Reflection and Connections
The data supports the research-based word study instruction. During the controlled group 12% of the students increased one spelling stage while during the experimental group in which word study was implemented, 72% of students increased one or more spelling features.
The action research project was not only supported by research but by the INTASC standards for educators. Standards 1-3 focus on the learner development, learning differences, learning environments. By focusing on the learner and learning throughout the project I provided differentiated instruction in different learning environments through the small group process. By taking pre-test data, skills and abilities I was able to maximize their learning. Standards 4-5 focus on content knowledge and application of content. Understanding word study, the spelling stages, and each spelling feature was an important factor when successfully implementing this strategy in my classroom. With a deep knowledge base I was able to make the content relevant and create meaningful learning experiences.
Standards 6-8 focus on assessment, planning for instruction, and instructional strategies. Effective instruction relies on quality assessment, planning, and implementation of strategies. Using the Words Their Way assessment allowed me to plan instruction best suited for my students and their ability levels. Standards 9-10 focus on professional learning and ethical practice, and leadership and collaboration. The classroom is a safe and productive learning environment and with parent collaboration I was able to ensure that they were aware of what their child is doing in class and that they consented to their child’s participation.
Implementing word study into the classroom provided developmentally appropriate spelling instruction that matched the needs of individual learners. With a hands-on approach and active word manipulation the students were able to activate their 21st century problem solving skills to determine the focus features of word sorts. Seeing the student engagement and growth, it has impacted my plans for teaching in the future.
The action research project was not only supported by research but by the INTASC standards for educators. Standards 1-3 focus on the learner development, learning differences, learning environments. By focusing on the learner and learning throughout the project I provided differentiated instruction in different learning environments through the small group process. By taking pre-test data, skills and abilities I was able to maximize their learning. Standards 4-5 focus on content knowledge and application of content. Understanding word study, the spelling stages, and each spelling feature was an important factor when successfully implementing this strategy in my classroom. With a deep knowledge base I was able to make the content relevant and create meaningful learning experiences.
Standards 6-8 focus on assessment, planning for instruction, and instructional strategies. Effective instruction relies on quality assessment, planning, and implementation of strategies. Using the Words Their Way assessment allowed me to plan instruction best suited for my students and their ability levels. Standards 9-10 focus on professional learning and ethical practice, and leadership and collaboration. The classroom is a safe and productive learning environment and with parent collaboration I was able to ensure that they were aware of what their child is doing in class and that they consented to their child’s participation.
Implementing word study into the classroom provided developmentally appropriate spelling instruction that matched the needs of individual learners. With a hands-on approach and active word manipulation the students were able to activate their 21st century problem solving skills to determine the focus features of word sorts. Seeing the student engagement and growth, it has impacted my plans for teaching in the future.
So What?
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Because the students received instructional, not frustration level instruction they were more focused and excited. While there was growth, something to think about for the future are students who did not make the same progress as their peers and what strategies can increase their progress. If I could do it again, I would begin the process at the beginning of the year to include the word study process in our classroom procedures and routines. It was difficult creating a new routine mid-year with first graders, but they adapted and did their best. Something interesting that I noticed is that the students enjoyed having different work than their peers. It encouraged them to work hard on their individual assignments and took the pressure off of students performing at different abilities. As a professional, the action research project made me more reflective in my practices. Learning how to use assessment effectively to plan for instruction impacted student growth and achievement in my classroom.
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Now What?
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With the positive results of the action research project I plan on continuing to implement this strategy in the classroom through the remainder of the school year. Discussing how word study will look in the special education setting with our school’s resource teacher will be a next step. If word study is reinforced during intervention, those students may increase their progress. In education there will always be areas of concern, but being able to identify the concern, research effective strategies, and monitor progress is a skill that will positively impact every learning environment I am in. The CADRE experience has instilled in me the importance of constant reflection, effective assessments, and the use of research based strategies to impact learning.
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