Hewitt Elementary
Incorporating Kinesthetic Movement in a Kindergarten Class to Learn, Recognize and Retain Sight Words
Primary Researchers
Caroline Coelho, Intern, Baylor University
Koni Brewer, BA Biblical Studies, Mentor Teacher, Hewitt Elementary, Midway ISD
Barbara Cassidy, Ed.D, Intern Supervisor, Baylor University
Rationale/Introduction
In a Kindergarten class of students with varying abilities and learning styles, I became aware of the need for students to learn sight words. Considering their levels of development, I wanted to increase their engagement in the sight word lessons, while promoting sight word retention. Goldrich (2021) purported that applying rhythm and movement during lessons positively impacts students' behavior, retention, and academic performance. Daily kinesthetic sight word practice was conducted, and data was collected through engagement samples and individual assessments on three female and two male Kindergarten students.
Question/Wondering
How does incorporating kinesthetic movement during sight word lessons impact three female and two male Kindergarten students' ability to recognize and retain sight words?
Methodology/Results
As Kindergarten students improve upon their reading skills, recognizing and retaining knowledge of sight words becomes essential in the process. Throughout my internship, I have come to realize that my students are academically, developmentally, and socioeconomically diverse. Additionally, I have learned about the phases of early reading and the necessity of learning sight words, regardless of the stark variety of learning styles within my class. I reviewed previously taught and new sight words using kinesthetic practice consistently whole group lessons every day for three consecutive weeks. Baseline data was collected through engagement samples, assessments of sight word lists, and comparing pre- and post-sight word assessments, and a final sight word assessment. I was able to combine my data to find the overall effectiveness of movement while learning and reviewing sight words. I began my inquiry process by focusing on the engagement aspect of incorporating various kinesthetic practices such as jumping, marching, and punching to accompany the learning and retention of sight words instruction. I collected a video sample each week to highlight the degree of engagement and percent of on-task behavior. I also administered individual, structured, one-on-one pre-and post-tests using a randomly selected list of sight words to the five selected students. Finally, I conducted data collection with an overall sight word assessment of all 39 sight words.
To analyze the data, I calculated the percentiles for student engagement and sight word assessments. Results of the video analysis revealed an increase in the students' engagement from 78% in week 1 to 93% in week 3. The next phase of my inquiry focused on a structured one-on-one pre- and post-test comparison of a randomly selected list of sight words conducted individually with each of the five students. The results of the sight word assessment revealed that all students fully recited and recognized all the familiar sight words except one male student who improved 86% between the pre-and post-assessment. Finally, the results of the overall assessment of all thirty-nine learned sight words indicated a very strong improvement rate. Female Student #1 improved 72% overall, Female Student #2 improved 68%, Female Student #3 improved 68%, Male Student #1 improved 43% and Male Student #2 improved 54%. The overall sight word improvement mean was 58%.
Implications/Recommendations
Throughout my inquiry I was able to examine the effect kinesthetic movement has on a whole class of 18 students in learning new and previously taught sight words. My findings support the strongly positive impact of kinesthetic movement and the way it benefited all learners and learning styles, especially the five very different students I sampled throughout the inquiry process. Each student had a strong rate of improvement showing that they were able to retain and recite with automaticity– a wide range of sight words. In addition, one of the male students, who is currently under watch for dyslexia, was still able to retain 72% of all the sight words. Furthermore, the impact of kinesthetic movement impacted the students’ ability to recognize and apply their knowledge of sight words during other aspects of the day. Students recognized sight words during interactive read aloud lessons, shared readings, various worksheets, and during writing workshops. Their knowledge of sight words supported their improvement in writing as a whole.
Overall, I believe incorporating kinesthetic movement benefited all students and reached the engagement levels, keeping in mind the variety of students and individual needs within my Kindergarten class. However, I wonder how kinesthetic movement could be utilized across content areas and grade levels and what impact it would have on retaining and recognizing newly learned and previously taught material. In my future classroom, I plan to incorporate this method across content areas to further analyze the impact on different students, content, and skills.
Reference(s)
Goldrich, C. (2021, October 29). The kinesthetic classroom: How movement benefits students. PTS Coaching. Retrieved March 16, 2023, from https://ptscoaching.com/2021/10/the-kinesthetic-classroom/
Implementing Word Study Activities to Increase Decoding and Encoding Abilities
Primary Researchers
Sara Easley, Intern, Baylor University
Valerie Taylor, M.Ed., Mentor Teacher, Hewitt Elementary, Midway ISD
Barbara Purdum-Cassidy, Ed.D., Intern Supervisor, Baylor University
Rationale/Introduction
In a fourth-grade classroom, it was observed that most students were not decoding and encoding words with affixes accurately in reading small groups and independent station time. Singleton (2013) purports that students who engage in intensive word study practice through word sorting and other activities demonstrate growth in decoding and encoding abilities. As a result, my mentor teacher and I decided to implement intensive and specific word study instruction focused on affixes. Research was conducted on eighteen fourth grade students of varying ability, reading levels, and socioeconomic status.
Question/Wondering
How will implementing specific and intensive word study into students’ daily work impact students’ decoding and encoding of affixes?
Methodology/Results
Baseline data was collected through a spelling pre-assessment and an activity preference inventory. Results of the spelling pre-assessment indicated that students could spell 79 percent of the grade level affix words. An analysis of the activity inventory revealed student preferences for writing and color coding. I decided that small group activities and written activities with color coding would help the students while also keeping them engaged. I collected student work and anecdotal notes for about five weeks. I met with my students in small groups once a day, four days a week for all five weeks. During this time, I focused on affixes found in the texts students were reading. We worked on defining these affixes, making a chart, using them in other contexts and how to quickly identify them in our reading. We met for only ten minutes each day and worked on these skills for about three of those ten minutes. Students then worked independently on their affix word work at their desks. This work had to be completed daily and turned in at the end of reading rotations. Once a week for the three weeks of data collection I administered a spelling inventory to track my students’ progress. I finished my word study with a post-assessment in the form of a spelling inventory.
Three spelling inventories were taken over the course of the 5 weeks. One as a pre-assessment showing that students were able to correctly name 79 percent of the grade level affixes. Results of the second and third spelling inventories indicated that students were able to identify between 80 and 86 percent of the grade level affixes respectively. Analysis of the final inventory revealed that students were able to correctly identify 94 percent of the grade level affixes. In addition, anecdotal records taken during the science and social studies blocks revealed that students were able to make cross curricular references. Students made significant progress in their ability to identify affixes more readily in their reading and in their spelling, which allowed for an increase in reading levels.
Implications/Recommendations
I highly recommend specific word study activities for use in any grade level. All my students were struggling with decoding and encoding of affixes. Using daily word work time to incorporate skills that were needed was an excellent use of time and resources. It allowed my students to have multiple opportunities to interact and manipulate words and to become comfortable with the affixes they see every day. I plan to use the different strategies and activities that I integrated into this study in my future classroom to help support the needs of my students, whether that be small group needs or whole class needs. I believe that the greatest strength I have seen in this study was my ability to use time wisely. I used the time our classroom schedule and the district's scope and sequence to maximize the amount time and resources to meet my students’ needs. If I were recreating this study, I would focus on six specific grade level affixes. I incorporated too many affixes in this study to truly benefit the students.
Reference(s)
Singleton, S. (2013). The effectiveness of Words their way™ as an instructional intervention ... Minds.wisconsin.edu. Retrieved March 15, 2023, from https://www.minds.wisconsin.edu/bitstream/handle/1793/65808/SarahSingleton.pdf?sequence=1
Limiting Blurt Out’s for First Grade Interactive Read Alouds
Primary Researchers
Grace Kisluk, Intern, Baylor University
Annie Jones, B.S. Ed., Mentor Teacher, Hewitt Elementary, Midway ISD
Barbara Purdum-Cassidy, Ed.D., Intern Supervisor, Baylor University
Rationale/Introduction
During whole-group interactive read alouds, students often interrupted the lesson by blurting out. Students became disengaged or get on a different topic than the book and it took away from the reading time. According to Swartzer (2018), "A replacement behavior is the behavior you want students to exhibit in the place of the behavior you are trying to eliminate" (p. 3). Research was conducted in a classroom with seven female and 13 male students of multiple ethnicities and socioeconomic statuses. Baseline data was collected through timing tally marks, and recordings of interactive read aloud lessons.
Question/Wondering
How does implementing a blurt out system during an interactive read aloud with first grade students impact students’ engagement?
Methodology/Results
As an intern that observes or teaches students four days a week, I have been able to identify what keeps a lesson from being smooth and continuous. Interactive read alouds is a time where students get to sit on the carpet next to their friends and react to stories but still in an environment structured around learning. I noticed read alouds were hard to get through and the class would lose engagement quickly because of the amount of blurt outs coming from most of the students. Based upon this lack of engagement, I decided to implement a blurt out system and assess whether it helps the blurting out, therefore helping the engagement of the class.
I began my inquiry by collecting baseline data during interactive read alouds for a week. The class acted as they usually would on the carpet during interactive read louds. I did not provide the class with any redirection while collecting baseline data. I completed anecdotal notes every day, writing down the names of students who blurted out, tallying the total number of blurt outs from the class, timing the lessons, and videotaping. The data collected through anecdotal notes and videos helped me decide what led to students blurting out as well as which students engaged in talking to the people seated around them. Throughout the week the average number of blurt outs were 46 a day and it would take about 20 minutes to read the book. At the end of the week there were a total of 92 blurt outs.
After I collected the baseline data, I had a class meeting where I explained the problem to the class. I described how with some much blurting out it is hard to stay focused on a story, to fix this we were going to start a blurt out system where rewards would be administered if we stay under our set goal of blurt outs for the week. I set clear expectations of how students should communicate and act. I asked the class what they thought a reasonable number would be to set as our goal. I modeled placing a pom pom in the jar without saying anything when someone spoke out without raising their hand. Students understood the system and what a pom pom going into the jar meant. They were motivated by voting on the reward at the end of the week if they met the blurt out goal. I collected anecdotal notes and recorded videos to collect data on students’ actions now with the implementation and counted the pom poms in the jar after each week. At the end of the three weeks with the blurt out system, there were a total of 23 blurt outs. Overall, the number of blurt outs were reduced by three times using the system.
Implications/Recommendations
Throughout my inquiry, I was able to observe and analyze the effect that a positive reward system has on class engagement and the amount of blurt outs during interactive read alouds. I knew from my observations and data collection that students spoke out during interactive read alouds without raising their hands when they were excited or wanted to make a connection. I wanted students to still be able to share those thoughts just at a reasonable time and not all at once. I was pleased with the results obtained from the implementation system. Students now raise their hands if they want to share something relevant to the story and I give more time for turn and talks during the story. This enables students to share their thoughts and connections with their peers. This system has proven to limit the blurt outs students share. In the future, I will continue to positively reward students because it is more motivating than receiving consequences. By implementing this system, I do not have to redirect students as often, read alouds are more efficient, and the class stays more engaged. Throughout this study, I wondered how this study would work in a classroom with older students. This worked well with my class of first graders as the rewards were exciting for them.
Reference(s)
Swartzer, K. (2018, November 30). Teaching replacement behaviors. Teaching Replacement Behaviors. Retrieved November 4, 2022, from https://www.learnersedge.com/blog/teachers-and-books-read-em-and-reap-0
Reward VS Off-Task Behavior
Primary Researchers
Jacey Lilley, Intern, Baylor University
Ana Lowry, B.A., Mentor Teacher, Hewitt Elementary, Midway ISD
Barbara Purdum-Cassidy, Ed.D., Intern Supervisor, Baylor University
Rationale/Introduction
In a fourth-grade classroom, it was observed that one student demonstrated consistent off-task behavior throughout math instruction. This affected the student’s ability to complete math daily work. According to White (2011), “Reward certainly influences behavior” (p. 1). Research was conducted on one male tier 2 behavior student of Hispanic ethnicity.
Question/Wondering
How does providing a daily reward based on the behavior during math instruction the day before, affect a fourth-grade males completion of math daily work?
Methodology/Results
As an intern that observes or teaches students four days a week. I was able to identify a student that struggled consistently to complete math daily work due to his off-task behavior. This student is academically capable of completing the work required of him, however his behavior distracted him from his daily work. I collected baseline line data through behavior charts, student reflections, and anecdotal notes. The behavior charts tracked each behavior during math daily work time with tallies. Baseline data was taken for a week with no behavior intervention. Anecdotal notes identified his most disruptive behavior was getting off-task. This looked like getting up out of his seat, talking out of turn, and zoning out. After one week, the student became aware that his behavior was being tracked on a behavior chart and he participated in a reflection where he talked on the implications of this behavior. The student was then introduced to the behavior intervention, where the student became aware that their off-task behavior during math daily work was going to be tracked on a behavior chart. The student and I would set a weekly goal of off-task behavior disruptions and if he met the goal and completed his math assignment each day he would get a reward of 5 minutes extra recess. At the end of the day, the student and I would reflect on the number of times he was off-task and I would remind him of his goal. If he stayed below the set number of off-task behavior for that week, the next day I would allow him to have 5 minutes of extra recess. This process was repeated every day for three weeks. I realized after week 1, that recess was no longer a motivating reward. The data showed that the student was not more engaged and the amount of off task behaviors had not decreased. I then changed my reward to candy and continued with that for the remaining 2 weeks. This is where I actually began to see movement in my data.
To analyze the data, I calculated the number of off-task behaviors for each day and averaged the percentage for each week. This data demonstrated how a reward impacted behavior over the course of this research. This student decreased the number of off-task behaviors each week from 47 total off task behaviors in week one to 16 total off-task behaviors in week three. The student also showed an increase in daily work completion during the three-week period. In addition, I saw an increase in engagement levels during lessons each week. During the three weeks of this research, the student’s off-task behavior decreased from 38% off-task behavior to 4% off-task behavior during math daily instruction.
Implications/Recommendations
Throughout this study, I was able to observe the effect of reward on off-task behavior. Over the course of a three week period, the results indicate that a reward positively impacted the student’s on task behavior during math daily work. I was pleased with the results of my study, however I am aware of differences in students’ motivation and their behavior may not be motivated by the same reward used in my study. It is also important to note that off-task behavior can look different for students.
This study will impact my instructional practices by emphasizing the importance of using rewards to encourage on-task behavior. Finding what motivates positive behavior is essential for a student to thrive in the classroom. An additional wondering that I have is whether off-task behavior is impacted by positive affirmations instead of extrinsic motivation.
Reference(s)
White NM. (2011). Reward: What is it? How can it be inferred from behavior? In Gottfried J. A. (Editor). Neurobiology of Sensation and Reward. Taylor & Francis.
https://www.ncbi.nlm.nih.gov/books/NBK92792/
Impact of Timing Transitions on Students' Engagement and Classroom Environment
Primary Researchers
Katherine Schulte, Intern, Baylor University
Wendi Singletary, M.S. Ed., Mentor Teacher, Hewitt Elementary, Midway ISD
Barbara Purdum-Cassidy, Ed.D., Intern Supervisor, Baylor University
Rationale/Introduction
I became aware of the large amount of time my first-grade students' spent transitioning from whole group lessons to stations and the decrease in engagement levels once the transition began. Students repeatedly asked where to go or what was going on and became off task once dismissed. Martinelli (2021) states, “Kids may not be able to handle the emotions that can come with transitions. And they might learn that by stalling, they get to avoid the change for a bit longer” (p. 1). Research was conducted in a classroom with ten girls and ten boys of various ethnicities. Baseline data was collected through timing transitions, video recordings, and anecdotal notes.
Question/Wondering
How does making transitions (from whole group to stations) shorter and more effective, impact twenty 1st grade students' engagement and overall classroom environment?
Methodology/Results
After a semester of interning in a first grade classroom, I noticed continuous issues within transitioning and that multiple issues stemmed from transitions. Before I released my students, they could be seen at the rug following expectations and successfully learning during whole group mini lessons. As soon as students were released to transition to their stations, they became off task, disengaged, and spent multiple minutes completing the transition. I began to watch and reflect upon the transitions which led me to see the collective areas that a transition can impact and the large amount of time taken away from learning. After watching a recording, I observed multiple students lingering and avoiding their work. Whether the reason was that the student was not listening to instructions or wanting to avoid their work, I wanted to find a way to make transitions clear and effective. Clear and effective transitions create more time for learning and support the classroom environment.
To begin my research, I collected baseline data on the overall class. Baseline data was collected through timing transitions, recording videos, and anecdotal notes. After a week of collecting baseline data, the average transition time was 3 minutes and 45 seconds. One transition in particular took 5 minutes and 10 seconds. In my anecdotal notes, I recorded 6 students had to complete their work at recess one day and on average 5 students asking for instructions to be repeated each day. For the following three weeks, I collected data using the same methods. I additionally posted the transition time daily and implemented strategies to improve the time and overall engagement. If my students were able to decrease their time each day, they would get extra brain break time at the end of the week. To work towards engagement, I implemented a strategy called “Follow the Leader”. I selected student/s after each lesson to model the transition for the class. These student/s were selected and recognized for their engagement and following all expectations during the lesson. While the selected students modeled the transition, the class watched and I highlighted how effectively the leader executed the transition. After the rest of the class was released, I would record and post the time. During the first week, transitions took 1 minute and 30 seconds on average. The second week, transitions took 1 minute and 40 seconds on average. The last week, transitions took 1 minute and 34 seconds on average. As for my anecdotal notes, I recorded 0 students had to complete work at recess during weeks 1 and 2. During week 3, I recorded 2 students who had to complete their work at recess.
Implications/Recommendations
Overall, implementing “Follow the Leader” along with timing the transitions, improved the transition time and classroom climate. The daily time was not reduced progressively, however each week showed improvements from the baseline data. Additionally, fewer students were asking where to go, what to do, or what materials they needed. With a goal time in mind and a visual model performed by selected student/s, there was no room for confusion and the students began working right away. The students selected to be the leader completed noticeably stronger work and stayed further engaged throughout the day.
I found myself selecting a handful of the same students to be the “leaders” due to these students continually being the most quiet and engaged in class discussions. I would recommend that when implementing this strategy, you select a variety of students to be “leaders”. When I selected a student that wasn’t completely quiet during the lesson, although demonstrating best efforts, the student completed all of her work and transitioned efficiently. By recognizing students' best efforts to improve, the selected students felt recognized, encouraged, and carried improvements throughout the entire day.
Reference(s)
Miller, C. (2016, February 26). Why do kids have trouble with transitions? Child Mind Institute. https://childmind.org/article/why-do-kids-have-trouble-with-transitions/
Building Confidence Through the Use of a Checklist to Support Independence in Math
Primary Researchers
Gianna Vacca, Intern, Baylor University
Angela Scarborough, Mentor Teacher, Hewitt Elementary, Midway ISD
Lisa Plemons, M Ed Intern Supervisor, Baylor University
Rationale/Introduction
While working with a 5th-grade female student with a learning impairment in a math resource classroom, I observed her constantly asking questions about each step in the long division problem more frequently than moving on to the next step or the next problem when working independently. Her constant questioning of each step may be caused by her fear of getting the answer wrong due to how each step in a math problem affects the entire answer. How can a checklist support her in working more independently through these steps?
Question/Wondering
How does implementing a checklist to mark each step in long-division math problems guide a 5th-grade student to solve a problem without interruptions and eliminate anxiety during independent work in a math resource setting?
Methodology/Results
This study was conducted in a math resource classroom with one 5th-grade female student. Baseline data were collected one week before the study, focusing on how many times she stopped to ask a question in a long-step division problem before moving on. Baseline data revealed that 10 out of 10 times during each long-step division problem, she would stop and ask a question before being able to move on. She could not move on unless full attention was given, and she was told she is on the right track throughout independent work. Based on the data, a checklist breakdown of long division steps was implemented over two weeks to minimize the questions being asked during independent work. The student could physically check off that she has completed the step in the long division problem by sliding the red tab to green on the checklist after she completed a step. After each problem was completed, the student knew to start over on the checklist and slide all the green tabs to red, indicating that she is starting over.
Working her way through the following problem independently in hopes to lower her anxiety when anxious to skip a step in a math problem. Data collection included a punch card with 10 punches and a reward of her choice once they were all punched. This encouraged the student to utilize her checklist. Once each problem was completed independently, she would be recognized for it and receive a punch. The student will put in the effort necessary to earn the 10 punches on her card. Implementing a checklist when working on a math problem independently showed an increase in on-task engagement, minimizing the number of times she asked a question in the middle of a long-division math problem. The student averaged 3 out of 10 times across the two weeks of intervention, a decrease of 7 times from the baseline data. Overall, the student felt supported when provided with this accommodation when working on math problems independently, decreasing her anxiety. The student can feel secure when working on math problems independently, continuously tracking her own process independently.
Implications/Recommendations
The application of my study reveals success with the checklist for promoting mathematical independence. This will encourage me to continue utilizing checklists with students who struggle with independent work, are anxious while solving problems, and are fearful of making mistakes. Any subject that has to be broken down into steps for the student to visually read, see, and check off as they are working through the problem can be adjusted using this technique.
According to this action research, the implementation of a checklist when working on long division math problems did lead to an increase in anxiety when working independently on math problems; however, the final observations showed that the student works best in a small group because when put independently with the teacher she cannot move forward as she seeks the attention. “Studies show that math anxiety is caused primarily by the way the student learns math: the type of authority the teacher uses, an emphasis on right answers and fear of getting wrong answers.” (p.4) She is able to seek that attention when adding in a punch card and the reward when using her checklist. Further studies might include having her write the steps onto her own checklist when working on other math concepts. Additional studies might include placing the student back into the small group, as she feels confident with her checklist that she can rely on when working independently.
Reference(s)
Joseph, F. (2017, August 30). Teachers and counselors: Building math confidence in schools. Retrieved January 31, 2023, from https://files.eric.ed.gov/fulltext/EJ1167502.pdf
(Add this into results) According to Furner (2017).
Actively Engaged and Ready to Learn
Primary Researchers
Hallie Wuensch, Intern, Baylor University
Angela Scarborough, MS Ed, Mentor Teacher, Hewitt Elementary School, Midway ISD
Lisa Plemons, M Ed., Intern Supervisor, Baylor University
Rationale/Introduction
While working on math with a small group of fourth-grade students with disabilities in the Resource classroom, I noticed one female student with a pattern of disengagement and work avoidance. She complains throughout the lesson and sits in a manner that makes it impossible for her to participate or work. A token economy was implemented to help E in the resource room: “token economies are used in education as a method of strengthening a behavior” (Smith 1). I want to see if an individualized token economy system, based on the student’s interest, with daily and long-term rewards, would motivate her to engage in the lesson and begin to attempt some work.
Question/Wondering
I wonder if an individualized token economy system based on student interest would improve participation and engagement for a fourth-grade student with SLD and ADHD in the resource classroom during small group math instruction.
Methodology/Results
This study was conducted in a resource classroom with ten-year-old Caucasian female students. Baseline data were collected one week before the study, focusing on students’ engagement and comprehension before the intervention was implemented. The student completed an interest inventory to check for motivators. The baseline data stated that the student averaged 60% engagement, mainly being compliant and not wanting to do the work. Based on the data, a token economy was employed preceding each lesson over four weeks. In addition, the student must exhibit overall kindness, direct instruction, and independent work. Data collection included a check mark on her folder when she showed all three characteristics. The data was collected in different samples throughout the lesson and taken into account how much she interacted with other students.
Implementing the token economy helped my student improve on-task engagement, supporting this positive reinforcement. The student averaged 97% engagement across the four weeks of intervention, an increase of 37% from the baseline data. Additionally, the work samples revealed that the student’s independent work and overall attitude have improved, and she has shown more in-depth knowledge of the information that has been taught.
Implications/Recommendations
Based on my findings, the intervention was successful due to her active engagement improving dramatically; the number of times she exhibited a negative behavior or disengagement, I would remind her of the goal we are working towards. Therefore, I recommend creating an interactive model to help each student be in charge of their learning. This token economy has shown to be successful. However, the intervention could be more successful if the student was more consistent in attending school. Unfortunately, the student was absent some days, and class field trips interfered. However, the student excelled in her work and has become more engaged in learning. I would conduct a post-intervention data collection. When beginning this research study, the student was defiant and disengaged. If I were to run this same study again, I would consider adding a goal related to how she verbally feels when she becomes disengaged. This would support an increase in student-teacher communication.
Reference(s)
Smith. (2020). Elementary School Teachers’ Uses and Perceptions of Token Economies. ProQuest Dissertations Publishing.