Increase Achievement in Literacy

1. Increase Achievement in Literacy Ashley Solomon, Carla Norman, Marianne Gomez, Katie Travis EDUC 4800 Action Research Project Georgia Gwinnet College School of Education Spring 2013

2. Introduction • Need: Through our action research project we found effective strategies that will increase literacy achievement for all students. • Causes: Winn-Holt: Our students will be reading on or above grade level after their experiences at school. Mulberry: strives to increase literacy achievement for all students, enabling them to comprehend, discern, analyze, evaluate, create, and communicate using a wide variety of verbal, print and online media. Jenkins: will increase the reading academic achievement of all students with at least 100% of all students in third, fourth, and fifth grade meeting and/or exceeding reading standards on the Spring and/or Summer administration of the Criterion Referenced Competency Test by the end of the 2012-13 school year. • Solution: We provided the framework necessary in implementing and developing the Workshop Model at our schools.

3. School Improvement Plans: Mulberry, Winn Holt, and Jenkins Elementary • Analysis of School Improvement Plan: After comparing our schools LSPI’s we determined that there was a common goal of increasing achievement in literacy. • Topic Selection: We selected literacy achievement because literacy is vital to a students’ success inside and outside of the classroom. • Benefit: This plan will benefit our schools by providing teachers the training and skills they need in order to prepare students for a lifetime of learning.

4. Description of Action Plan • Introduce staff to Workshop Model with training opportunities • Revise curriculum maps using Common Core standards with each grade level • Each grade level would decide how to implement the Workshop Model with their colleagues

5. Description of Action Plan • Implementation of Workshop Model • 5-10 minute mini lesson on specific set of skills • Students are allotted sufficient amounts of time to actually engage in independent practice of the newly learned skill • Confer with small groups of students (2-3 students) • After conferring, allow share time for students to express thoughts and exchange ideas • Formatively assess students on progress toward mastery of new skill • Based next mini lessons on student data from formative assessment

6. Relevant Literature Gambrell, L. (2007). Raising Student's Literacy Achievement By Engaging in Authentic Work. The Reading Teacher, 728-738. Retrieved from E-Pals.com: http://www.epals.com/images/tour/RTarticle.pdf Holum, Ann, and Jan Gahala. "Critical Issues: Using Technology to Enhance Literacy Instruction." N.p., n.d. Web. 20 Feb. 2013. <www.ncrel.org/sdrd/areas/issues/content/cntareas/reading/li300.htm>. Klatt, E., & And, O. (1996, May 1). Improving Student Reading and Writing Skills through the Use of Writer's Workshop. Miller, Debbie. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland, Me.: Stenhouse, 2002. Print.

7. Presentation of Findings/Artifacts • As a result of our research, we found that students improved their reading and writing achievement • Each student showed an increase in at least one area of testing • The research also showed an increase in cross curricular achievement • Research proved implementing the Workshop model is an effective method in building students’ intrinsic motivation through social engagement, choice, and a flexible learning environment

8. Feedback and Conclusions

9. We Learned THESE Lessons • Lessons Learned: We learned that creating a learning environment based on students’ ability, choice, and interest will provide individualized instruction that will increase students’ literacy achievement. Having an curriculum that is tailored to students’ needs and abilities will promote motivation in the classroom. • Meaning to Us as Educators: We were able to explore various strategies that have been proven effective in increasing literacy achievement while integrating subject areas. • Things We Would Do Differently Next Time: We would not change the process or goal of the Workshop Model, but instead apply it to not only reading and writing but subject areas where students are struggling.

10. Executive Summary • Need Identified: Strive to increase literacy achievement for all students, enabling them to comprehend, discern, analyze, evaluate, create, and communicate using a wide variety of verbal, print and online media. • Artifacts Developed: We provided an outline and articles of how to implement the Workshop Model and its effectiveness. • Feedback: Recognized the effectiveness and benefits of the small group instruction. Also recognized the independence that would potentially develop among students. • End Result / Impact: 66% of students scored an 80% or above on skill test. 89% of students advanced to a higher stage in either reading or writing.

11. Credit; Appreciation; Thanks • We would like to thank GGC, the School of Education, and our many professors.