Third Grade Action Research Student E Good comprehension skills Moderately strong reader Ready to move to a new skill level Student J Strong reader Good comprehension skills Ready to move to a new skill level ID: 498033
Download Presentation The PPT/PDF document "Jess Petty" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Jess PettyThird Grade
Action ResearchSlide2
Student EGood comprehension skills
Moderately strong reader
Ready to move to a new skill levelStudent JStrong readerGood comprehension skillsReady to move to a new skill level Goals:Higher order thinkingComparing and Contrasting
Background informationSlide3
How can students develop higher order thinking through comparing and contrasting similar texts?How do students become readers?
The initial QuestionSlide4
Assessment
Student E
Student J
Garfield
Attitude Survey
Does not like reading
Loves to readReading Interest InventoryDoes not read often but enjoys: science fiction, horror, action, humorous and true storiesReads often: Plays, comics, action, series. Reads lots of Diary of a Wimpy Kid“Magician of the Sea” (non-fiction) Comprehension14.5/15- could talk about his answers better than writing it13/15- could talk about his answers better than writing it“Raccoon Rex” (Poem) Comprehension6/6- benefitted from the poem being read aloud together4/6- benefitted from the poem being read aloud together
Baseline DataSlide5
Making ConnectionsConnecting what they know and a web of concepts helps develop more clarity (Thomas, 2009)
We connected books we read, to books they already knew
Compare and contrasted similar booksProviding VisualsVisuals can helps students connect and internalize their reading (Goldman, 2014). We used picture books, we wrote down our ideas on the text and sorted them
Proper Vocabulary Knowledge
Academic vocabulary is necessary to understand text and require explicit instruction (Rutledge-Bell, 2014)
Taught compare, contrast, setting and plot to enhance conversation and knowledge
StrategiesSlide6
Providing the right conditions for readingStudents need many hours of reading and freedom to choose their own book (Miller 2009)
Choosing a book boosts motivation, and it is more likely the student will be matched to a book he/she will be able to read well (Arlington 2012
)I made recommendations for my students and they each chose a book to readStrategiesSlide7
First ExperienceSlide8
Second experienceSlide9
Final AssessmentSlide10
Student ProgressSlide11
Allington, R., & Gabriel, R. (2012). Every Child, Every Day.
Reading: The
Core Skill, 69(6), 10-15.Goldman, R. (Director) (2014, November 13). Reading in Special Education Classrooms: Strategies that Work. Teaching for Tomorrow: Informed by Theory, Research, Policy & Practice
.
Lecture
conducted from
Alabama Reading Association, Birmingham, AL.Miller, D., & Anderson, J. (2009). Everybody is a Reader. In The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco, Calif.: Jossey-Bass.Rutledge-Bell, K. (Director) (2014, November 13). What's the Big Deal about Academic Vocabulary?. Teaching for Tomorrow: Informed by Theory, Research, Policy & Practicea. Lecture conducted from Alabama Reading Association, Birmingham, AL.Thomas, A., & Thorne, G. (2009, December 7). How to Increase Higher Order Thinking. Retrieved November 15, 2014, from http:// www.readingrockets.org/article/how-increase-higher-order- thinkingReferences