacher Researcher...
Improving 3rd Grade Written Comprehension Utilizing a Writer’s Club
Triad Teacher Researcher Conference
April 29, 2015
An Action Research Project by Carol Frazier
Welcome
Carol FrazierShawboro Elementary School
Currituck County [email protected]
GTN Educational Action ResearcherReading Recovery/Title I Teacher
NC Master Literacy Trainer
Norms for Participation
•Silence cell phones.•Be attentive and participate in activities•Consider the possibilities of Action Research
What is the Governor’s Teacher Network?
• A group of 450 NC teachers were selected from 1,400 applicants for the 2014-15 GTN.
• Teachers identify instructional needs, create innovative digital instructional resources and design professional development to support key Race to the TopRace to the Top initiatives in Home Base.
• Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.
What is theGovernor’s Teacher Network?
Pathway 1 Teachers: Professional Development •Identify problems of practice around instructional needs and conduct action research projects in their schools. •Investigate and analyze the effectiveness of strategies and practices on student learning. •Create professional development sessions and materials to be posted in Schoolnet and the Professional Development System in Home Base.
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
Completion of Online Course Action Research for the K-12 Educator: Instructor-Led
Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill.
Goals of 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
Improving Written Comprehension Utilizing a 3rd Grade Writer’s Club
Triad Teacher Researcher Conference
April 29, 2015
An Action Research Project by Carol Frazier
http://gtnpd89.ncdpi.wikispaces.net
Poll the Audience•Classroom Teachers using mCLASS®: Reading 3D Assessment•Other Teachers•Undergraduate Students•Graduate Students•Faculty Members at UNC-G•Familiar with mCLASS®: Reading 3D Assessment & Text Reading Comprehension (TRC)
Why a 3rd Grade Writer’s Club?• Read to Achieve Requirements for 3rd Grade
Students and Teachers in North Carolina– Possible Retention if Non-Proficient in Reading on BOY or EOG
• Alternate Assessments Approved by State of NC– mCLASS®:Reading 3D TRC Assessment (Level P = Proficiency)
– Read to Achieve Alternate Assessment
• Students’ R3D Instructional Reading Level and the Level of Instruction may be Skewed
• Written Comprehension Proficiency effects overall R3D TRC Scores
Problem to Investigate• School Districts Across NC use mCLASS®:Reading 3D Assessment as a tool to Determine Reading Proficiency and may meet Read to Achieve Requirements
•Reading 3D TRC Benchmark at BOY, MOY, and EOY
•Text Reading Comprehension (TRC) Level - highest level book that was read independently (between 95%-100% accuracy) and scored proficient on both oral and written comprehension.
•TRC Level Ceiling - Non-proficient in Reading Accuracy, oral comprehension or written comprehension OR reached Instructional Accuracy Range (90%-94%)
•Reading 3D Data - Many students unable to show acceleration in Reading due to a lack of proficiency on the Written Comprehension.
• During each Benchmark a group of students are consistently unable to successfully write the two responses required to be scored proficient in Reading.
Turn and Talk
• What are the biggest challenges that your students face in order to reach grade level proficiency using the mCLASS®:R3D TRC Benchmark Assessment?
• How do your students’ TRC Accuracy Rates and Text Reading Level compare to their Written Comrehension proficiency scores?
Multiple Data SourcesBenchmark Goal: BOY = Level M MOY = Level O EOY = Level P
Student # 4 K Amazing Lasers 97% 4/5 P 2/3 P Intensive 433/2
L The Statue of Liberty 100% 5/5 P 1/3 NP
M Trees on Our Planet 99% 5/5 P 1/3 NP
N Giraffes 99% 5/5 P 1/3 NP
O A New Skatepark 98% 4/5 P 1/3 NP
Student # 5 K Amazing Lasers 99% 4/5 P 2/3 P Intensive 428/1
L The Statue of Liberty 99% 4/5 P 1/3 NP
M Trees on Our Planet 95% 2/5 NP 1/3 NP
N Giraffes 98% 4/5 P 1/3 NP
Student # 6 K Amazing Lasers 98% 5/5 P 2/3 P Intensive 429/1
L The Statue of Liberty 94% 0/3 NP
M Trees on Our Planet 100% 0/3 NP
Action Research Plan
Purpose:
To determine if a 3rd Grade Writer’s Club intervention will improve Written Comprehension as measured on the mCLASS®: Reading 3D Text Reading and Written Comprehension assessment.
Questions•How can I best prepare my at-risk Title I students to respond in writing to questions/petitions posed on the Reading 3D Written Comprehension portion of the mCLASS® assessment?
•Which research-based strategies will accomplish the above?
•How can a pull-out intervention program contribute to increased written comprehension proficiency?
What is the Goal of the Writer’s Club Intervention?To Increase Written Comprehension Proficiency of 3rd Grade Students as Measured by the mCLASS®: R3D Assessment• Research Based Reading and Writing Strategies• Purposeful Reading and Writing Activities Every Day• Increase Understanding of Non-Fiction Text Features• Create a “Kid Friendly” Writing Rubric with Students
to use for Self and Peer Assessment/Grading
3rd Grade Student Criteria forWriter’s Club Intervention
•Non-Proficient on R3D TRC based on Written Comprehension•Proficient in both Accuracy and Oral Comprehension on R3D TRC•Non-Proficient on 3rd Grade BOG•R3D TRC Benchmark is Below or Well Below Grade Level Cut Scores*
3rd Grade BOY Data Displayed inthe Data Room•BOG•R3D
Review the Research
Jigsaw ActivityReviewing the Research
• 5 Participants in Each Group• Read One of Five Professional Article Summaries Written by the Researcher• Share each Article Summary & How it Relates to
this Action Research Study • Discuss any “Aha” moments from the Article
Summary • Discuss the Research Summaries and How they
Relate to Your Class/Students
Intervention Rotation•Written Comprehension Journals•Non-Fiction Text Features•LINCS Vocabulary Strategy•Student Friendly Writing Rubric•Anchor Charts
Cobine, Gary R. (1995). “Effective Use of Student Journal Writing.” ERIC Digest. [ED378589]
O’Brien, C. (2005). Modifying learning strategies for classroom success. TEACHING Exceptional Children Plus, 1(3) Article 3. Retrieved 7/23/14 from http://escholarship.bc.edu/education/tecplus/vol1/iss3/3
Individual Writer’s Club Written Comprehension Journals for Daily Writing
Student Created Written Comprehension Rubric for Peer and Self Assessment
Writer’s Club Tool Box
Intervention Rotation•Written Comprehension Journals•Non-Fiction Text Features•LINCS Vocabulary Strategy•Student Friendly Writing Rubric•Anchor Charts
Cobine, Gary R. (1995). “Effective Use of Student Journal Writing.” ERIC Digest. [ED378589]
O’Brien, C. (2005). Modifying learning strategies for classroom success. TEACHING Exceptional Children Plus, 1(3) Article 3. Retrieved 7/23/14 from http://escholarship.bc.edu/education/tecplus/vol1/iss3/3
Action Research Results Using Multiple Data Sources
•3rd Grade BOG•mCLASS®: R3D TRC BOY to MOY Student Reports – Growth Model•Attendance: Students & Teacher of Record•Report Card Grades•Student Survey – Attitude/Likert Scale•Field Notes
3rd Grade BOGBeginning of Grade
Level 3 = 439 or >
BOG: 426/1
BOG: 431/1
BOG: 436/2
BOG: 433/2
BOG: 428/1
BOG: 429/1
BOG: 425/1
BOG: 423/1
BOG: 426/1
BOG: 425/1
P
O
N
M
L
K
J
I
Text Level BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Multiple Data SourcesBenchmark Goal: BOY = Level M MOY = Level O EOY = Level P
Student Name BOY
Book Title - BOY Accuracy Oral Written
Risk or Need BOG Teacher MOY
Book Title - MOY Accuracy OC WC Risk or Need
Student # 1 L
The Statue of Liberty 97% 5/5 P 2/3 (P) Strategic 426/1 B L
The Statue of Liberty 98%
5/5 (P)
2/3 (P)
High Risk/intensiv
e
MTrees on Our Planet 93% 3/5 NP 1/3 NP M
Trees on Our Planet 93%
4/5 (P)
1/3 (NP)
Student # 2 K Amazing Lasers 97% 5/5 P 2/3 P Intensive 431/1 A N Giraffes 96%
5/5 (P)
2/3 (P) Some Risk
The Statue of Liberty 100% 4/5 P 0/3 NP O
A New Skatepark 96% N/A
1/3 (NP)
Student # 3 J Harvest Mouse 99% 5/5 P 2/3 P Intensive 436/2 B L
The Statue of Liberty 98%
5/5 (P)
2/3 (P)
High Risk/Intensiv
e
K Amazing Lasers 99% 5/5 P 1/3 NP MTrees on Our Planet 99%
5/5 (P)
1/3 (NP)
LThe Statue of Liberty 100% 4/5 P 0/3 NP N Giraffes 100%
5/5 (P)
1/3 (NP)
Multiple Data SourcesBenchmark Goal: BOY = Level M MOY = Level O EOY = Level P
Student # 4 K Amazing Lasers 97% 4/5 P 2/3 P Intensive 433/2 B M
Trees on Our Planet 98%
5/5 (P)
2/3 (P) Some Risk
LThe Statue of Liberty 100% 5/5 P 1/3 NP N Giraffes 98%
5/5 (P)
1/3 (NP)
MTrees on Our Planet 99% 5/5 P 1/3 NP
N Giraffes 99% 5/5 P 1/3 NP
OA New Skatepark 98% 4/5 P 1/3 NP
Student # 5 K Amazing Lasers 99% 4/5 P 2/3 P Intensive 428/1 B O
A New Skatepark 97%
5/5 (P)
2/3 (P)
Low Risk/OGL
LThe Statue of Liberty 99% 4/5 P 1/3 NP P Beavers 96%
4/5 (P)
1/3 (NP)
MTrees on Our Planet 95% 2/5 NP 1/3 NP N Giraffes 97%
4/5 (P)
2/3 (P)
N Giraffes 98% 4/5 P 1/3 NP MTrees on Our Planet 97%
4/5 (P)
2/3 (P)
Student # 6 K Amazing Lasers 98% 5/5 P 2/3 P Intensive 429/1 A N Giraffes 98%
5/5 (P)
3/3 (P) Some Risk
LThe Statue of Liberty 94% 0/3 NP O
A New Skatepark 97% N/A
1/3 (NP)
MTrees on Our Planet 100% 0/3 NP
Multiple Data SourcesBenchmark Goal: BOY = Level M MOY = Level O EOY = Level P
Student # 7 J Harvest Mice 95% 4/5 P 3/3 P Intensive 425/1 A O
A New Skatepark 91%
5/5 (P)
2/3 (P)
Low Risk/OGL
K Amazing Lasers 95% 1/3 NP N Giraffes 96%5/5 (P)
2/3 (P)
LThe Statue of Liberty 97%
4/5 (P)
2/3 (P)
Student # 8 N Giraffes 99% 4/5 P 2/3 P
On Grade Level 423/1 A P Beavers 95%
4/5 (P)
2/3 (P)
Low Risk/Above
OA New Skatepark 99% N/A 1/3 NP Q
The Game of Soccer 94% N/A
1/3 (NP)
Student # 9 K Amazing Lasers 95% 4/5 P 2/3 P Intensive 426/1 A P Beavers 99%
5/5 (P)
2/3 (P)
Low Risk/Above
lThe Statue of Liberty 98% 1/3 NP Q
The Game of Soccer 100%
4/5 (P)
1/3 (NP)
Student # 10 J Harvest Mouse 97% 5/5 P 4/5 P Intensive 425/1 B L
The Statue of Liberty 98%
4/5 (P)
2/3 (P)
High Risk/Intensiv
e
K Amazing Lasers 94% 4/5 P 1/3 NP MTrees on Our Planet 99%
5/5 (P)
1/3 (NP)
LThe Statue of Liberty 95% 5/5 P 1/3 NP
MTrees on Our Planet 96% 4/5 P 1/3 NP
N Giraffes 90% 5/5 P 1/3 NP
P
O
N
M
L
K
J
I
BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10
mClass®: R3D TRC BOY to MOY Student Growth Model
Teacher A
Text Level
P
O
N
M
L
K
J
I
BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY
Student 2 Student 6 Student 7 Student 8 Student 9
Teacher B
Text Level
P
O
N
M
L
K
J
I
BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY
Student 1 Student 3 Student 4 Student 5 Student 10
Teacher Attendance Data
Teacher Attendance Data
72 days
Teacher Attendance Data
Gender, Growth, Attendance and EOY 2nd Grade Report Card Grades
Days Absent and Tardy may be a variable for Student 1, 2 & 4.
Student Gender Growth/Risk Absent TardyEOY R
2ndEOY W
2nd
1 F 0 Levels 2 16+ 2.5 2.5
2 F 3 Levels 12 0 2.5 3
3 M 2 Levels 4 0 3 3
4 F 2 Levels 9+ 1 3.5 3
5 F 4 Levels 2 2 3 2.5
6 M 3 Levels 0 0 3 2.5
7 F 5 Levels 6 0 2 3
8 F 2 Levels 8 0 3 3
9 M 5 Levels 5 0 2.5 2.5
10 F 2 Levels 1 0 3 3
Elbow Partner
How did your class progress from BOY to MOY?
Did Non-Proficient Written Comprehension scores cause your students to back up in levels?
Read to Achieve State, Regional, and Local
ResultsBOY-MOY
March 19, 2015
The next three slides were shared during a Region 1 Read to Achieve Meeting
by Abbey Whitford, DPI Read to Achieve Consultant
BOBOY – mCLASS®: Reading 3D Rigby comparisonPurpose: Illustrate how customer compares to state and regional
performance in terms of moving students across Instructional Support Recommendations (ISR) from BOY to MOY
Percent of students in each TRC instructional category at middle of year 2014-15 who started the year performing at Far Below Proficient levels
Grade
Students Above Proficient Level
Students At Proficient Level
Students Below Proficient level
Students Far Below Proficient Level
Dist Reg 1
NC Dist Reg 1
NC Dist Reg 1
NC Dist Reg 1
NC
Kinder 0% 6% 8% 0% 11% 11% 75% 70% 68% 25% 13% 13%
1st Grade
0% 1% 1% 9% 10% 5% 0% 6% 7% 91% 83% 87%
2nd Grade
0% 1% 3% 3% 4% 2% 9% 19% 14% 88% 76% 81%
3rd Grade
5% 6% 3% 7% 3% 3% 17% 19% 18% 71% 73% 76%
4th Grade*
2% 0% 1% 9% 0% 2% 18% 5% 8% 71% 95% 89%
5th Grade*
0% 0% 0% 33% 7% 5% 0% 0% 7% 67% 93% 88%
BOY – mCLASS®: Reading 3D Rigby comparisonPurpose: Illustrate how customer compares to state and regional
performance in terms of moving students across Instructional Support Recommendations (ISR) from BOY to MOY
Percent of students in each TRC instructional category at middle of year 2014-15 who started the year performing at Below Proficient levels
Grade
Students Above Proficient Level
Students At Proficient Level
Students Below Proficient level
Students Far Below Proficient Level
Dist Reg 1
NC Dist Reg 1
NC Dist Reg 1
NC Dist Reg 1
NC
Kinder 0% 15% 19% 7% 21% 21% 93% 64% 60% 0% 8% 0%
1st Grade
0% 6% 2% 40% 33% 23% 2% 12% 20% 58% 48% 55%
2nd Grade
0% 10% 10% 7% 17% 18% 33% 47% 44% 60% 26% 28%
3rd Grade
26% 16% 15% 15% 13% 13% 26% 49% 47% 33% 22% 25%
4th Grade*
19% 7% 2% 31% 20% 19% 12% 25% 39% 38% 48% 40%
5th Grade*
0% 0% 0% 33% 45% 35% 17% 27% 29% 50% 27% 36%
Percent of students in each TRC instructional category at middle of year 2014-15 who started the year performing At OR Above Proficient levels
Grade
Students Above Proficient Level
Students At Proficient Level
Students Below Proficient level
Students Far Below Proficient Level
Dist Reg 1
NC Dist Reg 1
NC Dist Reg 1
NC Dist Reg 1
NC
Kinder 20% 33% 40% 33% 24% 21% 46% 42% 38% 0% 1% 1%
1st Grade
33% 37% 30% 51% 42% 41% 4% 6% 14% 12% 14% 15%
2nd Grade
27% 52% 55% 32% 22% 22% 35% 21% 19% 6% 5% 4%
3rd Grade
61% 61% 64% 12% 13% 13% 14% 21% 19% 12% 6% 4%
4th Grade*
24% 23% 36% 42% 44% 44% 18% 23% 17% 16% 9% 3%
5th Grade*
0% 0% 0% 50% 84% 84% 17% 10% 10% 33% 6% 6%
BOY – mCLASS®: Reading 3D Rigby Comparison
Purpose: Illustrate how customer compares to state and regional performance in terms of moving students across Instructional Support Recommendations (ISR) from BOY to MOY
Student Attitude Survey(Likert Scale)
Purpose: to investigate how the students felt about their participation in the Writer’s Club
•After completing the 10 week Writer’s Club Intervention the students were asked to complete an Attitude Survey
•After reading each statement/question the students responded “Strongly Agree, Agree, Undecided, Disagree, or Strongly Disagree”
30%
30%
20%
20%
50%
Field Notes•Positive Student Statements: “It’s not time to leave yet!”, “Can you ask us a question on our way out?”, “I think writing club is helping me.”, “Can I use the book to help me answer this question?”, “I want to come back to Writer’s Club!”•Negative Student Statements: “My teacher said she doesn’t like us coming to writer’s club.”, “Do we have to come today? Our class is having popcorn and a movie!”•Inconsistent notification by classroom teachers when students were unavailable to attend Writer’s Club•Some students were sent late … “After they finished their class work needed for a grade”
•Students stamina increased as they remained focused for
longer periods of time when reading and answering
questions/petitions•Students increased their use of the text to find text based
evidence to include in their responses•Teacher B - Bereavement Absences
Field Notes Continued
Questions … and Possible Answers
•How can I best prepare my at-risk Title I students to respond in writing to questions/petitions posed on the Reading 3D Written Comprehension portion of the mCLASS® assessment?
•Establish a Community of Writer’s with a 3rd Grade Writer’s Club
•Write Every Day
•Teach Non-Fiction Text Features
•Teach and Use a Rubric for Self and Peer Assessment
•Use Anchor Charts and Mini-Lessons
Questions … and Possible Answers•Which research-based strategies will accomplish the above?•Guided Reading and Writing
•Before, During, After Reading Strategies
•Teach Strategies for Transfer Back into the Regular Classroom Environment
•Share Writing Rubric used by Teachers to Score Student Responses
•Create a “Kid Friendly Writing Rubric” With Students to Use for Self and Peer Scoring
•Explicit Vocabulary Instruction
•Interactive Read-Alouds and Think-Alouds
•Use Graphic Organizers to Organize Thoughts and Ideas
•LINCS Vocabulary Strategy
Brushaber, T. (2003, April, 28). Teaching comprehension through a comprehension strategy framework. Retrieved from http://files.eric.edgov/fulltext/ED 477160.pdf
Cummins, S. and Stallmeyer-Gerard, C. (2011). Teaching for synthesis of informational texts with read-alouds. The Reading Teacher, 64(6) 394-405. doi: 10.1598/RT.64.6.1
Duke, N. and Block, M. (2012). Improving reading in the primary grades. Future of Children 22(2) 55-72.
O’Brien, C. (2005). Modifying learning strategies for classroom success. TEACHING Exceptional Children Plus, 1(3) Article 3. Retrieved 7/23/14 from http://escholarship.bc.edu/education/tecplus/vol1/iss3/3
Questions … and Possible Answers
•How can a pull-out intervention program contribute to increased written comprehension proficiency?
•Build a Community of Writers called a “Writer’s Club”
•Specific Focused Instruction
•Use of Written Comprehension Strategies that Transfer to the Classroom
•Impress upon students the urgency of increasing their WC: Share Benchmark scores and PM reports and graphs
ConclusionsStudents that had consistent core instruction based on the NC ELA Standards within the regular classroom environment did make growth in their writing proficiency with the additional layer of a Writer’s Club intervention.
Make Written Comprehension a priority and teach the Rubric and how to self and peer assess/score.
Students understood the researchers urgency for this project and participated with the intent of improving their written comprehension.
Reading Comprehension proficiency is dependent on writing proficiency and therefore may skew students instructional reading level.
Recommendations
•Revise this pull-out intervention to be used within a regular classroom environment. •Team Teach during the ELA 90 minute block and use the Writer’s Club for whole class instruction.•Once an area of need is identified, design an intervention and stay focused on the specific area of need. Do not default to old teaching habits and activities or give up!•The core instruction in the general education classroom should be delivered on a consistent basis, by the teacher of record, with minimal absences or use of substitutes.
ReferencesBrushaber, T. (2003, April, 28). Teaching comprehension through a comprehension strategy framework. Retrieved from http://files.eric.edgov/fulltext/ED 477160.pdf
Cobine, Gary R. (1995). “Efective Use of Student Journal Writing.” ERIC Digest. [ED378589]
Cummins, S. and Stallmeyer-Gerard, C. (2011). Teaching for synthesis of informational texts with read-alouds. The Reading Teacher, 64(6) 394-405. doi: 10.1598/RT.64.6.1
Duke, N. and Block, M. (2012). Improving reading in the primary grades. Future of Children 22(2) 55-72. Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill.
O’Brien, C. (2005). Modifying learning strategies for classroom success. TEACHING Exceptional Children Plus, 1(3) Article 3. Retrieved 7/23/14 from http://escholarship.bc.edu/education/tecplus/vol1/iss3/3
Wallace, R., Perman, C., Hail, C., and Hurst, B. (2007). Writing for comprehension. Reading Horizons, 48.1 41-56.
References from NC Department of Public
InstructionNC Read to Achieve LiveBinder for Parentshttp://www.livebinders.com/play/play?id=1326906
K-3 Literacyhttp://www.ncpublicschools.org/k-3literacy/
www.ncpublicschools.org
fwes.wcpss.net/wp.../03/Read2Achieve_Parent_brochure_12.4.14.pdf
Question and Answer Session
What’s on your mind?
•Questions•Comments•I wonder …•I think …
FeedbackPlus/Delta Chart
•Please take 2 Post-It Notes
•Write one positive comment about this presentation and place it under the Plus Sign as you exit.
•Write one comment on how this presentation could be improved and place it under the Delta Sign as you exit.
Thank You for Your Participation!
Contact Information
Carol FrazierEmail: [email protected]
Action Research Project & Power Pointhttp://gtnpd89.ncdpi.wikispaces.net