Phase I: Implementation
After establishing a plan of action and several methods of collection data on my students’ progress, I began the implementation of Phase I of my interventions.
Lesson 1. In the first lesson, I followed the action plan I outlined above, using a humorous story from their textbook: Dogzilla by Dav Pilkey. I did add into the lesson a more detailed explanation and demonstration of how to use the sticky notes to mark the pause points in reading. I also took longer to explain and model the active reading procedure (see Figure 7, above), since several of them looked overwhelmed and hesitant to try such a new method. Also, due to time limitations (i.e., the students having to leave for other activities), I did not have time to implement the final comprehension question that I outlined in my action and assessment plan.
I collected the students’ graphic organizers and recorded my observations on their progress, as I had originally planned. These two assessment tools gave me some insight into which students still struggled with answering the questions, which ones followed the process correctly, and which ones were disinterested in the lesson. The data I obtained will be discussed later under Findings. This first lesson did not go smoothly, as only a couple of students caught on to the new procedure for reading and answering the graphic organizer questions. This appeared in their work as well. Figure 8 is an example of work from a student who caught on to the process and ran with it, while Figure 9 is an example of work from a student who struggled throughout the lesson.
Lesson 1. In the first lesson, I followed the action plan I outlined above, using a humorous story from their textbook: Dogzilla by Dav Pilkey. I did add into the lesson a more detailed explanation and demonstration of how to use the sticky notes to mark the pause points in reading. I also took longer to explain and model the active reading procedure (see Figure 7, above), since several of them looked overwhelmed and hesitant to try such a new method. Also, due to time limitations (i.e., the students having to leave for other activities), I did not have time to implement the final comprehension question that I outlined in my action and assessment plan.
I collected the students’ graphic organizers and recorded my observations on their progress, as I had originally planned. These two assessment tools gave me some insight into which students still struggled with answering the questions, which ones followed the process correctly, and which ones were disinterested in the lesson. The data I obtained will be discussed later under Findings. This first lesson did not go smoothly, as only a couple of students caught on to the new procedure for reading and answering the graphic organizer questions. This appeared in their work as well. Figure 8 is an example of work from a student who caught on to the process and ran with it, while Figure 9 is an example of work from a student who struggled throughout the lesson.
I followed up with the students later on through informal individual interviews to gather feedback on Lesson 1 and how I could improve my plan for Lesson 2. Although these interviews were not in my original action plan, I determined that they would be informative and help the students be more successful in the subsequent lessons. In the informal interviews, I discovered that my students generally preferred less instruction time and more independent reading time. They also asked for additional time at the end of the lesson to go over their responses as a group, something we did not have time for in Lesson 1.
Lesson 2. With all of this information in mind, I adjusted my plan for Lesson 2 to have a very short instruction time. It included only the following:
In this lesson, we read The Garden of Abdul Gasazi by Chris Van Allsburg, which was also included in the students’ textbook. I posted the charts of the QAR question types and the reading response procedure (Figures 6 and 7, above) on the board for them to reference as needed. I also reserved some time at the end of the lesson for discussion on the story per the students’ request.
As with Lesson 1, the data I obtained form Lesson 2 will be discussed later under Findings. Some examples of student work are included below in Figures 10 & 11.
Lesson 2. With all of this information in mind, I adjusted my plan for Lesson 2 to have a very short instruction time. It included only the following:
- a brief review of the QAR questions types,
- the reading response procedure, and
- the expectations for the students’ answers.
In this lesson, we read The Garden of Abdul Gasazi by Chris Van Allsburg, which was also included in the students’ textbook. I posted the charts of the QAR question types and the reading response procedure (Figures 6 and 7, above) on the board for them to reference as needed. I also reserved some time at the end of the lesson for discussion on the story per the students’ request.
As with Lesson 1, the data I obtained form Lesson 2 will be discussed later under Findings. Some examples of student work are included below in Figures 10 & 11.
Contrary to my expectations, Lesson 2 appeared more challenging than Lesson 1. As I recorded in my observation journal, several were distracted or off-task, and needed repeated reminders to focus on their reading or writing. One student refused from the beginning of the lesson to follow directions, stating that she was “giving up right now”, and only provided some of the required information after I reminded her many times that it was part of the assignment. While two students had implemented the strategy in their homework since Lesson 1 even though it was not required, in general, the class seemed extremely tired of the process. This became evident when the closing discussion was unsuccessful; there was more silence than speaking.
With these results, I decided to end my Phase I interventions at this point after only two lessons. I did not anticipate any additional benefits coming from the last lesson that I had originally planned, and I was concerned that attempting Lesson 3 would causes the students to be less engaged in new reading activities.
With these results, I decided to end my Phase I interventions at this point after only two lessons. I did not anticipate any additional benefits coming from the last lesson that I had originally planned, and I was concerned that attempting Lesson 3 would causes the students to be less engaged in new reading activities.