1 / 10

Shana Carter Kindergarten Teacher South Bendle Elementary School Burton, MI

Shana Carter Kindergarten Teacher South Bendle Elementary School Burton, MI. Research Inquiry Project August 4, 2012. All About Me…. I graduated in 2008 from Michigan State University with a degree in Elementary Education with a concentration in Language Arts

leonard-gibson
Download Presentation

Shana Carter Kindergarten Teacher South Bendle Elementary School Burton, MI

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Shana CarterKindergarten TeacherSouth Bendle Elementary SchoolBurton, MI Research Inquiry Project August 4, 2012

  2. All About Me… • I graduated in 2008 from Michigan State University with a degree in Elementary Education with a concentration in Language Arts • I did my student teaching internship in a second grade classroom in Flint, MI • I got my first job as a Title One Kindergarten teacher in August 2010 • The following year I was hired as South Bendle’s newest Kindergarten teacher

  3. South BendleElementary School • South Bendle is a Title One school that educates beginning at pre-school through second grade • Our student population: • 90% free/reduced lunch • 26% receive special education services • 33% transiency rate

  4. My Classroom • I am one of the four Kindergarten teachers in my building • I teach all subject areas with the biggest focus on Reading, Writing and Math • On average, I have between 24-28 students in my class • This past year, I was privileged with a paraprofessional helping in my classroom since January and it will continue this school year 

  5. Teaching Strategies & Techniques Wondering Questions: • In what ways can I supplement my reading program in order to further engage my students? • In what ways can I enhance my reading block to make it a more balanced approach to reading? • Will my kindergarteners reading scores improve with incorporating supplemental reading strategies/techniques into our reading instruction? • Will my kindergarteners become more independent writers if a more wholly balanced approach to reading is taken place?

  6. Reasonforthisstudy: • Last year was my first year teaching my district’s reading program. We currently use the Direct Instruction program, Reading Mastery. • Throughout my time implementing this reading program, I have struggled with maintaining student engagement and focus during the lessons. • Also, I noticed that my students did not enjoy our Reading block. Many children would moan and sigh when it was time for reading.

  7. ResearchProcedures • Use of literature as data • Critical group feedback (discussions between staff members) • Analyzing my current Direct Instruction Reading Program • Video (to record observations & student behaviors during lessons) • Reflective Weekly Journals

  8. Timeline • My study will take place during the course of 3 months • First week: • I will start by analyzing my school district’s current edition of our Direct Instruction reading program • Second and Third week: • I will collaborate with colleagues and gain helpful insight into my own practice of teaching reading but finding out what works for them. I will have grand discussions with the teachers in my school building, as well as my fellow teacher friends from other districts that may not teach the same program. I feel then, that I will have beneficial information to get me started in trying out new strategies, techniques, and programs to further engage my students in reading.

  9. Timeline Continued… • Week Four through Twelve: • I will begin to videotape my lessons and making notes as I continue to observe and analyze the student engagement, motivation and achievement in reading. I will continue videotaping and performing weekly journals from week 4 of my inquiry project to week 12. I would like to see the gradual progression or decline in the level of engagement in my students. My weekly journals will make for a wonderful insight of my journey throughout my research and it will be clear to see the progress through my writings.

  10. Bibliography • Cook, D. E. (2002). The Effect of a Direct, Instruction Reading Program on Students Defined as At-Risk. Unpublished manuscript, Cambridge College, Retrieved from http://www.cambridgecollege.edu/library/upload/CAGS-ILP Sample.pdf • Grossen, B. (n.d.). The Research Base for Reading Mastery, SRA. Unpublished raw data, University of Oregon, Eugene, Eugene & USA. Retrieved from http://pages.uoregon.edu/adiep/rdgtxt.htm • Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2010). Teaching Strategies, a Guide to Effective Instruction. Wadsworth Pub Co. • Schug, M. C., Tarver, S. G., & Western, R. D. (2001). Direct Instruction and the Teaching of Early Reading. Wisconsin Policy Research Institute Report, 14(2), retrieved from http://www.wpri.org/Reports/Volume14/Vol14no2.pdf • (2011). Direct Instruction: What the Research Says. Education Consumers Foundation. Retrieved from http://www.education-consumers.org/DI_Research.pdf

More Related