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•What trends do you see in reading
instruction within your school or
classroom?
Using Action Research
To Empower North Carolina Educators
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
Title of Presentation: Transforming Reading
Instruction at the Elementary Level
Presenter: April Summey
District: Henderson
School: Upward Elementary
What is Action Research?
Do you have a problem in your school
that needs solving? Consider action
research!
Systematic inquiry conducted by
teachers and other educators to find
solutions for critical, challenging,
relevant issues in their classrooms and
schools.
What is Action Research?
A systematic research process to:
● Identify an area of focus (critical, challenging
issue)
●
●
Develop an action research plan
Implement action research plan in
classroom/school
●
Collect, analyze, and interpret data
●
Share findings to inform practice
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Transforming Reading Instruction
•What was the problem/issue in my school?
Low student achievement scores in reading.
Lack of consistent student growth
Inconsistent instructional reading practices
Analyze/Interpret Data
Findings
Last year, most teachers used the following strategies
to teach reading…
•Whole group reading
•Small group instruction during intervention/enrichment
time with the help of tutors. “The plan was the same for
each group. ”
•Lessons solely focused on common core skills, teacher led
common core lessons
•“Most lessons started whole group, students worked in
pairs during the lesson, and then we came back together
whole group at the end.”
•“I just started to investigate guided reading because it
became a district initiative.”
•“Practice with reciprocal teaching strategies.”
What Does Peer-Reviewed Research say
about my focus area?
•One district saw significant achievement gains by
establishing focused professional development
sessions with a specific timeline. The district
developed a continuum of PD to ensure that every
teacher was successful (Fisher, Frey, and Nelson,
2012). For example, year one districts might look
at how to create a master schedule that is
conducive to guided reading.
Research continued...
•When schools talk about guided reading, often
there is romance and excitement. Along with the
romance comes the reality of what it takes to
transform reading instruction. “The deep change
we strive for begins with the why, not the how, so
our practices can grow from our coherent theory”
(Fountas & Pinnell, 2012).
Research continued...
•Research shows the benefits of implementing
small group reading instruction. This is crucial
for schools that are trying to close achievement
gaps and make growth. “The goal of guided
reading is to help students build their reading
power – to build a network of strategic actions for
processing texts” (Fountas & Pinnell, 2012).
What Does Peer-Reviewed Research say about
my focus area?
Questions to ponder about change…
•Under what conditions will continuous improvement
happen?
•How do we change the school culture?
•Change theory research shows that district wide reform is
flawed because it doesn’t address individual school culture.
•PLCs alone will not change a school’s culture
•Capacity building must take place as well, which is any
strategy that increases the collective effectiveness of a group
to raise the bar and close the gap of student learning.
•Behavior changes to a certain extent before beliefs
(Fullan, 2006)
Action Research Plan
Focus/Purpose of the Study
Focus: Implement guided reading through the use of
focused professional development sessions based on
teacher needs.
Purpose: Describe the different types of professional
development actions and activities that are needed
to implement guided reading at an elementary
school. I looked at the effects of implementing
guided reading as well as teacher insight into which
types of professional development were most
beneficial during the process.
Make Knowledge Public
Analyze/Interpret Data
Collect Data
• K-5 teachers
•478 students
•School with 85%
economically disadvantaged
population
•38% LEP
Innovation/Intervention
Action Research Plan
Study Participants
•Effects of guided reading implementation - this will be
measured through the use of Reading 3D test scores,
teacher attitudes will also be an effect of the
implementation, which will be measured through surveys
and interviews.
•Teacher insight - teacher attitudes related to the
implementation of guided reading and the professional
development support that was provided throughout the
year.
Make Knowledge Public
Analyze/Interpret Data
•Professional development - consists of a variety of
activities that enhance professional growth. Activities
might include in-service sessions focused on specific topics,
peer collaboration, study groups, coaching, receiving
feedback, visiting other teachers to see guided reading, as
well as using teacher self-assessment/reflection rubrics.
Collect Data
•Guided reading - Guided Reading is a time when students
learn to read for meaning. Students in a small group are
similar in their development of a reading process and are
able to read about the same level of text. The goal of
guided reading is to teach comprehension skills and
strategies while students read a variety of text types at an
instructional level. (Cunningham, Hall, and Cunningham,
2000)
Innovation/Intervention
Action Research Plan
Study Variables/Definitions
How do you sustain change
when implementing new
initiatives?
Make Knowledge Public
Analyze/Interpret Data
Collect Data
What professional
development actions and
activities are most supportive
to teachers for implementing
guided reading activities with
fidelity and success?
Innovation/Intervention
Action Research Plan
Research Questions
Make Knowledge Public
The steps are also available
in the wiki.
Analyze/Interpret Data
Look around the room to see
the steps that were taken as
part of the action research
process.
Collect Data
Innovation/Intervention
Action Research Plan
Innovation/Intervention
•Let’s start with what guided
reading looks like and then
we will break into small
groups.
Make Knowledge Public
Analyze/Interpret Data
•You will be given a glimpse
of a few of the PD sessions
today. Most of the sessions
were 1 – 1.5 hours.
Collect Data
Innovation/Intervention
Action Research Plan
Implementation in the
Classroom
Make Knowledge Public
Analyze/Interpret Data
Let’s break up into three
groups to dive into the
professional development
sessions more.
1. Developing a guided
reading lesson plan and
picking a lesson focus
2. 5 Areas of Reading and
developing centers
3. Using DOK to strengthen
centers
Collect Data
Innovation/Intervention
Action Research Plan
Implementation in the
Classroom
Make Knowledge Public
•mClass BOY and MOY data was
collected
•A ranking of prioritized needs
regarding components of guided
reading
•Pre and post teacher comfort
levels with the implementation of
guided reading
•Administrative walkthrough data
and feedback to teachers
•Open ended responses about
guided reading and why teachers
chose to implement it.
Analyze/Interpret Data
Data Collected
Innovation/Intervention
Action Research Plan
Data Collected
mClass: Reading 3D Overall School
Proficiency
250
Percent of students
Analyze/Interpret Data
Findings
200
150
Far below
Below
Proficient
Above
100
50
0
Dibels BOY
Dibels
TRC BOY TRC MOY
MOY
mClass Reading 3D Measures
mClass: Reading 3D TRC BOY Proficiency
by Grade Level
Percent of students
Analyze/Interpret Data
Findings
100
90
80
70
60
50
40
30
20
10
0
Far below
Below
Proficient
Above
K
1st
2nd
Grade level
3rd
mClass: Reading 3D TRC MOY Proficiency
by Grade Level
70
60
Percent of students
Analyze/Interpret Data
Findings
50
40
Far below
Below
Proficient
Above
30
20
10
0
K
1st
2nd
Grade level
3rd
Analyze/Interpret Data
Findings
Pre- implementation Teacher Comfort Levels
With Managing Student Behavior During Guided
Reading
Extremely
comfortable
15%
Extremely
uncomfortable
5%
Students can’t
work in small
groups. There
will be discipline
issues.
Uncomfortable
10%
Undecided
15%
Comfortable
55%
How do we hold
students
accountable?
Analyze/Interpret Data
Findings
Post implementation Teacher Comfort Levels With
Managing Student Behavior During Guided
Reading
Undecided
11%
They enjoy
centers.
It gets the
students more
involved in
learning.
There hasn’t been a
single office referral
during the guided
reading block this
year.
Extremely
comfortable
44%
Comfortable
45%
Students are
more engaged
and excited about
learning to read.
Analyze/Interpret Data
Findings
Pre- Implementation Teacher Comfort Levels
With Creating a Guided Reading Lesson Plan
Extremely
comfortable
5%
I would like to
see a video.
Extremely
uncomfortable
5%
Uncomfortable
15%
Comfortable
50%
Undecided
25%
What are the
components of a
guided reading
lesson plan?
I need PD on
how to create a
lesson.
Analyze/Interpret Data
Findings
Post implementation Teacher Comfort
Levels With Creating a Guided Reading
Lesson Plan
Comfortable
53%
Extremely
comfortable
47%
“I love guided reading because it allows the teacher to work with
kids in smaller groups and target areas that they are struggling
with and teach them strategies they need.”
Analyze/Interpret Data
Findings
Pre- Implementation Teacher Comfort Levels
With Using Data to Place Students Into Groups
Extremely
uncomfortable
10%
Extremely
comfortable
25%
Uncomfortable
0%
Undecided
15%
Comfortable
50%
Analyze/Interpret Data
Findings
Post Implementation Teacher Comfort Levels
With Using Data to Place Students Into Groups
Now I am able
to know student
strengths and
weaknesses.
Extremely
comfortable
53%
Undecided
0%
Extremely
uncomfortable
0%
Comfortable
Uncomfortable
47%
0%
I am able to
individualize
lessons based
on student
needs.
Analyze/Interpret Data
Findings
Pre- Implementation Teacher Comfort Levels on
Selecting Strategies for ESL and AIG students
During Guided Reading
Extremely
comfortable
3%
Extremely
uncomfortable
5%
Comfortable
25%
Uncomfortable
22%
Undecided
45%
Analyze/Interpret Data
Findings
Post Implementation Teacher Comfort Levels on
Selecting Strategies for ESL and AIG students
During Guided Reading
Extremely
comfortable
9%
Comfortable
44%
Next steps
include PD on
ESL and AIG
strategies
Uncomfortable
6%
Undecided
41%
How can I
improve
centers for
ESL and AIG
students?
I need PD on
ESL and AIG
strategies.
Analyze/Interpret Data
Findings
•At the end of the professional development sessions,
teachers were asked, “Why are you implementing guided
reading in your classroom?”
•Only 1 teacher out of 20 replied “Guided reading is
required of us.” Two other teachers mentioned that “it is a
county and school initiative” and then stated “I would be
doing guided reading this year even if it were not an
initiative from the school or the county.”
•100% of the teachers said they saw benefits in
implementing guided reading!
Analyze/Interpret Data
Findings
•The rest of the teachers said they were
implementing guided reading because of.,.
Common Misconceptions
Documented During Walkthroughs
Sample Feedback
Students off task during center time
How can you hold students
accountable during center time?
Lack of student conversation
I would really like to talk to you
about having students use reciprocal
teaching strategies in partner groups.
Common core passage in guided reading
lesson – Skill and drill
How can you determine the focus of a
guided reading lesson? How does
this practice move students to the
next reading level?
No clear purpose/focus of the lesson
What was the focus of the lesson?
Let’s look at reading behaviors for
each level.
Lack of structure with use of choice
boards
Could you possibly give students a
prioritized list or assign specific
centers?
Homogeneous center groups
Who could we place with ESL
students to help facilitate language?
Trends
Common Misconceptions
Documented During
Walkthroughs
Sample Feedback
No comprehension check at the end of
the lesson
Your guided reading lesson had a clear
focus at the beginning. How can you
ensure that you check comprehension
at the end of the lesson? Could you add
in written response with an mClass
stem?
Comprehension center is not an
extension of shared reading
How could you get students to practice
what you addressed in class as a center?
Lack of note taking during the lesson
How do you track student progress?
What kind of assessment system do you
use and how often?
Students unaware of the purpose of
center activity
How can you make sure that students
know the purpose of what they are
working on in centers?
Trends
Common Misconceptions
Documented During
Walkthroughs
Sample Feedback
No clear role of support staff
I noticed that the TA was monitoring
student behavior. Could they be
working with a group on
comprehension or fluency as well?
Center not rigorous
Using Webb’s DOK, how could you
improve the rigor of your fluency
center?
Round robin reading
Please try having the students whisper
read at their own pace while you listen
in.
Lack of differentiated text in centers
I would love to help you find some
differentiated text for this center.
Only a couple students talk during the
lesson
Consider putting numbers around the
horseshoe table so you can call on each
student. Implement wait time
•Sometimes behavior changes before beliefs
•When teachers see the benefits of an initiative, they will
embrace it
•There will always be at least one naysayer
• Change takes a long time and you must have…
Admin support and
accountability
Feedback
Change
Prioritized PD with
a timeline based
on needs
Collaboration and
capacity building
Make Knowledge Public
Conclusions
•Map out the change you want to implement
•Share the benefits with your staff
•Prioritize needs
•Develop professional development to match the
needs
•Create optional zoomed in PD sessions that will
build capacity (Ex. Vertical alignment session)
•Reflect on progress with walkthrough data and
plan next PD based on trends
•Use data to show benefits of implementation
•Survey, survey, survey teacher perceptions and
needs to create future steps
Make Knowledge Public
Recommendations
Questions
•Don’t be shy!
•What are you wondering?
Discussion
•“It takes great effort, leadership, teamwork, and
resources to turn a school in the direction of rich,
rigorous differentiated instruction. Creating a
schedule, learning about effective management,
collecting and organizing leveled books, providing
an authentic assessment system and preparing
teachers to use it, and providing the basic
professional development to get guided reading
underway – all are challenging tasks” (Fountas &
Pinnell, 2012).
Culminating Activity
•We are going to use the green sheet of paper you
were given as our culminating activity.
•The purpose of the activity is to be reflective about
what you will be able to use from today to
tranform and differentiate reading instruction in
your classroom or school.
Conclusion of Presentation
•Thank you for your participation.
Contact Information:
Name: April Summey
School/District: Upward Elementary/Henderson
Phone: 828-697-4764
Email: acsummey@hcpsnc.org
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References
Fawson, P. & Reutzel, D. (2000, September). But I only have a basal:
Implementing guided reading in the early grades. The Reading Teacher, 54(1),
84-97.
Fisher, D., Frey, N. & Nelson, J. (2012). Literacy achievement through sustained
professional development. The Reading Teacher, 65(8), 551-563.
Fountas, I. & Pinnell, G. (2012). Guided reading: The romance and the reality.
The Reading Teacher, 66(4), 268-287.
Fullan, Michael (2006, November). Change theory: A force for school
improvement . Centre for Strategic Education Seminar Series Paper No 157.
Hall, K., Sabey, B, & McClellan, M. (2005). Expository text comprehension:
Helping primary-grade teachers use expository texts to full advantage.
Reading Psychology, 26, 211-234.
Lloyd, S. (2004, October). Using comprehension strategies as a springboard for
student talk. Journal of Adolescent and Adult Literacy, 48(2), 114-124.
Purdy, J. (2008, April). Inviting conversation: meaningful talk about texts for
English language learners. Literacy, 42(1), 44 - 51.
Van Der Voort, G. (2014, Augustl). Assisting school management teams to
construct their school improvement plans: an action learning approach . South
African Journal of Education, 34(3), 1 - 7.