Action Research Presentation

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Action Research Presentation:

Action Research Presentation Rebecca Hensley Kennesaw State University

Research Question:

Research Question To what extent will the CAFÉ component of Daily 5 reading instruction impact my ELL student’s basic reading skills?

Why is this research relevant?:

Why is this research relevant? My county and school is diverse My 3 rd grade classroom is diverse My administration does not think Daily 5 is effective

Literature Review (Allington, 2005):

Literature Review ( Allington , 2005) Giving students access to a variety of texts Teaching students how to find books on their independent reading level Teach reading and writing together Teach using whole group, small group, and one-on-one instruction Provide interventions for struggling students

Literature Review Continued… (Buchan, 2016):

Literature Review Continued… (Buchan, 2016) “The Daily 5 is a framework for developing lifelong habits of reading, writing, and working independently for students.” The Daily 5 structure stems from the belief that the most effective classrooms are student driven. White Paper Link

Literature Review Continued… (Lui & Wang, 2015) (August, Shanahan, & Burns, 2014) :

Literature Review Continued… ( Lui & Wang, 2015) (August, Shanahan, & Burns, 2014) Group students for instructional needs Provide modeling Teach fluency and phonics ELLs learn best from independent activities

How I will implement Daily 5:

How I will implement Daily 5 Whole group CAFÉ lessons Flexible small groups based on CAFÉ strategies One-on-One Conferring and goal setting Other students will have a choice to read-to-self, read-to-someone, listen to reading, work on words, or work on writing

Collecting Data:

Collecting Data CAFÉ checklist TRC reading assessment Anecdotal Notes Use Microsoft Excel charts to compare student data

Teacher Resources:

Teacher Resources Here are some Daily 5 resources if you are interested in learning more about it! https://www.thedailycafe.com/

References:

References Allington , R. L. (2005). Five missing pillars of scientific reading instruction. Keynote address at the 2007 National Reading Recovery and K–6 Classroom Literacy Conference, Columbus, OH. Retrieved from http://www.uwex.edu/ics/stream/dpi/PI34/Targeted%20Reading%20 Bibliography%20.pdf August, D. McCardle , P., Shanahan, T., & Burns, M. (2014). Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research. School Psychology Review, 43 (4), 490-498. Boushey , G., & Moser, J. (2009). The CAFÉ book. Portland, ME: Stenhouse . Buchan, J. ( n.d. ). Daily 5 White Paper [Review of book The Daily 5 ]. Retrieved September 25, 2016, from https://www.thedailycafe.com/app/webroot/uploads/files/White_Paper_Effective_Strategies_Daily_5.pdf Liu, S., & Wang, J. (2015). Reading Cooperatively or Independently? Study on ELL Student Reading Torgesen , J. K., & Hudson, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 130–158). Newark, DE: International Reading Association

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