1. Collaborative Action Research Project OUTLINE Kathryn S. Morrison

2. Improving Spelling Errors of Second Grade Students When Adding Suffixes to Root Words

3. Chapter I. Introduction • Problem Statement • Purpose of Study • Description of Community • Description of Work Setting • Writer’s Role in Work Setting

4. PROBLEM STATEMENT Second grade students are failing to use proper spelling when adding suffixes to words.

5. PURPOSE of STUDY • determine some causes for this problem • develop a strategy for improving the situation

6. DESCRIPTION of COMMUNITY • Public school system in urban Southeastern US • District comprised of • 31 Elementary • 5 Middle Schools • 5 High Schools

7. Description of Community(continued) • Enrollment of 25,000 in a community of 250,000 • A large portion of affluent and middle class students attend area private schools leaving predominately lower socio- economic children in public system

8. DESCRIPTION ofWORK SETTING “At-Risk” Elementary School • 95% students qualify for free lunch • 25% qualify for special education • 12% retention in same grade

9. Work Setting (continued) • Total student population 380 • 99% African American • 1% Anglo American • Awarded State School of Excellence • High degree of reciprocal community involvement

10. WRITER’S ROLE Writer is School Music Specialist Teaching responsibilities: • general music - all students grades 1-3 • playing of instruments - all students grade 4 • choir - auditioned students grades 4-6

12. Chapter II. Study of the Problem

13. Chapter II. Study of the Problem • Problem Description • Problem Documentation • Literature Review • Causative Analysis

14. PROBLEM DESCRIPTION Second grade students are failing to use proper spelling when adding suffixes to words • Students do not know rules for adding suffixes • Students cannot apply rules when they are given • Students lack motivation to improve

15. PROBLEM DOCUMENTATION Second grade teachers report student spelling errors when adding suffixes to words • 13 of 17 students make 4 or more errors on spelling test when adding suffixes • 15 of 17 students make multiple errors on suffixes in journal writing • Only 1 of 17 students verbalize rules accurately

16. LITERATURE REVIEW • English spelling has traditionally been difficult for those who teach it as well as those who must learn it (Johnston, 2000 )

17. Literature Review (continued) • Students who have been unable to intuitively grasp rules of English structure benefit from introduction to and more structured work with generalizations (Abbott, M. 2000)

18. Literature Review (continued) • School-age students identify the meanings of familiar suffixes with fairly high levels of accuracy but their ability to produce these same suffixes falls well short of their receptive abilities (Windsor, J. and Whang, M., 1999).

19. CAUSATIVE ANALYSIS Second grade students lack: • a tool for memorization of general rules • the ability to apply generalized rules • motivation to improve

21. Chapter III. Outcomes and Evaluations

22. Chapter III. Outcomes and Evaluations • Goals and Expectations • Expected Outcomes • Measurement of Outcomes • Analysis of Results

23. GOALS and EXPECTATIONS Second grade students will use proper spelling when adding suffixes to words

24. EXPECTED OUTCOMES Three specific outcomes will be achieved: • 10 of 17 students will make less than 4 errors on post intervention spelling test Pre Intervention Post Intervention Number of Participants

25. EXPECTED OUTCOMES Three specific outcomes will be achieved: • 10 of 17 students will make 1 or less errors per paragraph on journal entries Pre Intervention Post Intervention Number of Participants

26. EXPECTED OUTCOMES Three specific outcomes will be achieved: • 15 of 17 students will accurately verbalize generalized spelling rules for the addition of suffixes Pre Intervention Post Intervention Number of Participants

27. MEASUREMENT of OUTCOMES Four types of quantitative evaluations • Pre and post implementation spelling tests scores • Pre and post implementation journal assignments scores • Oral recitation of generalized rules scores • Comparison of study group to control group both pre and post implementation

28. ANALYSIS of RESULTS • Analysis will be shown in bar graph form • A t-test at the .05 level of significance will be employed

30. Chapter IV. Solution Strategy

31. Chapter IV. Solution Strategy • Statement of Problem • Discussion • Description of Selected Solutions

32. STATEMENT of PROBLEM One of the major spelling difficulties experienced by second grade students is in attempting to add suffixes to root words, particularly when the root spelling changes with the addition of the suffix.

33. DISCUSSION Several factors to consider through which the writer can effect change: • Flexibility based on student development is key (Abbott, 2000) • Music shares brain processes with language (Hodges, 2000)

34. Discussion (Continued) • Musical activities build neural bridges used for spatial reasoning (Rayl, 1995) • Music aids recall (Murphey, 2001)

35. DESCRIPTION of SELECTED SOLUTIONS Steps in intervention: • Music Specialist will teach rules set to music • Classroom teacher will play recording of rules set to music • Remedial students will be given a copy of the recording to use at home

36. CONCLUSION The use of music to teach general rules in spelling: • adds flexibility to traditional approaches • aids memorization • stimulates language skills • strengthens spatial reasoning • motivates improvement

37. MUSIC MOVES US!