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Action Research Project

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Laura Beth Jackson

on 5 December 2013

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Transcript of Action Research Project

Action Research Project

Background Information
Laura Beth Jackson
Mrs. Bowen's 1st Grade Class

Research and Beginning Assessments
Step One: Research

Step Two: Assess Students' Skills
Let The Teaching Begin!
Basic Program Design:
introduce struggle letters with multisensory activity
Alphabet Arc activities (divided alphabet into thirds)
Read Aloud and Word Box for vocabulary and enjoyment
Assessment
Goals:
Learn letters B, M, and V
Proceed through step four of the Alphabet Arc
Know 75% of words in Word Box

Final Assessment
Session Location and Length:
TCES 2nd grade workroom, 45 minutes, December 3
Strategies Used and Purpose:
Re-introduced "qu" together: always appear together in the English language (q points to its best friend u)
RLAC Three Part Drill: designed to give student visual, auditory, kinesthetic exposure to the letter sounds (remembered previous sounds)
Blending Board: gives student the chance to blend letter sounds into whole words
Assessments and Results
Final Alphabet Arc Assessment
Word Box: knew 3/4 "established" level; was able to use in a sentence correctly
Read Aloud and Word Box
The Polar Express
by Chris Van Allsburg
Reflection
didn't make any letter reversals with b/d/p or m/n
lots of self-correction during the 3 part drill
Word box: "That's my favorite!"
By: Laura Beth Jackson
Our Initial Meeting
-N: little background information, lack of exposure to print

-D: teacher noticed she has no visual memory for reading or math, deeper learning problem?

-Common Need: alphabet practice

-Question:
"What research based strategies can I use to increase my students' alphabet recognition abilities?"
What I discovered...
-Automatic, consistent letter recognition is key to later phonics success (Reutzel & Cooter, 2012)

-Any type of alphabet exposure in the form of games, books, etc. improves students' alphabet recognition (Reading Rockets)

-Struggling readers often succeed by learning one letter intensively versus in pairs. Conversely, teaching sound pairs can be more effective (reading coach interview)

-Multisensory teaching techniques are more effective; required 60% less reteaching (Shams & Seitz, 2008)

-Reading aloud improves alphabet recognition and creates life long readers (Reutzel & Cooter, 2012) (Wigfield & Gurthie, 2008)

-Intervention programs must be flexible to meet student needs (Meadows Center for Preventing Educational Risk, 2012)
-
Interest

Inventory
: neither student reads much at home

-
RLAC Alphabet

Arc

Assessment:
series of alphabet games that progress in difficulty

-
Bear

and Templeton Primary Spelling Assessment:
both students wrote letter strings and are in the early letter name alphabetic stage of spelling

-
Strategies: Picture

Walk, Read

Aloud, & Word Box
:
Click Clack Moo Cows That Type
(word: "neutral)

Initial Assessments: October 3, 2013
Overall Reflection

Benefits of the Alphabet Arc Assessment
D's progress: not able to put alphabet in order to switching letters
Word Box: achieved goal plus some
D's Future Concerns from assessments and observations
Blessed by the experience!
The Sessions
Session 1
Session 2
Session 3
Session 4
Session 5
Session Location and Length:
TCES Kitchen, 35 minutes, October 8
Strategies Used and Purpose:
RLAC Key Word: auditory association between word "bat" and letter b sound
RLAC Red Word: used "bumpy" paper to have students practice writing and saying the letter sound
Singing "B" poem: auditory exposure to B sound
Assessments and Results
Alphabet Arc
Letter Writing Assessment
D: 14/26 correct
N: 19/26 correct
Reflection:
interrupted by dairy presentation
showed much better ability to put letters in order
didn't confuse b/d in poem after teaching
Session Location and Length:
TCES Kitchen, 35 minutes, October 24 (N absent)
Strategies Used and Purpose:
RLAC Key Word: auditory association between word "bat" and letter b sound (re-introduce)
Phonics Phone: provides auditory stimulation while the student traces letter (visual)
Assessments and Results
Alphabet Arc
Marie Clay's Letter Recognition Test: confused g/k in both upper and lower case, didn't know vowels
Read Aloud and Word Box
Rainbow Fish and The Big Blue Whale
Word: Krill
Reflection
D enthusiastic with her progress
easily remembered b and its sound
struggles with letter G (next session)
Session Location and Length:
TCES Kitchen, 35 minutes, November 5
Strategies Used and Purpose:
Brother Pairs: teach G/K sounds by feeling vocal cords
Phonics Phone: allows student to have an auditory pathway to learn the sounds
Multisensory Sand Writing: adds tactile pathway for student to learn letters/sounds
Assessments and Results
Alphabet Arc Mid-Semester Assessment (A-Q)
Letter Identification: highlighted all the G/K in a poem without any mistakes
Read Aloud and Word Box
read aloud canceled due to class scheduling
Reflection
First time I changed my timeline significantly to adapt to D's needs
Surprised the brother pairs strategy worked so well; decided to use in future lessons
During the highlighting activity, D did not confuse g/k (it's the little things!)

Session Location and Length:
TCES 2nd Grade Workroom, 45 minutes, November 12 (N absent)
Strategies Used and Purpose:
RLAC Key Word: associating letter N with the word "nose" will help forge connection between letter and sound
Multisensory Sand Writing: adds tactile pathway for student to learn letters/sounds
Phonics Phone: provides auditory stimulation while the student traces letter (visual)
Sound Sorting: teaches students the feel of m/n when they speak the different sounds
Assessments and Results
Alphabet Arc
Read Aloud and Word Box
Cloudy With A Chance of Meatballs
Word: Necessity
Reflection
Due to absences, teacher suggested I no longer collect data on N
Like the brother pair lesson, D responded quickly to the sound sorting technique
Lucky Listener fiasco: can't frustrate the student
Need to practice blending letters into actual words: next session
Remembered all the words in her word box
Session Location and Length:
TCES 2nd grade workroom, 45 minutes, November 20
Strategies Used and Purpose:
Introduced "qu" together: always appear together in the English language (q points to its best friend u)
RLAC Three Part Drill: designed to give student visual, auditory, kinesthetic exposure to the letter sounds
Blending Board: gives student the chance to blend letter sounds into whole words
Assessments and Results
Yopp-Singer Phonemic Awareness Assessment: 0/22
Word Box: knew all but one at "established" level
Read Aloud and Word Box
Arthur Meets the President
Word: recite
Reflection
Moved to an entirely RLAC based system after talking with the teacher
No Alphabet Arc to make time for blending activity
Poor segmenting/blending ability (could repeat word)
Very smart and able to learn: word box

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