Shana Carter Kindergarten Teacher South Bendle Elementary School Burton, MI Research Inquiry Project August 4, 2012

All About Me… I graduated in 2008 from Michigan State University with a degree in Elementary Education with a concentration in Language Arts I graduated in 2008 from Michigan State University with a degree in Elementary Education with a concentration in Language Arts I did my student teaching internship in a second grade classroom in Flint, MI I did my student teaching internship in a second grade classroom in Flint, MI I got my first job as a Title One Kindergarten teacher in August 2010 I got my first job as a Title One Kindergarten teacher in August 2010 The following year I was hired as South Bendle’s newest Kindergarten teacher The following year I was hired as South Bendle’s newest Kindergarten teacher

South Bendle Elementary School South Bendle is a Title One school that educates beginning at pre-school through second grade South Bendle is a Title One school that educates beginning at pre-school through second grade Our student population: Our student population: –90% free/reduced lunch –26% receive special education services –33% transiency rate

My Classroom I am one of the four Kindergarten teachers in my building I am one of the four Kindergarten teachers in my building I teach all subject areas with the biggest focus on Reading, Writing and Math I teach all subject areas with the biggest focus on Reading, Writing and Math On average, I have between students in my class On average, I have between students in my class This past year, I was privileged with a paraprofessional helping in my classroom since January and it will continue this school year This past year, I was privileged with a paraprofessional helping in my classroom since January and it will continue this school year

Teaching Strategies & Techniques Wondering Questions: In what ways can I supplement my reading program in order to further engage my students? In what ways can I supplement my reading program in order to further engage my students? In what ways can I enhance my reading block to make it a more balanced approach to reading? In what ways can I enhance my reading block to make it a more balanced approach to reading? Will my kindergarteners reading scores improve with incorporating supplemental reading strategies/techniques into our reading instruction? Will my kindergarteners reading scores improve with incorporating supplemental reading strategies/techniques into our reading instruction? Will my kindergarteners become more independent writers if a more wholly balanced approach to reading is taken place? Will my kindergarteners become more independent writers if a more wholly balanced approach to reading is taken place?

Reason for this study: Last year was my first year teaching my district’s reading program. We currently use the Direct Instruction program, Reading Mastery. Last year was my first year teaching my district’s reading program. We currently use the Direct Instruction program, Reading Mastery. Throughout my time implementing this reading program, I have struggled with maintaining student engagement and focus during the lessons. Throughout my time implementing this reading program, I have struggled with maintaining student engagement and focus during the lessons. Also, I noticed that my students did not enjoy our Reading block. Many children would moan and sigh when it was time for reading. Also, I noticed that my students did not enjoy our Reading block. Many children would moan and sigh when it was time for reading.

Research Procedures Use of literature as data Use of literature as data Critical group feedback (discussions between staff members) Critical group feedback (discussions between staff members) Analyzing my current Direct Instruction Reading Program Analyzing my current Direct Instruction Reading Program Video (to record observations & student behaviors during lessons) Video (to record observations & student behaviors during lessons) Reflective Weekly Journals Reflective Weekly Journals

Timeline My study will take place during the course of 3 months My study will take place during the course of 3 months –First week: I will start by analyzing my school district’s current edition of our Direct Instruction reading program I will start by analyzing my school district’s current edition of our Direct Instruction reading program –Second and Third week: I will collaborate with colleagues and gain helpful insight into my own practice of teaching reading but finding out what works for them. I will have grand discussions with the teachers in my school building, as well as my fellow teacher friends from other districts that may not teach the same program. I feel then, that I will have beneficial information to get me started in trying out new strategies, techniques, and programs to further engage my students in reading. I will collaborate with colleagues and gain helpful insight into my own practice of teaching reading but finding out what works for them. I will have grand discussions with the teachers in my school building, as well as my fellow teacher friends from other districts that may not teach the same program. I feel then, that I will have beneficial information to get me started in trying out new strategies, techniques, and programs to further engage my students in reading.

Timeline Continued… –Week Four through Twelve: I will begin to videotape my lessons and making notes as I continue to observe and analyze the student engagement, motivation and achievement in reading. I will continue videotaping and performing weekly journals from week 4 of my inquiry project to week 12. I would like to see the gradual progression or decline in the level of engagement in my students. My weekly journals will make for a wonderful insight of my journey throughout my research and it will be clear to see the progress through my writings. I will begin to videotape my lessons and making notes as I continue to observe and analyze the student engagement, motivation and achievement in reading. I will continue videotaping and performing weekly journals from week 4 of my inquiry project to week 12. I would like to see the gradual progression or decline in the level of engagement in my students. My weekly journals will make for a wonderful insight of my journey throughout my research and it will be clear to see the progress through my writings.

Bibliography Cook, D. E. (2002). The Effect of a Direct, Instruction Reading Program on Students Defined as At-Risk. Unpublished manuscript, Cambridge College, Retrieved from Sample.pdf Cook, D. E. (2002). The Effect of a Direct, Instruction Reading Program on Students Defined as At-Risk. Unpublished manuscript, Cambridge College, Retrieved from Sample.pdf Sample.pdf Sample.pdf Grossen, B. (n.d.). The Research Base for Reading Mastery, SRA. Unpublished raw data, University of Oregon, Eugene, Eugene & USA. Retrieved from Grossen, B. (n.d.). The Research Base for Reading Mastery, SRA. Unpublished raw data, University of Oregon, Eugene, Eugene & USA. Retrieved from Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2010). Teaching Strategies, a Guide to Effective Instruction. Wadsworth Pub Co. Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2010). Teaching Strategies, a Guide to Effective Instruction. Wadsworth Pub Co. Schug, M. C., Tarver, S. G., & Western, R. D. (2001). Direct Instruction and the Teaching of Early Reading. Wisconsin Policy Research Institute Report, 14(2), retrieved from Schug, M. C., Tarver, S. G., & Western, R. D. (2001). Direct Instruction and the Teaching of Early Reading. Wisconsin Policy Research Institute Report, 14(2), retrieved from (2011). Direct Instruction: What the Research Says. Education Consumers Foundation. Retrieved from (2011). Direct Instruction: What the Research Says. Education Consumers Foundation. Retrieved from