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In my perspective, multicultural education should not focus only on minorities. All students are equally important, although different from each other.
Findings
I started the study by giving students a Fountas and Pinnell Benchmark Assessment System reading and comprehension assessment. The students read a leveled passage for me and answered a series of comprehension questions. The data from the pre-assessment is shared below.
Table One
FIGURE ONE- VOWELS
Classroom Close Ups
Movement in Learning
Emily Keffer
Figure one- Student working groos motor skills by spinning in a bowl
Figure 3- Student using easy reacher
After examining this data from the pre-assessment, I immediately noticed that student two and student four had very high accuracy scores, but their comprehension scores were what kept them at this level. I also had students who scored lower on accuracy but had high comprehension scores. I was very curious to see what impact vocabulary instruction would have on accuracy and comprehension scores during the post-assessment.
During the next four weeks of instruction, I completed both informal and formal running records with students at the end of the week after vocabulary instruction had been implemented into our guided reading lessons. During week one of instruction, I completed an informal running record over one page from the book. During weeks two through four of instruction, I completed a formal running record over almost the entire book. The running record each week was completed with the text we had read that week. I have included the results from each week in the table below.
Table Two