#seaccr Week 4 Data Gathering

#seaccr Week 4 Reflection

This was quite a week!  I have to say it was a little bit overwhelming.  Trying to keep track of information shared on Twitter, blog sites I needed to re-find that are not on our blogroll, navigating my way through Livetext, Tweeking and re-tweeking (no I did not mean to say Tweeting) my proposal, multiple conversations and collaboration with peers on Twitter, email and texting. . . I'm exhausted.  However, I feel satisfied.  Satisfied because I HAVE A PLAN!  A doable one! 

Jeffrey made a comment on his blog that sometimes we have to step away from our own research to be able to 'see it' through another's eyes.  Example that happened today:  This week my husband was in Kodiak on a multi-animal hunt (my husband is the one on the far right)

He asked me to check the chicken's water midweek while he was gone.  I never added any water because there was always water in it.  Needless to say, the past two days the chickens must have been thirsty (but there was still a little water in the container).  He really meant, "Fill up the waterer on Thursday!"  It was not until this afternoon that he realized he was so used how it looked when "empty" that he didn't bother to tell me there would still be water in it but the chickens couldn't get to it.  When he stepped away from his perspective, details became unclear. 

Case in hand, my peer reviewers were brilliant in helping me step back and explain clearly what each point of data intended.  In Jeff's words, "Like a cookbook - a recipe to follow".  The peer review process shed light in a tremendous way to the process of Action Research.  I plan to use the peer reviewer idea in my 2nd grade class more often.  It lends to higher order thinking and clarity of intent.

This week I contributed to several of my peers helping them understand the processes needed, items to turn in, reflections due, parts of proposal, and sent them (both Twitter and email) links of important websites that were discussed at Twitter.  These peers were then able to complete the needed assignments. I was able to help one of my peers figure out a survey (which she has included in her proposal.)  One of my fellow collaborators and peers and I spent Friday night texting back and forth and finally emailing specific helps.  It was a pleasure to be able to pass on the steep learning curve I had traveled just hours before.  I just texted and ask if the person was able to get everything turned in and sure enough, yes! 


 I used the analogy on Twitter that we are like a climbing team.  We are all roped together, and all of us are working together to make it to the top.  I have collaborated at length with Amber and both of us have benefited from the teamwork.  Her blogs describes ways she implemented some of the help I gave her this week.  I was happy to learn a new survey concept, embedded into a blog.  I was able to help Colin with his research by completing his survey.  

By far, the most valuable resource this week was the peer review.  My reviewers were both great.  In fact, most of their 'critical' points were the same.  I was able to take their information and fine tune my procedure methods.

Many people helped me this week.  I can't name them all.  My peers helped me navigate technical tools, fine tune a parent survey and Jonathan gave me a great idea for one of my data collection steps (reading non-fiction and fiction books to 2nd graders  - on the same topic, and doing an in-class focus group to follow up.)  I have included this process as one of my key data collection avenues.  Finally, Lisa helped me figure out how to upload my proposal to Livetext.

Final thought:  I am sold on Peer assessment.  




#seaccr Week 4 Data Gathering

I keep thinking to myself, "OK, I have this down," then I attend a flying Twitter Tweet session and think, "Oh, shoot, I am behind."  For the most part I feel great about my project.  I have found good references (before the government shut down) and printed them.  I feel confident in the direction I am headed and happily have let go of trying to use testing and quantitative data for my project.  It just became fun!  Through the process of analyzing literature, I also have changed my question slightly. My new question is asks, "Does adding quality, non-fiction informational text across the curriculum, enhance the enthusiasm of 2nd grade readers?"

Data Collection Methods:

I have already completed 2 of my data collection activities.  I have held a class-wide small focus group with 2nd graders responding to their favorite types of books, and topics that interest them.  In addition I have two surveys currently out on Survey Monkey.  It is refreshing to be on my way.  I am also sending a questionnaire to all of my 2nd grade parents about what the students read and choose at home.  The last two pieces are both related to the library.  I am taking field notes in my journal while my students are in the library each week to see what conversations occur, what books are chosen, and how enthusiastic students are about their choices.  I will follow this up with an interview with our school librarian.  I will have a set of pre-made questions.  I will be asking her what types of books she buys, why, what types of books are checked out most often, etc.  I will copy the section of my research paper that explains this process below.

From my research proposal:  

Procedure

            The procedure will include five different elements.  The first data collection procedure is completed.  It was an informal class focus group, which occurred October 3, 2013.  I asked the students to imagine they were in the world’s biggest library.  They put their heads down on their desks and had 1 minute of think time.  I gave them examples of books they already knew, fiction, non-fiction informational texts, and topics.  Next, I asked them to write down a list of at least five books and/or topics they would check out of the library.  The results were fascinating. 

The second data collection is through Survey Monkey.  I created a survey for teachers, asking how and if they planned to increase the amount of non-fiction, informational texts in their classrooms with regard to the new Alaska State Standards.  I sent the link to my own staff (k-6), all the elementary music teachers in the KPBSD school district, as well as to my PLN Twitter group.  The survey is still open but most of the responses are complete.  I will analyze the data and include it in my final paper. 

The third data collection will be an interview type survey for parents of my second graders.  This will go home in one week in the student’s Friday folder.  I will be asking their opinion of what their child likes to read at home.  How often do they read?  Do they go to the public library and check out books?  What kind of books, fiction or non-fiction?  Do they read with their child?  This information will also go into my final analysis. 

Finally, the last data collection is on-going and will continue from my own field notes through observations and journal entries.  I will accompany my students to the library each week and listen to and document their discussions about books.  I will document which books they pick to read and check out and do a gender study in relationship to non-fiction literature.  I will continue to provide a special in class library that will contain non-fiction, informational text that supports the topics we are currently studying.  I will record how often the students choose a book from the non-fiction section when given free choice to red.  I will then complete this library and book study with an interview with our school librarian, who will disclose trends and interests she observes.  I will ask her how she chooses new books for the library and how many of this year’s Battle of the Books are non-fiction.  I will close this section of data collection with any additional thoughts she has on reading non-fiction. 

When the data is collected, I will analyze this qualitative study using Microsoft Excel graphs to enrich the readers understanding.  I will look for themes, categories, or patterns to emerge.  The data will reflect answers to the original research question.  I will be using the data and findings to improve my teaching.  I hope to generate excitement and enthusiasm in reading both fiction and non-fiction.  What I learn from this research will re-direct my focus in literacy for my students.

I have come to realize that although the syllabus says that Tweet sessions are "Optional" they are indeed not. So much information is passed from students and teachers, and students to students that is invaluable.  I am glad I have not missed any.

#seaccr Week 3 Essential Question, Annotated Bib, Reflection

#seaccr Week 3

What have others learned about my question?

Lenore's action research question:

Will using cross-curriculum content rich non-fiction, informational texts enhance the fluency and comprehension of 2nd grade students at McNeil?



This is a hot topic!  With the Common Core and Alaska Standards both necessitating the integration of 50/50 fiction/informational text, many articles have appeared about the subject. One of the best articles I have found comes from Educational Leadership: Common Core:  Now What?  According to the article, research suggests that the average juvenile reads less than 4 minutes per day of non-fiction text.   The article also states that juvenile fiction outsells informational text 4 to 1.   It goes on to say that low income juveniles read non-fiction even less, 1.9 minutes per day. Educational Leadership: Common Core:  Now What? states that is is not how much students read but what they read.  In order for students to succeed, they must read and comprehend informational texts as much as they do narrative texts. Researchers have noted another benefit of reading informational texts:  It is often the motivator to tapping into students' own personal interests.

In the Journal for the Liberal Arts and Sciences 13(2) Flowers and Flowers published the research paper:  Nonfiction int the Early Grades:  Making Reading and Writing Relevant for All Students.  The article gives the rational that emphasizing non-fiction in the primary grade curriculum, incorporates information from many different subject areas, including math, science, social studies, technology, art, music and writing.  Therefore, non-fiction promotes learning across the curriculum.  Educational researchers have found that little time is devoted to reading and writing non-fiction, even though it would seem primary grade teachers would devote significant instructional time to teaching non-fiction.  This group of researchers recommends that teachers participate in collaborative groups to coordinate and structure non-fiction reading and writing across the curriculum.  

Usborn books has published non-fiction, quality informational text for years.
They believe that providing quality non-fiction literature for children is the key to student success.  According to the Usborn books folks, students who read quality non-fiction books will write better because they have read good literature, maintain a higher level of vocabulary with tier two and three words, and because they read this type of text which has stimulated their minds while not dulling the mind like television and video games can do.

According to Capstone blogger Andrew, reading nonfiction texts is preparation for life itself.  He believes that non-fiction texts connect and prepare students to encounter the real world, to think logically, analyze information, evaluate and critically consider ideas. 

Scholastic published 6 reasons why students should be reading informational texts in primary education classes.  According to scholastic, non-fiction conveys information about the natural and social world in which we live.  It provides keys to success later on in school, it prepares students for real life experiences, it appeals to reluctant readers while addressing questions and interests, and it builds knowledge and vocabulary for the natural and social world.

The website Getting Boys to Read suggests that boys would tune into non-fiction, quality informational texts much more readily than fiction.  The Gurian Institute is another organization which encourages seeing reading through the lens of gender.  The institute believes that boys and girls learn differently and need gender specific strategies to positively affect the future in both academics and behavior of boys in school. Below is a graph that shows the Gurian Institute success for boys.  It includes increasing student engagement, teacher effectiveness, literacy based on informational text, STEM lessons, and teaching social-emotional skills.

It appears that quality informational non-fiction texts could have a huge impact on student learning, preparedness for life and readiness for all students.  Not only is it mandatory to teach with the Common Core and Alaska Standards, it appears that it is essential to higher level thinking and student success.  I am excited to see the impact of adding much more informational texts in my 2nd grade classroom across the curriculum.

References:

http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Nonfiction-Reading-Promotes-Student-Success.aspx.

http://www.clemson.edu/centers-institutes/houston/documents/nonfiction.pdf

http://www.usborne-books.com/nonfiction.htm

http://www.capstoneprep.com/news-and-events/the-importance-of-nonfiction-texts

http://www.scholastic.com/teachers/article/6-reasons-use-informational-text-primary-grades

http://gettingboystoread.com/

http://gurianinstitute.com/




Annotated Bibliography

Annotated Bibliography:  Informational Text Integration

Duke, N., Armistead, V. (2003).  Six reasons to use informational text in primary grades. Reading & Writing Informational Text in the Primary Grades.  Retrieved from http://www.scholastic.com/teachers/article/6-reasons-use-informational-text-primary-grades

This article explains how informational text connects us to the natural and social worlds.  The article gives six succinct reasons to use informational text.  It includes references such as Venezky, 1982; Smith, (2000); and Anderson and Guthrie, 1999.  The article gives specific advantages and benefits to each of the six reasons.  This article will further my hypothesis that integrating more non-fiction, quality informational text will enhance student literacy and higher order thinking.

Flowers, T., & Flowers, L. (2009).  Nonfiction in the early grades:  Making reading and writing relevant for all students.  Journal for the Liberal Arts and Sciences, 13(2), 40-50.

The purpose of this article is to outline the benefits of integrating informational text in primary grades.  The article contains resources and recommendations to assist teachers in teaching non-fiction reading and writing in the early grades.  This article transformed my thinking in what types of texts are quality informational texts such as periodicals, technology, directions, scientific information, field trip information, reading signs and historical markers, museum literature, and even musical programs.  The article includes a discussion about rational for emphasizing non-fiction in the early grades, which is an excellent match for my Action Research project.  The article includes ways to teach non-fiction across the curriculum that is useful and appropriate for teachers of early elementary school children.

Gewertz, C. (2013).  Dramatic increase in reading needed for Common Core, guides say.  Education Week Blog.  January.  Retrieved from http://blogs.edweek.org/edweek/curriculum/2013/01/three_new_publications_from_ac.html

This article explains how the “action guides” in the Common Core standards are to help administrators put the standards into practice.  It explains by high school, seventy percent of reading will be informational text as opposed to fiction.  One of the challenges the article addresses is the need to ‘level’ text to differentiate between reading abilities.  For my classroom, this means I will need to find a variety of texts to supply students with appropriate materials for individual reading levels.

Goodwin, B., & Miller, K. (2012, December/2013, January).  Research says/nonfiction reading   promotes student success.  Educational Leadership, 70(4), 80-82.

According to this article juveniles spend few minutes per day reading quality non-fiction informational text.  This article is explicit in describing the average minutes per day students read informational text.  It addresses the new Common Core standards and the emphasis on integrating 50/50 fiction/nonfiction reading materials.  It cites articles references such as Milliot, 2012; Duke, 2000; and Rideout, Foehr, & Roberts, 2010, which clearly explain the importance of why we need an emphasis on non-fiction and the fact that what students read really does matter.  The article is closely related to my Action Research question and provides a wealth of current information to align with my own findings.

Harris, C. (2013).  Why non-fiction is important to reading & learning!  Usborne Publishing.  Retrieved from http://www.usborne-books.com/nonfiction.htm

Usborne publishing website has an excellent article about the importance of reading and learning non-fiction texts.  The publishing company has been publishing quality informational texts since 1974.  In theory, according to the article, children take bits of information and store them.  This occurs through their adolescent years.  In later teens, this information is sorted, critically considered, analyzed, and used to draw new conclusions.  This concept is one of the foundations of my Action Research paper.  It explains why the Common Core standards are moving toward more non-fiction, and higher order thinking.  This article describes the two as inseparable.

Harvey, S. (1998).  Nonfiction matters:  Reading, writing and research in grades 3-8.  Portland, ME:  Stenhouse Publishers.

This book is an excellent tool for teachers to help students explore informational text and connect it to the world they live in.  The book is full of practical ways to help teachers bring non-fiction texts into the classroom in a positive and relevant way.  According to the book, students can explore literacy through their own passion and curiosity.  This book is an excellent resource for teachers integrating more informational text into their classrooms.

Importance of Nonfiction Texts (The).  (2012). The Standard Articles Column.  Retrieved from http://www.capstoneprep.com/news-and-events/the-importance-of-nonfiction-texts

Capstone prep founder believes that reading non-fiction text is preparation for life.  The article states that quality informational text prepares students to think logically, analyze data, discuss complex issues followed by formulating their new information.  This blog type article surmises that students must be taught informational texts and that the Common Core standards include both non-fiction and higher order thinking skills.  This is precisely the type of information that I will use to create an action plan based on my Action Research project.

Pike, K., & Mumper, J. (2004).  Making nonfiction and other informational texts come alive:  A practical approach to reading, writing and using nonfiction and other information texts across the curriculum.  Boston:  Allyn and Bacon.

Although this book is nearly a decade old, the contents are relative for today’s Common Core standards.  This book is full of great ideas and usable suggestions for teaching nonfiction texts.  The quality ideas and models ignite imaginations while teaching content literacy.  This book will be useful to help me integrate quality informational text across curriculum in a methodical and intentional way.

Reflection on Week 3

This week was challenging in several ways. First, remembering how to make an Annotated Bibliography in APA style required some tedious thinking. However, I did learn how to effectively make a hanging sentence using the tools on my computer. Secondly, narrowing down the resource list to a usable size was difficult. Once I did reduce the number of resources, my question began to take shape and narrow to a specific idea. Thirdly, trying to work on the bibliography at both school and home caused more frustration, until I uploaded the document to a Google Doc accessible anywhere.

The Tweet sessions were more specific to a few classmates. I helped the best I could and added comments when appropriate. All of us together shaped and encouraged those classmates until they finally reached a valid and quality research question. The Tuesday tweet was full of information on "How to" accomplish the needed tasks. I helped several classmates by directing them to appropriate locations and reminding them to add specific details such as #seaccr to all tweets. This week I shared a great website on the 15 best education apps for comprehension (from teachthought.com). I shared the website "Getting Boys to Read" http://gettingboystoread.com/ and the "Best of Twitter" for educators: http://thejournal.com/articles/2013/09/23/13-twitter-chats-for-educators.aspx?=FETCLN as well as: http://coolcatteacher.blogspot.com/2013/09/daily-education-and-technology-news-for_25.html which is a great blog for technology use in education. I began the process of collaboration with Amber. I also re-tweeted a classmates blog URL and added our class hashtag. I also sent Leslie an article for tech tips - shortcuts for 1st graders. I gave Hallie some ideas for speaking and listening that can be used in PE and Music class, as well as other possible speaking and listening opportunities such as school announcements, or classroom morning announcements. I suggested some ideas for helping classmates collect resource literature such as Googling various combinations of words and ideas, and checking references of articles I found useful for possible connections to other articles.

Helping the struggling students come up with a quality question during the Thursday Tweet session was rewarding both for us, collaborators working toward one end, but proved to be helpful to the students as they honed in on a good question.  Helping students with technical assistance such as RT with correct hashtags was intended to remind the classmate and make others aware of her post.  I don't know if this was successful. The websites were intended for classmates to look at and use in their own research if applicable.  The coolcatteacher site was a resource I hope all classmates will read as it applies to all of us in #seaccr.  Tech tips for 1st graders was intended to assist  Leslie with ideas for her research.  The ideas I passed on to Hallie were specific speaking and listening activities that she can consider for her class. Several of the classmates responded with thanks and said they planned to use some of the information for research and to improve their teaching.

One thing I plan to do differently next week is read and re-read the directions of Week 4 to not miss anything.  I also plan to continue to gather data and begin to form an action plan.  I hope to connect with Amber to collaborate about our two research projects and how they might crossover.

I check Twitter each evening and look over all of the articles and resources that classmates have posted.  David and Fred have posted many resources that will be useful in my research and improving my teaching.  One I particular liked was http://bookriot.com/2013/09/27/possible-read-much/.  It made me think about myself and my addiction to learning via reading.  I think the only instance where one could read too much is if all the reading was done without any action, then it would only be head knowledge.

#seaccr Week 2 Reflections

#seaccr Week 2 Reflections

Breathe.  That is what I did this week.  The week felt better.  It helped to have a concrete question to research and be free to think of ways to try to help other people mold questions.

1.  Resources/Ideas shared:  

•  My favorite vocabulary book:  Bringing Words to Life
•  Harry Wong's book: The First Days of School 
• http://www.ignitelearning.com/pdf/The_Power_of_Academic_Vocabulary.pdf
• Photo Story program and document:  http://vimeo.com/63372767
• Brain-stormed research question ideas with others and helped fine tune them
• Ideas of how to differentiate to accommodate two levels of math
• Math differentiation PowerPoint http://www.east-haven.k12.ct.us/attachments/244_Great%20Ways%20to%20Differentiate%20Math%20Instruction.pdf
• Writer's Workshop for Kindergarten students:  http://mrsriccaskindergarten.blogspot.com/2011/12/writers-workshop.html

2.  Impact of sharing Resources/Ideas:

• I am hoping that the book Bringing Words to Life will help Kevin and others learn some new and creative ways to make vocabulary tier 2 and tier 3 words come to life.  I am looking forward to how they might incorporate some of these techniques into technology vocabulary instruction.
• I shared the Wong's book:  The First Days of School with Lexie after taking her Survey Monkey Quiz.  In order to effectively differentiate groups in math, I encouraged her to have an organized, procedure-based, structured classroom so that all students will be successful during group and independent work time.  I shared the book on #seaccr as well as a great tool for classroom management and routines from day 1 of the school year.
• I shared an article about vocabulary with Kevin as he strives to increase the student's learning of tier 2 and tier 3 words.  The article gives some key ideas for making students want to learn vocabulary.
• I shared a PhotoStory Vimeo with Halie as an example of helping students improve speaking and listening skills.  I explained how we used it in our class to help students become comfortable with reading aloud (speaking aloud) and listening (while viewing illustrations) to other students stories.  I also suggested Audacity and Smart tools for recording students voices and letting them listen to them. They can hear their voices and re-record as many times as they would like to practice and improve both listening and speaking skills.
• I spent most of Thursday Twitter meeting trying to help two fellow students organize and finalize their questions they planned to research.  After many Tweets the question was finally in bare bones stage.  I also helped Karen (who teaches in my town) try to fine-tune her research question about technology use in reading at Middle School level.
• I sent a Power Point to Lexie that discusses ways to specifically differentiate for multi-levels of Math.
• I explained to Michelle how our K-6 does Writer's Workshops in our school and sent her a link to a blog of a Kindergarten teacher who actually does it.  Our school uses cross-grade buddies to help build and publish Kinder writing pieces in the first quarter while students are still learning their letters.  

3.  Actual impact:

The actual impact of the above specific encouragement can only be surmised with observation.  I believe that the books I shared will be looked at if not now, at a later date.  My fellow students expressed interest in them.  Lexie and I tweeted several times about ideas for classroom differentiation and she seemed excited that it is being done in other schools.  I let her know I would be happy to help her in the future if she wanted more details about how we have done it at our site.  I gave her several examples which she 'seemed' to consider.  I don't know if she has watched the Power Point but her demeanor did seem to improve and her excitement is building in her research project.  I do not yet know if Hallie has watched the Vimeo.  She did mention that she might record the students and have them listen to their own reading and speaking voice.  I am hoping that she can connect with Jaime who is in a mostly non-verbal village situation and deals with some of the same struggles (although they have different research questions.)  I hope but don't know if Michelle will follow up on the Kindergarten Writer's Workshop blog since it is not her actual research question.

Final note on funny things:  Here I thought I was helping Amber H. with her research question and she has re-written it with one that might make a perfect match for collaboration.  I am excited to see what comes of it.  I am wondering if I can change my question from : Will integrating more content rich non-fiction, informational text into the daily curriculum increase the fluency and comprehension of 2nd grade students at McNeil?

to match Amber H.'s question:   How do I use non-fiction text to assist students in learning?

Both Amber and I are interested in collaborating.  Would we be better off sticking to both of our original questions and collaborating from a different perspective or can we do the same question?

4.  Next week's action plan:  

First, I am planning on finding out if I should change my question to align with Amber H., or keep the one I have.  Next, I plan to get caught up on all my reading.  I need to start researching and reading for my own research question.  I will post my blog earlier in the week so more people can comment.  I plan to comment on different blogs than I did this past week.  I tried to comment on half of them and will switch to the other half next week.  I plan to use our group Tweet time to work on collaboration with Amber H. Finally, I plan to keep a log pad by my computer during Twitter Sessions to write down who I help, and who/how people help me!  I am getting organized!

5.  I learned from others and shared resources:

Thinking through the "How would we go about researching this question" with several students helped me better know how I would research my own.  Amanda H. connected me to the Gurian Institute which she attended this past summer. One of the topics she had learned about while there was 50/50 fiction/informational text integration. I emailed her instructor who then forwarded me to yet another person at the institute. I have found multitudes of interesting information and plan to interview the director as part of my research. The focus is often on boys becoming interested in reading, which is their specialty, but also getting girls to read informational text. Not only did she give me a resource, she gave me a person! I also learned about online ebooks, ereaders and Evernote. Both might be usable in my classroom. Another tech addition is Survey Monkey. I am considering asking my own staff to help me with my research by using the tool. Diigo groups is another tool that is new to me. I am very excited to have all the URL's so easily available. I have the Diigo #seaccr group saved in my favorites. I have been reading quite a few articles from the feed #edtechchat that passes my screen on a regular basis. One of the perks of following my people!

#seaccr Week 2

#seaccr
Question 1:

How does the shift in the Alaska Language Arts standards impact teaching and learning in my classroom?

     Teaching literacy through content-rich non-fiction has always been my passion.  I have always believed informational text was the foundation of good literacy.  As an adult, I estimate that I read at least 70% quality non-fiction material.  However, with the recent shift in Alaska State Standards to include 50/50 fiction/informational text in K-5 grades, I have increased teaching non-fiction in all areas cross-curriculum.  

     With the new standards shift, I have integrated informational text in various ways.  In Music class, we read about composers, musical concepts , instrument families, and related content.  When possible, we play instruments and do activities that provide a kinetic connection to the reading material.

      The new standards in math require more high end analytic thinking.  Students have to think about their thinking and respond to statements verbally and in writing such as:  Explain your thinking.   Therefore, whenever I can write or type meaningful questions or specific directions, the students have another opportunity to practice (a very typical real life skill.)  Using content literacy skills in art is a natural connection. I have students engage in 'reading art', which helps the students make inferences, expand vocabulary, connect to cultural themes and many other related literacy skills.  

     The KPBSD district purchased a new literature program two years ago.  The program (Journey's) includes two non-fiction support stories each week that are great sources of informational text which relate to the core text.  The program also has a great vocabulary connection which includes two new stories, two new sets of informational type vocabulary words, and reading comprehension questions that address all of the weeks' readings.  The link below connects to the Indiana districts Common Core discussion.  This intentional and well organized reading system address the literacy shift to provide a "Coherent set of non-fiction texts that support building knowledge".   

     Some of the reading in my 2nd grade class is accessed through classroom computers.  Our 2nd grade classroom has 6 computers for student use.  The students read stories and take quizzes associated with the Journey's program, read via instructional game type programs, use Aims Web reading resources to track fluency, read science selections through Discover Education's programs and can listen with headphones to quality reading of the same materials.  The children rotate through computer assisted reading groups, while other children read with the teacher in small reading groups.

     One big change in my classroom this year is to include many fiction and informational texts which are directly related to Alaska history, culture and current events.  Dr. Katy Spangler's literature class was a vault for Alaska cultural books for children.  For example, the story of the Alaska State Flag is a must in Social Studies and Music class.  Another significant change is to establish an in-class special library that includes current topics of study.  Currently, we are studying the Life Cycle of plants.  I have borrowed books from other teachers, our school library, in addition to our own books and made a special library.  The students often pick the books from the informational text rather than the fiction bookshelves during free reading.

     The second shift has to do with higher level thinking.  All of the curriculum integration in the first part of this blog include inquiry, critical thinking, analyzing, inferring, grasping ideas and details, etc.  At second grade level, the students are just beginning to learn how to reference material.  Second graders begin to show text dependent responses.  The biggest change for me is adding cause and effect graphic organizers, Venn diagrams, and other tools to help students dig deeper and to think about their thinking.  The Language Arts program already has text dependent questions embedded, however, for the other subjects, I am having to think and plan carefully to include them whenever possible.

     The third shift (vocabulary) is supported by the Journey's program with "Curious With Words", a comprehensive daily activity to teach tier two words.  Our staff at our site spent last spring collaborating on a book called, "Bringing Words to Life."  The book is the best book I have ever read on teaching vocabulary (available on Amazon).  Our school has integrated many of the ideas in various classrooms.  I added a word bank on the whiteboard where any student can add a tally mark to the board if they use or hear the words being said at school.  I also added vocabulary words to P.E. (like sportsmanship), Science, Health and Social Studies.  Many of the words are tier two words.  Our school is still in the process of implementing the new standards.  During this transitional year, our site is connecting our School Improvement Plan Goals to the corresponding anchor standards.  This work is being done using the collaborative model throughout our district in a PLC (as opposed to a PLN) format.

Question 2:

What is the question I would like to research over the next eight weeks?

Will using content rich non-fiction, informational texts enhance the fluency and comprehension of 2nd grade students at McNeil?

Much of the reading will be done on classroom computers with comprehension, sentence diagram, cause and effect and other tools embedded into the reading programs.

References:

Barry, A.L. (2012). "I was skeptical at first": Content literacy in the art museum.  Journal of Adolescent & Adult Literacy.  April, pp. 597-606. 

http://seaccr.files.wordpress.com/2013/08/ed-626-ela-shifts-presentation.pptx

http://education.alaska.gov/akstandards/

http://www.scholasticdealer.com/prodimages/sample/952977.pdf

http://www.doe.in.gov/achievement/curriculum/journeys-houghton-mifflin-company-%C2%A92014

Week 1 Reflections #SEACCR

Sept. 8 Week 1 #SEACCR

Lessons Learned:

My technology curve was challenged greatly this week, although not overcome.  I Tweet, Tweetdeck, Twubb, Blog (to Twitter), WebX and Live Text.  Pretty exciting to enter the new world.  Interacting with a host of teachers and educators, my new PLN (rather than PLC) is proving to be eye opening.  I am excited to learn from and to share my knowledge with my PLN.


What I helped others learn:
I was able to share my favorite teacher tech tool:  http://planbookedu.com/ where a teacher can digitally upload all lesson plans, URL's, photos, Discoveryed connections and even digitally deliver it to an administrator.  I also shared (and will share again here) a concrete list of how to go about action research according to the National Council of Teachers of Mathematics.

http://www.nctm.org/uploadedFiles/Lessons_and_Resources/Grants_and_Awards/How%20is%20Action%20Research%20Defined(1).pdf

What I learned from others:

• To chill out and enjoy the process
• From Hass/Learning that Action Research is out of the box thinking, not absolute and concrete
• The goal of Action Research is to improve my teaching
• How valuable a PLN can be in improving my teaching
• To document successes and failures daily and ask PLN to help investigate patterns
• Action Research isn't static

Next goal:  
Learn to Teach like a Pirate (or at least read the book)

#SEACCR

What is Action Research?

 Action research is a hot item in the KPBSD school district.  In fact, a teacher can choose “Action Research” as one of the possible “Teacher Enrichment Pathways” which is essence, an alternative evaluation process.  According to the KPBSD official website, “Action Research” is defined as:

A teacher working on answering a question he or she may have in regard to classroom performance, student needs, or the impact of various teaching methods on learning.  The information is gathered by the teacher and then used to improve teaching and student learning.

Parsons and Brown (2002) state, “Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms.  It involves systematic observations and data collection which can be then used by the practitioner-researcher in reflection, decision-making and development of more effective classroom strategies.

I love how Emily Calhoun (1994) describes Action Research, she says, “Action Research is a fancy way of saying let’s study what’s happening at our school and decided how to make it a better place.”

Christine Miller (2007) simplifies the concept by saying that it is a natural part of teaching.  “Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment.  It improves student learning and the classroom and school environment.  Action research provides a framework that guides the energies of teachers toward a better understanding of why, when and how students become better learners.”

According to the NCTM (National Council of Teachers of Mathematics), there are five phases of action research.  These include:

1.      Selecting an area or focus

2.    Collecting data

3.    Organizing data/Analyzing and interpreting data

4.    Studying professional literature

5.    Taking action

My conclusion is that action research is finding an area that needs improvement, learning how to improve it, and getting it done!

Bibliography:

Miller, C. A. “Action research:  Making sense of data.” On-line article recovered   8/23/2013, wwww.coe.fau.edu/sfeel/sensdata.htm.

Calhoun, E. F. “How to use action research in the self-renewing school.”  Alexandria, VA:  Association for Supervision and Curriculum Development, 1994,

Parsons, R.D. & Brown, K. S.  Teacher as Reflective  Practitioner and Action Researcher.  Belmont, CA:  Wadsworth/Thomson Learning, 2002.

http://www.kpbsd.k12.ak.us/     

http://www.nctm.org/uploadedFiles/Lessons_and_Resources/Grants_and_Awards/How%20is%20Action%20Research%20Defined(1).pdf

Greetings to all my fellow research travelers.  I am looking forward to learning from and sharing with you as we venture toward a better understanding of the new AK standards and continue to learn more about research while using technology.  I am a new Tweeter, but have been blogging for some time.  You can see my other blogs that are attached to my profile.