ACTION PLAN
What was implemented
I implemented reading comprehension strategies in small guided reading groups. I focused on all 22 students in my five guided reading groups to collect data on. The goal was to see if implementing comprehension strategies in small guided reading groups would lead to student achievement and self-regulation. The five strategies implemented were: making connections (activating background knowledge), summarizing, inferring, visualizing/making mental pictures, and questioning (asking specific questions about the story). Each week focused on a different comprehension strategy. I preplanned the appropriate text and activity to teach and model how to use each strategy.
Why was it implemented
In today’s society, the skill to read, comprehend, and decode text is essential for all students. Teachers have the responsibility to teach the different components of reading with a classroom full of different learners. But, there has been a significant drop in student’s ability to comprehend text. My students showed that they are able to decode the text, but are not able to reach the higher level thinking to comprehend what they read. The five strategies were chosen based on the scholarly articles I used to write a literature review. The five strategies came up repeatedly throughout different articles. Since, I worked with a younger group of children these strategies needed to be taught, but are a good start to learning comprehension strategies. Each week I was able to dive deep into the reading comprehension strategies. Students watched me model, practice, and apply the skill.
When it was implemented
How it was implemented
The strategies were implemented in differentiated guided reading groups. Each group was learning the same strategy, but with different text, resources used, and pace of instruction. Each group met with me at least three times a week to read and implement the strategy. The groups had the same goal, but with differentiated strategies. The students were using turn and talks to share their thinking and hear more ideas. I collected running records daily with one student in each group. I used this information to see why they were making errors in their reading skills. At the end of each lesson the students completed an exit ticket based on our skill of the week. The exit tickets were different daily. Some of the exit tickets were oral responses, worksheets, answering questions, and conversations with their peers. The weekly reading tests were another form of data to gather an understanding on how the students were using the comprehension strategies.
Differentiated Instruction
Throughout the data collecting process there was multiple differentiated modifications for the five guided reading groups. All of my students became wonderful writers, but some were not at the point of summarizing their thoughts onto paper. Instead, we summarized the story using our Ipads. They recorded themselves summarizing the story. I will be able to go back and listen to their summarization. They were given texts to read and implement our strategies based on their reading level. Each group was currently in a different reading level, so the text was based on what they need to succeed. Some students needed more days and extra instruction on the strategies. I gave each strategy a week and based on my data from the students I went back and visit the strategy. Students were given more explicit instruction and modeling when needed.
Cultural Responsiveness
Modifying my strategies went along with supporting my students culturally responsive practices. One way I was culturally responsive was by giving my students necessary vocabulary before reading the story. This helped with activating background knowledge and making connections throughout the story. I provided visual support with new vocabulary words and visual cues of the strategy to use. Each group had a maximum of five students. I supported my students through small groups because they were comfortable with their peers and allowed collaboration among each other. In smaller groups students were more comfortable asking questions and making mistakes.
Collaboration
Internal Stakeholders
The internal stakeholders consisted of multiple people at my building. My first grade teaching partner provided me with numerous resources and advice on what has worked in the past. My reading specialist assisted me in picking strategies for my first grade class. We collaborated on how my students performed when seeing her for extra reading time. My cadre associate helped me analyze data, give me ideas, helped modify instruction, and gave me feedback.
External Stakeholders
The external stakeholders were important to my plan and research because they were an outside perspective that gave me feedback and ideas to use in my classroom. My cadre cohort was a huge help in my research. They provided differentiated instructional strategies, resources, ideas and feedback. Another external stakeholder was the UNO professors. They assisted me by finding research-based strategies, analyzing data, and providing feedback.