Improving 3 rd Grade Written Comprehension Utilizing a Writer’s Club Dare To Share Conference June...

Improving 3rd Grade Written Comprehension Utilizing a Writer’s Club

Dare To Share Conference

June 15, 2015

An Action Research Project by Carol Frazier

WelcomeCarol Frazier

Shawboro Elementary SchoolCurrituck County

[email protected] Recovery/Title I Teacher

NC Master Literacy TrainerGTN Educational Action Researcher

mailto:[email protected]

What is the Governor’s Teacher Network?

• A group of 450 NC teachers were selected from 1,400 applicants for the 2014-15 GTN.

• Teachers identify instructional needs, create innovative digital instructional resources and design professional development to support key Race to the Top initiatives in Home Base.

• Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.

What is theGovernor’s Teacher Network?

Pathway 1 Teachers: Professional Development • Identify problems of practice around instructional

needs and conduct action research projects in their schools.

• Investigate and analyze the effectiveness of strategies and practices on student learning.

• Create professional development sessions and materials to be posted in Schoolnet and the Professional Development System in Home Base.

What is Action Research?

Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Completion of Online Course Action Research for the K-12 Educator: Instructor-Led

Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill.

Goals of Action Research

Main Goals Include:•Positively impact student outcomes•Identify and promote effective instructional practices

•Create opportunities for teachers to become reflective practitioners

•Share research results with other educators

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Improving Written Comprehension Utilizing a 3rd Grade Writer’s Club

An Action Research Project by Carol Frazier

http://gtnpd89.ncdpi.wikispaces.net

Why a 3rd Grade Writer’s Club?• Read to Achieve Requirements for 3rd Grade

Students and Teachers in North Carolina– Possible Retention if Non-Proficient in Reading on BOY or EOG

• Alternate Assessments Approved by State of NC– mCLASS®:Reading 3D TRC Assessment (Level P = Proficiency)

– Read to Achieve Alternate Assessment

• Students’ R3D Instructional Reading Level and the Level of Instruction may be Skewed

• Written Comprehension Proficiency effects overall R3D TRC Scores

Problem to Investigate• School Districts Across NC use mCLASS®:Reading 3D Assessment as a

tool to Determine Reading Proficiency and meets Read to Achieve Requirements.

• Reading 3D TRC Benchmark at BOY, MOY, and EOY

• Text Reading Comprehension (TRC) Level - highest level book that was read independently (between 95%-100% accuracy) and scored proficient on both oral and written comprehension.

• TRC Level Ceiling - Non-proficient in Reading Accuracy, oral comprehension or written comprehension OR reached Instructional Accuracy Range (90%-94%).

• Reading 3D Data - Many students unable to show acceleration in Reading due to a lack of proficiency on the Written Comprehension.

• During each Benchmark a group of students are consistently unable to successfully write the two responses required to be scored proficient in Reading.

Turn and Talk

• What are the biggest challenges that your students face in order to reach grade level proficiency using the mCLASS®:R3D TRC Benchmark Assessment?

• How do your students’ TRC Accuracy Rates and Text Reading Level compare to their Written Comrehension proficiency scores?

Multiple Data SourcesBenchmark Goal: BOY = Level M MOY = Level O EOY = Level P

Student # 4 K Amazing Lasers 97% 4/5 P 2/3 P Intensive 433/2

L The Statue of Liberty 100% 5/5 P 1/3 NP

M Trees on Our Planet 99% 5/5 P 1/3 NP

N Giraffes 99% 5/5 P 1/3 NP

O A New Skatepark 98% 4/5 P 1/3 NP


L The Statue of Liberty 99% 4/5 P 1/3 NP

M Trees on Our Planet 95% 2/5 NP 1/3 NP



L The Statue of Liberty 94% 0/3 NP

M Trees on Our Planet 100% 0/3 NP

Action Research Plan

Purpose:

To determine if a 3rd Grade Writer’s Club intervention will improve Written Comprehension as measured on the mCLASS®: Reading 3D Text Reading and Written Comprehension assessment.

Questions•How can I best prepare my at-risk Title I students to respond in writing to questions/petitions posed on the Reading 3D Written Comprehension portion of the mCLASS® assessment?

•Which research-based strategies will accomplish the above?

•How can a pull-out intervention program contribute to increased written comprehension proficiency?

Review the Research

Jigsaw ActivityReviewing the Research

• 5 Participants in Each Group• Read One of Five Professional Article Summaries Written by the Researcher• Share each Article Summary & How it Relates to

this Action Research Study • Discuss any “Aha” moments from the Article

Summary • Discuss the Research Summaries and How they

Relate to Your Class/Students

3rd Grade BOY Data Displayed inthe Data Room• BOG• R3D

3rd Grade Student Criteria forWriter’s Club Intervention

•Non-Proficient on R3D TRC based on Written Comprehension•Proficient in both Accuracy and Oral Comprehension on R3D TRC•Non-Proficient on 3rd Grade BOG•R3D TRC Benchmark is Below or Well Below Grade Level Cut Scores*

3rd Grade BOG and BOY R3D TRC

BOG: 426/1

BOG: 431/1

BOG: 436/2

BOG: 433/2

BOG: 428/1

BOG: 429/1

BOG: 425/1

BOG: 423/1

BOG: 426/1

BOG: 425/1

P

O

N

M

L

K

J

I

BOY

MOY BOY

MOY BOY

MOY BOY

MOY BOY

MOY BOY

MOY BOY

MOY BOY

MOY BOY

MOY BOY

MOY

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

What is the Goal of the Writer’s Club Intervention?

To Increase Written Comprehension Proficiency of 3rd Grade Students as Measured by the mCLASS®: R3D Assessment• Research Based Reading and Writing Strategies• Purposeful Reading and Writing Activities Every Day• Increase Understanding of Non-Fiction Text Features• Create a “Kid Friendly” Writing Rubric with Students to

use for Self and Peer Assessment/Scoring

Writer’s Club Tool Box

Intervention Rotation•Written Comprehension Journals•Non-Fiction Text Features•LINCS Vocabulary Strategy•Student Friendly Writing Rubric•Anchor Charts

Cobine, Gary R. (1995). “Effective Use of Student Journal Writing.” ERIC Digest. [ED378589]

O’Brien, C. (2005). Modifying learning strategies for classroom success. TEACHING Exceptional Children Plus, 1(3) Article 3. Retrieved 7/23/14 from http://escholarship.bc.edu/education/tecplus/vol1/iss3/3

http://escholarship.bc.edu/education/tecplus/vol1/iss3/3

Individual Writer’s Club Written Comprehension Journals for Daily Writing

Student Created Written Comprehension Rubric for Peer and Self Assessment

Intervention Rotation

1 - Written Comprehension Journals 2 - Non-Fiction Text Features3 - LINCS Vocabulary Strategy4 - Student Friendly Writing Rubric5 - Anchor Charts

Cobine, Gary R. (1995). “Effective Use of Student Journal Writing.” ERIC Digest. [ED378589]



Action Research Results Using Multiple Data Sources

•3rd Grade BOG•mCLASS®: R3D TRC BOY to MOY Student Reports – Growth Model•Attendance: Students & Teacher of Record•Report Card Grades•Student Survey – Attitude/Likert Scale•Field Notes

3rd Grade BOG & R3D TRC BOY to MOY

Beginning of Grade

Level 3 = 439 or >

BOG: 426/1

BOG: 431/1

BOG: 436/2

BOG: 433/2

BOG: 428/1

BOG: 429/1

BOG: 425/1

BOG: 423/1

BOG: 426/1

BOG: 425/1

P

O

N

M

L

K

J

I

Text Level BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10


Student Name BOY

Book Title - BOY Accuracy Oral Written

Risk or Need BOG Teacher MOY

Book Title - MOY Accuracy OC WC Risk or Need

Student # 1 L

The Statue of Liberty 97% 5/5 P 2/3 (P) Strategic 426/1 B L

The Statue of Liberty 98%

5/5 (P)

2/3 (P)

High Risk/intensiv

e

MTrees on Our Planet 93% 3/5 NP 1/3 NP M

Trees on Our Planet 93%

4/5 (P)

1/3 (NP)

Student # 2 K Amazing Lasers 97% 5/5 P 2/3 P Intensive 431/1 A N Giraffes 96%

5/5 (P)

2/3 (P) Some Risk

The Statue of Liberty 100% 4/5 P 0/3 NP O

A New Skatepark 96% N/A

1/3 (NP)

Student # 3 J Harvest Mouse 99% 5/5 P 2/3 P Intensive 436/2 B L


5/5 (P)

2/3 (P)

High Risk/Intensiv

e

K Amazing Lasers 99% 5/5 P 1/3 NP MTrees on Our Planet 99%

5/5 (P)

1/3 (NP)

LThe Statue of Liberty 100% 4/5 P 0/3 NP N Giraffes 100%

5/5 (P)

1/3 (NP)


Student # 4 K Amazing Lasers 97% 4/5 P 2/3 P Intensive 433/2 B M

Trees on Our Planet 98%

5/5 (P)

2/3 (P) Some Risk

LThe Statue of Liberty 100% 5/5 P 1/3 NP N Giraffes 98%

5/5 (P)

1/3 (NP)

MTrees on Our Planet 99% 5/5 P 1/3 NP


OA New Skatepark 98% 4/5 P 1/3 NP

Student # 5 K Amazing Lasers 99% 4/5 P 2/3 P Intensive 428/1 B O

A New Skatepark 97%

5/5 (P)

2/3 (P)

Low Risk/OGL

LThe Statue of Liberty 99% 4/5 P 1/3 NP P Beavers 96%

4/5 (P)

1/3 (NP)

MTrees on Our Planet 95% 2/5 NP 1/3 NP N Giraffes 97%

4/5 (P)

2/3 (P)

N Giraffes 98% 4/5 P 1/3 NP MTrees on Our Planet 97%

4/5 (P)

2/3 (P)

Student # 6 K Amazing Lasers 98% 5/5 P 2/3 P Intensive 429/1 A N Giraffes 98%

5/5 (P)

3/3 (P) Some Risk

LThe Statue of Liberty 94% 0/3 NP O

A New Skatepark 97% N/A

1/3 (NP)

MTrees on Our Planet 100% 0/3 NP


Student # 7 J Harvest Mice 95% 4/5 P 3/3 P Intensive 425/1 A O

A New Skatepark 91%

5/5 (P)

2/3 (P)

Low Risk/OGL

K Amazing Lasers 95% 1/3 NP N Giraffes 96%5/5 (P)

2/3 (P)

LThe Statue of Liberty 97%

4/5 (P)

2/3 (P)

Student # 8 N Giraffes 99% 4/5 P 2/3 P

On Grade Level 423/1 A P Beavers 95%

4/5 (P)

2/3 (P)

Low Risk/Above

OA New Skatepark 99% N/A 1/3 NP Q

The Game of Soccer 94% N/A

1/3 (NP)

Student # 9 K Amazing Lasers 95% 4/5 P 2/3 P Intensive 426/1 A P Beavers 99%

5/5 (P)

2/3 (P)

Low Risk/Above

lThe Statue of Liberty 98% 1/3 NP Q

The Game of Soccer 100%

4/5 (P)

1/3 (NP)

Student # 10 J Harvest Mouse 97% 5/5 P 4/5 P Intensive 425/1 B L


4/5 (P)

2/3 (P)

High Risk/Intensiv

e

K Amazing Lasers 94% 4/5 P 1/3 NP MTrees on Our Planet 99%

5/5 (P)

1/3 (NP)

LThe Statue of Liberty 95% 5/5 P 1/3 NP

MTrees on Our Planet 96% 4/5 P 1/3 NP


P

O

N

M

L

K

J

I

BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10

mClass®: R3D TRC BOY to MOY Student Growth Model

Teacher A

Text Level

P

O

N

M

L

K

J

I

BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY

Student 2 Student 6 Student 7 Student 8 Student 9

Teacher B

Text Level

P

O

N

M

L

K

J

I

BOY MOY BOY MOY BOY MOY BOY MOY BOY MOY

Student 1 Student 3 Student 4 Student 5 Student 10

Teacher Attendance Data


72 days

Gender, Growth, Attendance and EOY 2nd Grade Report Card Grades

Days Absent and Tardy may be a variable for Student 1, 2 & 4.

Student Gender Growth/Risk Absent TardyEOY R

2ndEOY W

2nd

1 F 0 Levels 2 16+ 2.5 2.5

2 F 3 Levels 12 0 2.5 3

3 M 2 Levels 4 0 3 3

4 F 2 Levels 9+ 1 3.5 3

5 F 4 Levels 2 2 3 2.5

6 M 3 Levels 0 0 3 2.5

7 F 5 Levels 6 0 2 3

8 F 2 Levels 8 0 3 3

9 M 5 Levels 5 0 2.5 2.5

10 F 2 Levels 1 0 3 3

Student Work

Samples

Elbow Partner

How did your class progress from BOY, MOY and EOY?

Did Non-Proficient Written Comprehension scores cause your students to back up using the required leveled texts?

Read to Achieve State, Regional, and Local

ResultsBOY-MOY

March 19, 2015

The next three slides were shared during a Region 1 Read to Achieve Meeting

by Abbey Whitford, DPI Read to Achieve Consultant

BOBOY – mCLASS®: Reading 3D Rigby comparisonPurpose: Illustrate how customer compares to state and regional

performance in terms of moving students across Instructional Support Recommendations (ISR) from BOY to MOY

Percent of students in each TRC instructional category at middle of year 2014-15 who started the year performing at Far Below Proficient levels

Grade

Students Above Proficient Level

Students At Proficient Level

Students Below Proficient level

Students Far Below Proficient Level

Dist Reg 1

NC Dist Reg 1

NC Dist Reg 1

NC Dist Reg 1

NC

Kinder 0% 6% 8% 0% 11% 11% 75% 70% 68% 25% 13% 13%

1st Grade

0% 1% 1% 9% 10% 5% 0% 6% 7% 91% 83% 87%

2nd Grade

0% 1% 3% 3% 4% 2% 9% 19% 14% 88% 76% 81%

3rd Grade

5% 6% 3% 7% 3% 3% 17% 19% 18% 71% 73% 76%

4th Grade*

2% 0% 1% 9% 0% 2% 18% 5% 8% 71% 95% 89%

5th Grade*

0% 0% 0% 33% 7% 5% 0% 0% 7% 67% 93% 88%

BOY – mCLASS®: Reading 3D Rigby comparisonPurpose: Illustrate how customer compares to state and regional

performance in terms of moving students across Instructional Support Recommendations (ISR) from BOY to MOY

Percent of students in each TRC instructional category at middle of year 2014-15 who started the year performing at Below Proficient levels

Grade





Dist Reg 1

NC Dist Reg 1

NC Dist Reg 1

NC Dist Reg 1

NC

Kinder 0% 15% 19% 7% 21% 21% 93% 64% 60% 0% 8% 0%

1st Grade

0% 6% 2% 40% 33% 23% 2% 12% 20% 58% 48% 55%

2nd Grade

0% 10% 10% 7% 17% 18% 33% 47% 44% 60% 26% 28%

3rd Grade

26% 16% 15% 15% 13% 13% 26% 49% 47% 33% 22% 25%

4th Grade*

19% 7% 2% 31% 20% 19% 12% 25% 39% 38% 48% 40%

5th Grade*

0% 0% 0% 33% 45% 35% 17% 27% 29% 50% 27% 36%

Percent of students in each TRC instructional category at middle of year 2014-15 who started the year performing At OR Above Proficient levels

Grade





Dist Reg 1

NC Dist Reg 1

NC Dist Reg 1

NC Dist Reg 1

NC

Kinder 20% 33% 40% 33% 24% 21% 46% 42% 38% 0% 1% 1%

1st Grade

33% 37% 30% 51% 42% 41% 4% 6% 14% 12% 14% 15%

2nd Grade

27% 52% 55% 32% 22% 22% 35% 21% 19% 6% 5% 4%

3rd Grade

61% 61% 64% 12% 13% 13% 14% 21% 19% 12% 6% 4%

4th Grade*

24% 23% 36% 42% 44% 44% 18% 23% 17% 16% 9% 3%

5th Grade*

0% 0% 0% 50% 84% 84% 17% 10% 10% 33% 6% 6%

BOY – mCLASS®: Reading 3D Rigby Comparison

Purpose: Illustrate how customer compares to state and regional performance in terms of moving students across Instructional Support Recommendations (ISR) from BOY to MOY

Student Attitude Survey(Likert Scale)

Purpose: to investigate how the students felt about their participation in the Writer’s Club

•After completing the 10 week Writer’s Club Intervention the students were asked to complete an Attitude Survey

•After reading each statement/question the students responded “Strongly Agree, Agree, Undecided, Disagree, or Strongly Disagree”

I looked forward to attending Writer's Club.

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

70%30%

I like to write my answers to show understanding after reading a text or passage.

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

30%

20%30%

20%

I got behind in my classwork because I attended Writer's Club.

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree10%

20%20%

50%

Field Notes•Positive Student Statements: “It’s not time to leave yet!”, “Can you ask us a question on our way out?”, “I think writing club is helping me.”, “Can I use the book to help me answer this question?”, “I want to come back to Writer’s Club!”•Negative Student Statements: “My teacher said she doesn’t like us coming to writer’s club.”, “Do we have to come today? Our class is having popcorn and a movie!”•Inconsistent notification by teachers when students were unavailable to attend Writer’s Club.•Some students were sent late … “After they finished their class work needed for a grade.”

• Students’ stamina increased as they remained focused for

longer periods of time when reading and answering

questions/petitions• Students increased their use of the text to find text based

evidence to include in their responses• Teacher B - Bereavement Absences

Field Notes Continued

Writing Rubric Transferred Back to Regular Classroom

Environment

R3D TRC GraphGrowth From BOY to EOY

B E B E B E B E B E B E B E B E B E B E

450

445 445

440 441 4 442

435 433 3 436 433 432 4 437

430 2 431 2 2 428 432 429 2 431 2

425 426 1 1 2 1 425 426 423 426 1 425

420 1 1 1 1 1 1

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10

Withdrew

Growth From BOG to EOG Scale Score and Achievement Level

Questions … and Possible Answers

•How can I best prepare my at-risk Title I students to respond in writing to questions/petitions posed on the Reading 3D Written Comprehension portion of the mCLASS® assessment?

•Establish a Community of Writer’s with a 3rd Grade Writer’s Club•Write Every Day•Teach Non-Fiction Text Features•Teach and Use a Rubric for Self and Peer Assessment•Use Anchor Charts and Mini-Lessons

Questions … and Possible Answers•Which research-based strategies will accomplish the above?•Guided Reading and Writing•Before, During, After Reading Strategies•Teach Strategies for Transfer Back into the Regular Classroom Environment•Share Writing Rubric used by Teachers to Score Student Responses•Create a “Kid Friendly Writing Rubric” With Students to Use for Self and Peer Scoring•Explicit Vocabulary Instruction•Interactive Read-Alouds and Think-Alouds•Use Graphic Organizers to Organize Thoughts and Ideas•LINCS Vocabulary Strategy

Brushaber, T. (2003, April, 28). Teaching comprehension through a comprehension strategy framework. Retrieved from http://files.eric.edgov/fulltext/ED 477160.pdf

Cummins, S. and Stallmeyer-Gerard, C. (2011). Teaching for synthesis of informational texts with read-alouds. The Reading Teacher, 64(6) 394-405. doi: 10.1598/RT.64.6.1

Duke, N. and Block, M. (2012). Improving reading in the primary grades. Future of Children 22(2) 55-72.


http://files.eric.edgov/fulltext/ED%20477160.pdf



Questions … and Possible Answers

•How can a pull-out intervention program contribute to increased written comprehension proficiency?

•Build a Community of Writers called a “Writer’s Club”•Specific Focused Instruction•Use of Written Comprehension Strategies that Transfer to the Classroom•Impress upon students the urgency of increasing their WC: Share Benchmark scores and PM reports and graphs

ConclusionsStudents that had consistent core instruction based on the NC ELA Standards within the regular classroom environment did make growth in their writing proficiency with the additional layer of a Writer’s Club intervention.

Make Written Comprehension a priority and teach the Rubric and how to self and peer assess/score.

Students understood the researchers urgency for this project and participated with the intent of improving their written comprehension.

Reading Comprehension proficiency on the R3D assessment is dependent on writing proficiency and therefore may skew students instructional reading level.

Recommendations

•Revise this pull-out intervention to be used within a regular classroom environment. •Team Teach during the ELA 90 minute block and use the Writer’s Club for whole class instruction.•Once an area of need is identified, design an intervention and stay focused on the specific area of need. Do not default to old teaching habits and activities or give up!•The core instruction in the general education classroom should be delivered on a consistent basis, by the teacher of record, with minimal absences or use of substitutes.

ReferencesBrushaber, T. (2003, April, 28). Teaching comprehension through a comprehension strategy framework. Retrieved from http://files.eric.edgov/fulltext/ED 477160.pdf

Cobine, Gary R. (1995). “Efective Use of Student Journal Writing.” ERIC Digest. [ED378589]

Cummins, S. and Stallmeyer-Gerard, C. (2011). Teaching for synthesis of informational texts with read-alouds. The Reading Teacher, 64(6) 394-405. doi: 10.1598/RT.64.6.1

Duke, N. and Block, M. (2012). Improving reading in the primary grades. Future of Children 22(2) 55-72. Mills, G.E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill.


Wallace, R., Perman, C., Hail, C., and Hurst, B. (2007). Writing for comprehension. Reading Horizons, 48.1 41-56.




References from NC Department of Public

InstructionNC Read to Achieve LiveBinder for Parentshttp://www.livebinders.com/play/play?id=1326906

K-3 Literacyhttp://www.ncpublicschools.org/k-3literacy/

www.ncpublicschools.org

fwes.wcpss.net/wp.../03/Read2Achieve_Parent_brochure_12.4.14.pdf

http://www.livebinders.com/play/play?id=1326906

http://www.ncpublicschools.org/k-3literacy/

http://www.ncpublicschools.org/

Question and Answer Session

What’s on your mind?

•Questions•Comments•I wonder …•I think …

FeedbackPlus/Delta Chart

•Please take 2 Post-It Notes

•Write one positive comment about this presentation and place it under the Plus Sign as you exit.

•Write one comment on how this presentation could be improved and place it under the Delta Sign as you exit.

Thank You for Your Participation!

Contact Information

Carol FrazierEmail: [email protected]

Action Research Project & Power Pointhttp://gtnpd89.ncdpi.wikispaces.net

Improving 3 rd Grade Written Comprehension Utilizing a Writer’s Club Dare To Share Conference June...

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