Revision: To sleep like a baby continuously alludes my insomniac ways. Looking for a place to sit in such a crowded room is a real challenge. Everyone wants to play with the baby, but nobody is willing to wake her up. Assignment: Journal Writing 1 Unit 3.
Observe a scene where people are interacting. You might choose a restaurant or a shopping mall. Sporting events and parks are also good places to observe people. Write sentences describing this scene and underline the subjects of your sentences.
Write a few sentences experimenting with using different types of pronouns from the tables in Unit 3. You will want to keep all of these sentences at hand as you do the writing activities for this unit. Assignment: Journal Writing 2 Unit 2. In your journal, continue your list of nouns and adjectives by adding in five to ten verbs and adverbs. Then, write a couple of sentences using your list of nouns, adjective, verbs, and adverbs. That said, I stumbled upon Coursera. Journal Writing 1.
Journal Writing 2. Journal Writing 3. Journal Writing 4. Journal Writing 5. Journal Writing 6. Assignment: Journal Writing 1 Unit 2. Task: In your journal, write down a list of at least five to ten nouns and five to ten adjectives as you observe a scene at home, work, or in your community. Skip to content Home. Assignment: Journal Writing 2 Unit 4 In your journal, discuss any disadvantages to the place where you live and continue your sentence practice with noun and verb phrases. Noun Phrases: 1.
Absolute Phrase: Its airport unsatisfactorily ventilated , General Santos City has one of the worst terminals in the country. Appositive Phrase The principal export, tuna , is thinning out due to overfishing and unsanctioned and illegal methods of fishing.
Verb Phrases: 4. Infinitive Phrase: To get to the city , you can either go by land, sea, or air. This is where I write, rhyme and lyric, about my life and its ebb and flow. This is where I can put my struggles, my desires, my beliefs, and my own prejudices.
The right, the wrong… the good and the bad — they are all here. This blog is and will be a record of life — the life of a kid with a guitar. And perhaps as you if you exist read on, you yourself will bring the theme and breathtaking revelation. Skip to content Home. Assignment: Journal Writing 2 Unit 4 In your journal, discuss any disadvantages to the place where you live and continue your sentence practice with noun and verb phrases.
Noun Phrases: 1. Absolute Phrase: Its airport unsatisfactorily ventilated , General Santos City has one of the worst terminals in the country. Appositive Phrase The principal export, tuna , is thinning out due to overfishing and unsanctioned and illegal methods of fishing. Verb Phrases: 4. Infinitive Phrase: To get to the city , you can either go by land, sea, or air. Participial Phrase: Expanding at such a rate , the city finds itself unable to fill all the available job posts.
Assignment: Journal Writing 1 Unit 4 In your writing journal, you will begin to practice building sentences with adjective and adverbial clauses. Adjective Clauses 1. Adverb Clauses 1. Assignment: Journal Writing 2 Unit 3 In your journal, continue your observations of the scene observed in journal 1.
Scene: At home 1. Browsing an iPad can be relaxing too. Assignment: Journal Writing 1 Unit 3 Observe a scene where people are interacting. Assignment: Journal Writing 2 Unit 2 In your journal, continue your list of nouns and adjectives by adding in five to ten verbs and adverbs. Nouns 1.
Macbook laptop 4. Timex Expedition wristwatch 5. Church 6. Padre Faura Street 7. Guitar 8. Microphone 9. Speech Love Adjectives 1. Computing grades on my white Macbook is less tiring than doing it by hand. I hate strolls along the filthy Padre Faura street. My acoustic guitar vibrantly resonates with every strum of the chord. Everlasting love is warmly received but seldom given. Assignment: Journal Writing 1 Unit 2 Task: In your journal, write down a list of at least five to ten nouns and five to ten adjectives as you observe a scene at home, work, or in your community.
This too shall be a song. There are just some things that are worth it. I will not accept defeat! And so it is time I take my side. It will only be for a time. And as I go on, I will always hope — in you, in us. I love you. Yep, that's me! What am I saying? Welcome to my life. A kid with a guitar. Blog at WordPress. Follow Following. Kandi elected to utilize both the 5 finger retell and fluency check strategies on each group due to the sample size of her study group.
Throughout the next six weeks we completed the fluency and comprehension checklists and also collected student work. She also had them read a fourth grade reading passage using AIMS Web and noted how many words per minute each student read. Each week, Ellie met with individual students for fluency checks and small groups for the 5 finger retell.
She used leveled stories appropriate for her students to read while she checked their fluency and read the students with the lower reading ability level a story while they listened and then completed the 5 finger retell with the teacher.
After week one, Ellie discovered she needed to change the 5 finger retell questions from What was the problem in the story?
What happened at the end of the story? These changes made it much easier for the students to follow. While Ellie was working with individuals or small groups, the rest of the class was working independently at centers in the classroom.
Weekly, Kandi collected data using both the fluency checklist and the 5 finger retell data sheet for each respective group. Kandi worked with each small group of three at the teaching table by working individually with one student at a time and meanwhile provided independent work for the remaining two students.
Then Kandi rated fluency via the checklist and followed up by having the students identify key areas of the 5 finger retell as indicated on the data sheet. Due to the nature of the lower leveled DRA text, there were times that some of the key points listed on the 5 finger retell were irrelevant. The sixth and final week we each gave our classes a final fluency and comprehension check as well as a post assessment.
Jennifer gave her class the same comprehension assessment see Appendix C she gave them at the start of her research to observe the growth her students made throughout the six weeks. She also gave her students a final fluency check to determine how many words per minute her students increased.
Ellie used the same pre-assessment she gave in April as a post-assessment see Appendix D at the end of the six weeks, in May. She noted the test results in her tally sheet for the pre-assessment, fluency checks, 5 finger retell checks, and post-assessments.
Kandi re-administered the DRA test, the 5 finger retell and a fluency check for each student. All of our data collected helped us to explore the effect a specific reading strategy program had on comprehension by elementary age learners. In the next section we will analyze the data we collected in each of our classrooms. Analysis of Data Following the research process, we gathered all the data from our three classrooms.
We used graphs, notes, and observations to see if our action research project results were effective in helping us answer our action research question: What effect will a specific reading strategy program have on comprehension by elementary age learners?
The evidence indicated the following findings for each teacher. Jennifer completed the research projected with 14 of her 16 fourth grade students. There were two students who left during this time for special education services.
Each week she completed the 5 finger retell and fluency check while reading a fourth grade reading passage. She started the 6 week research project by giving her students a comprehension test which served as both her pre and post assessment.
By obtaining that baseline data she had a starting point for her research. She took 11 of her students and taught them the 5 finger retell strategy to check weekly. She took the other 10 students and did the fluency checks each week with an appropriate leveled story.
Being she only saw her students twice a week, on Mondays and Wednesdays, she was unable to conduct both the 5 finger retell and fluency check with all 21 of her students due to time restraints. After 6 weeks, Ellie gave all 21 of her students the same comprehension assessment as her pre-assessment.
She administered the Developmental Reading Assessment DRA provided by her district to function as both the pre and post assessment. She conducted weekly assessments using five finger retell and using fluency checks with the five students.
The first area of data collected was via a pre-assessment with each of the five students using the DRA test. Kandi individually assessed each student within the center based classroom in a small group two or three students setting. Kandi recorded baseline DRA scores achieved for each student upon completion of the assessment. Each of the five students achieved between a pre-A and a two for reading levels.
This indicates that all five students were functioning at varying reading levels correlating to kindergarten reading levels. At the end of the six week data collection period, Kandi re-administered the DRA test for each of the five students under the same environmental conditions and using the same DRA test kit. The results indicated overwhelming evidence of an overall increase in DRA scores. Each of the five students displayed an improvement of between one to two DRA levels.
The final DRA levels fell between two and three, which also fell within kindergarten reading levels. Average percentage of a comprehension pre and post assessment in a fourth grade and kindergarten classroom. When they were asked to summarize, many would add a few of the key areas but would add too many details. By incorporating the 5 finger retell, the students had to stay focused on the main topics and avoid adding unnecessary details.
The improvement showed that by giving the students key things to focus on when giving a summary, really helped them stay focused and to the point. The 5 finger retell gave the students specific things to be listening for in the story: the setting, the characters, and what happened at the beginning, middle, and end. By having these specific things to listen for, the students were able to comprehend more of the story.
Kandi collected 5 finger retell data for three of the five students. During the six week collection period, two of the five students missed between three to four of the six fluency checks due to absences from school. As a result of the absences only the three students who engaged in both the first and final fluency were included in the average scores reported. Kandi recorded the results for each student on the five finger retell data sheet see Appendix A.
Average percentage of a 5 finger intervention in a fourth grade, kindergarten, and DCD classroom. AIMS Web is a web based program used by her school to monitor the growth students make in their reading rate while reading a grade level passage. Students get one minute to read as much of the text as they can and then the teachers calculate how many words per minute each student reads.
By the fourth grade level, students have a pretty good grasp of the areas listed on the checklist so she was mainly focusing in on their words per minute. Also, the students average words per minute increased. Throughout the six week period, Ellie helped students focus on their expression and volume, pace, smoothness and phrasing. All of these skills are very important in kindergarten as students begin to read.
Also, she taught the students vocabulary words and how to use them in their read alouds and their importance for their reading futures. Ellie not only explained that she was watching for these four fluency skills, but also demonstrated them anytime the students would hear a story read to them. Kandi collected weekly fluency check data for three of the five students. During the six week data collection period, two of the five students missed between three to four of the six fluency checks due to absences from school.
Kandi recorded the results for each student on the fluency check data sheet see Appendix B. Average percentage of a fluency intervention in a fourth grade, kindergarten, and DCD classroom.
In conclusion, it is very encouraging to see that both interventions helped student comprehension skills increase in all three classroom settings. Students who were given the 5 finger retell intervention, fluency intervention, or both interventions at the same time were all able to increase their comprehension rates when listening or reading stories.
These results left us with questions and thoughts about how to improve our interventions and incorporate them into our regular reading lesson times. In the next section we will detail our action plan of the next steps we would take with this research, and how we would alter our methods to put it into practice.
The main area Jennifer would change would be the time frame. During the 6 week period, once the students were taught the interventions and had a solid feel for them, it was time for the post assessment.
By extending the time frame, Jennifer would also change how often the fluency checklist and 5 finger retell checklist would be completed. She would change the schedule from weekly to biweekly since there are not usually huge gains or drops over the course of a week.
Another area Jennifer would change would be the pre and post assessment. If this study were conducted in the fall, several items on the pre assessment would need to be revised since this information had not yet been taught in the fourth grade curriculum. She would find a beginning of fourth grade comprehension test that only focused on the story and left out dictionary usage or multiple meaning words. Once the study was conducted, she would then give them this same assessment to measure their growth, and to determine if the 5 finger retell intervention was a success.
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