Action Plan
What I implemented in my classroom
Data Collection
How I monitored student growth and achievement
For my qualitative data point I gave students a pre and post survey. Students took the survey during our intervention time at our group table so I could help with reading the questions. No names were put on the surveys and students had dividers up so I could not see how they were responding to the questions. The purpose of this survey was to see how students felt about writing compared to reading. The survey consisted of questions rating how they felt about writing, how often they read or wrote at home, and if they felt their spelling impacted how they felt about writing independently. The survey allowed me to better understand how students perceived themselves as writers and readers. Once they took the post survey, I was able to see how impactful the selected strategies had been on students. The hope was to see an increase in how they felt about themselves as a writer and a speller.
Student Survey
Conventions Rubric
This quantitative data collection was done before and after the study. Students wrote a persuasive letter for the pre-test and a narrative piece for their post-test. Though they are different types of writing, this data point was focused around spelling, capital letters, ending marks, grammar, proper spacing, and legible handwriting. To properly grade student conventions I used our district rubric. The pre-test was given for me to see how students were using conventions when writing independently before they were intensively taught strategies to the solve words they are spelling. The data I gained from the pre-test showed me that I needed to focus on spelling but also on ending marks and capital letters. I was able to then adapt my teaching to focus on these areas through the day two guided writing time and during our writing conferences. With the post-test I was then able to see how the strategies and focus areas impacted student writing. From there I was able to determine if growth was made in the areas of conventions and spelling in their writing.
Beginning
Progressing
Proficient
Advanced
High Frequency Word Assessment
This quantitative data collection was collected before and after the study. In my school district they have complied a list of 100 words that students will frequently read in books and write in their own writing. The words are also "need to know words" meaning they may have tricky digraphs and blends that students cannot sound out. For this assessment students read all 100 words and then wrote all 100 words. This assessment allowed me to see that there was a large gap in reading and writing the high frequency words. I was then able to build extra time for students to practice these words during our day. The post test allowed me to see how the extra exposure and explicitly taught strategies for spelling and decoding words impacted students' reading and writing of these words.
