teaching strategies that work
TRANSCRIPT
I am so glad we have this time together! During this session, my first goal is to share some teaching strategies that I know are effective based on my personal research and teaching experiences, and my second goal is to share some strategies based on research by others.
About Me
Bernice Parrott, Ed.D.
Walden University Faculty
Member http://info.waldenu.edu/walden-programs/
What is an applied research study?
Begins with the identification of a problem.
The problem was 20 fifth grade students in my school were experiencing limited academic success.
Evidence for the Problem Failing Report Card Grades Low Scores on the Gwinnett County
Literacy Standards Assessments Low Scores on Accelerated Reading
Assessments, Teacher Recommendations
Recorded in Grade Level Meetings
Purpose for the Study
The goal was for 20 fifth grade students to experience satisfactory academic success.
School Situation Changing middle class community, 35
miles north of Atlanta Reading designated as an area of
improvement for the year’s Local School Plan of Improvement
Teachers using basal readers and a skills-based model of reading instruction
Teachers setting annual individual and grade level goals
The principal believed in homogeneous grouping and was creating two below 5th grade level groups for the upcoming term
Requested one of those groups Intended to keep class size at 20 Increased to 23 by NovemberAll three new students below
grade level upon entering
Twelve of the 20 students scored at least one “U” or “D” in one or more academic areas on their fourth grade report card.
Five of the original 20 students scored below grade level on fluency and/or comprehension on the Gwinnett County Literacy Standards Assessment in the spring of the previous year.
During the previous school year, the average fourth grade Accelerated Reading test score for the 20 students on independently chosen books was 69.5%.
Fifth grade teachers clearly expressed at a grade level meeting a need to learn about various teaching strategies to improve reading comprehension.
Cause Analysis: Limited classroom libraries Learned helplessness Limited opportunities to make
choices Inability to read and comprehend
effectively No special support for reading
program – grades 3-5 New students
Failure to adequately assess and diagnose reading difficulties A comprehensive and cognitive approach to reading instruction not being used Failure to provide ample time for independent reading Materials too difficult Aliteracy Little connection between reading and writing
No effective incentives for Accelerated Reading Program (AR)
Not using cooperative learning often and well
Technology not being used as a tool Ineffective use of resources and
people – often parents not informed or involved
Goal:
Fifth Grade students will experience satisfactory academic success.
Solution Strategies:
Eight major strategies were derived from my past teaching experiences and from educational literature.
#1: Provided a Great Environment
Made students feel safe, warm, and supported Provided a literature-rich setting Empowered students
– Encouraged positive thinking– Provided many choices
Had high expectations Had effective classroom management Taught study and organizational skills
When a child did not do homework, the teacher said …
“I am so sorry that you made that choice. Don’t forget to note that on your Weekly Report, and the assignment will be on your late assignment sheet on Wednesday and expected on Thursday.”
Students’ Comments
“The teacher has helped me to realize that I am in charge of my life.”
“I have learned that it is your choice. You can choose to learn or not. I try to stay as confident as I can every day. Not being confident is a bad idea.”
“If you have problems learning, ask for help. If you get help, you will probably learn and get over your problem. Remember you can do it!”
#2 Used a Variety of Assessments Used on-going assessments Used interactive immediate feedback Evaluated reading fluency and
comprehension periodically Taught mini lessons based on needs Made assessments helpful to students
and reflective of what was taught Taught and re-taught
Students’ Comments
“I have learned that no one is perfect or dumb. Also, no one should be ashamed because he can’t read or do his math homework. You should respect yourself and never let fear hold you back from asking for help.”
“Don’t pretend you can do something when you can’t. If you ask for help, you become a much better student. Never give up and always do your best!”
“Studying can help you pass a very hard test on any subject. Once I studied for my science test in many different ways. Then my dad tested me. He typed similar questions just like the study guide and printed it out. I answered those questions and got them right. Next day I was ready! I answered all the questions and turned in my test. Now my test is displayed in the hallway to show off my success and learning. I am proud!”
Fluency Graph
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2
Directions: Determine your fluency level by reading aloud from a book on the appropriate level for one minute. Underline any words that you do not know or that you stumble over. Determine your score by subtracting the number of words missed from the total numbers of words read. Record your score. Set a goal of at least 90 to 120 words. Practice the selected passage by reading along with a tape of the passage. Keep rereading the text until you have reached your goal. When you reach your goal, choose another passage and practice until you reach your goal on that passage. Continue to choose harder and harder passages. By Bernice Parrott
# ________ Name ____________________________
Class Profile
Math STAR(GE)
1 480 1 1 1 1 3 1 1 5 1 3 1 1 5 1 2 1 4 1 4 1 36 1 56 1 4.5 1 5.4 1 4.5
1 469 1 414 1 479 36 450 1 2 1 3 1 3 1 4 1 3 1 4 1 3 1 3 1 4 1 41 1 54 1 4.4 1 3.9 1 4.5
1 563 1 559 1 540 1 572 1 4 1 1 5 1 4 1 1 5 1 4 1 6 1 6 1 63 1 92 1 6.1 1 5.4 1 7.0
1 527 1 515 1 546 1 560 1 3 1 1 4 1 3 1 1 4 1 3 1 4 1 5 1 43 1 77 1 6.6 1 7.2 1 8.0
1 540 1 575 1 552 1 585 1 3 1 1 5 1 3 1 1 5 1 5 1 6 1 6 1 48 1 88 1 7.4 1 6.5 1 6.3
1 511 1 564 1 558 1 521 1 3 1 1 5 1 4 1 1 5 1 4 1 5 1 5 1 59 1 82 1 6.2 1 7.7 1 7.4
1 473 1 530 1 479 1 504 1 3 1 1 5 1 3 1 1 5 1 4 1 4 1 4 1 48 1 72 1 4.7 1 6.4 1 5.0
1 473 1 519 1 489 1 467 1 2 1 4 1 5 1 2 1 2 1 5 1 4 1 3 1 5 1 37 1 86 1 5.5 1 5.0 1 5.2
1 484 1 533 1 434 1 475 1 2 1 4 1 5 1 4 1 3 1 5 1 3 1 4 1 4 1 42 1 90 1 5.2 1 5.2 1 5.2
1 492 1 482 1 504 1 517 1 3 1 1 5 1 3 1 1 4 1 3 1 4 1 4 1 40 1 64 1 4.8 1 4.9 1 5.6
1 516 1 522 1 524 1 517 1 2 1 3 1 5 1 3 1 3 1 5 1 3 1 5 1 5 1 46 1 83 1 6.1 1 7.8 1 7.1
1 547 1 530 1 540 1 545 1 3 1 1 5 1 4 1 1 5 1 2 1 4 1 5 1 64 1 73 1 9.0 1 9.3 1 9.6
1 572 1 589 1 565 1 578 1 4 1 1 5 1 4 1 1 5 1 5 1 5 1 6 1 71 1 98 1 5.6 1 7.5 1 6.4
1 540 1 554 1 494 1 512 1 4 1 1 5 1 3 1 1 5 1 4 1 5 1 6 1 57 1 90 1 4.9 1 4.8 1 6.0
1 540 1 501 1 535 1 526 1 2 1 4 1 4 1 2 1 3 1 5 1 3 1 3 1 4 1 49 1 79 1 4.7 1 5.5 1 5.6
1 480 1 478 1 479 1 455 1 2 1 3 1 4 1 3 1 3 1 3 1 3 1 3 1 3 1 37 1 51 1 4.4 1 3.7 1 4.3
1 521 1 461 1 504 1 496 1 3 1 3 1 5 1 2 1 4 1 5 1 2 1 3 1 4 1 35 1 66 1 5.4 1 5.8 1 5.0
1 527 1 559 1 540 1 521 1 3 1 1 5 1 3 1 1 5 1 3 1 4 1 5 1 40 1 61 1 6.8 1 7.5 1 6.3
1 459 1 478 1 449 1 450 1 3 1 1 5 1 2 1 1 5 1 3 1 5 1 5 1 40 1 61 1 5.1 1 5.1 1 5.3
1 492 1 493 1 524 1 475 1 2 1 3 1 5 1 2 1 2 1 4 1 2 1 2 1 4 1 49 1 64 1 5.5 1 5.3 1 5.6
1 1 1 1 1 2 1 3 1 3 1 C 1 1 1 2 1 2 1 2 1 3 1 27 1 33 1 1 3.3 1 2.9
1 1 1 1 1 4 1 5 1 5 1 2 1 4 1 5 1 4 1 3 1 5 1 30 1 83 1 1 5.9 1 5.5
1 1 1 1 1 2 1 3 1 5 1 2 1 3 1 3 1 1 3 1 4 1 1 42 1 1 3.2 1 3.8
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
TOTALS(failed) 1-
429/ 1-
418/ 1 1-439/ 1 1-
419/ A/ A/ A/ A/ A/ A/ C/ C/ C/ 1-34/ 2 1-
34/ 1 PP/
PP/
PP/(minimal) 430-
470/ 2 419-505/ 6 440-
484/ 4 420-497/ 42 B/ B/ B/ B/ B/ B/ D/ D/ D/ 35-
69/ 19 35-69/ 9 1/ 1/ 1/
(effective) 471-568/ 17 506-
572/ 10 485-544/ 10 498-
575/ 10 C/ C/ C/ C/ 1 C/ C/ 1/ 1/ 1/ 70-73/ 1 70-
73/ 2 2/ 2/ 2/ 1(excellent) over
568/ 1 over 572/ 2 over
544/ 4 over 575/ 2 1/ 1/ 1/ 1/ 1/ 1 1/ 2/ 5 2/ 2 2/ 74-
79/ 74-79/ 2 3/ 3/ 4 3/ 1
Aver 510 Aver 519 Aver 512 Aver 512 2/ 9 2/ 2/ 2/ 7 2/ 2 2/ 1 3/ 9 3/ 7 3/ 2 80-89/
80-89/ 5 4/ 7 4/ 2 4/ 3
3/ 10 3/ 7 3/ 2 3/ 9 3/ 6 3/ 2 4/ 6 4/ 7 4/ 9 90-100/
90-100/ 4 5/ 6 5/ 9 5/ 9
4/ 4 4/ 3 4/ 3 4/ 6 4/ 2 4/ 4 5/ 2 5/ 5 5/ 8 Aver 46 Aver 72 6/ 5 6/ 2 6/ 45/ 5/ 1 5/ 18 5/ 5/ 5/ 16 6/ 6/ 2 6/ 4 7/ 1 7/ 5 7/ 3
8/ 8/ 8/ 14/
Aver Aver Aver
5/
2-Dev 3-Ach 2/Dev
Fluency Comprehension
Key1-Expl
NOTES
Key1/Emer
Spr
STAR(GE)
Win Spr PreFluency Comprehension
Fall Win Spr
Experimental Fifth Grade Teacher
Fall Win
Reading Stage Writing Stage Math
Fall Win
Gateway Totals
PostLA Math SC FallSS Spr
3/Foc
4-Exp 5-Eng 6-Ext4-Expr 5-Mat
#3 Used a Holistic and Cognitive Based Approach to Instruction
Taught skills and phonics when needed Taught the following comprehension
strategies:– Connecting to Background Knowledge– Understanding Text Structure– Summarizing and Synthesizing– Predicting, Inferring, and hypothesizing– Self Questioning– Visualizing– Self monitoring and Rereading to Clarify
Monitoring Your Comprehension
Summarize
Ask and answer questions
Do not read in a vacuum
Using the SQ3R Strategy
SURVEY the text in advance
Form QUESTIONS before you start reading
READ the text
RECITE and/or RECORD important points during and after reading
RECITE and/or RECORD important points during and after reading
Using Other Active Reading Strategies
Connect what you read to what you already know
Relate the reading to your own life Visualize Pay attention to graphics as well as text Understand the text in context Plan to talk or write about what you
read
Students’ Comments
“I have learned to make sense of what I am reading. It’s called metacognition, thinking about your thinking. Sometimes I do not understand a word I read so I use context clues. I also reread when a paragraph or a sentence does not make sense.”
Reading Tips and Principal’s Comments
From the Desk of Bernice Parrott
As you read today check off the following when you do them: (Note: You may not do them all today.) _____ I realize when the text is making sense. _______ I realize when the text is not making sense. _______ When the text did not make sense to me, I went back and reread, and
then I understood. _______ When something was not clear to me, I decided if it was critical for the
overall understanding. _______ I realized that the text became more understandable as I read past an
unclear portion. _______ I identified a confusing idea. _______ I identified a confusing word, and found a way to figure it out. _______ I found a sentence that was really confusing, but I reread it, and then I understood. _______ I understood the purpose of why I was reading today, and I realized what I needed to comprehend. _______ I often paused and considered the meaning of what I was reading. _______ I reflected on my understanding. _______ I connected what I was reading to previous experiences. _______ I connected what I was reading to another text. _______ I visualized a scene from the story and heard sounds in my mind. _______ I connected what I was reading to some knowledge that I have about the world.
Keene, E. & Zimmermann, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Heinemann: Portsmouth, NH.
#4 Provided Ample Time to Read
Read to the students oftenAllowed the students to read
togetherProvided a variety of reading
materials on suitable levels
Allowed students to choose independent reading materials
Participated in Accelerated Reading Program
Allowed students to read independently at least 30 minutes every day
# 5 Connected Reading and Writing
Words mattered and were valued.
Students wrote for real audiences and for a variety of purposes.
Used guided writing and independent writing
Held writing conferences with students
Taught mini lessons around students’ needs including Daily Oral Language
Used models and standards to evaluate progress
Made learning fun with games such as Grammar Jeopardy
# 6 Used a Variety of Cooperative Learning Grouping Patterns
Used literature circles and basal reader Used flexible grouping arrangements
– Whole group– Small groups that were grouped by
• Ability• Interest• Needs• Potluck
Encouraged inquiry, “talk alouds,” and paired readings
Had younger book buddiesHeld book club meetingsHad “lunch bunch” book talksCelebrated successes
# 7 Used Technology as a Tool for Learning Class Web Page Developed writing skills, creative
thinking, and problem solving Searched the Internet and reference
materials Identified problems and researched
Created posters, newsletters, poems, Power Point productions, webs, emails, etc.
Learned to use a variety of programs
Monitored AR progress and celebrated success with hats and bulletin board recognition
# 8 Used a Variety of Resources
Included the major stakeholders Kept parents informed regularly
with newsletters, grade reports, etc.
Worked collaboratively with parents and coworkers
Provided teachers with “Reading Tips”
Had an Early Intervention Teacher for 50 minutes daily and two parent volunteers once weekly for 45 minutes
Used effective communication Used ongoing planning
–Set improvement goals –Collected data–Analyzed data and made needed
changes
Newsletters, Weekly Reports,
Behavior Checklist, Weekly Folders,
Reflective Writings,Parent Meetings Homework Tips, Table of Contents
I would like to pass an Irish
Blessing on to you. May love and laughter Light your days And warm your heart And home. May good and faithful Friends be yours Wherever you may roam. May peace and plenty Bless your world With joy that long endures, May all life’s Passing seasons Bring the best To you and yours!
This week’s featured
student is Kelly Lynch. Kelly enjoys playing tennis, soccer, and basketball. She loves mysteries especially those with Sherlock Holmes. Her favorite movie is The Story of Abraham Lincoln. She thinks that he is one of the greatest people that ever lived. She thinks eagles are beautiful, and she knows that she has a great family. Her favorite places are the mall and the pool. Eating ice cream makes her happy, and having Kelly in our class makes us all happy. She is a joy!
Thanks to those of you have sent in Auction
items! We will be having our next auction on March 8th. Please send in items such as books, markers, candy, pencils, notebook paper, toys, small pencil sharpeners, crayons, notebooks, stuffed animals, and colored pencils. You may have some used items around your house that would be great! One man’s junk is another man’s treasure. Please be creative. The students earn Cougar Paws through hard work and good behavior, and a nice auction is fun!
Parents, I still need to collect some fieldtrip money ($49.00). The $3.00 for the Carter Center must be in on Monday, March 4th. If we can’t pay for the buses, we can’t go. Thanks! The remaining $46.00 needs to be in on March 15th. Thank you!
Parents, your children are growing up and accepting lots of responsibility. Thanks for your help! Many do the following every week:
____ Shows you his/her grades and late assignments on Wednesday nights. ____ Does any late assignments and turns them in on Thursdays. ____ Shows you his/her folder, Weekly Report, and Table of Contents every Friday. ____ Does any work missing from the folder over the weekend and brings it in on Monday. Students, congratulations on your success!
Kites The Kites are nice. Many of the students were able to label all of the geometry terms and hopefully they know more about geometry than they did. Congratula-tions to Jordan, Andy, and Chidike. They won 1st, 2nd, and 3 rd places in the judging of the kites. There is only one more big fifth grade project – the Science Fair Project. It is due on 4/17.
2/25-3/1
Congratulations Fifth Graders for a GREAT Year! Fifth Grade Celebration The fifth grade celebration and the ADVANCE celebration will be on May 17, and we are all looking forward to this exciting day. ADVANCE Posters are due May 7. Math Test over Chapter 8 May 8, 2001. Reading Test over “Einstein Anderson” May 10 Social Studies Study Guide May 13 Science light and sound Study Guides May 13 Social Studies Chapter 24 Test May 14 Reading Test over “Willie Bee” May 16 Last Book Project May 16 Share on 20th Final Reading Assessment (Unit 6) May 16 Science Test over Light and Sound May 16 Math Test over Chapter 12 May 22, 2001.
Great Progress The following students had no late assignments this week and had returned all communications: #’s 13, 19, 10, 14, 2, 6, and 3.
_____________________ is this week’s Featured Student. He is a member of a large and happy family of seven. He is a delightful young man who has a smile for everyone. He has made a great deal of progress this year, and he has learned to try really hard. His favorite subject is spelling, and he enjoyed reading Raggin, a book about Scott Joplin. Two of his favorite foods are pasta and pizza. He likes tigers, the “Mummy” movie, and the beach. Have a great summer, __________!
______, ________, ________, ________
This is the last newsletter of the year. I want to thank my students for being a great group of children to teach. Thanks, parents, for your support! We have had a wonderful year, and the children have made terrific progress. I would love to hear from you in the future. My email address is [email protected]. Have a nice, restful summer!
A special thanks goes to my husband, Richard, who has volunteered his time on Thursdays to tutor students. By the way, the last day for tutoring will be May 16th.
HELP!!!! We need more Kleenex. If you
did not send a box at the beginning of the year, please do so now. THANKS!
Last Auction May 23
You may want to send
in some special items. The children have worked
hard.
Thanks!!
Thanks to Parents who have shared their careers. We enjoyed!
Photo of Student
Weekly Portfolio
Name_________________________________________ Dear Parents, Inside this folder you will find your child’s Weekly Behavior Report, a Table of Contents, important due dates, and samples of his or her work. Please sign the Behavior Report and have your child return the folder on Mondays. The Table of Contents will list the assignments that your child should have completed during the week. Any assignments marked with a “70” or below indicate a failing grade and should be done over so that the same kinds of mistakes will not be made on a later assignment. Please return only the items that are marked with a star. These papers and any papers that your child chooses to save will be filed into his or her Yearly Portfolio. This collection of work will show your child’s growth and progress throughout the year. Homework will be given most evenings, and students should write down all assignments on a daily basis. Any uncompleted assignments should be made-up. Because the children are at different performance levels in various curriculum areas, the amount of time required to complete a homework assignment may vary among the children. If at any time, your child is spending more time on homework than you feel is best for him or her, please let me know with a note or call. Please feel free to check over your child’s homework and offer help if it is needed. A parent’s “one on one” attention can often help a child master a difficult concept. Thank you very much for all of your help and support. Sincerely, Mrs. Bernice Parrott
Dear Parents, My Weekly Report will now be a list of things that I did during the week that prevented others or me from learning or behaving properly. I am in charge of my own behavior, and I can make smart choices so I can be all that I can be! The first choice is the best one! _____ I did not disturb others, I used my time wisely, I completed all of my assignments to the best of my ability, and I followed all other school rules. _____ I did the following things that kept me from being and doing my best.
1. __________________________________________________________________ __________________________________________________________________
2. ____________________________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________________________OOPS, now I have to go to Study Hall and miss Fun Friday. (This is not smart!)
4. ____________________________________________________________________________________________________________________________________
5. __________________________________________________________________ __________________________________________________________________
6. __________________________________________________________________ __________________________________________________________________
7. ____________________________________________________________________________________________________________________________________
(If you have more, continue on the back of this sheet.) _____ I will do better next week by doing the following: (Continue on the back of this sheet. Think and make your plan one that will work! Be smart!) Child’s # and Name ______________________Parent Signature ___________________
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November 13, 2001
Explanation of the Education Intervention Program
Tips for Helping Your Child with Homework
Tips for Helping Your Child with Reading
Use Prior Knowledge Focus on the Main Ideas
Understand Text Structure and Self Question Visualize and Use Auditory Images
Predict, Infer, and Hypothesize Draw Conclusions and Synthesize
Summarize Self-Monitor and Reread to Clarify
Tips for Helping Your Students with Math
Metacognition is unique to humans. It is the ability to think about one’s own thinking. You can help your child improve in reading by helping him/her learn the following metacognitive strategies. These will also be emphasized here at school. 1. Help your child to think about previous experiences that relate to what they are reading before, during, and after they read a selection 2. Ask your child to read a selection and then tell you the main ideas and important information.. 3. Suggest to your child that he/she write down questions about the text being read. You may wish to provide sticky notes for this purpose. 4. Read with your child and talk about the mental images created. How are yours and your child’s different? 5. Have your child stop and tell you what they think is going to happen next. 6. Ask your child why they think certain events occurred in the story. 7. Have your child retell stories or summarize the main ideas in the text read. Encourage your child to stop often and ask, “Do I know and understand what I have read?” If the answer is, “”No,” then they should reread.
By Bernice Parrott
Time Management Do not over schedule your child so that he/she does not have time for homework. Regulate TV watching. When your child has long-term projects, help him/her make choices about when
he/she will do what. A project will be completed more easily if it is spread out over several days – not done the night before.
Encourage Independence Give your child choices when possible. Explain consequences of choices. Show interest and support by looking over homework once it is done, and asking
questions like: How did you find the answer to that? When your help is needed with homework, help your child by helping him/her
discover or figure out answers. Don’t just give the correct answers. The time for handholding is over. Students at the fifth grade level should begin to
take responsibility for their studies and behavior. This includes meeting deadlines for their homework, preparing for tests, waiting their turn to speak, and learning to control outbursts and aggression at school. Consequences will have to be in place, however, when failure to do these things occurs. These should be clear and consistent.
Provide Support When Needed Help your child understand that studying is more than just reading or doing
homework. Share some study strategies that have worked for you. (Examples: note taking, flash cards, tape recording readings, studying out loud, and discussing with a friend)
Have high but realistic expectations in terms of your child’s abilities. Be sensitive and supportive when frustrations are experienced.
Express the understanding that school will sometimes be hard because learning is often challenging.
Encourage your child to practice so learning, work habits, and grades will improve. (Be sure there is more emphasis on learning than grades. A child going from a 40 to an 80 may have learned much more than a child going from a 90 to a 95.)
Discuss how success feels to your child when he/she achieves it. Check your child’s assignment book or in some cases class Web page for updated
lists of assignments. Encourage metacognition and the comprehension strategies when your child is
reading for information or answers to questions. When looking at Weekly Folders, point out your child’s correct answers on school
papers first.
August 27-31 Pages “The Talking Eggs” 1 Spelling Test 2 Evaluation of Notebook 3 Science Investigation 1: Ch. 1 4 Timed Multiplication/Division Test 5 Cardinal Rose & Elevation 6 Weekly Reader 7 Reading Practice p. 17 8 Map and Globe Skills Practice Pages 9 Map and Globe Skills AKS Test 10 Handwriting Practice 11 Words in Context (Don’t forget to use your vocabulary lists!) 12 Handwriting Practice 13 Math Practice pp. 9-10 14 STAR Diagnostic Reading Results 15 Investigations 2, Ch. 1 & Investigation 1, Ch. 2 16 The Voyage of “The Dawn Treader “ Test 17 Writing Assessment # 2 18 Math pp. 46-47 “Chapter Review” 19 Chapter 1 Practice Test (If you like your grade, you may keep it.) 20 Dear Parents,
These assignments should be in your child’s folder. If something is missing, please have him/her complete or find the assignment and attach it to this Table of Contents and return it to school on Monday. This will help him/her learn and help avoid a zero on the assignment. Thank you! Parent Signature: __________________________________
Planned Outcomes:
All 20 students’ grades will be “C” or higher in all academic areas on the last nine weeks report card.
Twenty of 20 students’ scores will be at the 5th grade level or higher in comprehension and fluency on the Gwinnett Literacy Standards Assessment.
The average of fifth grade AR test scores on independently chosen books will be 80% or higher.
Fifth grade teachers will have a grade level goal to improve students’ reading comprehension, and as a result 85% to 90% of the students will score at grade level on Literacy Standards.
Individual and Grade Level Goals
Gwinnett County Public SchoolsRBES Individual Goals Plan
FY 2001-02
Goal: Fifth Grade students in Mrs. Parrott’s Class will be achieving satisfactory academic success. . Rationale: To support the LSPI Goals for 2001-2002.LSPI Reference: Students will be academic successful in all areas of the curriculum.
School: Mountain Park Elementary Staff Member:____Bernice Parrott______________________________
9/2001-5/2002
Use a variety of assessment instruments and teach to students’ needs.
When necessary and possible, reteach difficult concepts.
Provide opportunities for students to make-up failing grades.
Work with the grade level to improve reading comprehension and vocabulary. (See the attachedgrade level goal for Implementation Plan. ) Provide students with ample time to choose, to listen to, and to read a variety of materials.
Connect reading and writing. Write across the curriculum. Teach writing stages. Use mini lessons to teach skills. Guide revision/editing sessions. Provide models of excellent pieces of writing. Allow students to stage pieces of writing.
As a teacher, I will participate in any Literacy Improvement Staff Developments tat are available atschool and/or participate in Literacy Conferences if funded and available.
Create a warm, supportive, literature-rich classroom environment with a sense of community.
Incorporate help from EIP program into daily plans and activities.
Use a holistic and cognitive based approach to instruction.
Use a variety of cooperative learning strategies including book buddies from a younger class andliterature circles.
Frequently use technology as a tool for learning.
Effectively use a variety of resources including the major stakeholders in the change that is beingimplemented.
Report Cards for theLast Nine Weeks
GCPS ReadingStandards
AR Test Results ofFifth Grade Students
GCPS WritingStandards
Eighteen of the 22students’ grades will be“C” or higher in allacademic areas on the lastnine weeks report card.
Students’ achievement willbe improved or maintainedsuch that 85%-90% of thestudents will be on gradelevel (Achieving or higher)as measured by the GCPSReading Standards.
The average AR test scorefrom 8/1/01 to 5/31/02 onindependently chosenbooks will be 80% orhigher.
Students achievement willbe maintained or improvedsuch that 80%-95% ofstudents will be on gradelevel (Stages 4-6) asmeasured by the GCPSWriting Standards.
1. Thirteen of the 22 studentsscored at least one “U” or “D” inone or more academic areas on the2000-2001 report card.
2. Five of the 20 students who wereat Mountain Park in fourth gradescored below grade level in fluencyand/or comprehension on the GCPSReading Standards.
In the Fall of 2001, 37% of thestudents scored below grade level influency, and 29% scored belowgrade level in comprehension.
3. The average AR test score for thestudents as fourth graders was70.3%.
4. On the GCPS Writing Standards,the number of students at each stagewere as follows: Stage 1: 0Stage 2: 5Stage 3: 9Stage 4: 6 Stage 5: 2Stage 6: 0
14 students or 64% of thestudents are below gradelevel in writing.
Time LineImplementation PlanMeasurement ToolsIndicators of SuccessBaseline Data
Administrator’s Signature:___________________________________________ Date of Initial Goals Plan Conference:___________________________Staff member’s Signature: ___________________________________________
*Signature indicates acceptance of plan and orientation to GTDRI expectations
TimelineImplementation PlanMeasurement
Methods/Tool(s)Indicators of SuccessBaseline Data
September, 2001
9/2001- 6/2002
9/2001- 6/2002
9/2001- 6/2002
9/2001- 6/2002
9/2001- 6/2002
9/2001- 6/2002
9/2001- 6/2002
1. Introduce children to the concept of Metacognition.
2. Provide students with ample time to read independently chosen books. (at minimum 30 minutes per day)
3. Teach, model, and practice the following comprehension strategies:
Connecting to background knowledgeVisualizing
Understanding text structureSummarizing and Synthesizing
Inferring and PredictingSelf QuestioningSelf-monitoring and Rereading for Clarity
Model, practice, and release responsibility for use of comprehension strategies over to the children.
4. Use a balance literacy approach including literature circles, basal text, independent reading, shared reading, and small group instruction
5. Monitor AR progress by documenting whether or not students meet monthly AR goals, by documenting and monitoring AR Test Results, and through the use of computer generated data about the fifth grade students’ average AR test score. 6. Connect reading and writing
7. Use mini lessons to teach skills.
8. Teachers will participate in any Literacy Improvement Staff Developments that are available at school and/or participate in Literacy Conferences if funded and available.
AR Test Results of FifthGrade Students
GCPS ReadingStandards
For students in Mrs.Parrott’s class the averageAR test score from 8/1/01 to5/10/02 on independentlychosen books will be 80% orhigher.
In Mrs. Parrott’s Class thestudents’ achievement willbe improved or maintainedsuch that 85% - 90% of thestudents will be on gradelevel (Achieving or higher)as measured by the GCPSReading Standards.
1. The average AR scores forthe present fifth grade studentsfrom 8/1/00 to 5/31/01 was 76.7%.
The average AR test score forthe students in BerniceParrott’s Class during the sametime period was 70.3%.
2. The Fall (2001) GCPSReading Standards Fifth GradeScores were as follows:
Fluency:63 % of the students were at orabove grade level in fluency.(37% below)Comprehension:71% of the students were at orabove grade level incomprehension. (29% below)
In Mrs. Parrott’s 2001-2002class 64 % were at or abovegrade level in fluency (36%below) and 68% were above(32% below) grade level incomprehension.
RBES Grade Level Goals PlanGoal: Students reading comprehension and vocabulary will improve.Rationale: To support the LSPI Literacy Goal for 2001-2002.LSPI Reference: Students reading comprehension and fluency achievement will improve as evidenced by improved scores on the GCPS Literacy Standards and by improved Accelerated ReadingScores. School Renewal Area(s) Reference: Curriculum and Instruction Name: Bernice Parrott
Math STAR(GE)
1 480 1 1 1 1 3 1 1 5 1 3 1 1 5 1 2 1 4 1 4 1 36 1 56 1 4.5 1 5.4 1 4.5
1 469 1 414 1 479 36 450 1 2 1 3 1 3 1 4 1 3 1 4 1 3 1 3 1 4 1 41 1 54 1 4.4 1 3.9 1 4.5
1 563 1 559 1 540 1 572 1 4 1 1 5 1 4 1 1 5 1 4 1 6 1 6 1 63 1 92 1 6.1 1 5.4 1 7.0
1 527 1 515 1 546 1 560 1 3 1 1 4 1 3 1 1 4 1 3 1 4 1 5 1 43 1 77 1 6.6 1 7.2 1 8.0
1 540 1 575 1 552 1 585 1 3 1 1 5 1 3 1 1 5 1 5 1 6 1 6 1 48 1 88 1 7.4 1 6.5 1 6.3
1 511 1 564 1 558 1 521 1 3 1 1 5 1 4 1 1 5 1 4 1 5 1 5 1 59 1 82 1 6.2 1 7.7 1 7.4
1 473 1 530 1 479 1 504 1 3 1 1 5 1 3 1 1 5 1 4 1 4 1 4 1 48 1 72 1 4.7 1 6.4 1 5.0
1 473 1 519 1 489 1 467 1 2 1 4 1 5 1 2 1 2 1 5 1 4 1 3 1 5 1 37 1 86 1 5.5 1 5.0 1 5.2
1 484 1 533 1 434 1 475 1 2 1 4 1 5 1 4 1 3 1 5 1 3 1 4 1 4 1 42 1 90 1 5.2 1 5.2 1 5.2
1 492 1 482 1 504 1 517 1 3 1 1 5 1 3 1 1 4 1 3 1 4 1 4 1 40 1 64 1 4.8 1 4.9 1 5.6
1 516 1 522 1 524 1 517 1 2 1 3 1 5 1 3 1 3 1 5 1 3 1 5 1 5 1 46 1 83 1 6.1 1 7.8 1 7.1
1 547 1 530 1 540 1 545 1 3 1 1 5 1 4 1 1 5 1 2 1 4 1 5 1 64 1 73 1 9.0 1 9.3 1 9.6
1 572 1 589 1 565 1 578 1 4 1 1 5 1 4 1 1 5 1 5 1 5 1 6 1 71 1 98 1 5.6 1 7.5 1 6.4
1 540 1 554 1 494 1 512 1 4 1 1 5 1 3 1 1 5 1 4 1 5 1 6 1 57 1 90 1 4.9 1 4.8 1 6.0
1 540 1 501 1 535 1 526 1 2 1 4 1 4 1 2 1 3 1 5 1 3 1 3 1 4 1 49 1 79 1 4.7 1 5.5 1 5.6
1 480 1 478 1 479 1 455 1 2 1 3 1 4 1 3 1 3 1 3 1 3 1 3 1 3 1 37 1 51 1 4.4 1 3.7 1 4.3
1 521 1 461 1 504 1 496 1 3 1 3 1 5 1 2 1 4 1 5 1 2 1 3 1 4 1 35 1 66 1 5.4 1 5.8 1 5.0
1 527 1 559 1 540 1 521 1 3 1 1 5 1 3 1 1 5 1 3 1 4 1 5 1 40 1 61 1 6.8 1 7.5 1 6.3
1 459 1 478 1 449 1 450 1 3 1 1 5 1 2 1 1 5 1 3 1 5 1 5 1 40 1 61 1 5.1 1 5.1 1 5.3
1 492 1 493 1 524 1 475 1 2 1 3 1 5 1 2 1 2 1 4 1 2 1 2 1 4 1 49 1 64 1 5.5 1 5.3 1 5.6
1 1 1 1 1 2 1 3 1 3 1 C 1 1 1 2 1 2 1 2 1 3 1 27 1 33 1 1 3.3 1 2.9
1 1 1 1 1 4 1 5 1 5 1 2 1 4 1 5 1 4 1 3 1 5 1 30 1 83 1 1 5.9 1 5.5
1 1 1 1 1 2 1 3 1 5 1 2 1 3 1 3 1 1 3 1 4 1 1 42 1 1 3.2 1 3.8
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
TOTALS(failed) 1-
429/ 1-
418/ 1 1-439/ 1 1-
419/ A/ A/ A/ A/ A/ A/ C/ C/ C/ 1-34/ 2 1-
34/ 1 PP/
PP/
PP/(minimal) 430-
470/ 2 419-505/ 6 440-
484/ 4 420-497/ 42 B/ B/ B/ B/ B/ B/ D/ D/ D/ 35-
69/ 19 35-69/ 9 1/ 1/ 1/
(effective) 471-568/ 17 506-
572/ 10 485-544/ 10 498-
575/ 10 C/ C/ C/ C/ 1 C/ C/ 1/ 1/ 1/ 70-73/ 1 70-
73/ 2 2/ 2/ 2/ 1(excellent) over
568/ 1 over 572/ 2 over
544/ 4 over 575/ 2 1/ 1/ 1/ 1/ 1/ 1 1/ 2/ 5 2/ 2 2/ 74-
79/ 74-79/ 2 3/ 3/ 4 3/ 1
Aver 510 Aver 519 Aver 512 Aver 512 2/ 9 2/ 2/ 2/ 7 2/ 2 2/ 1 3/ 9 3/ 7 3/ 2 80-89/
80-89/ 5 4/ 7 4/ 2 4/ 3
3/ 10 3/ 7 3/ 2 3/ 9 3/ 6 3/ 2 4/ 6 4/ 7 4/ 9 90-100/
90-100/ 4 5/ 6 5/ 9 5/ 9
4/ 4 4/ 3 4/ 3 4/ 6 4/ 2 4/ 4 5/ 2 5/ 5 5/ 8 Aver 46 Aver 72 6/ 5 6/ 2 6/ 45/ 5/ 1 5/ 18 5/ 5/ 5/ 16 6/ 6/ 2 6/ 4 7/ 1 7/ 5 7/ 3
8/ 8/ 8/ 14/
Aver Aver Aver
5/
2-Dev 3-Ach 2/Dev
Fluency Comprehension
Key1-Expl
NOTES
Key1/Emer
Spr
STAR(GE)
Win Spr PreFluency Comprehension
Fall Win Spr
Experimental Fifth Grade Teacher
Fall Win
Reading Stage Writing Stage Math
Fall Win
Gateway Totals
PostLA Math SC FallSS Spr
3/Foc
4-Exp 5-Eng 6-Ext4-Expr 5-Mat
Results:
All outcomes and goals were met!
Conclusion:
The eight strategies employed were successful!
The students made progress and learned to believe in themselves.
The year was …– Rewarding– Challenging– And Very Hard Work
But…
Everyone hated to leave on the last day.
You can do it too!
Understand learning theories. Believe in your kids. Keep parents informed and on your side. Remember affective factors are very important. Don’t be afraid to give second chances.
Tell students that failure is not a choice.
Provide a balance between literature and skill/strategy instruction and student-directed and teacher initiated instruction. They can choose to do the work today, or they can do it later.
Help students learn to use metacognition effectively.
The following quotes reflect some of the philosophy that made this project successful.
"A new baby is like the beginning of all things--wonder, hope, a dream of possibilities."
(Eda J. Le Shan)
"I hear, I know. I see, I remember. I do, I understand." (Confucius, 551 BC-479)
“The doer alone learneth." (Friedrich Wilhelm Nietzsche)
"We must view young people not as empty bottles to be filled but as
candles to be lit." (Robert Shaffer)
"You can get help from teachers, but you are going to have to learn a lot by
yourself, sitting alone in a room." (Theodor Seuss Geisel, a.k.a. Dr. Seuss, 1904-1991, On becoming a writer, NY Times 21
May 86)
Doing beats stewing!(Author Unknown)
This classroom is a magic place we are making tomorrow.
(Author Unknown)
Love what you do and do what you love. (Author Unknown)
“In a completely rational society, the best of use would be teachers and the rest of us would have to settle for something less.”
Lee Iacocca
More Teaching Strategies that Work
Review the researched-based strategies from Classroom Instruction that Worksby Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock.
Tell how you can use some of these strategies in your math lessons.
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#similar
I think you will find some helpful ideas that you can adapt to many lessons. Enjoy!
