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During this phase, you
will develop a plan for implementing and evaluating the two
strategies you have chosen to achieve your goal. This is the
“who, what, when, where, why, and how” of implementing your
plan.
How do I
develop a plan?
Begin developing
your plan by thinking and writing about the following:
Who:
Give specific information about your chosen students.
What:
What strategies will you be using with these students? Detail
how you will implement each strategy.
When:
How often will you work on each strategy? Give a time
frame:
Twenty-minutes a day for a month? Two hours, three times
a week, for two
months?
Where:
In what location will you and your students be working?
Why:
Give your rationale for the decisions made.
How:
What items will you collect to see if students are improving?
What activities will
you observe?
How do I
collect data?
Your plan must
include how you will collect the information you need to see if
your strategies are successful. It is important that you keep
the data you collect until the end of the course. Data can be
collected from a variety of sources, including the following:
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Observational notes.
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Student
surveys.
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Discussions
with students (keep anecdotal records).
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Student
work.
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Rubrics,
checklists, graphic organizers, teacher-made tests.
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DIBELS,
ISTEP.
You will submit the
plan for implementing your two strategies and include two ways
you will evaluate progress for each strategy. One of the
two evaluations must be student observations.
Consider the following
examples:
Strategy #1:
Repeated reading.
Methods of gathering
data: student observation/note taking and DIBELS.
Strategy #2:
Readers’ theater.
Methods of gathering
data: student observation/fluency checklist and student
surveys.
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1. Student* Observation Data
(Repeated Reading Process)
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Who:
I will implement a repeated reading
procedure with, Matthew, a student in my
classroom who is struggling with reading
fluency.
What:
Repeated reading procedure
Step 1: Together, Matt
and I will choose a text for him to
read. He will read the unpracticed text
to me and graph the words per minute.
Together we will set a goal for WPM,
phrasing, and intonation.
Step 2: I will provide
direct instruction on chunking the text
for phrasing and expression. In
addition, I will model fluent reading of
the text several times.
Step 3: Matt will
practice rereading the text for fluency.
He may practice the text alone, with me,
or with a partner. He will practice
reading the text until he feels he is
reading it fluently. Then he will record
his reading and replay it to analyze
his own fluency.
Step 4: Matt will read
the text to me a final time, and we will
graph the WPM again. A new text will be
chosen, and the procedure will begin
again. The procedure will continue for 4
weeks.
Where:
My classroom.
When:
Each cycle should take one week to
complete.
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Why:
The process I’ve developed is a
combination of several repeated reading
techniques I’ve read about. I want to
find out if repeated reading will
increase my student’s fluency in terms
of word recognition, phrasing,
expression and rate.
Observing Matthew during
the procedure will allow me to do the
following:
1. Watch his reaction to
repeated readings. I can consider if
it’s a viable strategy to use with other
struggling readers.
2. Consider if my
modeling of fluent reading impacts
Matt’s readings.
3. Determine if allowing
Matt to choose the text (with guidance
from me) is the best course of action
for increasing fluency.
4. Explore which method
of practicing the text is preferred by
the student and which yields the most
time-on-task. |
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2. Student Observation Data
(Fluency Checklist)
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Who:
I will observe the student as he works
with Ms. Todd, the inclusion teacher, in
a small group setting.
What:
I will use a checklist I developed based
on the Developmental Reading Assessment
(DRA) for primary grades.
Where:
My classroom.
When:
During his small group guided reading
time 1-2 times per week.
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Why:
The checklist I developed is designed to
look for more than just reading rate. I
will be listening for automaticity,
intonation, and phrasing.
Fluent reading is more
than a fast reading rate. I developed
the checklist to monitor the student’s
ability to recognize words, read
expressively, and read with proper
phrasing.
The checklist will allow
me to refine the lessons I do with the
student during the modeling and explicit
teaching parts of the repeated reading
procedure. |
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3. DIBELS Data |
Who:
Matt
What:
I will compare the student’s words per
minute (WPM) scores before and after the
repeated reading intervention.
Where:
My classroom.
When:
DIBELS assessments will be administered
weekly. |
Why:
I want to know if the repeated reading
group activity increases his reading
rate and word recognition on cold
readings.
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*You
may choose to work with a small group or with an
individual.
Submitting
Work
Please write all assignments in a word document and save often
in case of technological difficulties. You have two choices for
submitting work: 1) You may copy and paste each assignment
directly into the assignment box or 2) You may attach it beneath
the box as a word document in the Oncourse class site. Your work
will be submitted under “Assignments,” Assignment #3.
Click here to
leave the IRAP web site and go to Oncourse. |
