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In order to ensure that instructional time is wisely used to meet the learning requirements of students, upper elementary instruction needs two components: effective teachers and a clearly articulated daily literacy block along with literacy embedded within the content areas.
Resourceful Research
Data Analysis
To complete data analysis, I chose to triangulate my data. The three data sources I used to complete this were student interviews, teacher observations, and student assessments (pre-assessments and post-assessments). During student interviews, I heard students say they liked the activities and the activities were helpful. A student mentioned that it is easier to read the book when you have learned the words before reading it. During teacher observations, I noticed high student interest and engagement. I also heard very fluent reading. When I looked at the pre-assessment and post-assessment data, I saw growth of one or two reading levels in a five-week period.
An important question I have asked myself is, “How does what I’m seeing relate to my original research question?” My original question asked the impact of vocabulary instruction on the reading level and comprehension of ELL students. Through my action research study, I saw that students were engaged. The students said that vocabulary instruction was helpful to them when they were reading a new book. They also made growth of one or two reading levels in a five-week time period. I saw a positive impact on the students’ reading levels and comprehension.
Conclusions
Throughout this process, I have completely transformed how I will teach guided reading with a heavy emphasis on vocabulary instruction. I have decided that we will now spend four days reading one text. On the first day, I will introduce new vocabulary words to the students. We will do this using Richardson’s process of reading the word, discussing the meaning using illustrations or examples from the text, and making connections to the word. We will then complete a “graffiti word wall” card as referred to in the review of literature. Students will choose and write a word, draw a picture of the meaning, write the meaning, and use it in a sentence. On day two, we will review the words before students spend time reading the book. On day three the students will read the book one time before answering some comprehension questions out loud. Then on day four, we will complete an extension activity. I will also occasionally complete running records to look for themes in the errors they are making. This will help me decide what words I will choose as vocabulary words for my lessons. In conclusion, this process has taught me how to be more intentional in my guided reading and vocabulary instruction. It has also taught me to be more confident in my ability to find best practice for ELL students.
References
Gallagher, M. A., & Anderson, B. E. (2016). Get all"jazzed up" for vocabulary instruction: strategies that engage. The Reading Teacher, 70, 273-282.
O’Neal, D. D., Ringler, M., & Rodriguez, D. (2008). Teachers’ perceptions of their preparation for teaching linguistically and culturally diverse learners in rural eastern North Carolina. Rural Educator, 30(1), 5–13.
Richardson, J. (2016). The next step forward in guided reading. New York: Scholastic Inc.
Ashley Mays has spent the last five years as a first grade teacher at KCIA. She graduated from Park University in 2013 with a Bachelors of Science. In December of 2018, she graduated with a Masters Degree in Language and Literacy,
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