Week 8: Action Research Project #SEACCR

Week 8
#SEACCR

Hello everyone out in SEACCR land!

If you have time, please take a look at my Action Research Project.  I would love some feedback if you're able to provide any.  Please let me know if I should include anything else or improve a certain section.

Thank you for taking the time to take  look at my paper, and please let me know if you would like me to take a look at yours!

Amber

Action Research Project

Week 7 Reflection #SEACCR

Amber Hanson

Week 7 Reflection #SEACCR

1. What new resources, curated resources, or ideas did you share this week?

I was able to share an awesome site called “We Give Books” with a few people this week (I also mentioned it on my initial blog).  The website is located here: http://www.wegivebooks.org/ it is perfect place to locate online eBooks of all genres.  I will be using it primarily for having students locate and select nonfiction texts for one of our lessons. 

I also suggested the book “Teach Like A Pirate” to Lenore on her site, as she expressed a desire/interest in upping her enthusiasm for all subject areas.  I figured it could give her that extra boost to becoming the best teacher she could be.

2. What did you intend these new resources, curated resources, or ideas to do in terms of impacting others' learning? 

I am hoping that by sharing “We Give Books” more teachers will be able to adhere to our new Alaska/Common Core standards more efficiently.  I personally have a large collection of nonfictional/informational text in print, but I know that many other people aren’t so lucky.  My sharing this resource perhaps teachers will not worry as much about their personal nonfictional collection, and more on how to increase technology in the classroom while boosting their students comprehension scores!

Although I can tell that Lenore is already a very engaging and enthusiastic teacher from all her posts, I believe that if she read the book she will be able to figure out more ways in which she can aid in students learning.  She may also enjoy it as much as I did, and want to share it with other educators who are perhaps struggling with engagement/enthusiasm for their job. 

3. What was the actual impact (that you could discern)?

Unfortunately due to the last sharing of my blog post, I have yet to see the impact on other class members.  But previously I have had the chance to share the book “Teach Like a Pirate” with other teachers within my school, and we will be beginning a book study when teachers return from Christmas Break!

4. What would you do differently next week?

Next week I intend to attend the last WebEx meeting!  I hope I will be able to at least!  I’ve already told a few co-workers that I cannot be bothered, as I need to attend this.  I will not be tutoring tomorrow either, so I can assure I can log on in a relatively timely fashion.  I will be unable to attend the twitter session on Thursday, due to a school carnival my school will be putting on that afternoon/evening.  I hope to reply more to other student’s blog posts as well.

5. What resources did others share that made a difference to your learning?

A resource that someone shared this week was actually an idea for a lesson.  Well, It was shared last week-but it was after I posted my blog reflection.  The idea was to do a picture walk with a piece of nonfiction literature as a means of having students pick out the main idea/topic of the selected texts.  It was an awesome idea in which I was able to implement within my own Action Research Project.  Thanks again Courtney!

Week 7 Blog Post #SEACCR

Amber Hanson

#SEACCR

Week 7 Blog Post

As I mentioned last week, as a result of the students interests survey, I made some adjustments to my classroom library.  Included in this post is a picture of what it looks like.  It’s by all means not complete, as I don’t want to put in the time to make pretty signs and color code the books until I am fully satisfied with the categories and organization of our library. So far it’s been a success.  My students are excited about the different types of books we have and are definitely reading a lot more nonfiction books.  This may be due to the fact that nonfiction is what is primarily displayed however, but I’ll take it!

I also indicated last week, that as a result of an exit slip, it was discovered that students weren’t too comfortable creating an idea web on their own just yet.   As a result, another lesson in which we as a class created an idea web-took place. After this took place, I had students (Tier 1&2 in pairs, and Tier 3 in a small group with my aide) *attempt* to do the activity on their own, with a short article from Scholastic News.  Everyone had the same article; therefore it made it easier to gather as a group to share what we came up with you.  Boy did I do this prematurely!  As soon as I had students begin working, I had almost every pair calling for my help!  It was soon discovered that although students could indeed point out details related to a particular main idea…they lacked the ability to actually find the main idea itself!  It appears that I spend more time on details than I did on actually figuring out the Main topic of an article.  Oops!

Thankfully, due to a suggestion from Courtney last week, I had an activity up my sleeve to help me!  Courtney suggested conducting a listening activity based around a piece of informational text. Once the text was chosen, as a class we would do a picture walk as well as look/read the headings we find throughout the pages.  From there students came up with suggestions/ideas on what we might read about in this book.  After this, I had students (as a class) come up with words that they thought they might hear as we read (reading the headings really helped with this!).   Next, we made it to a type of game.  The children’s job was to raise their hand if they heard any of those words read in our story. This definitely helped with keeping some students activity engaged with the text.  I awarded points (as Courtney suggested).  I told student that for every 5 points recorded on the board, they would get a class marble. I reminded them that Halloween was in a few weeks and that it would be really nice to have a class party for it! At the conclusion of this activity students actually received a total of 43 points!  Therefore they receive a total of 9 marbles (I included a little estimation in this lesson too :p ).  Each time students pointed out a word that we had heard; I put a point next to the word.  At the end of the story we had a few words that were repeated much more often others.  We used this as an aid in discussion how we can use repeated words to help us find the main idea of a section.  We also talked about how the headings helped us pinpoint the main idea as well, as most of them specifically named the topic, or alluded towards it. 

After the completion of this activity, I had student get in their paired groups from the day before.  I gave them the same article from the day before.  I have to say, it was soooooooo much more smoother than the day before!  Seriously Courtney, THANK YOU!  I’m not sure how I had missed such a huge portion in my instruction, but your suggested activity was perfect! 

At the conclusion of this activity, I had students use Survey Monkey to indicate how comfortable they felt with using an idea web, finding the main idea, listing details and had them indicate one thing they learned from the article (after-all, my aim is to improve comprehension isn’t it?).  Best survey/exit slip result EVER!  All students were able to tell me one thing they learned from the article they read with a partner, and also indicated that they felt pretty comfortable with main idea/detail.

The next day we conducted a similar activity, and instead of using an article, students chose a book from our library to read with their partners.  It was great seeing some of the kids do the picture walks and recording the words/phrases they expected to read about.  I was a bit nervous having students take part in this activity as the text was longer, but it ended up being pretty successful!  At the end students used their idea webs they created to share with the rest of the class what they learned from the book they read. 

Ok, so I know I said this entire time I would be using Starfall as a means to include digital text for my students, but I discovered a MUCH better site in which I will be using instead.  I might still show student starfall, but it will not be the primary site anymore.  The new site I discovered is called “We Give Books” The website is: http://www.wegivebooks.org it’s free, easy and includes SOOOOO many books!  Please take a look at this site; it will be worth your time! 

I will be using this site this coming week to have student look through and choose a book that they are interested in reading.  From there students will create an idea web independently. At the conclusion of this activity I hope student will share their discoveries with the rest of the class.  I’m not sure how long this activity will take to complete, but if have results by the end of the week-I’ll share it.  If not, I’ll let you know of my progress.  I will also be pulling a Maze test off of Aims Web to administer with the students this week.   

Week 6 Reflection #SEACCR

Amber Hanson

Week 6 Reflection

#SEACCR

This week I was able to contribute to several other people’s blogs.  I’ve made suggestions, as well as gained ideas for myself.  While reading this week’s blog post by Jeff, he indicated his struggle with having students return surveys that he sent out using survey monkey.  I suggested possibly making the survey short and quick to complete.  In addition to this, he should inform his student that the survey is short.  If a person knows the survey may take 5 minutes or so, they will be far more likely to complete it.  Too often I’ve been asked to take a survey, and found myself 20 minutes later frustrated still trying to complete it.  I find that if the administrator of the survey lets me know how long the survey will take, I will be less hesitant.

            In addition to make suggestions to my classmates, I also received ideas.  While reading Lenore’s blog post about the interview she held with herself and the librarian I found myself extremely interested in doing the some.  Lenore was able to have her library print her out a list of books her 2^nd graders had checked out since the beginning of the school year.  This piece of data could be very beneficial in identifying what students are actually interested in reading.  In fact after reader her blog I got really excited, and texted the library about perhaps getting this list from her. She said that it definitely possible and that we can do it this week sometime.  I can’t wait to share the information with you all next week!

            This week’s blog readings have been extremely beneficial for me (especially Lenores!) and I look forward to reading/contributing to more as the week progresses.  Next week, in terms of data collation I will re-teach how to fill out an idea web with a class chosen nonfictional text.  After this, I will survey the class to see if we’re ready to complete this task individually.  I am excited for this new week and can’t wait to see what it has in store for me!  Good luck all, and let the data collation continue!

Blog 6 #SEACCR Data Collection

Week 6 Blog

#SEACCR

Essential Question: What am I finding as I collect data?

Data Collection has been a whirlwind. Last week I was able to conduct the book interests survey.  It was actually a very fun activity.  To my surprise, a lot of students came up with a lot of topics that feel into the informational text category.  Below are the topics students indicated they wanted to learn about.

Student Book Interest Survey

I want to learn about mud.

I want to learn about people.

I want to learn about blue whales.

I want to learn about the sky.

I want to learn about the earth.

I want to read animal books.

I want to read about the weather.

I want to read about the arctic.

I want to read about dinosaurs.

I want to read about Hawaii.

I want to read about Princesses

I want to learn about the weather.

I want to read about animals that talk.

I want to learn about cooking.

I want to read about Castles.

 I want to learn about the world.

Princesses

How to bake

How to make masks

Learn Science

How to make clay

How to make clothes

I want to learn about dogs.

I want to learn about cats

I want to read about talking dogs

I want to read about cooking

I want to read about plants.

Scary books

Books about jets

Books about the Army

NBA books

Books about the Miami Heat (basketball team)

Books about Volcanoes

Books about basketball

I want to read about Halloween

Books about Dinosaurs

Books about plants

Books about math

Books about school

Books about birds

Books about Valentines day

Books about colors

Books about Aliens

Books about fish

Books about:

Addition

Scary books

Fish

Bridges

Animals

People

How does wind work?

How does it rain?

subtraction

mice

spiders

aliens

insects

windmills

houses

volcanoes

fireworks

fire

planes

jets

America

windows

behavior

As a result of this survey, I began adjusting my classroom library. I was out of the classroom this past Mon-Wed, so when I came in on Thursday I began my adjustments.  As a class we took all the books from the shelves, and began to sort them into categories.  Some of these categories included: History/Geography, Science, Math, Animals/Insects, Alaska...etc.  Once all books were sorted, we put them into bins to be placed on our bookshelf.  (Pictures will come soon!).  This actually ended up being a very fun activity, as I got to see students get really excited about the books they wanted to read.  In fact, after we sorted the books, and before we placed them in the bins, we took a break to read a few books that caught our eyes.  And the funny thing is, they were all nonfiction!

We finished sorting our library today (Friday).  After this, I chose a book titled “Armadillos” to model how to fill out an idea web.  I modeled how to figure out the main topic of each page (pictures, repetitive terms…etc).  From there I listed details about each topic on the outside of the web.  Once I completed this, we chose a book together and made a new idea web. After having students complete an exit slip (in which they indicated how comfortable they were with being able to do it on their own) it was determined that students would benefit from having a little more practice together.  As a result of the exit slips I will conduct another guided practice session with a different nonfictional text.  This time I will have students help me locate an informational text on the website starfall.  From there we will dissect it and create a web together.  After this activity is completed I will administer a survey.  I will attempt to figure out the SMART response system (clickers) for this activity, if I am having trouble, however, I will have students record their opinions using survey monkey.  From there I will determine whether I will need to do another guided practice, or have students begin creating their idea webs on their own.   

Week 4 #SEACCR

Amber Hanson

Week 4

#SEACCR

Research Proposal Overview and Rationale

When I initially began formulating my original research question “How do I use non-fiction text to assist students in learning?” it was purely as a way to insure the incorporation of one of the key components on the Alaska State Standards. But, as I began conducting research on the topic I found myself constant asking, “what exactly do I mean by 'student learning' and how could I actually monitor the improvement of it”? At the time that I had been conducting research outside of school for this project, I was also administering the benchmark assessments for reading comprehension within my school. At the conclusion of this assessment, I gathered the data together and looked at the results.

 After analyzing data I discovered that nearly three-fourths of all 3^rd grade students fell far below grade level in their ability to comprehend texts. It was at that point, that it clicked with me. I had asked myself several times before how I could improve students learning, but never what area they could afford to benefit the most improvement in. It was through this assessment that I was able to clearly see what our most lacking area was. What better way to improve reading comprehension than through the use of informational text? This ‘aha’ moment was what brought me to my new and official action research question. I knew I could use nonfiction to improve reading comprehension...how? How I can use informational text to increase my students reading comprehension.

Methodology

            The participants for this study will be my thirteen third grade students at Hugo T. Apatiki Elementary School.  The class is considered 100% ELL.  All students are of the same decent-Siberian Yupik.     Student’s reading comprehension level is benchmarked and tracked through AIMSweb.  After viewing the data, it was discovered that four students are at the ‘above average’ grade level mark. Five students are at the below average level in reading comprehension and four students are at the well below average mark. The data from benchmarks will be used to compare the effectiveness of this project.  The project will include the explicit instruction of textual structure as well as textual feature.  This project will also include ways in which technology can be used to assist in this instruction.

Data Collection

            I will be collecting data in a variety of formats for my action research project.  This data will be gathered using qualitative and quantitative methods.  I will be recording anecdotal observational notes in a journal on a daily basis.  I will also be implementing the use of several technology tools to aid in this data collection.  A few of the tools include: Surveys using Survey Monkey, Smart Response (Clickers), the online internet program; Starfall, as well as the AIMSweb database to locate and test the progress of students reading comprehension improvements using the MAZE comprehension test.  In addition to these tools, I will also be using the paper pencil method to conduct a simple interests survey to begin the implementation of this project.  I will also be gathering data using exit slips.  These exit slips will be used at the conclusion of each class period.  Students will be required to rate their understanding, rate the usefulness of the lesson, as well as include one thing that they have learned.

Experience over the week

            This past week has been overwhelming to say the least.  I spent a total of about 15 hours (probably more) on my research proposal to find relevant materials as well as the actual construction of the research proposal itself.  This week I took part in only a small part of the twitter sessions, as I am having difficulty in attending the sessions at the time in which they are held.  Twitter is blocked at my school, therefore I am unable to log in at work, and I find that I don’t end up coming home until about 5-6 every evening.  Due to this I’ve had to rely a lot on trying to make sense of the twitters on tweet deck, as well as communication with other member of our class using Skype, email and text message.  I’m not sure I would have been gotten through this weeks assignment if it wasn’t for Lenore or Halley.  

Halley was my go to person throughout the week as she answered several of my clarifying questions when I was stuck on specific tasks.  Lenore helped walk me through what was due this week as well as provided ideas in how I can collect data using technology.  She even sent me her proposal to use as a model.  Seriously, this girl is amazing.  Overall I feel that I have benefited greatly from collaboration from my classmates.  By having this online support I feel that I was able to construct an insightful proposal and am well on my way to starting my Action Research project!

Week 3 Reflection #SEACCR

Amber Hanson

#SEACCR

Week 3: Blog Reflection

            I really liked the essential question this week, as it gave me the chance to really look at what is known already about my research topic.  Not to say I wouldn’t have investigated prior research on this topic, but having it as an essential question, lead me to investigate it sooner and deeper.   I was able to share a few idea/resources this week.  One resource I found and shared was the example lesson plan from the article “Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure.” During a collaboration meeting with all the elementary teachers in my school, we were discussing how to implement some of the new Alaska State Standards.  When discussing Nonfictional text I was excited to mention a great tool that other teachers could use in their classroom.  I was also able to share, as a result of my own research from the article “Common Core: Fact vs. Fiction”, what actually constituted as ‘informational text’.  After that staff meeting, I wrote out a cute little poster that listed several different types of informational text that I could hang up in my classroom.

            Although I didn’t attend Twitter sessions this week, due to our open house, and tutoring sessions I believe that the resources I shared with my staff members really impacted their learning.  When I was able to share the different types of texts that were considered ‘informational texts’ there was an ‘aha’ moment for several of the teachers.  By pointing out these different texts several of the teachers started bubbling with ideas on how they can use charts, graphs, biographies, scientific texts…etc within their classroom.  In addition to this idea filled staff meeting, I was able to see that our discussion really did have an impact on their teaching.   In one particular classroom one of the teachers actually made an effort to sort and display different nonfictional text, as opposed to having it amongst all of the other fictional text (I purposely did this earlier this week after I read about it).

            Since I was unable to attend the twitter sessions this last week, I will make it an effort to attend one this week.  For sure on Thursday, and perhaps on Tuesday (It’s my Birthday, so I’m not too sure). I would also like to collaborate more with people within this classroom-more than just by twitter sessions.  I hope to collaborate more with Lenore as well as Hallie too. 

            There were a lot of resources that have made a difference in my learning.  Specifically from Lenore’s blog.  In fact, due to reading her annotated bibliography I have bookmarked articles, and even purchase the book “Nonfiction Matters: Reading, Writing, and Research in Grades 3-8” by Stephanie Harvey, for my Kindle.   I look forward to investigating these resources further this week, and will let you all know what I discover in next weeks reflection!

#SEACCR What have others learned about my question?

Amber Hanson

#SEACCR

Week 3 Blog

Essential Question: What have others learned about my question?

Action Research Question:

How do I use non-fiction text to assist students in learning?

Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure.

Read, S., Reutzel, D. D., & Fawson, P. (2008). Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure. Early Childhood Education Journal, 36(3), 213-219. doi:10.1007/s10643-008-0273-0

This article consisted of a study on how learning text structure is an “effective strategy for promoting expository text comprehension”.  After the study was concluded it was evident that, “teaching young children the text structure found in expository texts is not only possible, but also quite effective in improving comprehension, as measured by asking questions, summarizing, and retelling.  In addition to the study, the authors provided multiple examples of high quality informational texts that could help aid in the instruction of four main text structures; description/list (main idea & details), cause and effect, comparison/contrast and order/list. It also provided an example of an explicit text structure lesson plan for teaching order/sequence text structure, using informational text.

How is this relevant to my AR question?

This article focuses on using information text as a means to understanding textual structure.  Although the four main text structures that were focused upon in the study can be taught through the use of fiction, it was concluded that by providing students with the opportunity to explore non-fiction text could effectively teach the same concepts.   In an effort to incorporate more non-fictional text within my classroom, it’s great to know and get resources in which I can use within my classroom to help aid in the transition of our new Alaska State Standards.  The lesson example provided seemed basic and almost intuitive, and yet I had never thought of trying it before.  I look forward to using the resources provided, as well as implementing the order/sequence lesson plan to my class within this next year.

Incorporating Informational Texts in Primary Grades: A Research-Based Rationale, Practical Strategies, and Two Teachers’ Experiences

Calo, K. (2011). Incorporating Informational Texts in the Primary Grades: A Research-Based Rationale, Practical Strategies, and Two Teachers' Experiences. Early Childhood Education Journal, 39(4), 291-295.

This article describes how two teachers, one from an affluent suburb of a major city, and the other from a high-poverty urban school, incorporate the use of informational text within their classroom to help “engage their students, to provide children with opportunities to learn about the world around them, and to immerse them in literacy learning.”  Both teachers talked about the importance of exposing students to their own world, nonfiction text allows for this to happen. As children progress through the grade levels it becomes increasingly more important for them to be able to read and write informational things.  Teaching this to students at a young age not only helps academically, but also helps them to know that they can have an opinion on the world. This article also discusses how teaching students about different informational text structures help scaffold their comprehension. By explicitly teaching/using nonfictional text within the classroom students begin to understand that you don’t just get information from words, but “also from pictures, graphs, charts, diagrams, heading, captions, and labels.”. Nonfiction not only aids in bridging literacy and other content areas, but also makes learning significant and interesting to its readers.  In addition to providing it’s readers with examples on how nonfiction can be incorporated within the classroom, it also provides a list of examples of quality informational text, as well as a list of several instructional strategies that can be used.  These examples include; shared reading, shared writing, guided reading, independent writing, researching, and independent reading. Lastly, and a biggie, this article provides information about grants that they can pursue to find funding for such resources discussed. 

How is this relevant to my AR question?

This article provides a real look into two different classrooms, and how they incorporate the use of nonfictional text within the classroom.  Both teachers discussed the importance of involving students within their own world, using informational text as an avenue.  By including nonfictional text within the classroom teachers are able to help make connections between what they are learning and their own world around them.  Using these types of text can also help bridge the gap between reading and writing, as well as between literacy and the content areas.

Common Core: Fact vs. Fiction

Greene, K. (2012). Common Core: Fact vs. Fiction. Instructor, 122(2), 23-24.

This article begins by explaining the importance of non-fictional text.  It explains that despite the ever-growing research on the benefits of informational text, a large majority of primary schools spend most of their instructional time on fiction.  It is noted that about 90 percent of what most adults read is informational text, therefore an obvious shift in how we teach literacy, especially in the primary grades, needs to change.  Recently most states have adopted the Common Core Standards. Although Alaska is not one of those states, our states new standards basically mirror the CC in most ways. This article explains what is meant by the term ‘informational text’.  Informational text is synonymous with nonfiction.  It includes historical, scientific and technical texts that provide students will factual information about the world.  In addition to these three categories, biographies and autobiographies are also considered a form of informational text. In addition to the above categories, informational text also encompasses directions, forms, and information containing charts, graphs, maps and digital resources. This new shift in literacy education calls more ‘in the text’ not ‘out of the text’ questions. Students will be expected to uncover evidence from the text to support their answers.

How is this relevant to my AR question?

Throughout my research I have found several articles that gave ideas on how to incorporate nonfiction texts throughout all content areas.  This text however benefitted me in a different way.  When I originally read the term ‘informational text’, I figured it was basically the same as nonfiction (which it is). I had never though, however, what types of texts/categories the term ‘informational texts’ actually covered. By knowing all these categories now, I am better able to visualize what types of texts I can include in certain subject areas while still meeting the 50:50 requirement of fiction vs. nonfiction. This text made me realize that I didn’t actually know what types of texts actually fell under the category of nonfiction.  This will definitely be noted as I progress with my Action Research question.

Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms

Hall, K., & Sabey, B. (2007). Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms. Early Childhood Education Journal, 35(3), 261-268. doi:10.1007/s10643-007-0187-2

This article is a great resource to help teachers anticipate difficulties students may have while reading informational texts, and what can be done with help. Difficulties associated with helping young children learn to comprehend information text include: (1) increase in unfamiliar and content-specific vocabulary, (2) use of new and unknown text structures, and (3) increase in heading/subheading, captions, and graphics.  The article then continues on with explaining why it’s important to address these problems, and how to alleviate the difficulties students will have with them.  To help alleviate the headache of approaching unfamiliar vocabulary, several different instructional practices to address vocabulary needs are introduced, these strategies include; considerations to what vocabulary words you’ll choose to focus on, as well as the methods and activities you choose to teach them with.  Difficulty 2 focuses on text structure and how to use new and unknown text structure throughout reading and writing.  This article suggested a few strategies teachers could use to help including; defining concepts related to each structure, teaching methods such as the use of word clues, and explicitly teach how to organize information through the use of graphic organizers.  Difficulty 3 addressed the unique text features students will encounter while reading nonfictional text.  These text features may include; heading, subheading, captions, graphics, charts, diagrams, graphs…etc. Some instructional strategies suggested include; searching for bold words, heading/subheading predictions and reading the graphics. Once students are taught how to navigate their way through these unique features, they will better be able to comprehend the text. This article provides great ideas to help prevent/alleviate some difficulties students may have when encountering Informational text.  Each one of these difficulties must be taught explicitly to students.  Do not assume they can comprehend everything they are reading.  If you can anticipate the problem before it happens, there will be less chaos later.

How is this relevant to my AR question?

This article ultimately helps create an informed direction of my Action Research project, as it outlines exactly what students at young ages may run into problems with while reading nonfictional text.  If I explicitly teach these strategies, students will be better able to comprehend the text and begin reading for information.  I know now that by anticipating the problem now, I can plan my lessons accordingly.  In order for nonfictional texts to assist in students learning, they must KNOW how to navigate through them!  This article gives me a fantastic jumping off point that I know I will be able to use later.

Nonfiction Inquiry: Using Real Reading and Writing to Explore the World

Harvey, S. (2002). Nonfiction Inquiry: Using Real Reading and Writing to Explore the World. National Council of Teachers of English, 80(1), 12-22.

This article focuses on ways in which teachers can lead their students to deeper understanding and learning in nonfictional texts.  We can do this through sharing our passion and wonder of the real world, surround our students will different types of nonfictional text, matching reading and writing, emphasize short text, and engage in inquiry process. Ways in which we can increase use of informational text within our classroom is to: read nonfiction aloud, explore nonfiction to satisfy curiosity, use nonfiction for instruction, read nonfiction to find out information, read nonfiction to do research, skim nonfiction to answer questions, show particular feature of nonfiction—the titles, headings, bold print, graphs, chart—and point out the purpose of these text elements, and read nonfiction to write it well. According to the article the choices of nonfictional books should be based on the following three criteria: (1) Content, (2) Text features, (3) Writing quality.

How is this relevant to my AR question?

This article provided several examples on how I can increase the use of nonfictional books within my classroom.  It also made me reflect on the types of books I have in my library.  Are mine mostly fiction? Probably.  I make it my point, as means to help increase the availability of nonfictional books in my classroom, to sort these books by genre.  Doing so I will better be able to reference and use the books regularly. By displaying such books, students will also be more likely to voluntarily pick out a nonfiction book and read it.  In the article the author mentioned how his class helped create a ‘text’ feature poster that identified different text features and what the purpose is.  I believe this is something I can do within my classroom as well.   Doing this will help students refer back to the concepts in order to understand the text.

Week 2 Reflection Blog #SEACCR

#SEACCR

Week 2 Reflection Blog:

This week’s Blog posts were extremely helpful for me.  Of course I have looked at the standards before, but never had I gone into much depth about the change that was taking place.  As a result of research and collaboration I was finally understand what exact changes were taking place.  One I discovered them, it became much easier to find resources that aided in helping others understand.  While collaborating with Hallie this week about our Action Research Project questions, we found that our two ideas sort of linked together.  As a result we will now be sharing resources back and forth that can help both of us. 

One idea I mentioned that could help her in increasing her student’s verbal skills (while also incorporating non fictional texts) was to have student’s host book talks about what they read, or even conducting interviews about the texts they read.  Doing so will help students begin to verbally express themselves, while also help aid in the comprehension of the text.  It would have the reader, and the interviewer. 

Also a great online tool that could help would be something called ‘Voice Thread’.  This resource would be a great one to use for students that are shy about talking in front of the group.  It could increase their confidence in speaking, while also engaging in discussion of a particular informational text.  Another resource that I shared with people who are looking to increase their use of informational texts, is to order ‘Scholastic News’ or ‘Time for Kids’ for their school.  These types of non-fictional pieces cover a lot of concepts within the news, as well as several columns that address other content areas.  I already subscribe to ‘Scholastic News’ and therefore I use it on a pretty regular basis.   

I believe that as a result of discussion about the new standards, others were able to clarify my understanding of the changes that are happening.  I believe I impacted others learning by introducing possible resources that could help them on their project.  I also believe that due to this class I was able to share resources that people have shared with me, to other teachers at my site.  I engaged in several conversations on how to incorporate informational text within the classroom.  In fact, in the next few weeks another teacher at my site will begin using ‘Scholastic News’ as a means to incorporate more informational text within her classroom.

Next week, I plan on reviewing other peoples research question a little bit more.  Doing so I believe I can help provide additional resources to help with their projects.  I plan on researching programs that are technologically based as well.

 As mentioned earlier, I was able to collaborate a great deal with Hallie from Stebbins.  In our discussion she mentioned the use of Podcasts.  Podcasts could be a very useful tool to help answer my Research Question.  Also, due to our discussion I have once more change my question.  It is as follows:

“How do I use non-fictional text to assist students in improving their speaking and listening skills?”

If anyone has an resources, other than what I have mentioned, I will be very interested! I will also post my new question on twitter tonight. 

Week 2 Shift in Alaska LA standards and AR question #SEACCR

Amber Hanson

SEACCR

Week 2

Essential Question (1): How does the shift in the Alaska Language Arts standards impact teaching and learning in my classroom?

            There are several ways in which the shift in the Alaska Language Arts standards impact teaching and learning in my classroom.  Shift #1: Building Knowledge Through Content-Rich Nonfiction and Informational Text is the one I believe will impact me the most over the next year or so.  This shift involves the change to an equal 50:50 balance between informational and literary text within the elementary grades. While I do understand the purpose behind the shift and totally support it, I am a little nervous on what this means for my classroom.  The hesitation I feel is stemmed mostly because I currently do not know of, nor do I have many examples of informational text within my classroom.  While yes, I do have social studies texts books, as well as our science textbook; I fear that this may be it.  And really, it’s not because I don’t WANT more, more so because I’m not sure what is actually out there.  As a result, I made a drastic shift in my Action Research Question to help aid in making this shift a little smoother.  Honestly I look forward to looking more into it over the next few weeks.

            Thankfully, Shift #2: Reading and Writing grounded in Evidence From Text will not be much of a transition from my current teachings.  Thankfully, as a relatively new teacher the education program in which I was trained, had taught me how to go about asking text based question.   In fact, I actually prefer this type of questioning, as I believed it was one of the key tools I could use to determine if students actually comprehended the text in which they read.  The problem with asking too many questions not based within the text, was that students didn’t actually have to read the text to answer them!  I definitely look forward to this required change to be implemented in all classrooms across the state of Alaska.

            Shift #3 requires have students regular constant practice with complex grade level text and its academic vocabulary.  When I first heard of this shift, I thought it meant that all students must be able to read the complex grade level texts independently, but after further investigation I discovered that it is not so.  I was relieved to know that I would still be able to provide support for my students.  This shift is mostly talking in regards to Exposure to grade level material.  I believe this is completely doable in my classroom. 

            Overall I feel that the shift Alaska has taken with our Language Arts Standards is for the best, and I look forward to the full implementation of our new standards soon!

Essential Question (2): What is the question I would like to research over the next eight weeks?

After my most recent research involving the change over to the new Alaska Language Arts standards, I’ve decided to go in a different direction in terms of my research question (If you’re interested in collaborating with me, let me know!)  The question is as follows:

            How do I use non-fiction text to assist students in learning?

I’ve also just recently posted this new question to twitter, so if any of you would like to reply on there, please let me know!

Week 1 Reflection

Week 1 Reflection

Initially when I began researching the topic of “Action Research” I was a bit overwhelmed.  But as I dug deeper, I came to discover that action research is a process that we as teachers naturally perform constantly throughout the school year.  While yes, we are not developing research papers on each topic, and perhaps not gathering data pertaining to only one specific problem.  But we are doing, is constantly taking inventory of what works, and what needs improvement within our classroom.  Then from there we identify ways in which we make modifications to the areas in which we struggle.  We do this by research, gathering resources and collaborating with colleagues. 

            As noted by one of the blogs I read, what action research is basically inferring to, is something that most of us already do naturally.  Once I realized this, the term became much less daunting.  I can already think of a few instances in which I have performed a similar process within my classroom this year, as well as last year.  One particular example involved the process in which I taught writing.  Another is how I approached how to work in a functional cooperative group (this one, however is still a work in progress!).  I can already tell this year, with the particular group of students I have, I will be needed to research a few more concepts to be modified throughout the year.  I am excited to begin researching my potential project, as well as continuing to collaborate with my colleagues through Skype, email, twitter and in person.  Tune in next week for my chosen Classroom Research project question!

Week 1: What is Action Research?

Amber Hanson

SEACCR

Blog 1

Essential Question: What is Action Research?

Action Research is a combination of both action and research.  It is based upon the process in which people (or in our case, teachers) “examine their own educational practice systematically and carefully, using the techniques of research.” (Yanto, 2011). Originally ‘Action Research’ was a process in which was dedicated within the social welfare.  In broader terms it was “the systematic collection of information that is designed to bring about social change” (Smith, 1996). The relevance of participating in such a process is always guaranteed as the focus is primarily chosen and used by the researchers themselves.  

            Action Research as it pertains to education, although most commonly engaged by a collaborative group, can also be done by “a single teacher, by a group of colleagues who share an interest in a common problem, or by the entire faculty of a school” (Sagor, 2000). Regardless of the scenario in which the researcher has chosen, the steps or rather, the ‘cycle’ is always the same. First you identify a focus.  From there the second step is often where one would clarify theories, or ‘fact find’ according to the researchers individual focus. If this first section is successful, “two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea.” (Smith, 1996,2001,2007 ). Step three is where research questions are identified.  Step 4 and 5 involved the collections of data, as well as the analysis of the data.  Step 6 is where the researcher would report the results, and finally they would take informed action. After this is completed, the cycle begins over again in order to reach the desired result.

            The process tends to work through three basic phases.  The first phase is where the researcher would look for a problem they want to investigate further.  In addition to this, they would also gather information surrounding the current way of how things are done.  Phase two is where interpreting and explaining would take place. We analyze and interpret the situation as well as our data, and reflect up on the areas of success and deficiencies surrounding the focus.  Lastly phase three is where the researcher would act.  It is where one would finally begin solving issues and problems. We evaluate the effectiveness of the changed activity, make adjustments and begin the entire process over again. 

Bibliography

Sagor, R., & Association for Supervision and Curriculum Development. (2000). Guiding school improvement with action research. Alexandria, Va: ASCD.

Smith, M. K. (1996; 2001, 2007) ‘Action research’, the encyclopedia of informal education. [http://infed.org/mobi/action-research/. Retrieved: 12 September 2013.

Yanto, H. (2011). ‘WizIQ’ Introduction to action research in education. http://www.wiziq.com/tutorial/143998-Introduction-to-action-research-in-education. Retrieved: 13 September 2013.