1. Action Research By: Lindsey Jackson 2 nd Grade Mrs. Norris

2. Background Information Worked with 2 students for the whole time Worked with 2 students for the whole time 1 ELL student 1 ELL student What did we work on? What did we work on? Plan was to work on improving identification of long and short vowels skills

3. What is my Question? For this project my question was.. For this project my question was.. What are the most effective strategies in teaching vowel sounds?

4. DATA Collected

5. DATA- Initial Assessment

6. DATA-Mid Point Assessment

7. DATA-Final Assessment

8. What Are The Best Strategies? Systematic Approach Code-Based Small Groups

9. Systematic Approach What is it? What is it? “Systematic phonics instruction enhances children’s success in learning to read and is significantly more effective than instruction that teaches little or no phonics” “Systematic phonics instruction enhances children’s success in learning to read and is significantly more effective than instruction that teaches little or no phonics” Structured Structured Small group- Tutorial Setting Small group- Tutorial Setting Hammil, D. D., & Swanson, L. H. (2006, September). The National Reading Panel’s Meta‐Analysis of Phonics Instruction: Another Point of View. The Elementary School Journal, 107(1), 17-26. Retrieved November 30, 2012, from Academic One File.

10. Code-Based Strategies What is it? What is it? Code based strategies are taught based on the child’s current level and text they are reading Code based strategies are taught based on the child’s current level and text they are reading Adjusts to the child Adjusts to the child Provides opportunities for application to daily life Provides opportunities for application to daily life Gelheiser, L. M., Scanlon, D., Velluntino, F., Hallgren-Flynn, L., & Schatschneider, C. (2011, December). Effects of the Interactive Strategies Approach—Extended: A Responsive and Comprehensive Intervention for Intermediate-Grade Struggling Readers. The Elementary School Journal, 112(2), 280-306. Retrieved November 30, 201 Gelheiser, L. M., Scanlon, D., Velluntino, F., Hallgren-Flynn, L., & Schatschneider, C. (2011, December). Effects of the Interactive Strategies Approach—Extended: A Responsive and Comprehensive Intervention for Intermediate-Grade Struggling Readers. The Elementary School Journal, 112(2), 280-306. Retrieved November 30, 201

11. Small Groups Easy to get over whelmed with phonics Easy to get over whelmed with phonics Track students progress Track students progress Hands on activities Hands on activities Reutzel, D.r & Cooter, R.B (2012) Teaching Children to Read: The Teacher Makes the Difference. Boston. Pearson Reutzel, D.r & Cooter, R.B (2012) Teaching Children to Read: The Teacher Makes the Difference. Boston. Pearson

12. What I did! First game an initial assessment First game an initial assessment Needed engaging activities Needed engaging activities Used hand motions Used hand motions Color by vowel worksheet Color by vowel worksheet Short vowel BINGO Short vowel BINGO Long vowel poem Long vowel poem

13. What I did!

14. What I Did

15. Final Assessment After several weeks BOTH students showed improvement!! After several weeks BOTH students showed improvement!! Student A- went from 3/7 to 6/7 correct on assessment Student B-went from 4/7 t0 7/7 correct on assessment Impact on Student Achievement Provided the students with several examples of vowel sounds and strategies to break each word down

16. What did I learn?? The teachers attitude will effect the students attitude! The teachers attitude will effect the students attitude! Have several opportunities for practice Have several opportunities for practice Things I would Change Differentiate the assessment- the students caught on and just memorized the answers