ROUND 2 DATA ANALYSIS MEMO

Geraldine Rector
February 24, 2023 (Revised)
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RESEARCH QUESTION
My action research study will address the following question:
 What happens to students' use of English oral and written academic language in a
classroom setting when provided with activities such as Daily Partner-Reading
Practice, Daily Partner Spell-Check, Partner Writing Reflections, Daily Math Team
Tasks, Team-Building Tuesday Challenges, Mid-Week Fluency Self-Recordings, and
Friday Fluency Checks?

INTERVENTION/INNOVATION
My interventions in Round 2 were the following:
 Daily Partner-Reading Practice: My students read a 2nd grade level reading passage for
10 minutes daily with a partner and then extended this activity by writing a different
ending to their stories. This intervention was implemented to build their English oral
and written academic language.
 Daily Partner Spell-Check: My students took turns spelling academic vocabulary at our
vertical wipe books and worked together to write grammatically correct sentences for
each spelling word. This intervention was implemented to build their English oral and
written academic language.
 Partner Writing Reflections: Students wrote a paragraph in response to a writing
prompt, checked their writing with an Editor’s Checklist, evaluated their partner’s
written paragraphs with a Peer Editor’s Checklist to ensure the written paragraphs met
our writing criteria, and gave each other oral and written feedback. This intervention
was implemented to build their English oral and written academic language.
 Daily Math Team Tasks: Math teams of 2 to 3 students shared their Math ideas and
wrote equations to solve their Math word problems at our vertical wipe books. Students
were also tasked with labeling their answers (stating what each number stood for). This
intervention was implemented to build their English oral and written academic
language.
 Team-Building Tuesday Challenges: Teams of 4-6 students participated in a team
building challenge where they explored Math by using domino tiles to complete a task
challenge under 5 minutes. This intervention was implemented to build their English
oral academic language.
Team Building Tuesday Challenge Photos:
  Mid-Week Fluency Self-Recordings: Students recorded themselves reading a passage on
their chromebooks, listened and redid their recordings when necessary, and set their
reading goals for the next recording while their daily reading partners timed their
reading and noted down errors. Reading partners then evaluated their recordings
together prior to submission. This intervention was implemented to build their English
oral academic language.
 Friday Fluency Checks: I pulled individual students during Partner-Reading Practice
time on Friday to assess each student’s fluency progress. Students read a passage to me
while I timed their readings and noted down errors to check their fluency level in speed
and accuracy. Our reading fluency goal and criteria is 0-2 errors and to read under 2
minutes.

DATA COLLECTED
 Observation Notes
 Speaking Rubric
 Editor’s Checklists

DATA ANALYSIS
Qualitative Data Analysis: I analyzed my notes on student behavior during this Round by
checking to see which student met the criteria for the Speaking Rubric and compared it with the
data taken from the previous Round. I used the same chart that I created in Round 1 to see who
used the appropriate volume, clarity and expression while conversing with others to gauge my
students’ growth in oral academic language use. I put those results into percentages and
analyzed patterns and looked for growth. I also looked at data gathered from the Editor’s
Checklist in this Round and added that information to the chart that I created in the previous
Round to look at the percentage of students who met the criteria for written academic language
and used capital letters appropriately with the correct punctuation, grammar, and spelling. I
compared these percentages and saw some development, some growth, in my students’ use of
English oral and written academic language use.

FINDINGS
After documenting information taken from the Speaking Rubric in Round 2 which was used
to look at growth or non-growth in oral academic language, I was able to compare data taken
from Round 1 to Round 2. In this Round, 82% (18 students) were at the “developing” stage and
18% (4 students) were at the “secure” stage of using the appropriate volume, clarity, and
expression when using English oral academic language. 82% (18 students) were at the
“developing” stage and 18% (4 students) were at the “secure” stage of making appropriate eye
contact with the audience which is also a set criterion for speaking and using English oral
academic language correctly. 82% (18 students) were at the “developing” stage and 18% (4
students were at the “secure” stage of using appropriate body gestures and language speaking
which is another criterion for English oral academic language use. These results are shown in the
Speaking Rubric table below.

SPEAKING RUBRIC
Categories 1-Never (Beginning) 2-Sometimes (Developing) 3-Always (Secure)
Round Round Round Round Round Round Round Round Round
 1 2 3 1 2 3 1 2 3
Student used appropriate 23% 59% 82% 18% 18%
volume, clarity, and -5 ------ ------ -13 -18 ------ -4 -4 ------
expression. Students students students students students
Student made 23% 59% 82% 18% 18%
appropriate eye contact -5 ------ ------ -13 -18 ------ -4 -4 ------
with the audience. students students students students students

Student used appropriate 23% 59% 82% 18% 18%

body gestures and -5 ------ ------ -13 -18 ------ -4 -4 ------
language. students students students students students

To improve in written academic language use, students needed to meet specific criteria. When
writing, 82% (18 students) used capital letters appropriately, 100% (22 students) used the correct
punctuation, 55% (12 students) used correct grammar and spelling, 82% (18 students) used
sequential order in their writing, and 100% (22 students) drew a picture that matched their
writing piece. These results are shown in the Editor’s Checklist table below and indicate a good
amount of growth in students’ written academic language use.

Editor’s Checklist Round 1 Round 2 Round 3

Students used capital letters appropriately. 45% 82% ------
(10 students) (18 students)
Students used the correct punctuation. 45% 100% ------
(10 students) (22 students)
Students used correct grammar and spelling. 45% 55% ------
(10 students) (12 students)
Students used sequential order in their 36% 82% ------
writing. (8 students) (18 students)
Students’ picture matched their writing 82% 100% ------
piece. (18 students) (22 students)

The bar graph below provides us with an overall visual on my students’ growth in oral and
written academic language use from Rounds 1 to 2. As you can see from the bar graph, overall
student growth was substantial although the percentage of student improvement in written
academic language use was higher than the percentage of student improvement in oral academic
language use.
PLANNING NEXT ROUND
In Round 3, I will continue the activities from Round 1 and Round 2. My expected outcomes
in this Round is a smoother, quicker transition from activity to activity. I will continue Daily
Partner-Reading Practice, Daily Partner Spell-Check, Daily Math Team Task, Team Building
Tuesday Challenges, Mid-Week Fluency Self-Recordings, Friday Fluency Checks, and Partner
Writing Reflections. I am hoping to see a significant growth in students’ use of English oral and
written academic language from the implementation of these activities. I will use the Speaking
Rubric to analyze students’ growth in their use of English oral academic language. I will also use
the Editor’s Checklist to chart students’ growth in their use of English written academic
language. Data will be compared and analyzed from Rounds 1, 2, and 3.

LITERATURE CONNECTIONS
Kirkland, L.D., & Patterson, J. (2005). Developing Oral Language in Primary Classrooms. Early
Childhood Education Journal, 32, 391–395. https://doi.org/10.1007/s10643-005-0009-3

This article provided me with a focus to plan and implement structured activities for my
students to use academic language in collaborative conversations. Activities in which students
talk, discuss, problem solve, and share their thoughts are authentic learning experiences that
promote the development of English academic language.
Coleman, R., & Goldenberg, C. (2009). What Does Research Say about Effective Practices for
English Learners? Introduction and Part I: Oral Language Proficiency. Kappa Delta Pi
Record, 46 (1), 10-16. https://doi.org/10.1080/00228958.2009.10516683

I found this article to be a valuable resource as I looked at effective practices for English
learners. I also found the strategies to be insightful when planning for my English only learners
as well. Students benefit from clear goals, objectives, and well-structured daily activities.
 ROUND THREE Research Plan

Round 3
Context This study was conducted within a 2 grade, general education classroom with 22 second grade students from diverse ethnic
nd

Brief info about your and cultural backgrounds at a Title I, K-8th grade school in the greater Sacramento area. In this class, 55% (12 out of 22) were
school, subject, grade, English language learners who spoke Spanish, Russian, and Hmong languages. The average median household income of the
class, students school’s district is $65,847 with the cost of living being 15% higher than the national average. My priority was on the
collective improvement of my students’ use of English oral and written academic language.

Research Question(s) What happens to students' use of English oral and written academic language in a classroom setting when provided with
activities such as Daily Partner-Reading Practice, Daily Partner Spell-Check, Partner Writing Reflections, Daily Math Team
(If you have more than 1 Tasks, Team-Building Tuesday Challenges, Mid-Week Fluency Self-Recordings, and Friday Fluency Checks?
research question-
highlight the RQs that
are most relevant to this
round)
Round 2 Planned Intervention: Relevance Statement:
Intervention/ Describe the intervention in general terms Explain the relevance of the intervention to student learning
Innovations Describe the instructional strategies for implementing the intervention    Focused on learning outcomes/ Focused on the specific intervention.
In Round 3, I will continue the activities from Round 1 My expected outcomes in this round is a smoother, quicker
How will you organize and Round 2. My expected outcomes in this Round is a transition from activity to activity and more reader confidence
learning experiences smoother, quicker transition from activity to activity and and competence (more words read correctly).
for students that more reader confidence and competence (more words read
address your research
correctly). I also expect to observe engagement and These weekly intervention strategies would foster social
questions(s)?
participation and to hear collaborative conversations using interaction and provide avenues for oral and written academic
Cite sources as needed academic vocabulary. language development. At the end of implementation, I will see
I will continue Daily Partner-Reading Practice, Daily if these strategies and methodologies increase students’ use of
Attach additional Partner Spell-Check, Partner Writing Reflections, Daily English oral and written academic language.
lesson artifacts Math Team Task, Team Building Tuesday Challenges, Mid-
(optional) Week Fluency Self-Recordings, and Friday Fluency Checks. These intervention strategies are specifically geared to cover these
In Round 3, students will have two weeks of practice standards:
time and I will have more data to analyze with the extended
time. Round 3 will start on Monday, February 27, 2023 and • CCSS.ELA-LITERACY.RF.2.4: Read with sufficient
accuracy and fluency to support comprehension.
will end on Friday, March 10, 2023. The implementation of
iReady Reading and Math will be extrapolated from the • CCSS.ELA-LITERACY.RF.2.4A: Read on-level text with
research simply because it is not needed. purpose and understanding.
• CCSS.ELA-LITERACY.RF.2.4B: Read on-level text orally
with accuracy, appropriate rate, and expression on
successive readings.
 Round 3
• CCSS.SL.2.1 Participate in collaborative
conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger
groups. a. Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics
and texts under discussion). b. Build on others’ talk in
conversations by linking their comments to the remarks
of others. c. Ask for clarification and further explanation
as needed about the topics and texts under discussion.

• CCSS.ELA-WRITING.W.2.3: Write narrative in

which they recount a well elaborated event or short
sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.

Round 2 Data to be Round 3 Data to be collected:

collected 1. Observation Notes
2. Speaking Rubric
What are the 3. Editor’s Checklist
data/artifacts that you
will collect? Just a
list.

e.g.: Student work?

Notes from
observations?
Interviews? Video?
 Qualitative Data Analysis:
Data Analysis Plans My qualitative data analysis will be taken from my observation notes on how students’ met the criteria specified in the
Speaking Rubric to develop students’ use of English oral academic language and from the Editor’s Checklist to develop
What are your data students’ use of English written academic language.
analysis strategies for
qualitative data (e.g.,
coding, memos)
Explain your analysis
plans specifically for
the data in this round

What are your data

analysis strategies for
quantitative date (e.g.,
descriptive statistics)
Explain your analysis
plans specifically for
the data in this round
Kirkland, L.D., & Patterson, J. (2005). Developing Oral Language in Primary Classrooms. Early
Literature Source(s)
cited in APA Childhood Education Journal, 32, 391–395. https://doi.org/10.1007/s10643-005-0009-3

Cite any sources here

and briefly describe According to Hall (1987), “oral language emerges in children when the following conditions are present: (a) children
how the literature will are the major constructors of language; (b) parent, teachers, and caregivers serve as facilitators, not transmitters, of language
be leveraged to inform development; (c) language is embedded in the context of the daily life of the child; (d) children construct language in their
your research pursuit of meaning and comprehension related to their world and print; (e) the conditions for developing language are identical
questions, to those for learning about the world; (f) social interaction is foundational to language development; (g) children understand
intervention, data
the functions of language as they use it to clarify information about themselves and others; and (h) language is learned in a
collection and analysis
plans.
child-initiated, holistic manner” (p. 391). I sincerely agree with Hall (1987) on all of these conditions especially with “social
interaction is foundational to language development.” I seek to create weekly activities that would foster social interaction
and provide avenues for oral and written academic language development and then to see if these strategies and methodologies
increase students’ use of English oral and written academic language.

Attach Notes or Additional Materials (lesson plans, rubrics, materials you plan to use in teaching, etc. (Optional)
Table 3: Week 4 Implementation
(Week 4: 2/27/23 to 3/10/23)
Monday Tuesday Wednesday Thursday Friday
2/27/23 2/28/23 3/1/23 3/2/23 3/3/23
3/6/23 3/7/23 3/8/23 3/9/23 3/10/23
Continue Daily Continue Daily Continue Daily Continue Daily Continue Daily
Partner- Reading Partner- Reading Partner- Reading Partner- Reading Partner- Reading
Practice (10 Practice (10 Practice (10 Practice (10 Practice (10
minutes) minutes) minutes) minutes) minutes)

Continue Mid- Continue 1:1 Friday

Week Fluency Self- Fluency Checks
Recording (5
minutes)
Continue Daily Continue Daily Continue Daily Continue Daily Continue Daily
Partner Spell-Check Partner Spell-Check Partner Spell-Check Partner Spell-Check Partner Spell-Check
(15 minutes) (15 minutes) (15 minutes) (15 minutes) (15 minutes)

Continue Partner
Writing Reflections
(15 minutes)
Continue Daily Continue Daily Continue Daily Continue Daily Continue Daily
Math Team Task Math Team Task Math Team Task Math Team Task Math Team Task
(5-10 minutes) (5-10 minutes) (5-10 minutes) (5-10 minutes) (5-10 minutes)

Continue Team-
Building Tuesday
Challenge (10
minutes)
Monday Tuesday Wednesday Thursday Friday
3/13/23 3/14/23 3/15/23 3/16/23 3/17/23
Data Analysis; Data Analysis; Data Analysis; Data Analysis; Data Analysis;
write up memo write up memo write up memo write up memo write up memo