Phase II: Implementation
Since Phase I of my research produced some unexpected but helpful findings, I was able to better tailor the Phase II interventions to the students’ needs and interests while refocusing my research question. Due to time constraints in the classroom that were outside of my control, I was only able to implement two lessons when I had originally planned for at least three. However, Phase II went much more smoothly than Phase I, and also provided some good insights into how my students learn best and how I could help them continue developing their skills in the future.
Lesson 1. In the first lesson, I used the worksheet with reading passage entitled Helping (see Figure 15, above). I only made two minor adjustments to the original lesson plan. First, I spent a few extra minutes giving examples to illustrate how to write good questions based on the reading. I made this point by saying a good question might be “Why does the child like helping people?” because the answer can be found in the text, whereas the answer to a question such as “What is the child’s favorite color?” could not. Also, I did pre-determine the discussion teams, but I selected the teams without asking for student input.
Only one student was not about to fully complete this lesson, as she met with a tutor for a push-in reading activity. Some examples of student work are included below in Figures 17 & 18.
Lesson 1. In the first lesson, I used the worksheet with reading passage entitled Helping (see Figure 15, above). I only made two minor adjustments to the original lesson plan. First, I spent a few extra minutes giving examples to illustrate how to write good questions based on the reading. I made this point by saying a good question might be “Why does the child like helping people?” because the answer can be found in the text, whereas the answer to a question such as “What is the child’s favorite color?” could not. Also, I did pre-determine the discussion teams, but I selected the teams without asking for student input.
Only one student was not about to fully complete this lesson, as she met with a tutor for a push-in reading activity. Some examples of student work are included below in Figures 17 & 18.
I also gave the students a final comprehension question as an exit slip. For this first lesson, the final comprehension question was, “What type of person do you think the narrator is? Give evidence from the reading.”
I observed the students remaining focused throughout this lesson both during their independent work and during the discussion time. A few students continued to struggle with locating answers in the text, so I assisted them by asking redirecting questions and reminding them to reread and highlight or underline the phrases that might be helpful.
Furthermore, I observed that a couple of the discussion pairs did not flow well; the students did not seem to feel comfortable sharing their questions and having a discussion with just anyone, and so become silent. I recorded this in my notes and decided to conduct brief informal interviews with most of the students before beginning Lesson 2. During these individual interviews, I asked the students how they liked the new format for reading and to provide three students who they felt that they could work well with. I told them that I was the only one who would see the names they gave me, and clarified that it was not just about listing their friends. It was a pleasant surprise to find that all of the students enjoyed the new reading format, and they eagerly gave me suggestions of who they would benefit working with.
Lesson 2. Using the students’ feedback and input, I slightly adjusted my plan for Lesson 2. I used another reading passage with the same layout as the passage from Lesson 1 (text, questions, and space for writing own questions). This new reading, entitled Anticipation (Figure 16, above), was at a slightly higher level than the first. However, they had done well in Lesson 1 so I thought they could handle the added challenge. Also, I used the students’ suggestions to arrange partners that would be productive for discussions and that were agreeable to them. Other than these minor changes, Lesson 2 followed the action plan I outlined at the completion of Phase I. Some examples of student work are included in Figures 19 and 20.
I observed the students remaining focused throughout this lesson both during their independent work and during the discussion time. A few students continued to struggle with locating answers in the text, so I assisted them by asking redirecting questions and reminding them to reread and highlight or underline the phrases that might be helpful.
Furthermore, I observed that a couple of the discussion pairs did not flow well; the students did not seem to feel comfortable sharing their questions and having a discussion with just anyone, and so become silent. I recorded this in my notes and decided to conduct brief informal interviews with most of the students before beginning Lesson 2. During these individual interviews, I asked the students how they liked the new format for reading and to provide three students who they felt that they could work well with. I told them that I was the only one who would see the names they gave me, and clarified that it was not just about listing their friends. It was a pleasant surprise to find that all of the students enjoyed the new reading format, and they eagerly gave me suggestions of who they would benefit working with.
Lesson 2. Using the students’ feedback and input, I slightly adjusted my plan for Lesson 2. I used another reading passage with the same layout as the passage from Lesson 1 (text, questions, and space for writing own questions). This new reading, entitled Anticipation (Figure 16, above), was at a slightly higher level than the first. However, they had done well in Lesson 1 so I thought they could handle the added challenge. Also, I used the students’ suggestions to arrange partners that would be productive for discussions and that were agreeable to them. Other than these minor changes, Lesson 2 followed the action plan I outlined at the completion of Phase I. Some examples of student work are included in Figures 19 and 20.
At the beginning of Lesson 2, I briefly reviewed the procedure of reading and completing the questions individually before moving on to partner discussion time. The students were very excited that their ideas on the discussion partners had been considered, and they appeared to take a new interest in the activity after I announced the partners. I gave them a reminder that this passage might seem more challenging than the previous one, but encouraged them to do their best regardless. All of the students were able to complete the reading and questions and move on to their partner discussion.
We had time at the end to have a short whole-group discussion. This discussion revolved mostly around the meaning of the word “anticipation”, since it was the title of the passage but no definition was given in the text. I prompted the students to give me their best ideas as to what it might mean, and to give examples from the story that led them to their conclusions. Even the students who did not get the correct definition of the word still did well in citing evidence from the story to support their idea. This was exciting for me as a teacher; even when they made mistakes, the students appeared to be getting more adept at citing evidence to support their analysis and evaluation of the reading.
After the group discussion, I gave them a final comprehension question similar to the one from Lesson 1: “What things can we know about the narrator? Give examples from the story.”
We had time at the end to have a short whole-group discussion. This discussion revolved mostly around the meaning of the word “anticipation”, since it was the title of the passage but no definition was given in the text. I prompted the students to give me their best ideas as to what it might mean, and to give examples from the story that led them to their conclusions. Even the students who did not get the correct definition of the word still did well in citing evidence from the story to support their idea. This was exciting for me as a teacher; even when they made mistakes, the students appeared to be getting more adept at citing evidence to support their analysis and evaluation of the reading.
After the group discussion, I gave them a final comprehension question similar to the one from Lesson 1: “What things can we know about the narrator? Give examples from the story.”