When using the reading rubric to evaluate their reading behaviors all students correctly assessed their reading volume and respectfulness toward other readers. All students except S2 were able to correctly assess their use of reading strategies; their times spent reading, and were able to provide evidence for why they placed themselves in at least one category. Three of five students accurately assessed their ability to stay in one spot and their concentration level during reading. In all situations where students incorrectly assessed themselves, the students inflated their performances. I think this was done to avoid disappointing the teacher and due to the The headings were rubric’s headings. Outstanding, and While discussing the rubric with children during individual conferences the Good, So-So, Uh-Oh! children made comments such did a which led me to think that when the students place as, “I bad job,” themselves in a low category, they saw the category as a personal reflection no as a reflection of the specific reading behavior. This resulted in instances where students marked themselves in the or categories instead of the or categories which were more reflective of Outstanding Good So-So Uh-Oh! their behaviors. Collaboration and Impact of Project When modifying Kelly and Clausen-Grace’s (2009) behavior observation checklist for independent reading, I collaborated with my mentor teacher on which behaviors to add and exclude from the checklist. Because increasing literacy skills was a school target in her school, she discussed this project with the School Improvement Facilitator. My mentor provided examples of independent reading rubrics which guided the class and me as we made our own rubric. I attended a staff development meeting on high progress classrooms and student engagement during which the school principal asked me to share what the project involved and some of my findings. My mentor teacher is using the system I designed to share with other teachers in classrooms around the school, In these classrooms the systematic observation and self-evaluation will be used to increase student engagement in reading as well as in writing and math. Future Plans I have learned many useful approaches that I can implement in my own classroom to increase independent reading. I believe all students—especially those struggling with literacy skills—can benefit
When using the reading rubric to evaluate their reading behaviors all students correctly assessed their reading volume and respectfulness toward other readers. All students except S2 were able to correctly assess their use of reading strategies; their times spent reading, and were able to provide evidence for why they placed themselves in at least one category. Three of five students accurately assessed their ability to stay in one spot and their concentration level during reading. In all situations where students incorrectly assessed themselves, the students inflated their performances. I think this was done to avoid disappointing the teacher and due to the rubric’s headings. The headings were Outstanding, Good, So-So, and Uh-Oh! While discussing the rubric with children during individual conferences the children made comments such as, “I did a bad job,” which led me to think that when the students place themselves in a low category, they saw the category as a personal reflection no as a reflection of the specific reading behavior. This resulted in instances where students marked themselves in the Outstanding or Good categories instead of the So-So or Uh-Oh! categories which were more reflective of their behaviors. Collaboration and Impact of Project When modifying Kelly and Clausen-Grace’s (2009) behavior observation checklist for independent reading, I collaborated with my mentor teacher on which behaviors to add and exclude from the checklist. Because increasing literacy skills was a school target in her school, she discussed this project with the School Improvement Facilitator. My mentor provided examples of independent reading rubrics which guided the class and me as we made our own rubric. I attended a staff development meeting on high progress classrooms and student engagement during which the school principal asked me to share what the project involved and some of my findings. My mentor teacher is using the system I designed to share with other teachers in classrooms around the school, In these classrooms the systematic observation and self-evaluation will be used to increase student engagement in reading as well as in writing and math. Future Plans I have learned many useful approaches that I can implement in my own classroom to increase independent reading. I believe all students—especially those struggling with literacy skills—can benefit
student_research_guidelines.docx