Literacy Strategies to Improve Student Learning

1. Literacy Strategies to Improve Student Learning Vanessa Carter & Shahzana Merchant EDUC 4800 Action Research Project Georgia Gwinnett College School of Education Fall 2012

2. Introduction • Need:Our action research project provided us with research based best practices to use in classrooms, these practices can help students in learning strategies to improve their reading and writing in English/Language arts. • Causes: • Fort Daniel: Fort Daniel Elementary School will increase academic performance in READING-ENGLISH/LANGUAGE ARTS and WRITING for all students and targeted subgroups to meet or exceed baseline targets through collaborative planning, the FDES Literacy Curriculum Team, vocabulary development, and continued language arts support from the literacy coach. • McKendree: McKendree Elementary students will become motivated and competent readers and writers. They can read, write, interpret information, and value all forms of literature. Students can also use research skills effectively to gather and present information, understand and use appropriate conventions of writing in written and oral expression. • Solution: Our research helped us identify the following five best practices. • Media Literacy • Reader’s Workshop • Writer’s workshop • Work Stations • Word Study

3. School Improvement Plans: McKendree and Fort Daniel • Analysis of School Improvement Plan: We looked at both schools’ LSPI plans and found common goals that were listed to improve the literacy skills among all students. • Topic Selection: • When we looked at both LSPI we discovered a common goal and based our Action Research Plan on it since we both enjoy teaching literacy. • Benefit: Use of these best practices has been shown to improve student achievement in the area of reading and writing in English/Language Arts.

4. Description of Action Plan • Our plan is to share some of the research based best practices to improve student learning in literacy. These practices include, reader’s workshop, writer’s workshop, work stations, media literacy, and word study.

5. Media Literacy • What is it? • Students learn to communicate proficiently in all media forms (print and electronic). They can access, visualize, analyze, words and sounds arising from contemporary culture. Students are taught using different media tools and they learn and use some of them to practice and create their writing and projects. Media tools include: computer, still and video camera, podcast, wikis, music integration, maps, interactive models using software, etc. • How is it used? • Teacher incorporates in lesson planning and lesson presentation. Web books, video clips, on-lines games, video presentation of project ideas and examples. • Teacher provides access and introduction of technology with instructions for students. • Teacher explains projects and ideas to incorporate at the beginning of the lessons. • Teachers allow students to choose multiple ways of expression and representation to complete the task and show proof of learning. • Technologies that support students’ reading development include: Audio-books Electronic Books and Online Texts Electronic Talking Books Software Program for Reading Instruction

6. Media Literacy • How is it beneficial? Based on the principles of Universal Design for Learning (UDL) teacher’s should look for ways to present information and assess learning in non-text-based formats. UDL provides a frame work for designing lesson plans based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: • Multiple formats and media are used to present information. Examples: Illustration, pictures, diagrams, video or audio clips, and descriptions. • Teachers use multiple strategies to engage and motivate students. • Students demonstrate learning through multiple performance and product formats Media and technology provides these multiple formats to teach and assess students performances. • Example(s): • Students are given a project to explain the life cycle of a butterfly by incorporating any technology-medial tool. • Teacher uses on-line read aloud books on life cycle of a butterfly. • Teacher shows videos and power point presentations of the life cycle of a butterfly. • Teacher incorporates hands on activity such as using macaronis to build a life cycle of a butterfly on a paper plate. • Students play relay game incorporating each step of the life cycle. • Students use computer software to design and print stages of the life cycle of a butterfly. • Students are to complete a project showcasing the life cycle of a butterfly in their choice of format. Examples, art work, poem, computer generated book, video film, a game etc. Which is displayed to grade level students or entire school.

7. Reader’s Workshop • What is it? • Reader’s workshop allows students to gain the knowledge of reading by self-selection, self-pacing, and time spent reading and sharing books. The teacher demonstrates how to navigate different types of literature and supports student’s in sharing their thoughts. Students gain the knowledge to appreciate literature on numerous levels and respond to it in a variety of expressive styles. • How is it used? • Book selection time, read, think about their reading, and conferencing with others about their reading • Choices in book selection, purpose for reading a variety of texts, use of comprehension strategies • Taking responsibility for learning and immersing in different genres, Sharing their reading/learning with classmates • Working on their reading independently, in groups, and with teacher. • Support and scaffolding provided to develop motivation and self-confidence • Teacher model with ‘I do it’, ‘We do it’, and ‘You do it’ strategies to scaffold instructions.

8. Reader’s Workshop • How is it beneficial? Research has shown that introducing students to wide variety of texts help them in staying interested in reading. The reading workshop model has been designed by Nancy Atwell and it includes most of the recommendations from the different reading studies done by the National Reading Panel Report by Timothy Shanahan. • Example • Students are provided time in the morning to select books from the classroom library. They are encouraged to choose books at their current reading level. • Teacher gives a mini-lesson by reading a book “The Story of Johnny Appleseed” by Aliki. Teacher explains the difference between personality traits and selects some elements of Johnny Appleseed’s character traits by filling in a graphic organizer. They read the book again this time asking students to notice some of the character traits described by the author. Later they discuss and talk about some of those traits such as clothes, age, size are personality traits while actions, feelings and words are character traits. • Students are then ask to go read their chosen books and note down character and personality traits of their character on a post it. Teacher conference with students making sure they are using their strategy correctly while making notes for assessment and future references. • Students should be asked to share their findings at the end of the reading time or they should be asked to write a letter to a friend describing both traits of their character from their book. They should be allowed to choose different method of expression not just writing, such as a cartoon, drawing or art.

9. Writer’s Workshop • What is it? • It is a workshop model to teach writing instruction and practice in the classroom. It incorporates the steps of the writing process with specific directions to help students get familiar with different genres and understand its purpose in everyday life. “Students write for a real purpose, for a real reason, in all different genres, learning grammar and mechanics in the context of actual writing and learning (Smithson, M., n.d.).” • How is it used? • Writers Workshop model predictable pattern of : • Mini-Lessons-teacher model and explains an issue or strategy or steps of writer’s process • Independent Writing-students work in a structured climate but room to choose topics of their interest to brainstorm ideas, draft, revise, edit their writing • Conferencing (during independent writing)-meeting between teacher and student where teacher provides a group or individualized instruction on students’ writings. • Sharing/Publishing-Also known as ‘Author’s Chair’ which provides students with positive feedback and audience for their writing • Total writing workshop time: 30-50 minutes.

10. Writer’s Workshop • How is it beneficial? • The workshop model allows teachers to provide instruction by scaffolding while modeling strategies and providing guidance on individual basis, while helping in differentiating instructions depending on students’ need. • Example(s): This workshop model works in three steps: • Mini-lesson: This is a whole group activity led by teacher for five to ten minutes. Today we are going to learn how to write a letter so how about we all write letters to Santa. I will show you what are different steps of writing a letter. A letter is written in a very special way and there are four parts of a letter. I will also show you what can you include in your writing but I want you to write whatever you want to say to Santa. Teacher models by writing a letter using think-aloud and their own writing model to show students what are different steps to a letter writing. • Independent writing: During this time students work independently or in groups brainstorming ideas and prewriting. Later they draft their piece, revise, and edit using the strategies taught by the teacher creating different forms of writing. • Conferencing: Teacher meets with as many children as she can either in a group or individually to discuss students’ progress and answer questions to help them develop their writing, and build self-confidence while motivating them to complete their work in the best possible way. • Publishing: This is the best time for students to show their work and feel proud of their accomplishments. This is the time when they learn from each other’s work and practice their oral speaking. Towards completion , their work is displayed at home (by sending a copy for home), at school, and mailing the original letter at the post office. When choosing a different kind of letter writing it will be beneficial if students receive responses in return for their letters to understand the process of communication and writing for a purpose.

11. Work Stations • What is it? • Small group literacy centers. • Students are given a variety of interesting activities to do at each center. They sometimes get to choose the center or the teacher assigns the centers. • In literacy work stations the emphasis is on teacher modeling and students taking responsibility for their own learning. • Students use instructional materials to expand their literacy. • How is it used? Can be used at any level. Can be set up many different ways: topic based or themed, interest centers for further investigation, or resources centers with variety of reading materials.

12. 8 helpful tips When Implementing Work Stations Tips • Use activities that the whole class has practiced before. • Introduce each one as a whole class. • Have clear rules and directions for each center. • most activities should be active and thinking. • use a variety of materials and different activities. • limit 4 children to a center. • have a monitoring system in place.

13. Work Stations • How is it beneficial? • Enhances, or extends knowledge on a skill, concept, standard or topic • children learn to be creative, be problem solvers and independent critical thinkers • Students can establish their own pace. • Can help build persistence • Easy to embed differentiated instruction • In research teachers found that work stations did improve their small group instruction. • They experienced fewer distractions and instructions while working with small groups. • Example(s): Word study, Listening, Reading, Writing, Working with the Teacher, Art, Reader’s theater

14. Word Study • What is it? • A spelling instruction approach that strays away from memorization and drilling. It focuses more on word patters and layers of words. • An approach addresses word recognition, vocabulary, and phonics as well as spelling. • Word study is taught to improve spelling and reading. • How is it taught? • Word Study can be taught a variety of ways. • With word study students are provided with opportunities to investigate and understand the patterns in words.

15. Word Study • How is it used? • Teachers use hands on activities, often called word work. • Word work is different activities that show how words work, like sorting works, compare and contrasting word features, grouping words by similar sounds. • Students are like word detectives and are constantly making attempts to make sense of word patterns and their relationships to one another. • Spelling "rules" are not verbalized by the teacher for students to memorize. Instead, spelling patterns and generalizations are discovered by students.

16. Word Study • Benefits from our research: • When it’s integrated with comprehensive literacy instruction it can help improve young children's literacy development. • Much more interactive, fun, and beneficial than drilling and memorizing spelling words. • A special education teacher used word study to try and improve her new students’ reading fluency. Het students were two fourth grade students with disabilities. Even after three years of intense phonemic awareness instruction and phonics, both students were two grades below reading level. Both had many learning disabilities. One of Anne’s is an auditory processing skills and one of Will’s is an auditory working memory and processing disorder. After a year both made substantial improvements on the Woodcock Reading Mastery Test. • Example(s): • Word work, word walls, word sorting

17. 8 helpful tips When Implementing Word Study 1. Asses students’ word knowledge using multiple assessment tools 2. Use a small group approach 3. Reserve time to prepare for Word Study Instruction 4. Teach Word Knowledge, Not just words 5. Demonstrate How word study can be used during reading and writing 6.Teach Strategies That Support Students’ Use of Word Study Instruction 7. Make Your Word Wall Work 8. “Word Work” Should Work, too!

18. Relevant Literature Arquette, C. (2007). Multiple Activity Literacy Centers: Promoting Choice and Learning Differentiation. Illinois Reading Council Journal, 35(3), 3. Kracl, C. L. (2012). MANAGING SMALL GROUP INSTRUCTION THROUGH THE IMPLEMENTATION OF LITERACY WORK STATIONS. International Journal Of Psychology: A Biopsychosocialn Approach / Tarptautinis Psichologijos Zurnalas: BiopsichosocialinisPoziuris, (10), 27-46. Williams, C. P. (2009). Word Study Instruction in the K-2 Classroom. Reading Teacher, 62(7), 570-578 Arquette, C. (2007). Multiple Activity Literacy Centers: Promoting Choice and Learning Differentiation. Illinois Reading Council Journal, 35(3), 3. Kracl, C. L. (2012). MANAGING SMALL GROUP INSTRUCTION THROUGH THE IMPLEMENTATION OF LITERACY WORK STATIONS. International Journal Of Psychology: A Biopsychosocial Approach / TarptautinisPsichologijosZurnalas: BiopsichosocialinisPoziuris, (10), 27-46. Staudt, D. (2009). Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students with Learning Disabilities. The Reading Teacher, (2), 142. doi:10.2307/40347664

19. Relevant Literature Aqili. S. V. & Nasiri. B. (2010). Technology and the Need for Media Literacy Education in the Twenty-First Century. European Journal of Social Sciences, Vol 15. Gilber. J. & Graham. S. (2010). Teaching writing to Elementary Students in Grades 4-6: A National Survey. The Elementary School of Journal. Volume 110, The University of Chicago Holum, A., Gahala, J., (n.d.). North Central Regional Education Laboratory (NCREL). Retrieved from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved Month, date, year, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm. Tompkins, G.E., (2010). Literacy for the 21st Century: A Balanced Approach. Boston, MA: Pearson Educational Inc.

20. Presentation of Findings/Artifacts • What did you find out as a result of research? We found five different literacy strategies that work well to improve student literacy. There are certain ways and best ways to teach these strategies that make it beneficial to students. We learned that some of these strategies work best for certain grades and not so well for the other grades. • What did you choose to display and why? We chose to display what the strategy is, how it’s used, benefits of each and examples of each strategy. We also included tips for some.

21. Feedback and Conclusions • Since we received positive feedback and learned some of the research based best practices to implement in our classroom. This research has guided us and taught us some very important skills and we will definitely use them in doing other research based projects for our schools in future. • In conclusion these type of projects are eye opener for teachers and I believe that more schools should involve teachers in doing them. I am hoping that by reading our research and analyzing the information provided in our presentation teachers gained some insight on new strategies and techniques to implement in their classrooms and will guide them in practicing these best practices.

22. We Learned THESE Lessons • Lessons Learned: We learned that in order to implement these strategies you have to plan your lessons extensively. Also, make sure you are differentiating your lessons for all of your students. We also learned that some strategies are better for certain grades and also some are better when they are taught with another strategy. • Meaning to Us as Educators: This project has been meaningful to us, because we found the best researched based strategies that has shown significant improvement in student learning. It will be beneficial for us because we can use these practices in the future in our own classrooms. • Things We Would Do Differently Next Time: We would add that we go and observe real teachers implementing these practices. The next step would be to implement these practices ourselves and collect the data.

23. Executive Summary • Need Identified: Our Local school goals for LSPIs were identified as improving reading and writing in English/Language Arts with collaborative planning and continued support. In order for both schools to improve their Literacy instruction they had to find research based strategies to incorporate in their classrooms by their teachers. • Artifacts Developed: Our presentation board was equipped with five literacy strategies that can be adopted by teachers to improve their students reading and writing in English/Language Arts. Our presentation board showed what each strategy was, why it is beneficial to use in their classrooms and an example of how it can be implemented. • Feedback:The educators at both school were impressed with the research and provided us with positive feedback. Most of them were impressed with the information and said that it was detailed and explained the strategies very well. Great way to represent data and the board was colorful and visually appealing. • End Result / Impact:I believe this project helped us in identify some of the best literacy practices. It also helped us in reading a lot of research article and understand how research is conducted and data is collected. It was eye opening to find so many new research and strategies in the field of literacy development. I was impressed with the use of technology as an important factor in the media literacy. I think that our principal and staff were impressed by our project and learned a lot of information.

24. Credit; Appreciation; Thanks We would like to thank our Leadership teacher Dr. Amber Jarrard. We also like to thank Dr. Phipher for guiding us in selecting our topic. We want to thank Fort Daniel Elementary school and McKendree Elementary School. We would also like to give special thanks to the literacy coach of Fort Daniel Elementary school. We want to thank the principals at our schools, Dr. Denmark and Mr. Willis as well.