Report 1: Improvement of Inferencing ID
Project
EME6609: Instructional Design
University of Florida
Spring 2014
Project Description
The
purpose of this project is to find a way to improve my third grade students
skill of inferencing. Twice each school year, students in each grade are given
a benchmark or TEKS test (TEKS are the Texas State Standards set the Texas department
of education). The students are tested in the following subject areas: math,
reading and science. They are tested on all the content they have learned (and
some that has not yet been covered) from the beginning of the year up until the
time the tests is administered. Students in my class took their first benchmark
this year in November. Once teachers have received the data back from these
tests, the data must be analyzed, and plans made to revise our teaching of
skills which they seem to be struggling with. This new plan is created and
carried out until the next benchmark is taken, after which we go through the
process again.
Once
the data for the Reading tests was analyzed, I decided to focus in on the skill
of inferencing. The TEK, 3.8 says “students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding.” When looking at the
questions and percentage scored correctly, the results were not nearly as high
as I would have hoped. See Table Below
Benchmark test
questions related to TEK 3.8
|
Question
#
|
1
|
3
|
5
|
10
|
16
|
|
Percentage
Correct
|
55%
|
18%
|
55%
|
45%
|
18%
|
I
looked over the students recent reading tests (Dibels, and SRI (Scholastic
Reading Inventory)) as a way to find any possible correlations in the students
Reading benchmark scores. The Dibels test requires them to read as much of a grade
level passage of they can in one minute, and then orally answer two or three
comprehension questions. From this test a word per minute and comprehension
score are given. The SRI test consist of several passages which students read
on the computer. Similar to DIBELS, after they read each passage, they must
answer a few comprehension questions; the difference is that they are not timed
while reading these passages. Based on their correct answers to each set of
questions, the next passage will either be easier or more difficult. After
completing the question and answer process for five stories, students are given
a Lexile score.
Students
take these assessment three times per year that allow myself, the students and
their parents to know what their current reading level is based on a Lexile
score. In third grade students reading on grade level should have an SRI score
of from 250 to a 500 to be at basic level, 500 – 800 to be proficient, and an
800 and above is considered advanced for our grade level. When reviewing the
data from their recent January SRI scores, 6 of my students were below basic
(they scored anywhere from a 0 to a 150), 5 of my students were basic (they
were in the 150 to 250 range). After this information into account, I was led
to understand why the general tests scores on the Reading benchmark test were
no where near where we expected them to be. On a more positive note, I did have
7 students score proficient and 3 which scored in the advanced level on their
SRI tests. This data showed me that this select group of students are capable
of scoring well on the test, but something is halting the achievement.
When it comes to analyzing the
learners of the given group, the accommodations offered or not offered in some
cases play a huge factor in their success as well. As a teacher it my our job
to work around these accommodations and try to provide each learner with the
least restrictive environment. I do have one student in my class who is taken
out each day for Special Education services, as well as three others who leave
the class during instruction time for ESL (English as a Second Language) services.
I also have three students which I am trying to currently get tested as a means
of giving them any accommodations which can be made available. This process can
be very time consuming, which means that for now they must do their best with
the few adjustments that I can make for them in the general education setting.
Needs Assessment
The first step of a needs assessment
is the planning phase. This assessment was a comparative needs assessment. Using
the data, reviewers were able to compare schools within our district to one
another based on student performance. The data is intended to now drive our
instruction deeper so that our students will be prepared for the STAAR when it
is facilitated in April.
The
assessment was created by the Richardson Independent School District as a means
of assessment abilities of third grade students from the start of the school year
until November of the same year. The target audience ranged in many ways
including those of varying SES, background experience, cultural groups and
ethnicities. All of these factors play a part in the success of an individual
student. The participants were all third grade students in general education
classrooms, even if they receive pull out accommodations for the tests, they
were still required to take it. The questions were made with the Common Core
curriculum (which other states use as their assessment measure) as well as the
STAAR test (the states standardized test students take (starting in third
grade) questions in mind. The goal was for the test questions to be equivalent
to or more difficult than ones they will encounter on those state tests. Data
in this assessment was done through means of a “paper pencil” test. Student
read short stories, and then answered various multiple-choice questions on a
bubble sheet about these stories which tested them on several skills which they
have learned. These skills range from inferencing, sequencing and summarizing
to vocabulary knowledge.
Students
are given two and a half hours to complete the benchmark test. The students are
not allowed to talk or ask for help during this time, it is expected that they
do it completely independent. Once scores have been posted, teachers must take
the given data and begin to analyze it. There are various data sheets, which
allow teachers and principals to view the data many different ways. We are able
to compare our individual questions to others on the test of the same type,
individual student scores to one another, our entire class to others in the
school and our schools’ data to other schools in the district.
The students in my class struggled
with this needs assessment. They scored poorly on many of the skills tested.
When reviewing the test data, the areas in which my students scored lowest were
identification of the main idea and details, making inferences, context clues
and drawing conclusions. See Table Below
|
Question
#
|
What skill is the question testing?
|
Percentage
Correct
|
|
#9
|
Drawing
Conclusions
|
37%
|
|
#12
|
Identify
details or facts that support the main idea
|
23%
|
|
#3
|
Make
inferences and draw conclusions about structural elements of fiction; use
textual evidence to support.
|
18%
|
|
#14
|
Use context
clues to determine word meaning.
|
46%
|
Once
the data for the Reading tests were analyzed, I decided to focus in on the
skill which they had the most difficulty with which was inferencing. The TEK,
3.8 says “Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support
their understanding.” When looking at the questions and percentage scored
correctly, the results were not nearly as high as I would have hoped. (see
table below)
Benchmark test questions related to TEK
3.8
|
Question #
|
1
|
3
|
5
|
10
|
16
|
|
Percentage Correct
|
55%
|
18%
|
55%
|
45%
|
18%
|
Goal Statement
Based on the results of the
benchmark test, I felt that my students would best benefit from additional
instruction on the skill and strategies of inferencing. I will integrate this
skill into small and whole group activities, stations, as well as independent
work. The ultimate goal is that students will be able to read a given passage
and independently answer inferencing questions correctly by applying taught
strategies.
Entry Competencies
In order to be able to master the
skill of inferring, students need to have several pieces of background
knowledge already established. The ability to read at or above grade level is
the most basic necessity. They should have a wealth of background information
and prior experiences to base inferences off of. They should also be able to
grasp the general meaning of a given text that is written at or just above
grade level. Students should bring a since of pride and motivation when it
comes to succeeding, otherwise they might shut down when things get difficult.
Because inferring is such a difficult skill and can be applied in so many
different situations, it is important that they have a hard work initiative.
Sometimes the inferencing process can take a while based on the fact that
students have to dig deep to create connections with their background knowledge
and experiences.
Learner Interview
After the needs assessment took
place, I was able to meet with several of my students in a small group
discussion setting. We discussed the above mentioned inferencing questions
which they struggled with on the test. I was able to get feedback from them, as
well as share my thoughts during this time. There were many answers given
during the discussion which shed more light in to their reasoning for choosing
the answers they did. Some started by explaining to me that they were tired
about halfway through the test. Benchmark tests are taken by students in grades
K-2 however that particular test is only given an hour time limit, whereas 3rd
through 6th lasts for two hours. This was one big adjustment for
them, especially because it was their first time taking this test; they also
take one in the spring before their STAAR (state assessment) test in April. Starting
in the third grade, students work on building their stamina which will enable
them to stay alert and focused throughout the entire test, but it takes some
time to get them there. Students also expressed difficulty in the passages they
were given to read. The passages given in the third grade benchmark tests are
generally written at a middle of third to a fourth grade reading level. As
mentioned previously, many of my students are not able to read at grade level
yet, especially at the beginning of the third grade. Another common response
from students when asked about the inferencing questions was that they were not
aware of or they forgot the strategy they were supposed to use when answering
inferencing questions. The students were briefly taught this skill as it came
up in our curriculum, however it was not something that our schools curriculum
resource teachers (CRS’s) felt was something that needed a heavy focus at the
time. Due to this fact, it is not surprising to me that they neglected to show
the work that we would have preferred to see. After having this discussion time
with my students I was able to see things from their point of view which was
eye opening.
Description of the Learners
The
individuals in my classroom are from a wide variety of ethnic backgrounds as
well as socioeconomic statuses. Due to the diversity of my students some of
them excel in new content areas while other lag behind. One reason this gap
occurs is because of the lack of parent motivation in the home. In many cases
this lack of motivation is due to the fact that their parents are either
working all day or English is not their native language. This factor greatly
affects student motivation and concern for whether they excel or not each year.
In the beginning of the school year, students are motivated to do well, and
have a true desire to succeed. For some of them, once November and December
come and the content gets more and more difficult, start to get discouraged and
slowly begin to give up. This quality is seen in a number of different ways,
but it does occur for at least ¼ of the class at some point throughout the
school year. It is highly possibly that this decrease in positivity and effort
stems from the lack of parental support and encouragement in the home.
A
large population at the school in which I teach is made up of immigrant
students who are either constantly moving from one location to another or who
have just moved here from another school (or country in some cases) and lack
background knowledge that students who have been here all year have acquired.
When students move from one school to another, no matter in the same district,
state or even in the same country, it seems as though some of their previously
gained knowledge does not make the transfer with them. Other times, students
were being taught in classrooms with completely different curriculum, making
what they have learned not in line at all to what the students in my classroom
have learned. This too creates a lack of proper knowledge, which students
really need in order for success to occur.
Learning Styles
The students in my class come with
numerous learning styles. At the beginning of the school year, I assessed the
students to learn about their individual learning styles. Students learning styles ranged from
intrapersonal to musical to bodily kinesthetic. Though each of my students
individually have their own learning styles, as a whole a majority of them are
either bodily kinesthetic and need constant movement and hands on learning, or
they tended to be interpersonal and get along well with other students. I have
a few students who are more the intrapersonal type and tend to keep to
themselves, rather than socialize with others when given a choice. I attempt to
integrate all of their learning styles into my lessons by providing various
types of activities and assignments.
Group Characteristics
The students in my class range in
age from eight to ten years of age. They are third grade students attending a
Title I school. As mentioned previously, my students come from very diverse backgrounds
that relate directly to the experiences that they may or may not have had as young
children. These out of school experiences affect their understanding of various
concepts and ideas which they learn about in class.
Performance Context and Implications for
Instruction
Our school is located in the small
city of Richardson, TX located about twenty minutes north of Dallas, TX. There
are around 700 students who attend our school, and we house Pre-K through sixth
grade. Our school is located in a neighborhood, close enough to houses and
apartment complexes that students are able to walk to school, or are dropped
off rather than ride buses. The only buses we have are two day-care buses which
take a small handful of kids to and from their afterschool program each day. A
majority of our students walk from nearby subsidized apartment complexes. When
looking at the make-up of the current student population, .6% are American
Indian / Alaskan, 18.1% are Asian, 35.8% are Black / African American, 8.7% are
White, 34.8% are Hispanic / Latino and 2% are more than one of the above listed
ethnicities. Eighty percent of the students that attend our school get free or
reduced lunch. In 2008-2009 and 2009-2010 school year our school was considered
“Recognized” by the state of Texas, which is the highest ranking a school can
received. Each year since we have been marked as “Met Standard.”
Unfortunately uninvolved parents is
a commonality at our school, and some of our students have difficulty attaining
social skills that would be considered “normal” for their age. The district has
adopted a social skills program which the teachers use in our classrooms each
week called “R-Time.” R-Time’s aim is to develop positive relationships between
children by creating a supportive, respectful environment encouraging good
citizenship.
Our
school has a wealth of resources; I will focus on specialists and technology. We
have one math and three reading specialists at our school as well as a
curriculum resource specialist who are available to all teachers when needed.
The third grade has one reading specialist that plans with us each week and
provides us with resources and ideas to use in areas that our students are
struggling. After the benchmarks were complete and the data analysis began, our
reading specialist was of great help and assistance. She helped us to look
through the data to see what skills we could further integrate into our
instruction in order to strengthen lower content areas.
In
our classroom there are four companion computers, which are used in station
time. If we do not have enough computers for a particular lesson or activity,
we are able to borrow from other teachers who are not currently using theirs. They
only issue related to these companions are that they sometimes do not work
(they are quite old) and have difficulty staying charged when unplugged,
limiting their portability. I also allow the students to utilize my personal
IPad during small and independent instruction, particularly during reading
stations. They are able to complete activities I have created for them on it,
using the Explain Everything app (for example), or playing games on Spelling
City. We most recently were given a MimioTeach through a Donors Choose project.
The students are not able to use this independently, as I still do not feel
them responsible enough, however they do use it in small groups when I am able
to monitor them. All of these technologies are utilized in classroom
instruction at various times throughout the day / week, and I feel they add to
the engagement and motivation of students.
Our school also has various after
school activities available to the student, from tutoring each Monday from 3:00
until 4:30, to Saturday School each Saturday from 8:00 until 11:00AM. We also
offer an after school program, PACE where students can stay until someone is
able to pick them up. We also have a computer and a craft club available as
well as band and chorus throughout the year as a means of enrichment. In the
mornings before school begins we have a jogging club, and our school
participates in a “Marathon Kids” program, which allows students to earn miles
as they complete them; once they have reached 26 miles, they are rewarded with
a shirt and they are invited to a celebration at the end of the year. Due to
lack of parental support and guidance, our students must be extrinsically
motivated to participate in various social activities. By having these programs
available to them for free through the school they are provided with
opportunities and encouragement that is might be lacking outside of school.
Resources
Instructional design models and methods . (2012). Retrieved from
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
Jill , D. (n.d.). Welcome
to r-time . Retrieved from http://www.rtime.info/usa/
Kalman, H. K., Kemp, J. E., Morrison, G. R.,
Ross, S. M. (2011). Designing Effective
Instruction (6th ed.). Hoboken, NJ; John Wiley and Sons
Inc.
Seddon, G. M. (1978). The properties of bloom's
taxonomy of educational objectives for the cognitive domain .Review of
Education Research , 48(2), 303-323. Retrieved from http://ocw.metu.edu.tr/pluginfile.php/9012/mod_resource/content/1/1170087.pdf
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