Action Plan
What was Implemented
I implemented the instructional method of targeted questioning with my eighteen fifth grade students. This was done on a daily basis during our guided reading instruction. Each group met at least three times per week; one group (the Green Group) met every day to receive additional reading support. Using each group’s guided reading texts, I preplanned multiple questions in varying areas to develop students’ comprehension skills. My students were broken up into four guided reading groups based on their Fountas and Pinnell reading level. The Green group read below the fifth-grade reading expectations, according to the Fountas and Pinnell guided reading leveling system. These students also received Leveled Literacy Intervention (LLI). The Orange and Blue groups both met fifth-grade reading expectations and the Red group was above reading expectations for fifth grade. Each group received Fountas and Pinnell benchmark testing to determine the reading and comprehension ability of each student. I planned and modified within, beyond, and about the text questions for each group’s needs to stimulate reading comprehension. Each set of questions were using the Fountas and Pinnell continuum. Additionally, possible answers were planned to account for the direction of conversation and plan for errors. Each set of questions were based on the students’ guided reading level. With help from my Literacy Coach, I determined how challenging the questions needed to be for each group. The created questions were implemented following individual students reading aloud to me within each group. These questions were directed to the entire reading group during the allotted discussion time. The students’ understandings were assessed using weekly comprehension tests that aligned with the readings that took place during whole group instruction, as well as running records formatted by the district during guided reading and a benchmark t-test.
Example of Questions
Why was it Implemented
Within
Question:
What did Jessie do to Evan's Lemonade?
Answer:
She put flies and a caterpillar into his cooler to ruin his lemonade sales.
Beyond
Question:
In chapter 37 Eric Says “I guess too much freedom stops being fun after a while. Everyone needs some rules now and then.” Do you agree? What could happen with no rules?
Answer:
I agree that rules are important because without them students and people could do anything they wanted. Someone might get hurt. In school, if we didn’t have rules, we would not learn.
About
Question:
Throughout the book, it is told from many perspectives. What is the benefit of doing this, and why did it make the book more enjoyable?
Answer:
The author does this, so you know how the other characters are feeling about Auggie and what their thoughts are. It makes you understand everything to the fullest extent.
Reading and, more specifically, being able to comprehend the text that you are reading is a lifelong skill that is needed to successfully function in society. Many students, once they reach fifth grade, are able to read fluently and decode words, but struggle with understanding what they read. Though reading fluently is important, students must also be able to use background knowledge to think beyond the text to comprehend what they have read. I found that my students were fluent readers and had the skills to decode most words but struggled with being able to infer beyond the text. This led me to focus on comprehension, since our scores at the beginning of the year did not meet grade-level expectations, and students were not able to comprehend what they read. In particular, the areas of reading in which my students struggled, included monitoring as they read, and using questioning when they were confused within a section of the text. Their struggles in these areas helped show me that my students needed better instruction on comprehension skills. I wanted to find a strategy that I could implement for my students that focused on comprehension while continuing to build their fluency and decoding skills. Targeted questioning allowed me to ask students questions within, beyond, and about the text. These questions helped provide me with the opportunity to quickly assess their comprehension levels. Implementing this strategy challenged the students’ comprehension while they read and after they had read the text. The research that I collected told me that targeted questioning was an effective strategy that could increase my students' comprehension in reading and all academic subjects. By using targeted questioning, my goal was to help all my students improve their comprehension, no matter what level they were at. Targeted questioning was effective for my students, as it did not completely change the instruction or my students everyday routine, and allowed me to learn how to better meet my students' individualized needs.
When was it Implemented
This study was conducted from January 28th to March 8th.
How Diverse Learning Needs were Met
Throughout my class, I had students at various reading levels. To ensure that my students were put into the appropriate guided reading group, my literacy coach, CADRE associate, and I conducted the Fountas and Pinnell Benchmark Assessment System. This assessment divided my students into reading groups based on their reading level. Having students in similar-level reading groups allowed me to help each student learn at their individual level. Each group of students needed differentiated questions. Depending upon the day, I used a variety of within, about, and beyond questions for each group. The Green group, who read below fifth-grade expectations, needed more practice when it came to mastering within the text questions. Therefore, most of the targeted questions for the Green group were focused on events in the text. The Green group also received Language Literacy Intervention during our allotted forty minute intervention time. This provided an additional opportunity for students to receive instruction at their reading level. The Orange group, on the other hand, needed more focus on within and beyond questions of the text. The Blue and Red groups needed more instruction on beyond and about the text questions. All groups were at various levels and needed questioning to emphasize different areas of the text. The level of difficulty of each question was based on each group’s reading level and the focus for the day. Questions were also designed to align with the target strategy and enhance each student's comprehension. Each group received specific instruction and frequency. For example, the Green group needed more instruction, therefore, I met with them two times each day. Orange, Blue, and Red groups met only three times per week. Meeting three times a week ensured at least a twenty-minute block of guided reading instruction. My grade level team and I decided this would be the most efficient way to meet with students during my one hour guided reading block. Book selections were differentiated by group instruction level. Each group read at a different pace and Fountas and Pinnell reading level, therefore my selection of books was crucial. With the assistance of my Literacy Coach, we selected books each week that would fit groups interests and abilities. My students were more willing to give full effort on books that they were interested in reading.
Different book levels
Culturally Responsive Teaching
During my research, I made sure that I met with each group at least three times a week. Due to our scheduled reading block time, not all of the groups received the same amount of instruction. The green group needed more instruction, therefore, I met with them two times each day. On the contrary, the Orange, Blue, and Red groups met only three times a week. These three groups were reading on or above grade level expectations. We met three times a week to give each group at least a twenty-minute block of guided reading instruction. Meeting for twenty minutes, three times a week gave these groups of students enough time to practice reading comprehension and other strategies with me to increase their overall learning. Having only an hour to meet each day, my grade level team and I decided this would be the most efficient way to meet. During our meeting times, each group received different levels of questions (within, beyond, about the text) based on individual needs. Questioning was created around these needs to help increase the reading comprehension skills of each student. Differentiating the amount of time for each group and creating questions that helped each group's individual learning needs fostered equity in their learning and in my classroom.
While conducting my research I found it to be necessary to create a routine during guided reading. During the allotted guided reading time, each group had a scheduled time in which they met with me. This kept us on task and able to get in the entire twenty minutes for each group. Being able to have a full twenty minutes allowed us to have a longer discussion and provided me with the opportunity to make the most of my instructional time with each group. Out of my four guided reading groups, each one read at a different pace and were at various Fountas and Pinnell reading levels. Therefore, the books I selected for each group was crucial. With the assistance of my Literacy Coach, we selected books each week that would fit each group's interests and abilities. My students were more willing to give full effort on books that they were interested in reading. While selecting books, we did our best to try and connect the guided reading book with another subject such as social studies. Our Journey’s curriculum offers suitable short guided reading books but often, they did not align with other subject areas. Ensuring that students had their correct amount of guided reading time each week and ensuring that students were reading at their reading level and area of interest fostered accessibility.
Throughout my study, I incorporated multiple perspectives. The research of Fountas and Pinnell helped me guide my instruction and progress monitoring. The use of their benchmark leveling system led me to create reading groups to ensure students were receiving instruction at their appropriate reading level. I also used running record comprehension checks from Fountas and Pinell to assess the students on a weekly basis during guided reading. Fountas and Pinnell continuum helped me develop questions by incorporating about, beyond, and within questions to guide instruction. Furthermore, I looked to seasoned staff for advice. I had my literacy coach help with planning to ensure that the questions being asked were meeting state standards. If questions did not meet state standards, my literacy coach stepped into word the question correctly. Her expertise taught me how to filter my thoughts through the lenses of standards. By listening to her, my ability to ask targeted questions based on standards increased.
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Collaboration with other Professionals
Throughout this action research, I worked with my grade level team to plan questions that were appropriate for each group as well as anticipate student responses. I also worked with my Literacy Coach to dissect the Literacy Continuum. She assisted me in determining the parts of the continuum I needed to teach and how I could incorporate targeted questioning into Literacy Level Intervention. My Literacy Coach also helped supply the appropriate resources for me as I planned my questioning and testing. I worked alongside my principal to figure out the best path and calendar to complete this research. My principal supported me by asking me questions to create a deeper level of thinking as I reflected on my implementation of targeted questioning.
Throughout this research, the support of my CADRE Associate was crucial to ensure research was done correctly. My CADRE Associate helped by conducting benchmark testing and creating different types of questions for each group. The assistance my CADRE Associate gave throughout this research was greatly appreciated and allowed me to test and reflect on the types of questions being asked. I worked alongside my CADRE Cohort to discuss how data should be collected and analyzed, as well as, best practices to implement Targeted Questioning. They supplied a great amount of support throughout the research.