Professional Documents
Culture Documents
Guide To Action Research
Guide To Action Research
Guide To Action Research
A Guide to Becoming
An Action Researcher
Florida Department of Education
Bureau of Exceptional Education and Student Services
2004
This is one of many publications available through the Bureau of Exceptional Education
and Student Services, Florida Department of Education, designed to assist school
districts, state agencies that support educational programs, and parents in the provision of
special programs. For additional information on this publication, or for a list of available
publications, contact the Clearinghouse Information Center, Florida Department of
Education, Room 628 Turlington Bldg., Tallahassee, Florida 32399-0400.
Suncom: 205-0477
email: cicbisc@fldoe.org
website: www.myfloridaeducation.com/commhome
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Improving Student Learning through
Classroom Action Research
A Guide to Becoming
An Action Researcher
2004
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This document was developed by Project CENTRAL, a special project funded by the
State of Florida, Department of Education, Bureau of Exceptional Education and
Student Services, through federal assistance under the Individuals with Disabilities
Education Act (IDEA), Part B. For more information about action research and
effective instructional practices, contact
email: projcentral@mail.ucf.edu
website: http://reach.ucf.edu/~CENTRAL
Copyright
State of Florida
Department of State
2004
Authorization for reproduction is hereby granted to the state system of public education
consistent with section 1006.39(2), Florida Statutes. No authorization is granted for
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distribution or reproduction outside the state system of public education without prior
approval in writing.
ACKNOWLEDGEMENTS
Primary Authors
D’Ann Rawlinson, M.A.
Mary Little, Ph.D.
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Table o
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f Contents
Table of
Contents
Introduction Page 1
Appendix Page 57
Anticipation Guide
Activity 1: Action Research Rationale
Activity 2: Beginning the Action Research Process
Activity 3: Identifying a Classroom Problem
Activity 4: Action Research Plan
Activity 5: Implementation Schedule
Observation Checklist
Observation (Anecdotal Records)
Observation (Chart – Individual Student)
Observation (Grid – Small Group or Class)
Interview: Reading at Home
Interview: Reading and Writing Interview
Writing Rubric
Cool Tools: Informal Reading Assessments (Examples)
Sharing the Results: A Format for Reporting Action Research
Resources Page 111
Grants and Websites
References Page 113
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Improving
Introduction Student
Learning
through
Classroom
Action Research
Classroom Action Research
This guide can be used in many different contexts. Improving Student Learning through
Classroom Action Research was originally designed as a companion guide for Project
CENTRAL’s (Coordinating Existing Networks To Reach All Learners) professional
development in action research. This guide may also be used as a teaching tool for
educators interested in learning about action research and conducting action research
studies, a learning guide for students in college courses, or as a resource for educators
working towards National Board Certification or development of individual professional
development plans.
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Anticipation Guide
Directions: Each of the following statements is connected to the content in this guide.
Before reading, specify whether you agree or disagree with each statement by circling
your answer. In addition, provide an explanation of your opinion. Consider the statements
as you read. After reading the guide, complete the final anticipation guide and specify
your level of agreement. You will find the final anticipation guide on page 60.
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7. Engaging in action research allows educators to assess and Agree Disagree
reflect on the effectiveness of their teaching practices.
Explanation:
Adapted from FLaRE Action Research Module (Kelly & Rawlinson, 2003)
Understanding
Chapter 1 the Action
Research
Process
Process
Chapter 1
“You can either take action, or you can hang back and hope for a miracle.
Miracles are great, but they are so unpredictable.”
~Peter Drucker
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integrating research into these settings and engaging those who work at this level in
research activities, findings can be applied immediately and problems solved more
quickly” (Guskey, 2000). As teachers engage in the action research process, they become
agents of change. Teachers are deliberately planning for changes in their classroom and
using data to monitor their practices to ensure that all students are learning.
“Teachers cannot create and sustain the conditions for the productive
development of children if those conditions do not exist for teachers.”
~ Seymour Sarason
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“Action (teacher) research is a natural extension of good teaching. Observing students
closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students
have always been important skills demonstrated by fine teachers” (Hubbard & Power,
1999). When teachers conduct action research, they ask themselves a critical question,
“Am I making an impact on student learning?” When teachers notice a breakdown in
learning, they systematically and intentionally plan instruction to meet the needs of their
students. The primary goal of action research is to improve student learning by
developing and refining the skill of teaching. This is empowering for teachers, giving
them opportunities to grow within their professional role and responsibilities.
Identifying a
Classroom
Problem
Collecting &
Analyzing
Data
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classes, or a whole school. The focus and level of participation among school and district
colleagues depends on the level of support, needs, and interests of the teacher(s) and
school. Emily Calhoun (1993) described three approaches to action research: individual
teacher research, collaborative action research, and school-wide action research. Even
though the environments are different, the process of action research remains the same.
This process uses data to identify classroom/school problems, creates and implements a
plan of action, collects and analyzes data, uses and shares the results, and makes
instructional decisions to continuously improve student learning.
Collaborative action research focuses on studying a problem or issue within one or more
classrooms. Teachers may collaborate and work together to study a particular problem in
many different ways:
co-teachers in one classroom studying a specific group of students
a team of teachers focusing on a grade level issue
a teacher and district, educational agency, or university personnel learning and
studying a particular instructional practice
a group of teachers in the same school studying the same instructional concern.
This collaborative action research approach fosters a joint effort because more than one
teacher is involved in a specific area of study. Opportunities for sharing and dialogue are
more likely to occur.
School-wide action research is a school reform initiative. Every faculty member of the
school is involved in studying a specific issue identified from school data. This approach
requires a great deal of support from the administrators and lead teachers/personnel, but
the results can lead to school-wide change. Successful school-wide action research is
directly related to initiatives contained within the school improvement plan.
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a supportive environment, including administration.
Adapted from Watson & Stevenson (1989), McKay, (1992)
Please refer to figure 1.2 to read examples of research questions that were studied using
the different approaches to action research.
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teams within the school. The above
example is one question being studied
by one action research team.
2. How can implementing a school-wide
positive behavior support program improve
students’ safety and increase appropriate
student behaviors within the school?
(All faculty)
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Benefits of Action Research
STUDENTS benefit because their learning is being studied. Instructional practices are
being designed to accelerate learning and build upon student knowledge. Close
monitoring is occurring throughout the process to ensure that appropriate progress is
being made and, if not, adjustments in instruction will occur.
TEACHERS benefit because the process allows them to think about, study, and refine
their own professional practice. By participating in action research, the teacher develops a
sense of ownership in the knowledge constructed, and this sense of
ownership heavily contributes to the possibilities for real change to
take place in the classroom (Dana & Yendol-Silva, 2003). As a
teacher, how often do you attend professional development and then
implement the new learned practices or knowledge in your
classroom? Conducting action research that focuses on
implementing the recently learned knowledge can bridge the
professional development into actual practice.
Many teachers who participate in action research find it very empowering because they
have actual evidence that they have made an impact on their students’ learning.
Strickland (1988) found that teachers engaged in action research depended more on
themselves as decision makers and gained more confidence in what they believed about
curriculum and instruction. This process encourages collaboration at many different
levels, which can break the common feeling of isolation among teachers.
SCHOOLS benefit because student achievement can improve when student learning is
being studied and specific learning needs are being addressed. When teachers are
engaged in collaborative action research and the process is well-supported, a learning
community can be developed that encourages professional dialogue, learning, and
research with the focus of impacting all students. Additionally, this process can assist
schools in gathering data to evaluate the effectiveness of their instructional practices and
professional development.
Summary
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Action research is a process that allows teachers to make considerable changes in their
classrooms by focusing on student learning through reflection and data analysis. The four
phases of action research are discussed in the remaining chapters of this guide. Each
phase is described in detail, with examples and activities provided.
Take several minutes to reflect upon and answer the following questions.
Summary Questions
Identify benefits of action research for the student, teacher, and school.
Reflection Questions
Thinking about your classroom and students, how can engaging in action research benefit
you as a teacher and your students?
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Describe which action research approach best fits your teaching situation.
Chapter 4
Investigating and Identifying
Chapter 2 a Classroom Problem
Think of teaching as a science. Before scientists conduct a study, they must first identify
a problem to address, a question to be answered, or a phenomenon to be explained. As an
action researcher, teachers begin the process by identifying an issue in the classroom that
is an area of concern, i.e., a need that is reflected in a level of student learning that does
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not meet the teacher’s expectations. To adequately identify a classroom problem, a
teacher must take the time to investigate the initial areas of concern by collecting and
analyzing information specifically aligned to the students’ learning needs. “Teachers who
rush to complete the problem formulation stage are more likely to flounder in their later
efforts, whereas teachers who take their time to reflect on and define their problem are
more likely to pursue questions yielding meaningful results” (Sagor, 1992).
To begin the action research process, teachers must first observe, question, and reflect on
the actual current situation (of the entire classroom or a group of students) in order to
investigate the classroom concerns. Through this investigation, teachers will need to
gather additional specific data to help identify the classroom problem. It may take time to
observe and interview students while engaged in learning, to analyze their work samples,
and to collect classroom assessments. It can be helpful to collaborate with another
teacher, mentor, or instructional coach at this point – especially a knowledgeable resource
who has observed the students in the class.
Take time to refer to and complete Activity 2: Beginning the Action Research Process
(page 22 and also located in the appendix). Activity 2 consists of five probing statements
to guide this initial phase of observation, reflection, and analysis of student work.
Carefully address these five statements and review specific classroom data. Participating
in this activity will provide needed information for identifying a specific classroom
problem. Before beginning activity 2, refer below as there will be a brief description of
each question and an example.
Example
Mrs. Levine, a 3rd grade teacher, and Ms. Rollins, an ESE teacher, noticed that
two of their students are having difficulties writing and reading independently.
The students entered 3rd grade reading at the pre-primer level. On writing rubrics,
Danny and Janice scored Level 1, the lowest level of performance. Danny and
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Janice are performing significantly below their peers. Danny refuses to attempt
any writing or reading assignment. He puts his head on his desk when asked to
engage in any of these activities. Janice will attempt to read and write initially, but
often gets frustrated and demands continuous support or behavior problems occur.
Her writing is very immature and she rewrites the same message every day
regardless of the writing prompt.
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When Janice was asked to write about her family, she said, “No, I want to write about a
pig.”
Example
Danny and Janice are having significant difficulties learning to read and write.
Mrs. Levine and Ms. Rollins asked themselves, “Why are they not progressing in
reading and writing?” They decided to collect information on the students’
reading readiness skills. The teachers already knew that both students were
reading at the pre-primer level, but did not have substantial information on why
they were still reading at that level. Ms. Rollins and Mrs. Levine wanted to learn
about Danny’s and Janice’s knowledge of letters and sounds, repertoire of sight
words, phonemic awareness, and phonics abilities.
Example
Ms. Rollins and Mrs. Levine already reviewed the students’ initial assessments in
reading and writing. They chose to administer informal assessment surveys on
letter identification, letter/sound correspondence, phonemic awareness, sight
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words, and phonics. Refer to templates taken from Cool Tools located in the
appendix beginning on page 72.
Example
After administering and analyzing several data sources, Ms. Rollins and Mrs.
Levine found that Danny and Janice both had poor knowledge of letter/sound
correspondence, weak phonemic awareness (segmenting and blending), a limited
repertoire of sight words, and a lack of reading and writing strategies.
Example
Danny and Janice will require instruction specifically designed to target building
phonemic awareness and letter-sound correspondence in a comprehensive
approach connecting reading to writing.
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Activity 2: Beginning the Action Research Process
Investigating Classroom Concerns
Name: Mrs. Levine (3rd grade teacher) and Ms. Rollins (ESE co-teacher)
Danny and Janice, two of our third graders with specific learning disabilities, are having
difficulties reading and writing independently. They entered 3rd grade reading at the pre-
primer level. On the 3rd grade writing rubrics, Danny and Janice consistently scored
Level 1, the lowest level of performance.
Danny refuses to attempt any writing or reading assignment. He shuts down when asked
to engage in any of these assignments. At the beginning of the school year, we reviewed
his cumulative records and found that he has made very little progress in reading and
writing.
Janice will attempt to read and write initially, but often gets frustrated and demands
continuous support or behavior problems will occur. Her writing is very immature and
she rewrites the same message every day, regardless of the writing prompt or topic.
We need to investigate why Danny and Janice are not reading and writing by assessing
their reading readiness skills such as their knowledge of letters and sounds, repertoire of
sight words, phonemic awareness abilities, and knowledge of phonics.
In addition to the reading and writing assessments currently used, we will gather more
information through the following informal assessment surveys focusing on letter
identification, letter/sound correspondence, phonemic awareness, phonics, and sight
words.
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After analyzing my data, I found that my students are having difficulties with
After analyzing various assessments, we found Danny and Janice both have poor letter/
sounds correspondence, weak phonemic awareness, a limited repertoire of sight words,
and a lack of reading and writing strategies.
Danny was unable to identify letters of the alphabet or produce the sounds of the letters.
Furthermore, the only sight words in his current vocabulary were “Danny,” “I,” and
“a.”
It seems Janice continuously wrote the same message because those were the only words
in her sight vocabulary. She too had significant difficulties with letter/sound
correspondence and she struggled with hearing and recording sounds in words.
Danny and Janice will require instruction specifically designed to target building
phonemic awareness and letter/sound correspondence in a comprehensive approach
connecting reading to writing.
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Activity 2: Beginning the Action Research Process
Investigating Classroom Concerns
Reflect on and complete the following open-ended probes to assist you in your
investigating your initial concerns and identifying a classroom problem or area of
change.
Name:
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After analyzing my data, I found that my students are having difficulties with
After completing activity 2, identify several instructional concerns to target for several
students or an entire class. Then choose one concern that is most important for the
students, that is a priority learning need, and that can produce positive results for
students. Select a target you can impact. Additionally, it is critical to choose a problem
aligned with the curricular standards for your students as determined within your grade
level, school, district, and state.
The last component of this phase is to develop the problem statement. The problem
statement will become the framework of the action research study. It will provide not
only a description of the problem but also the goal for improvement related to the
problem. As described in the beginning quote for this chapter from R. Buckmister Fuller,
a (classroom) problem adequately stated is a (classroom) problem well on its way to
being solved. Identifying a classroom problem adequately will help lead to an appropriate
goal of improvement for students that can result in accelerated learning.
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Two of our 3rd grade students with specific learning disabilities and language
impairments are having difficulty learning to read and write. They entered 3rd grade
reading at the pre-primer level and consistently scoring a Level 1 on their writing
rubrics. After further investigation, we found that Danny and Janice have poor
knowledge of letter/sound correspondence, weak phonemic awareness and phonics, and a
limited repertoire of sight words. Our goal for these two students is to build their
knowledge of letter/sound correspondence while improving their ability to hear and
record sounds in words. In addition to their regular reading and writing instruction,
Danny and Janice will receive small group instruction geared to meeting their goal for
improvement.
Once you have chosen a classroom problem to study, develop a problem statement by
engaging in activity 3, found on page 25 and also in the appendix. Begin to write down a
clear, concrete, specific description of the problem by answering the four questions.
Summary
The first phase of action research will focus instruction and lead to a more effective and
efficient way to teach because it is specifically targeted on student learning.
The next chapter will focus on phase two of the action research process – developing and
implementing an action plan that includes posing a research question, choosing an
instructional focus, identifying data collection strategies, and creating an implementation
schedule.
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Activity 3: Identifying a Classroom Problem
Name(s):
School:
Grade Level:
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Chapter 2: Investigating and Identifying a Classroom Problem
Take several minutes to reflect upon and answer the following questions.
Summary Questions
Name and describe the guiding questions for investigating classroom concerns.
Reflection Questions
Thinking about your own situation, reflect and record initial classroom concerns related
to student learning that need investigation.
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What support will you need to effectively investigate your classroom concerns related to
student learning?
Developing and
Chapter 3 Implementing
an Action
Research Plan
In developing an action research plan, teachers reflect, study, and answer a series of
questions that will focus their research. The action research plan includes the following
topics:
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Research question What student learning will be studied? What instructional
practices will be studied?
Learner outcomes What specific student learning will occur?
Instructional focus What instructional practices will I implement that will focus
on the classroom problem to be addressed?
Data collection What evidence do I need to collect? How will I collect the
data? How often will I collect data? Are the data sources
aligned to the instructional focus?
Support What support do I need from my colleagues?
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Establishing high expectations and ambitious goals are important; however, the goals or
outcomes must be attainable within a reasonable amount of time.
The practices that are selected as the instructional focus should directly target the
identified classroom problem. At times, the instructional focus may be determined at the
school or district level. For example, instructional decisions about the purchase and use
of a particular research-based program may be made at the school or district level.
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Activity 4: Action Research Plan
Name(s): Mrs. Levine & Ms. Rollins
School: ABC Elementary School
Grade Level: 3rd Grade
Research Question: Pose a question that will focus your study. Be sure to include what student
learning will occur and what instructional practices will be implemented.
How will incorporating visible prompts and hands-on manipulatives into small group reading
instruction affect my students’ ability to hear and record sounds in words?
Instructional Focus: Describe the specific instructional practice(s) that will be implemented and
studied. Specify when and how the practices will be implemented.
Danny and Janice will receive small group reading instruction following a systematic instructional plan
that includes daily word work that will incorporate the following teaching techniques and
manipulatives:
Providing explicit instruction in developing letter/sound correspondence
Building the ability to hear and record sounds in words by incorporating Elkonin Boxes
(tokens and letters) and other visible prompts into daily word work
Using letter magnets, white boards, shaving cream, chalkboard/water for practicing
building and manipulating words
Data Collection: Specify the data you will collect that are aligned to the classroom problem. How often
will you collect the data?
Data Source 1: Letter-Sound Identification Survey, weekly PERCEPTIONS, REACTIONS,
BEHAVIORS
Data Source 2: Phonemic Awareness Survey, bi-weekly (specific sub-tests) SCORES
Data Source 3: Hearing and Recording Sounds in Words (Writing Samples & Observations),
Daily
Data Source 4: School-required reading and writing assessments, every 9 weeks
Data Sources 1 and 2 are taken from Cool Tools. Refer to appendix for examples of templates.
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Figure 3.1. Example of Action Research Plan
Name(s):
School:
Grade Level:
Research Question: Pose a question that will focus your study. Be sure to include what student
learning will occur and what instructional practices will be implemented.
Instructional Focus: Describe the specific instructional practice(s) that will be implemented and
studied. Specify when and how the practices will be implemented.
Data Collection: Specify the data that you will collect that are aligned to the classroom problem. How
often will you collect the data?
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Developing an Implementation Schedule
The final planning step for this phase is developing an implementation schedule. The
implementation schedule lists the tasks to be completed, the beginning and ending dates
for each task, and the necessary resources. Essentially, this is a timeline of activities
within the phases of action research. The implementation schedule includes the following
topics: tasks, timeline, and resources. By completing an implementation schedule, the
teacher is breaking down the action research plan into specific tasks, identifying a time
line for completing the tasks, and specifying what particular resources (materials,
assessments, time, professional development, etc.) are needed to accomplish the specific
tasks. Once you have completed the action research plan, take time to outline your
specific steps by completing the implementation schedule found on page 33 and also
located in the appendix.
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nine weeks Time for analysis, planning period
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Implementing an Action Research Plan
When implementing an action research plan in the classroom, remember three guiding
principles for conducting action research.
Summary
Creating a framework for action research by using an action research plan and
implementation schedule is helpful for teachers because it provides a focus for effective
implementation. To measure the effectiveness of implementation, teachers engage in the
third phase of the action research process, data collection and analysis. Chapter 4 focuses
on how to choose specific data collection strategies aligned to the teacher’s instructional
focus. Descriptions and examples of a variety of data collection tools are provided.
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Chapter 3: Developing and Implementing an Action Research Plan
Take several minutes to reflect upon and answer the following questions.
Summary Questions
What are the three guiding principles for implementing action research?
Reflection Questions
When you begin implementing your action research plan, what strategies or resources can
help you remain focused and follow-through with your plan of action?
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Chapter 4 Collecting and Analyzing Data
“Data provide the power to…make good decisions, work intelligently, work effectively
and efficiently, change things in better ways, know the impact of our hard work, help
us prepare for the future, and know how to make our work benefit all children.”
~Victoria L. Bernhardt
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How to Gather Evidence on Student Learning
In order to build a complete picture of students’ learning and abilities, data should be
gathered from many sources of information. This more complete picture allows us to
understand students’ learning process and measure the impact of instruction. Using only
one form of assessment can be misleading because it is a snapshot of the student’s ability
on a particular day and time. Evidence gathered from many different sources over a
period of time provides a broader and deeper understanding of students’ knowledge and
learning. In research terminology, the process of collecting multiple sources of data for
every problem (phenomenon) or issue being studied is called triangulation (Sagor,
1992). Triangulating data may seem time consuming and overwhelming at first, but it
provides a depth of information about student performance.
When choosing assessment tools for data collection, refer to the following guidelines
about assessment. NCTM (2001) stated that to be useful, assessments should
“Schools are naturally data-rich environments, and simply opening our eyes to some of
the most frequently used and easily obtainable sources of data can make planning the
data collection process much easier.”
~Sagor, 1994
Meaningful action research should not depart from the daily work of classroom teachers,
but become a part of their daily work. Hence, selecting the data collection strategies to
use for study simply means thinking about life in the classroom/school and the ways life
in the classroom/school can be naturally captured as data (Dana & Yendol-Silva, 2003).
When conducting action research, teachers are continuously gathering and using data
from their classrooms throughout each phase of the process. When considering data
collection strategies, think about what assessments are already in place in the classroom
and school. Before deciding on the specific tools, reflect on the following questions:
What are three different sources of data that I can collect?
What information do I need to collect to measure student learning aligned to my
instructional focus?
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What data collection sources will provide me with the needed information?
Are the data collection sources easy to administer, gather, and analyze?
Classroom Data Collection Tools
1. Observations
Observations are a form of assessment used when teachers observe students and record
the behaviors or actions seen in a qualitative (written) or quantitative (numerical) form.
Taking notes on observations is a very common data collection approach. To document
observations, it is helpful to record the observation in an organized manner. Formats
include checklists, anecdotal records, and grids/charts. When planning an observation,
NCTM (2003) suggests the following tips to ensure that observations are manageable and
useful:
Determine what to assess.
Decide which students to observe.
Decide how to record the information.
Plan activities for students to perform during the observation process.
Checklists
Checklists are an efficient way to record observations of student learning related to
specific objectives. When creating checklists, specify the event and tasks to check-off
during an observation. When observing student performance, mark the checklist with
notations that reflect whether the student was able to perform the specific objective(s).
Add brief notes, if applicable. Checklists can be used with an individual student, small
group, or whole class.
Example
Date:
November 15, 2003 Rhyme Identification Rhyme Production
Carlos
+ +
Susan
+ --
inconsistent
Danny
+ --
inconsistent, 2/5
Anecdotal Records
Anecdotal records are written narratives of teacher observations of their students.
Teachers record their important observations to note student progress or for informing
instruction. Anecdotal notes become very useful tools for reflecting on children’s
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progress within a given time span (Harp, 2000). Anecdotal records can be documented in
several ways, such as on note cards, notebook paper, computer, and charts.
Example:
November 15, 2003
During a read aloud with the focus on rhyming, Susan and Danny were
demonstrating difficulty with producing rhymes. Both were able to identify
rhyming pairs at an independent level without any support.
Chart/Grids
Charts and grids can be used with individual students, small groups, or the whole-class.
They are efficient tools for noting observations on student performance. Brief notations
are recorded on student performance related to a specific objective.
Example: Chart
Name: Susan
Date Anecdote Action
11/15/03 Susan was able to Model and scaffold in
identify rhyming pairs, the areas of rhyme
but demonstrated production.
difficulty with
producing rhymes.
Example: Grid
Date: 11/15/03
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into students’ thinking. He further suggested that questioning and engaging in
conversation with students as they are working on a specific task will provide rich data
on the student’s immediate work.
Example
Reading at Home
Interview
Name:
Date:
3. What is your favorite book to read? What is your favorite topic to read about?
3. Student Work
Examples of student work can be a powerful source of data for action researchers.
Student work may include writing samples, journals, homework assignments, reports,
math performance tasks, and artwork.
Two specific assessment techniques that evaluate student work are portfolios and rubrics.
A portfolio is a data collection approach that involves collecting and analyzing individual
student work over a period of time. The samples of work may be organized in a binder,
notebook, or other container. Samples of work may include the following (Harp 2000):
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Reading
o Copies of reading assessments
o Reading log
o Reading journal
o Anecdotal records
o Audiotape of student’s reading
Writing
o Essays, reports, stories, letters, projects, poetry
o Finished pieces that illustrate ability to write in various genres
o Several drafts of a piece and a final version
o Pieces that illustrate a particular skill, such as staying on topic or
providing supportive details.
Wiggins (1998) defines rubrics as a set of scoring guidelines for evaluating students’
work. The guidelines consist of scales that define levels of performance for specific tasks.
Educators use rubrics to assess students’ performance based on a set of standards that
communicate high, average, and low quality work. Rubrics may include general or
specific information, depending on the purpose. General rubrics describe the criteria of
successful work in general terms and can be applied to a variety of tasks or problems.
Specific rubrics reflect the same criteria as general rubrics do, but they include much
more detail about specific tasks rather than sets of tasks (NCTM, 2003). It is
recommended to share rubrics with students before they are assessed, so they are aware
of the expectations and current performance of the critical skills assessed and recorded on
the rubric. Performance data can be collected over time to continuously monitor student
performance. For example, rubrics developed to assess writing are aligned to the writing
process. By collecting student writing samples and evaluating the samples using the same
standards-based rubric, important data can be analyzed. This provides excellent
information about student learning related to writing.
46
Add Writing Rubric, Saved On Publisher.
47
5. Tests
Criterion-referenced tests are a common source of data used in classrooms and schools on
a continuous basis. The criterion-referenced test is a format used frequently to measure
student learning related to a particular objective or criterion. Test items frequently sample
sequential skills, enabling a teacher to not only know the specific point at which to begin
instruction but also to plan those instructional aspects that follow directly in the curricular
sequence (Salvia & Ysseldyke, 1998). Pre- and post-curriculum based tests (e.g., spelling
tests, oral reading fluency tests) are often used by teachers to assess student learning.
Some examples of criterion-referenced tests include teacher-made tests, published tests,
and curriculum-based assessments. Refer to the templates in the appendix found on page
74. These templates are from a Project CENTRAL resource called Cool Tools, a series of
informal elementary reading assessments that can be downloaded free from
http://reach.ucf.edu/~CENTRAL.
When analyzing the data, refer to the action research question. Do the collected data
answer the research question? When analyzing each source, look for central themes
across the data and create a list of findings. A visual display can be a useful
organizational tool when sorting and displaying the findings. For example, Richard Sagor
(1992) created a data matrix for data sorting that consists of a table or matrix divided into
themes and data sources. As the action researcher reviews the data, he or she summarizes
48
important details and inputs the findings under specific themes. Refer to figure 4.1 for an
example.
Data Matrix
Research Question: How will incorporating visible prompts and hands-on manipulatives into
small group reading instruction affect my students’ ability to hear and record sounds in
words?
Data Sources Central Themes
Phonemic Letter-sound Word building Independence
awareness correspondence
Letter-sound -Danny identified
identification all letters of the
English alphabet.
surveys
-Janice identified 50
out of 52 (lower and
uppercase) letters of
the English
alphabet. She
substituted /b/ for
/d/ and /d/ for /b/.
-When shown a
letter, Danny and
Janice produced all
consonant sounds
accurately.
-When shown a
letter, Danny and
Janice produced all
vowel sounds
inaccurately
except /a/.
Phonemic -Danny improved
awareness his ability to blend
and segment
surveys phonemes orally.
Blending: 10/10
Segmenting: 8/10
-Janice improved
her ability to blend
and segment
phonemes orally.
Blending: 10/10
Segmenting: 10/10
49
Data Sources Central Themes
Phonemic Letter-sound Word building Independence
Awareness correspondence
Observations -Through the use of -Danny and Janice -Through the use of -Danny and Janice’s
Elkonin boxes and made significant Elkonin boxes, teachers reported
tokens, Danny and improvements. magnetic letters, that both students
Janice demonstrated Both were able to and whiteboards, are writing
their ability to hear identify letter Danny and Janice independently in
sounds (phonemes) names and produce demonstrated the class with minimal
in words the appropriate ability to hear and support.
sequentially. sounds (consonants) record sounds in
by using alphabet words with 3-4
charts and magnetic sounds (CVC and
letters. Both CVCC).
students are - Both recorded
inconsistent with sounds in a
their vowel sounds. sequential manner.
- Both students are
showing
inconsistencies
with vowel sounds.
-During writing,
Danny and Janice
transferred the new
knowledge into
their writing as they
are saying words
slowly and
recording what they
hear.
Writing Samples Danny and Janice Writing samples Danny and Janice Danny and Janice
demonstrated the demonstrated a demonstrated the can write messages
ability to hear significant ability to build and simple stories
sounds in words in improvement in words with 3 to 4 independently.
a sequential letter/sound sounds. They do need
manner. correspondence. support with grade-
level assignments.
Figure 4.1. Example of Data Matrix
Adapted from Sagor, 1992
After sorting the multiple sources of data and displaying the findings visually, teachers
use this information to make instructional decisions. Teachers look for evidence of
improved student learning related to the action research question. Areas of need may
also be evident, which can help the teacher decide on the next step. Refer to the example
on page 46.
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Example of evidence of improved student learning:
Danny Through the use of Danny identified Danny demonstrated During writing,
Elkonin boxes and letter names and the ability to hear Danny transferred
tokens, Danny produced the and record sounds in the new knowledge
demonstrated his appropriate sounds words with 3-4 into his writing as he
ability to hear (consonants) by sounds (CVC). said words slowly
sounds (phonemes) using alphabet charts and recorded what
in words and magnetic letters. he heard.
sequentially.
Janice Through the use of Janice identified Janice demonstrated Janice transferred
Elkonin boxes and letter names and the ability to hear the new knowledge
tokens, Janice produced the and record sounds in into her writing as
demonstrated her appropriate sounds words with 3-4 she said words
ability to hear (consonants) by sounds (CVC). slowly and recorded
sounds (phonemes) using alphabet charts what she heard.
in words and magnetic letters.
sequentially.
Summary
Once the results have been determined, the next step is to use the analyzed data to make
instructional decisions. The last phase of the action research process is using and sharing
results. Chapter 5 will describe how to use the analyzed data to make instructional
decisions and guide the teacher’s next step of the action research process.
51
Chapter 4: Collecting and Analyzing Data
Take several minutes to reflect upon and answer the following questions.
Summary Questions
What should teachers consider when selecting data collection strategies to measure
student learning related to their action research?
Name and describe various data collection sources for monitoring student learning related
to action research.
Reflection Questions
How will you measure student learning related to your instructional focus? How will you
triangulate your data?
Chapter 5
52
Making Instructional Decisions
and Sharing the Results
If teachers can answer “yes” to the questions above and have strong evidence of student
learning resulting in meeting the stated goal(s) for improvement, the teachers are ready to
share results and identify the next classroom problem for study. If the teachers cannot
answer “yes”, the findings may lead to two choices: continue to implement the plan or
revise the action research plan.
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When considering this choice, think about the instructional practices that are being
implemented to solve the identified classroom problem. Are students making progress
with the current instructional focus? If so, have the students met the instructional
expectations? Students may be progressing, but the goal(s) for improvement have not yet
been met. At this time, the teacher may choose to continue with the instructional focus
without altering the action research plan.
School schedules and unexpected circumstances may also cause an interruption in the
implementation of the action research study. When an interruption has occurred, teachers
should revisit their implementation schedule to refocus and continue with their initial
plans of action.
Another action that may need to take place is to revise the instructional focus. Are
students benefiting from instruction? It’s important to reflect on the instructional
practices and analyze the collected data to determine if students are learning. The
instructional focus may be impacting students to some degree. Perhaps intensifying the
instruction will result in increased improvements. Trying another instructional approach
could also be an option. Again, collaborating with a coach, mentor, teacher, or support
personnel may prove to be helpful at this time to determine the next instructional steps.
54
research disseminates important findings and advances the practice of education
(Sagor, 1992). As classroom teachers who have designed research plans,
implemented them, and collected student products (data) to determine their
effectiveness, who better than teachers to tell the story through a report or
professional article? Teachers learn from others who have actually implemented
particular strategies and have the student results to show for it. The action
research plan and its implementation plan can be outlined in the elements shown
on the template Sharing the Results: A Format for Reporting Action Research
(activity 6). Refer to page 52.
Discussions and presentations with teachers. A very effective strategy for
disseminating action research results is the use of table discussions with other
educators from your grade level, team, or school. This is an excellent way to
discuss real issues at the school site, as well as to provide personal professional
development directly related to educational issues identified at the school. When
presenting this information, set aside insights and encourage group members to
give their perspectives. Report only on the expectations for the research study and
present some of the data collected. Again, tables, charts, and graphs may be
effective tools. Specific questions to facilitate dialogue include the following:
o Do you think that what I believe occurred is what really happened?
o As you look at the data, do you think any unplanned results occurred?
o In what ways do you think the quality of education for my students
improved during this study?
o What might be the next steps?
Summary
Of course, the most important evaluation, reflection, and decision-making is done by the
teacher researcher. The results of the carefully planned and conducted classroom research
will provide the teacher with the new knowledge needed to make informed decisions
about what to teach and how to teach it. Once the data are compiled, analyzed, shared,
and discussed, it is critical for the teacher researcher to reconsider the action research by
asking those core questions:
How was the quality of education improved for my students?
How was my understanding of my teaching changed and improved?
The answers to these two questions will lead into the next phase of the cycle of
continuous improvement – creating new goals for improvement and plans for action
research based on evidence of student learning. As each teacher uses his or her problem-
solving abilities to address classroom needs through action research, each student will
make learning gains.
55
Take several minutes to reflect upon and answer the following questions.
Summary Questions
When making instructional decisions after data analysis, what choices should the teacher
consider regarding the action research process?
How can teachers share their action research results with students, parents, colleagues,
and the educational community?
Reflection Questions
After reading about the complete cycle of action research, how can engaging in all phases
of the action research process impact students’ learning and improve a teacher’s
instructional practice?
56
Title of Action Research Project:
Name of Teacher Researcher:
Name of School and County:
Abstract: Provide a brief summary of your action research report. Topics may include
student sample, instructional focus, and data collection and analysis.
Research Process: Provide a detailed description of your research process. What was
your research question? What instructional strategies or practices were implemented that
were aligned to the classroom problem? Describe your implementation.
Data Collection and Analysis: Provide a narrative summary of your collected and
analyzed data. If appropriate, include graphs and tables to accompany the narrative
summary. Include templates of your data collection sources as well as student work
samples.
Taking Action: Provide a summary of your decisions based on your analyzed data.
What are your next steps? Do you need to continue your action research using the same
procedures? Do you need to revise your action research procedures? How? Were you
satisfied with your results and ready to investigate new concerns?
Professional Reflection: What did you learn through this process? How did conducting
action research impact your teaching?
57
Example
Abstract
Two third grade students with specific learning disabilities and language impairments
participated in a nine-month action research study focusing on improving their abilities to
hear and record sounds in words (phonemic awareness and phonics). In addition to their
regular reading instruction, Students A and B received explicit small group instruction
following a systematic instructional plan that included daily word work that incorporated
the following teaching techniques: providing explicit instruction in developing
letter/sound correspondence, building the ability to hear and record sounds in words
through the use of Elkonin boxes and other visible prompts, using manipulatives (letter
magnets) during daily practice, and connecting reading to writing. Collected and
analyzed data indicated significant growth in the areas of phonemic awareness,
letter/sound correspondence, word building and decoding, and a sense of independence.
Classroom Problem
Two third grade students with specific learning disabilities and language impairments
were having difficulties learning to read and write. They entered third grade reading at
the pre-primer level and consistently scored a Level 1 on their writing rubrics. After
further investigation, we found that Student A and Student B had poor letter/sound
correspondence and weak phonemic awareness. In addition, they were unable to work
independently and avoided reading and writing activities. Our goal for these two students
was to improve their ability to hear and record sounds in words (phonemic awareness and
phonics). In addition to their regular reading and writing instruction, Student A and
Student B received small group instruction geared to meeting their goal for improvement.
Research Process
“How will incorporating visible prompts and hands-on manipulatives into small group
reading instruction affect my students’ ability to hear and record sounds (phonemic
awareness and phonics) in words?” was the research question studied. Students A and B
received daily small group reading instruction with the addition of explicit word work
incorporating Elkonin boxes and various manipulatives (tokens, magnetic letters, white
boards, etc.) to scaffold and develop their phonemic awareness and letter/sound
correspondence.
58
Content followed a systematic instructional plan, always with the goal of connecting
reading and writing. Students began their sessions with phonemic awareness exercises
focusing on segmenting and blending using Elkonin boxes and tokens. Physical
manipulation of tokens provided concreteness to the exercise, which was needed due to
their language impairments and processing difficulties. Following phonemic awareness
instruction, physical representations of sounds were introduced through the same process.
Students then practiced decoding and writing words used during word work.
Students received small group instruction daily for 45 minutes in addition to their regular
reading instruction.
Qualitative and quantitative data sources were collected during this study. I, the ESE
teacher, collected the majority of the data in small group instruction. The data collection
sources that were collected through our action research process were as follows:
letter/sound identification surveys
phonemic awareness surveys
writing samples
observations
school-required reading and writing assessments.
The letter/sound identification and phonemic awareness surveys were collected weekly
and bi-weekly. To measure our students’ ability to hear and record sounds in words, we
collected data through observations and writing samples on a daily basis. School-
required reading and writing assessments were administered every nine weeks.
Letter/Sound Correspondence
(Upper and lowercase letters)
Phonemic awareness surveys showed that the students improved their phonemic
awareness (blending and segmenting) and were able to hear sounds (phonemes) in words
sequentially.
59
9/10/01 10/8/01 11/12/01
Student A 0/10 8/10 10/10
Student B 3/10 10/10 10/10
(Examples from bi-weekly assessment scores.)
11/15/01 12/3/01
Student A 0/10 8/10
Student B 3/10 10/10
(Examples from bi-weekly assessment scores.)
The findings from our observations and work samples showed that Students A and B
heard and recorded sounds in words with minimal support from their teachers. In
addition, they used the same strategies when decoding words in reading.
a story about the student’s family. his pet turtle. The teacher
He drew a picture of his transcribed his story after
family, but was unable to write a story. the student read it aloud.
“I have a pet turtle.”
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February 2002 Writing Sample
Writing Sample 3
Student A wrote a story about catching a shark. At this time, he was able to say words
slowly and record the sounds that he heard. In addition, he started finding words he didn’t
know how to spell by locating them in his reading books or on the word wall.
61
Student B (Observations of Writing)
(Data gathered before instructional focus was implemented.)
3/2002
The students’ teachers reported they are working more independently in the classroom
(using appropriate ability-level materials) and willingly participating in reading and
writing.
Taking Action
Both students made significant improvements in their ability to hear and record sounds in
words, which resulted in improvements in their reading and writing. However, we will
continue with our same instructional focus, targeting more complex word patterns and
alphabetic principles. In addition, another instructional goal is to increase their repertoire
of sight words in context.
Professional Reflection
Conducting action research was a very empowering process for both of us. Triangulating
our data in the beginning of this cycle pinpointed specific learning needs in these two
third graders. We believe that triangulating student data is extremely important because
62
the information gathered provided a clearer picture of our students’ abilities. Our
instruction was aligned to their learning needs and we now see the impact of our
instruction, which is powerful.
63
64
Appendix
Anticipation Guide
Observational Checklist
Anecdotal Records
Writing Rubric
65
66
Anticipation Guide
Directions: Each of the following statements is connected to the content in this guide.
After reading, specify whether you agree or disagree with each statement by circling
your answer. In addition, provide an explanation of your opinion if you have a made a
shift in your thinking.
Adapted from FLaRE Action Research Module (Kelly & Rawlinson, 2003)
67
68
Activity 1: Action Research Rationale
69
70
Activity 2: Beginning the Action Research Process
Investigating Classroom Concerns
Name:
71
After analyzing my data, I found that my students are having difficulties with
72
Activity 3: Identifying a Classroom Problem
Name(s):
School:
Grade Level:
73
74
Activity 4: Action Research Plan
Name(s):
School:
Grade Level:
Research Question: Pose a question that will focus your study. Be sure to include what student
learning will occur and what instructional practices will be implemented.
Instructional Focus: Describe the specific instructional practice(s) that will be implemented and
studied. Specify when and how the practice(s) will be implemented.
Data Collection: Specify the data you will collect that are aligned to the classroom problem. Describe
how often you will collect the data?
75
Data Source 3: (What & How?)
76
77
Activity 6: Sharing the Results
A Format for Reporting Action Research
Abstract: Provide a brief summary of your action research report. Topics may include
student sample, instructional focus, and data collection and analysis.
Research Process: Provide a detailed description of your research process. What was
your research question? What instructional strategies or practices were implemented that
were aligned to the classroom problem? Describe your implementation.
Data Collection and Analysis: Provide a narrative summary of your collected and
analyzed data. If appropriate, include graphs and tables to accompany the narrative
summary. Include templates of your data collection sources as well as student work
samples.
Taking Action: Provide a summary of your decisions based on your analyzed data.
What are your next steps? Do you need to continue your action research using the same
procedures? Do you need to revise your action research procedures? How? Were you
satisfied with your results and ready to investigate new concerns?
78
Professional Reflection: What did you learn through this process? How did conducting
action research impact your teaching?
79
Observation Checklist
Objective
Date
Student Names
80
81
Observations: Anecdotal Records
Date:
Date:
Date:
82
Date:
83
Observations: Chart
Individual
Name:
84
85
Observations: Grid
Small Group or Class
Date:
Objective:
86
Name: Name: Name: Name: Name:
87
Reading at Home
Interview
Name:
Date:
3. What is your favorite book to read? What is your favorite topic to read about?
88
5. When do your parents read to you at home?
89
Reading and Writing Interview
Name:
Date:
90
6. What is your least favorite thing about writing?
91
Insert Writing Rubric
92
93
COOL TOOLS
Informal Reading Assessments
PREFACE
Given the national and state goal to have every child reading on grade level by
grade 3 (No Child Left Behind Act, Reading First, and Just Read, Florida!) and the
significant number of children struggling with learning to read, educators are in
need of readily available, scientifically based reading instruction resources to help
meet this need. Project CENTRAL is pleased to offer COOL TOOLS - Informal
Reading Assessments for classroom educators. This product was developed as a
companion to Knowing What Works – Action Research, also created by Project
CENTRAL and designed to serve classroom teachers’ needs for informal, sequential
measures of student’s reading abilities across the five areas of reading instruction
identified by the 2000 report of the National Reading Panel:
phonological awareness
phonics
fluency
vocabulary
text comprehension.
The National Reading Panel’s research findings and conclusions have been summarized
in the document Put Reading First: The Research Building Blocks for Teaching Children
to Read - Kindergarten through Third Grade. This document was a collaborative effort
between the National Institute for Literacy, the National Institute of Child Health and
Human Development, and the U.S. Department of Education to create a guide for
teachers written by teachers that explores the specific strategies and skills needed to
successfully teach children to read. Put Reading First should be considered a companion
94
to this manual. You can download Put Reading First from the National Institute for
Literacy website at www.nifl.gov or find the direct pdf file at:
http://www.nifl.gov/partnershipforreading/publications/Cierra.pdf .
As a part of the No Child Left Behind Act, Reading First defines reading as a complex
system of deriving meaning from print that requires skills and knowledge to understand
how phonemes, or speech sounds, are connected to print, the ability to decode unfamiliar
words, the ability to read fluently, sufficient background information and vocabulary to
foster reading comprehension, the development of appropriate active strategies to
construct meaning from print, and development and maintenance of a motivation to read.
(Part B, Subpart 1, Reading First, of Title 1, of Public Law 107-110 (2001), pp. 204-205.)
Just Read, Florida! has proposed the following formula to express the larger meaning of
the above stated research: 5 + 3 + ii + iii = No Child Left Behind. This refers to the 5
components of reading instruction, 3 types of assessment, strategies for initial instruction,
and immediate intensive intervention.
Strategies for
5 Components of Reading 3 Types of Strategies for Immediate
Instruction Assessment Initial Intensive
Instruction Intervention
Phonological Screening Grounded in Identification of
awareness Diagnostic scientifically students,
Phonics assessments based reading diagnosis of the
Fluency Progress research nature,
Vocabulary monitoring (SBRR) and Prescription of
Comprehension aligned with the instruction,
Sunshine State Provision of
Standards intensive
instruction,
grounded in
SBRR and
prescribed in the
AIP, and
Ongoing
progress
monitoring and
continued
support
95
Project CENTRAL offers the following Cool Tools for teachers to use as potential
measures of all three types of assessment on an informal level. The data can in turn assist
teachers in the planning and delivery of data-based instruction during the action research
process. These informal assessments can also be viewed as samples for creating
individualized informal assessments based on the specific skill needs of individual
students.
****Only those templates from Cool Tools are included here that specifically relate
to the case study described in this guide. To view the full document, visit Project
CENTRAL’s website at http://reach.ucf.edu/~CENTRAL.
COOL TOOLS
Phonological Awareness – Phoneme Blending
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I am going to separate the sounds of a word and I want you
to tell me what word it is.”
Practice Items: Help the student identify how to blend phonemes with the following
practice items. Create additional practice items as needed.
“/s/ /i/ /t/ is what word? SIT” “/s/ /t/ /o/ /p/ is what word? STOP”
Test Items: Read the sounds of a word and allow the student to respond. Mark those
items that the student answers correctly. Create additional lists as needed.
96
3. /h/ /a/ /t/ _____ (hat)
97
COOL TOOLS
Phonological Awareness – Phoneme Segmentation
Date: ________________
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I am going to say a word; I want you to tell me all of the
sounds that you hear in that word.”
Practice Items: Help the student identify how to segment phonemes in a word with the
following practice item. Create additional practice items as needed.
Test Items: Read each word and allow the student to respond. Mark those items that the
student answers correctly. Create additional lists as needed.
98
4. ship /sh/ /i/ /p/ _____ (3)
99
COOL TOOLS
Fluency – Capital Letter Names
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I want you to tell me some letter names.”
Test Items: Present the student with the STUDENT’S COPY of Capital Letters page.
Teacher says,“When I say BEGIN, you will have 1 minute to tell me as many letter
names as possible. Ready? BEGIN.”
Mark those items that the student answers correctly on the TEACHER’S COPY. Create
additional probes as needed.
100
101
COOL TOOLS
102
TEACHER’S COPY
G T M L Q C 6
J U V B R W 12
O E D F Z S 18
H X N K A Y 24
P I U R K L 30
Z X C V B N 36
M L H K J G 42
F D S A P O 48
I U Y T R E 54
W Q D U P C 60
B N M I K G 66
T E J U O D 72
C E M X K H 78
Y R S M T O 84
103
COOL TOOLS
104
Name:_____________________Score:___________
STUDENT’S COPY
G T M L Q C
J U V B R W
O E D F Z S
H X N K A Y
P I U R K L
Z X C V B N
M L H K J G
F D S A P O
I U Y T R E
W Q D U P C
B N M I K G
T E J U O D
C E M X K H
Y R S M T O
105
106
COOL TOOLS
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I want you to tell me some letter names.”
Test Items: Present the student with the STUDENT’S COPY of Lower Case letters
page.
Teacher says,“When I say BEGIN, you will have 1 minute to tell me as many letter
names as possible. Ready? BEGIN.”
Mark those items that the student answers correctly on the TEACHER’S COPY. Create
additional probes as needed.
107
108
COOL TOOLS
TEACHER’S COPY
r u v b r w 6
o e d f z s 12
h x n k a y 18
p i u r k l 24
z x c v b n 30
m l h k j g 36
i u y t r e 42
f d m i k g 48
w q h u p c 54
t e n v d a 60
y r s m t o 66
c e m k x h 72
g t o b m p 78
y r e w i j 84
109
110
COOL TOOLS
STUDENT’S COPY
111
r u v b r w
o e d f z s
h x n k a y
p i u r k l
z x c v b n
m l h k j g
i u y t r e
f d m i k g
w q h u p c
t e n v d a
y r s m t o
c e m k x h
g t o b m p
y r e w i j
112
COOL TOOLS
113
Student’s Score: ______________________ MASTERED REMEDIATE
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I want you to tell me some SOUNDS – not letter names.”
Test Items: Present the student with the STUDENT’S COPY of the Mixed Sounds page.
Teacher says,“When I say BEGIN, you will have 1 minute to tell me as many sounds as
possible. Ready? BEGIN.”
Mark those items that the student answers correctly on the TEACHER’S COPY. Create
additional probes as needed.
114
COOL TOOLS
115
r u v b r w 6
o e d f z s 12
h x n k a y 18
p i u r k l 24
z x c v b n 30
m l h k j g 36
i u y t r e 42
f d m i k g 48
w k h u p c 54
t e n v d a 60
y r s m t o 66
c e m k x h 72
g t o b m p 78
y r e w i j 84
116
117
Name:_____________________Score:___________
COOL TOOLS
118
STUDENT’S COPY
r u v b r w
o e d f z s
h x n k a y
p i u r k l
z x c v b n
m l h k j g
i u y t r e
f d m i k g
w k h u p c
t e n v d a
y r s m t o
c e m k x h
g t o b m p
y r e w i j
119
Grant
Resources Opportunities
and Websites
Websites
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
This link is to an on-line article about action research published by Brown University. It
provides an overview of different definitions of action research and the various models. It
120
offers in-depth answers to questions about data collection and the action research process.
It also highlights a reflection from a teacher researcher’s first attempt at pursuing action
research.
121
References
Aitken, N., Glanfield, F., Joyner, N., Midgett, C., Simpson, S., & Thompson, C. (2003).
Classroom assessment for school mathematics: Mathematics assessment: A
practical handbook for grades k-2. Reston, VA: National Council of
Teachers of Mathematics.
Allen, C., Ferguson, S. K., Gadd, J., Koch, L. C., Kravin, D., Lambdin, D., & Rasmussen,
M. (2001). Classroom assessment for school mathematics: Mathematics
assessment: A practical handbook for grades 3-5. Reston, VA: National Council
of Teachers of Mathematics.
Dana, N. F., & Yendol-Silva, D. (2003). The reflective educator’s guide to classroom
research: Learning to teach and teaching to learn through practitioner inquiry.
Thousand Oaks, CA: Corwin Press.
Harp, B. (2000). The handbook of literacy assessment and evaluation. Norwood, MA:
Christopher-Gordon Publishers.
Hubbard, R. S., & Power, B. M. (1999). Living the questions: A guide for teacher-
researchers. Portland, ME: Stenhouse.
Hubbard, R. S., & Power, B.M. (1993). The art of classroom inquiry: A handbook
for teacher-researchers. Portsmouth, NH: Heinemann.
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Little, M. E., & Houston, D. (2003). Research into practice through professional
development. Remedial and Special Education, 24, 75-87.
Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper
Saddle River, NJ: Pearson Education.
Salvia, J., & Ysseldyke, J. (1998). Assessment. Boston, MA: Houghton Mifflin.
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