Title of Inquiry: Identifying Academic Vocabulary in Language Arts using Marzano’s training
Wondering: Will identifying academic vocabulary in Language Arts change teachers’ instruction?
Rationale/Purpose: To align the level of vocabulary taught throughout the district in Language Arts.
Data Collection: Teacher interviews, lesson observations, student survey, discussion of planning of instruction as a team.
Findings: Focusing on academic vocabulary will improve planning and instruction to increase student achievement.
Implications for My Practice: A deliberate and active role in focusing on academic vocabulary will ensure a more effective level of instruction and improve student achievement.
After reading the comments from my peers I have definitely thought about how I will be monitoring that the teachers are implementing the activities effectively and feel that creating the student survey will provide me valuable insight from the students themselves on the effectiveness of the activities. Another point that I have addressed after reflecting on the comments is that of how to document how the teachers’ instruction has been positively affected. AT this point I am very confident and proud that I work with such a professional group of teachers and know that their feedback and discussion will be truthful and sincere. There is much trust between us and understand that we all have the same goal: student success and as a team that communicates honestly we can reach our goal working through the wrinkles together.
I was able to meet with my administrator and discuss my action plan with her. The meeting was very positive. One suggestion that I received was to use my team as the target group to collect data so that time/schedules would not be an issue. Also the information collected from this research would be shared at a faculty meeting as well. My administrator was very excited especially because this is now a district initiative and our whole campus will begin staff development as early as next week.
Friday, August 6, 2010
Tuesday, July 27, 2010
Week 3 Action Plan
Action Research
Description of activity:
Will focusing on academic vocabulary using Marzano's training positively impact teacher’sinstruction?
Operational definition of the target population:
My target population will be bilingual teacher from first to fifth grade. Our focus as a bilingual campus is to improve vocabulary development so I feel that focusing on the bilingual teachers will provide much needed feedback.
Brief definition of how you will conduct your research:
Teachers will be receiving Marzano's in service prior to the beginning of the school year. I will collect feedback from the teachers at this point on their understanding of the staff development. After the staff development I will gather reflection from each grade level and survey before and after the first nine week grading period on the effect of the staff development and how it changed their instruction.
Persons Responsible: Team leaders from each grade level first through fifth grade, Reading Specialist & Language Support Teachers
Plan 1. All staff will receive a staff development full day session of Marzano academic vocabulary.
2. Teachers will identify academic vocabulary for building background knowledge in language arts and reading using the TEKS, KUDs, and Marzano lists, engaging in thoughtful and purposeful discussion with teachers representing grades kinder through fifth grade.
3. Each grade level will review the vocabulary on the TEKS and KUD’s and create a list of words for their grade level.
4. After all the grade level have completed this activities then as a group each grade level list will be reviewed and the team needs to be in agreement if the term needs to be included in the final list and if so in which grade should the term be mastered by the student.
5. Once the team has reviewed each list and agreed to the grade level which it should be listed under then the term needs to be identified by its source(KUD, TEKS)
6. This process will need to be repeated using the TEKS and KUDS in Spanish to identify the words in Spanish for the Bilingual classroom instruction. Consistency is important.
7. The process and the list will be presented to the staff with time set aside for discussion and understanding of the importance of identifying academic vocabulary for building background knowledge in language arts and reading.
8. I will survey the teachers to gather information on how this staff development affected their daily instruction after the first nine week period.
Start date: August 2010 End Date: September 2010
Resources: NISDdistrict & campus specialists, TEKS, NISD KUD’s , Mazano’s lists, LA/Reading Curriculum & TEA website
Evaluation:
Student improvement in TAKS, CDB’s and benchmark assessments.
Description of activity:
Will focusing on academic vocabulary using Marzano's training positively impact teacher’sinstruction?
Operational definition of the target population:
My target population will be bilingual teacher from first to fifth grade. Our focus as a bilingual campus is to improve vocabulary development so I feel that focusing on the bilingual teachers will provide much needed feedback.
Brief definition of how you will conduct your research:
Teachers will be receiving Marzano's in service prior to the beginning of the school year. I will collect feedback from the teachers at this point on their understanding of the staff development. After the staff development I will gather reflection from each grade level and survey before and after the first nine week grading period on the effect of the staff development and how it changed their instruction.
Persons Responsible: Team leaders from each grade level first through fifth grade, Reading Specialist & Language Support Teachers
Plan 1. All staff will receive a staff development full day session of Marzano academic vocabulary.
2. Teachers will identify academic vocabulary for building background knowledge in language arts and reading using the TEKS, KUDs, and Marzano lists, engaging in thoughtful and purposeful discussion with teachers representing grades kinder through fifth grade.
3. Each grade level will review the vocabulary on the TEKS and KUD’s and create a list of words for their grade level.
4. After all the grade level have completed this activities then as a group each grade level list will be reviewed and the team needs to be in agreement if the term needs to be included in the final list and if so in which grade should the term be mastered by the student.
5. Once the team has reviewed each list and agreed to the grade level which it should be listed under then the term needs to be identified by its source(KUD, TEKS)
6. This process will need to be repeated using the TEKS and KUDS in Spanish to identify the words in Spanish for the Bilingual classroom instruction. Consistency is important.
7. The process and the list will be presented to the staff with time set aside for discussion and understanding of the importance of identifying academic vocabulary for building background knowledge in language arts and reading.
8. I will survey the teachers to gather information on how this staff development affected their daily instruction after the first nine week period.
Start date: August 2010 End Date: September 2010
Resources: NISDdistrict & campus specialists, TEKS, NISD KUD’s , Mazano’s lists, LA/Reading Curriculum & TEA website
Evaluation:
Student improvement in TAKS, CDB’s and benchmark assessments.
Wednesday, July 14, 2010
Action Plan - Academic Vocabulary
Action Research
Persons Responsible: Team leaders from each grade level Kinder through fifth grade, Reading Specialist & Language Support Teachers
Plan 1. Goal is to identify academic vocabulary for building background knowledge in language arts and reading using the TEKS, KUDs, and Marzano lists, engaging in thoughtful and purposeful discussion with teachers representing grades kinder through fifth grade.
2. Each grade level will review the vocabulary on the TEKS and KUD’s and create a list of words for their grade level.
3. After all the grade level have completed this activities then as a group each grade level list will be reviewed and the team needs to be in agreement if the term needs to be included in the final list and if so in which grade should the term be mastered by the student.
4. Once the team has reviewed each list and agreed to the grade level which it should be listed under then the term needs to be identified by its source(KUD, TEKS)
5. This process will need to be repeated using the TEKS and KUDS in Spanish to identify the words in Spanish for the Bilingual classroom instruction. Consistency is important.
6. The process and the list will be presented to the staff with time set aside for discussion and understanding of the importance of identifying academic vocabulary for building background knowledge in language arts and reading.
Start date: August 2010 End Date: September 2010
Resources: NISDdistrict & campus specialists, TEKS, NISD KUD’s , Mazano’s lists, LA/Reading Curriculum & TEA website
Evaluation:
Student improvement in TAKS, CDB’s and benchmark assessments.
Persons Responsible: Team leaders from each grade level Kinder through fifth grade, Reading Specialist & Language Support Teachers
Plan 1. Goal is to identify academic vocabulary for building background knowledge in language arts and reading using the TEKS, KUDs, and Marzano lists, engaging in thoughtful and purposeful discussion with teachers representing grades kinder through fifth grade.
2. Each grade level will review the vocabulary on the TEKS and KUD’s and create a list of words for their grade level.
3. After all the grade level have completed this activities then as a group each grade level list will be reviewed and the team needs to be in agreement if the term needs to be included in the final list and if so in which grade should the term be mastered by the student.
4. Once the team has reviewed each list and agreed to the grade level which it should be listed under then the term needs to be identified by its source(KUD, TEKS)
5. This process will need to be repeated using the TEKS and KUDS in Spanish to identify the words in Spanish for the Bilingual classroom instruction. Consistency is important.
6. The process and the list will be presented to the staff with time set aside for discussion and understanding of the importance of identifying academic vocabulary for building background knowledge in language arts and reading.
Start date: August 2010 End Date: September 2010
Resources: NISDdistrict & campus specialists, TEKS, NISD KUD’s , Mazano’s lists, LA/Reading Curriculum & TEA website
Evaluation:
Student improvement in TAKS, CDB’s and benchmark assessments.
Tuesday, July 13, 2010
Analysis of the use of Blogs
In analyzing how educational leadaers might use blogs I found an overwhelming group of teachers willing and eager for administrators to blog projects or new initiative at the campus level. This include study groups, discussion/reflection on ongoing student projects or lessons. Bloggin for many provides a place to discuss and reflect. The majority of the time teachers are at school they are occupied with the daily lessons, classroom management and this type of scenario will allow teachers and staff to reflect and be able to participate in discussion and provide feedback. This summer I attended a staff development on bloggers for beginning provided by my school district. I was able to set up a blog for my classroom and intend to equip my second grade student with the tools on how to use it for discussion on chapter books as well as math and science independent study unit. Bloggin will also provide another interactive opportunity to communicate and involve parents with their child's education.
Action Research
In reading the book by Nancy Fichtman Dana titled "Leading with Passion and Knowledge" I have discovered a new type of research called action research. This type of research is very empowering. Action research as Dana describes in her book entales the practitioner as a story teller and the researcher that provides insight. The process if a cyclical process with the source of question as the principal. The research questin is focused on providing insight into an administrator's own practice in an effort to make change and improve the school. The administrator asks in what ways can he/she help facilitate the professional growth of the teaachers in hte campus through engagement in action research.
There are four distinct forms that action research can be placed into context according to Dana. The forms are through unvisersity cousework, superintende or district meetings, leadership teams and also through proffessional learning communities.
There are many benefits in implementing action research at the schools. By far this process has demonstrated to be the most empowering and effective process to change instruction and improve instruction and student learning. Action process allows for communities to learn from one another and become more supportive of each other and their various roles.
In my opinion action role is a much needed process for all schools to update and attempt to provide an adequate representation of what should be a campus reflective of its current community and its needs.
There are four distinct forms that action research can be placed into context according to Dana. The forms are through unvisersity cousework, superintende or district meetings, leadership teams and also through proffessional learning communities.
There are many benefits in implementing action research at the schools. By far this process has demonstrated to be the most empowering and effective process to change instruction and improve instruction and student learning. Action process allows for communities to learn from one another and become more supportive of each other and their various roles.
In my opinion action role is a much needed process for all schools to update and attempt to provide an adequate representation of what should be a campus reflective of its current community and its needs.
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