Use this guiding template to plan your Action Research. The
questions are meant as a guide to your planning. Steps 1-5 below need to be completed, submitted to Nancy &/or dropbox by March 30, 2018. You need to be cleared for implementation by Nancy.
Identify the Focus:
Formulate a question based on the “problem” presented by your student data. How does visualization impact comprehension in 4 th grade readers? What are the Goals, Learning Objectives, and Language Objectives you are planning? Goals: 1. Use visualization strategy to enhance student comprehension. 2. Students can provide evidence from the text to support their visualization. Learning Objectives: 1. Students will be able to read and interpret text. 2. Students will be able to visualize text to improve comprehension of text. Language Objective: 1. Students will be able to define visualization. What question(s) do you hope to answer? Does visualization improves the students ability to comprehend text? Develop a Plan of Action: What intervention are you planning? Must be research-based. Visualization of text to enhance comprehension What materials do you need? Passage with Comprehension Questions (2)(Pre/Post Test) Interview Questions 1. What do you do to help you understand what you read? 2. What do you do in your mind while your read? Senses Graphic Organizer (1 per student per week) Visualization Sheet (1 per student at the end of the week) Teacher copy of Senses Graphic Organizer (Laminated) 4 Passages: Reading Street by Scott Forsman (copies for each student) Steps to Visualize Poster (Laminated) What step-by-step procedures are required to implement your intervention? Be VERY specific here. Each session will follow the I Do, We Do, You Do format. To activate prior knowledge the students will be introduced and recite the definition, the senses, and the steps to visualization. Then the students will follow along with the teacher as they read a short passage, then think-aloud to model how to visualize a certain sense from the passage, then recording it on a graphic organizer. For example, after reading a passage the teacher will think-aloud about what they read made them hear a certain sound. Teacher will fill out accompanying graphic organizer, sketching a picture of what they heard, and writing why they heard that. The students will then read a new short passage, and turn-and- talk with a partner about what they heard from the passage, and why. Then students quickly sketch a picture and write on the graphic organizer (on the orange ink side), then share with the whole group. Teacher will then have students read a third short passage, then sketch what they heard and write why (on the black ink side). This process will be repeated with each sense (sight, sound, taste, touch, smell) but focusing only on one sense each day. This process will be repeated for two weeks (maximum) with short story passages. After using short story passages, we will transfer to Readworks passages at a lower 4th grade Lexile level. We will focus on 1-2 passages each week, but still only visualize one sense per day. Students will complete a confidence scale for the sense skill practiced for week one. When students move to the Readworks passages, the students fill out a confidence scale about all of the senses at the end of the week. In addition to the confidence scale, the students will complete a Visualization sheet on the passage read, to expand and assess their visualization skills. Collect Data: What key data points will you collect? Knowledge of Comprehension skills & Visualization skill Interview Questions Overall Comprehension Pre/Post Test (Readworks passages) Growth of Visualization skill Weekly check of the Graphic Organizers Confidence of Skill Confidence scales for each sense skill From your perspective? Teacher Voice Student’s Graphic organizers Weekly Visualization sheets (longer passages) Pre/Post Tests From the pupil’s perspective? Student Voice Interview Questions Confidence Scales Select at least 2 data tools: pre/post assessment, ongoing/daily monitoring, pupil self-assessment, work samples, interview, videos/photos, anecdotal records, rating scale, rubric, journal/log/diary, checklist, etc. Make sure you have a plan for student self-monitoring AND teacher progress-monitoring. Teacher Monitoring Daily/weekly graphic organizer progress Pre/Post Assessment Interview Questions Student Monitoring Confidence Scales What evidence do you have that pupils progressed? Met the planned objective? Were engaged in the intervention? Were interested in the intervention? Student work will be monitored on a rubric scale at the end of each day/week Student progress will be graphed by their rubric scores for each sense and overall score for Graphic Organizer Interview question responses will also support/refute growth for each student Confidence scales for each student will also monitor engagement and understanding Organize the data: What is your plan for keeping the data organized? Each student will have a folder with their work and information in them. Pre/Post test data will be recorded and put into bar graph format Interview questions will be written out and compared on a slide Teacher will collect work and score them based on rubric requirements, then write scores on table, then converted into graphs to be displayed Teacher will graph scores for each sense, overall weekly scores, and confidence scale ratings Student work will be scanned and displayed on Powerpoint to show Meeting Expectations-Not Meeting Expectations How will you use technology to organize and display the data you collect? Graphs will be created in Powerpoint, displayed on a slide in the Powerpoint Scores from Pre/Post Tests and all rubric scores will be recorded on a table in Powerpoint Artifact collection: You will need artifacts to represent your research findings. You will be using the artifacts in your presentations and in your final papers. How will you archive your artifacts? Artifacts will include Student Work Samples of Graphic Organizers, Visualization Sheets, and Confidence Scales You need to Videotape at least 1 session. Include a segment on your Showcase Presentation.