1. Using Action Research To Empower North Carolina Educators
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division

2. Reading Comprehension Strategy and Vocabulary Instruction
Research Based
Reading Comprehension Strategy and Vocabulary Instruction
Presenters: Jennifer Fine and Ashley Howey
District: Wake County
Schools: Fred Olds ES and Brier Creek ES

3. 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

4. What is 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

5. What is Action Research?
A systematic research process to:
Identify an area of focus (critical, challenging issue)
Develop an action research plan
Implement action research plan in classroom/school
Collect, analyze, and interpret data
Share findings to inform practice
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

6. Chalk Talk
What does the latest educational research say about the following?
Vocabulary Instruction
Reading Comprehension Strategy Instruction
Think Pair Share

7. Introductions of our Action Research
Direct Vocabulary Instruction- Howey
Explicit Reading Comprehension Strategy Instruction- Fine
Purpose:
Why:
add slides Focus Statement and Purpose of the Research Slide study participants

8. Comprehension and Vocabulary

9. Vocabulary Focus Statement
Direct vocabulary instruction in all content areas will improve 3rd grade students’ comprehension skills.
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan
Share your area of focus and your reasons for choosing this topic; perhaps you reviewed school data to identify areas of need or met with your principal or school leadership team to identify target areas for school improvement, etc…

10. Reading Strategy Focus Statement
Explicitly teaching research based reading comprehension strategies to second grade students will increase their achievement in reading comprehension and scaffold how they interact with text to facilitate understanding.
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan
Share your area of focus and your reasons for choosing this topic; perhaps you reviewed school data to identify areas of need or met with your principal or school leadership team to identify target areas for school improvement, etc…

11. Vocabulary Purpose of the Study
The purpose of my study is to…
determine if direct vocabulary instruction will improve students’ comprehension skills
build student vocabulary in reading, writing, speaking, and listening
build student schema
I implemented a strategy framework, C.O.D.E. (connect, organize, deep-process, exercise) developed by researchers, Harvey Silver, Thomas Dewing, and Matthew Perini in their book titled Core Six Essential Strategies, with 3rd grade students.
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

12. Reading Strategy Purpose of the Study
Students move from grade to grade with a lack of consistency in their K-5 reading comprehension instruction.
I want to focus on explicitly teaching second grade students reading comprehension strategies to help them better engage with text and facilitate better understanding of the text they read.
I believe that explicit comprehension strategy instruction will increase student achievement in reading, creating a more balanced, and improved literacy program in my school.
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

13. Reading Strategy Purpose of the Study Questions
Will teaching students how to apply reading comprehension strategies increase student achievement?
Can reading comprehension strategies help students to interact (apply, analyze, and evaluate) with text in order to better understand what has been read?
Which reading comprehension strategy helps students to understand text the most? Least?
Are students motivated and engaged when learning and applying reading comprehension strategies?
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

14. Vocabulary Study Participants
I met with 10, 3rd grade students 4 days per week. The students were selected based on BOG (beginning of year)score and teacher observations. 6 of the 10 were boys, 7 of the 10 represented our black subgroup.
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

15. Reading Strategy Study Participants
The participants in this study were six second grade students who were right on the Beginning of Year (BOY) Benchmark according to the mCLASS Text and Reading Comprehension (TRC) measure which is a level J. These students came from four second grade classrooms. One student is an ESL learner.
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Action Research Plan

16. Vocabulary- Did you know?
as children reach school age, they are introduced to less words in conversation and so by 4th, 5th grade their vocabulary becomes stagnate unless they are acquiring them from written context.
in order to comprehend text we must grasp about 95% of the words.
researchers agree that the difference in students’ vocabulary levels is a key factor in the disparities in academic achievement.
in order to grasp the meaning of a single word a reader must:
must be able to read the word
must understand the context well enough to select the intended meaning from the possible meanings.
CCSS- Vocabulary Common -Core Appendix

17. C.O.D.E. C: connecting with new words
O: organizing new words into meaning categories
D: deep processing the most important words and terms
E: exercising the mind through strategic review and practice

18. Let’s Connect and Organize
You have the vocabulary words on index cards at your table. As a group read all of them.
1- How much do you know about these words?
Never heard of it, sort of know it, could teach it to a friend
2- What relationships do you see with these words. Can you categorize them?
Ashley will words put on cards
Words are intracellular, extracellular, depletion, correlated, enzymes

19. Tracking your own Comprehension...
Read Biochemical Engineering Journal 47.
As you read highlight areas of text that are difficult to understand or challenged you as a reader.
After reading, jot down any strategies you use to help you understand the text in the margin. ●Read Biochemical Engineering Jo●Read Biochemical Engineering Journal 47 and note the strategies you used to help you comprehend the text in your Reading Strategy Notebook.
urnal 47 and note the strategies you used to help you comprehend the text in your Reading Strategy Notebook.
Read and jot down what comprehension strategies you used

20. Let’s Chat... What was challenging about the text?
What did you do to help you understand
the text?
Are there any similarities or differences in the
the strategies we used to understand?
How might this activity be related to
how students understand text?
Jennifer- Add questions aND SLIDE AS CHECKLIST

21. Did you use any Research Based Reading Comprehension Strategies?
Monitoring Comprehension (read again, slow down, look at illustrations, retell)
Asking Questions
Visualize
Draw Inferences
Make Connections/Use Prior Knowledge
Summarize/Synthesize
Did you use any of the following?
Why might it be important to instruct students on these strategies?

22. Reading is Thinking!
Teaching students reading comprehension strategies to help them understand difficult text, provides them with a mental “toolbox” of thinking tools.

23. Deep Process & Let’s get Physical
Kick Me!
Directions:
First Rule: NO KICKING:)
In Column A you have a list of words
You will need to find the synonym of your word on your friends back to match your words and write it in the Column B
Deep Process and Exercise slides together…

24. Let’s Reflect Considering your role at your school

25. Our Findings

26. Vocabulary Implementation in the Classroom
jotting down the meaning of study in the text
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public

27. Vocabulary Implementation in the Classroom
synonyms of
dangerous
& common
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public

28. Vocabulary Implementation in the Classroom
Example of Connect
Tier 2 Words
Pre- Test Google Form
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public

29. Vocabulary Data Collected
Quantitative Data
BOY and MOY TRC data
2nd and 3rd quarter local ELA Benchmark Assessments
Read to Achieve Standard assessment- vocabulary questions
Qualitative Data
student anecdotal notes during instruction
PLT agenda and notes about vocabulary instruction
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public

30. Innovation/Intervention Collect Data Analyze/Interpret Data
Vocabulary Findings
Student
TRC BOY
TRC MOY A N O B L M C P D E F G K H I J
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

31. Innovation/Intervention Collect Data Analyze/Interpret Data
Vocabulary Findings
Student
2Q Benchmark
3Q Benchmark A 4- 4+ B 1- 2 C 5- 3 D E 1 F 1+ G H I J 3-
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

32. Innovation/Intervention Collect Data Analyze/Interpret Data
Vocabulary Findings
Student
RTA Vocabulary % A
67% B
33% C
86% D
76% E
61% F G
92% H
80% I
73% J
56%
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

33. Innovation/Intervention Collect Data Analyze/Interpret Data
Vocabulary Findings
90% of students showed growth on TRC from BOY to MOY
70% of students showed growth from 2nd quarter to 3rd quarter benchmarks
questions asked in isolation regarding vocabulary did not consistently correlate with benchmark and TRC data
anecdotal notes indicated an increase in the students use of new vocabulary in oral conversations
3rd grade teachers taught vocabulary across content areas including math, science, and social studies.
3rd grade teachers taught Tier II vocabulary. Each week they introduced 5 words and used them throughout the week.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

34. Innovation/Intervention Collect Data Analyze/Interpret Data
Major Reflections
although the teachers were also teaching vocabulary in their content areas I did not collect data to check for fidelity
lots of exercise is required to retain new vocabulary and it was evident that my instruction with a small group was not always aligned to classroom instruction therefore, not giving students multiple opportunities with the vocabulary
more professional development around the acquisition of new vocabulary
more professional development done around the complexity of literacy and show how a balanced program is most effective
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

35. Reading Comprehension Strategies Implementation in the Classroom
Explicit Instruction included:
An explanation of why and when to use a particular strategy
Modeling how to apply a strategy with mentor text
Guided practice as students learn to use and apply a strategy
Application of a strategy
Assessment of using a strategy independently
Cooperative learning
Reciprocal Teaching
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public

36. Reading Comprehension Strategies Implementation in the Classroom
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Explicit Instruction and Anchor Charts

37. Reading Comprehension Strategies Implementation in the Classroom
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Monitoring Comprehension, Collaborative Groups

38. Reading Comprehension Strategies Implementation in the Classroom
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Making Inferences, Nonfiction Text

39. Reading Comprehension Strategies Implementation in the Classroom
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
Monitoring Comprehension

40. Reading Comprehension Data Collected
Quantitative Data:
mCLASS TRC, DORF Retelling, and DORF Fluency BOY Benchmark data as a pre-assessment to decide which students will be a part of the action research.
mCLASS TRC, DORF Retelling, and DORF Fluency Middle of Year (MOY) Benchmark data. (Summative Assessment)
Q2 District Benchmark ELA data . (Summative Assessment)
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public

41. Reading Comprehension Data Collected
Qualitative Data:
Instructional Checks used to formatively assess if students are developing understanding and are becoming proficient with understanding how to use each strategy to gain understanding. (Formative Assessment & Summative Assessment)
Written notes and reflections during the action research. (Formative Assessment)
“Strategies Journal/folder” for students to document their thinking, new information, responses to reading, and reflections on the strategies that they learn. (Formative and Summative Assessments)
•Classroom Teacher Reflections on student progress.
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public
Handout of data

42. Reading Comprehension Data Collected
Qualitative Data:
Instructional Checks used to formatively assess if students are developing understanding and are becoming proficient with understanding how to use each strategy to gain understanding. (Formative Assessment & Summative Assessment)
Written notes and reflections during the action research. (Formative Assessment)
“Strategies Journal/folder” for students to document their thinking, new information, responses to reading, and reflections on the strategies that they learn. (Formative and Summative Assessments)
•Classroom Teacher Reflections on student progress.
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public
Handout of data

43. Reading Comprehension Data Collected What does the data tell you?
LET’S DISCUSS…
What does the data tell you?
Action Research Plan
Innovation/Intervention
Data Collected
Analyze/Interpret Data
Make Knowledge Public
Handout of data

44. Reading Comprehension Findings
Will teaching students how to apply reading comprehension strategies increase student achievement?
Every student gained reading behaviors (class participation, confidence, positive attitudes toward reading) that can contribute to increased student achievement.
Applying reading comprehension strategies can be a contributing factor to student achievement but more information is needed.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

45. Reading Comprehension Findings
· Can reading comprehension strategies help students to interact (apply, analyze, and evaluate) with text in order to better understand what has been read?
Yes! Reading comprehension strategies help students interact with text for comprehension purposes.
Students applied and analyzed the strategies independently.
Students were able to evaluate text through discussions and written responses
Students applied the reading comprehension strategies in their regular classroom settings.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

46. Reading Comprehension Findings
Which reading comprehension strategy helps students to understand text the most? Least?
Students had diverse levels of success with the six reading comprehension strategies.
Each student had their own strengths and weakness when interacting with text and using the strategies
Making inferences with text was the most challenging reading comprehension strategy for all students.
Each child has a diverse set of personal experiences, learning styles, and needs. Therefore, some reading comprehension strategies were more helpful to some students than others.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

47. Reading Comprehension Findings
Are students motivated and engaged when learning and applying reading comprehension strategies?
Reading comprehension strategy instruction motivated and engaged students in the small group.
All students participated in class discussions, shared their learning experiences, applied language, seemed more motivated to read, and applied the strategies in content areas.
Students were excited and motivated daily.
They enjoyed learning and applying the strategies and were in engaged in learning activities.
Most engaged when listening to stories, reading stories, and working on learning tasks.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

48. Reading Comprehension Findings Supporting/Coaching Teachers
·Implications for my practice as IRT:
Supporting/Coaching Teachers
Reading strategy instruction in daily lessons in all content areas.
Alignment with the ELA CCSS K-12
Integration of Strategies
Reading comprehension strategy instruction is engaging and motivating for both students and the teacher
Stay focused
Strategy based homework for their nightly reading (application)
Classroom culture.
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

49. What does this mean for other classrooms and other teachers?
Reading Comprehension Findings
What does this mean for other classrooms and other teachers?
(Let’s look at the handout!)
Action Research Plan
Innovation/Intervention
Collect Data
Analyze/Interpret Data
Make Knowledge Public
You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts

50. What does this information mean to me?
Think about how how research based vocabulary instruction and reading comprehension strategy instruction apply to you as a leader in education.
Write a brief statement about your thoughts.
Share your statements.
What next steps may occur?

51. Resources to Share with Staff
Vocabulary
Vocabulary Code Websites:
Core Six Sample from ASCD
Common Core State Standards- Vocabulary from the Appendix
Comprehension Strategies
Handout of Main Points

52. Questions
Who has any?

53. Student Interviews Vocabulary Question Posed:
What strategies have helped you learn and remember new vocabulary?
(Insert Video)
Reading Comprehension Strategy Questions:
What are the two most important things you have learned about using reading comprehension strategies to help you become a better reader?
(Video)