This document summarizes an action research project on using movement to promote kindergarten sight word retention. The researcher found that students were not recalling enough sight words through regular instruction. Their methodology involved a pretest-posttest design comparing regular instruction to adding a 12-minute daily movement activity. Results showed higher sight word retention rates with the movement intervention compared to regular instruction alone. Student surveys also indicated enjoyment of the movement activity. The researcher plans to continue implementing movement strategies and sharing results.

1. Edu6545 Action Research By Amy Del Gatto

2. The Use of Movement to Promote Sight Word Retention in Kindergarten Problem:My students were not recalling sight words to the degree that I thought they should be given the amount of instructional time we spend on them. This problem was most evident during guided reading instruction, but it was also very clear as a result of weekly sight word assessments. A student’s rate of fluency suffers greatly when they are not able to recall non-decodable high frequency sight words.

3. Topic Selection I decided to implement the intervention of using a movement activity into daily sight word practice for my research project. Research on promoting rates of retention in students. Research on the effects of movement.

4. Research Question Will the integration of movement into sight word lessons increase the rate of retention for sight words compared to typical classroom instruction?

5. Methodology Research Design Sample Data collection - Week 1 – regular classroom routine Week 2 – movement activity (Eric Jensen)

6. Pretests / Posttests Student Survey – results displayed Individual student interview Data Collection - Mixed Quantitative Qualitative

7. Week1 – regular instruction Monday :administered pretest for 4 words of the week (her, one, are, down) and then introduced the words to the class. First day activities included oral language exercises, writing the words on individual dry erase boards, and locating/circling the words in sentences on individual worksheets. Tuesday – Thursday: making words activity, memory game with flashcards, sight word identification coloring sheets, and locating words in individual texts with small post-it flags.

8. Week 1

9. Week1 – regular instruction Friday:administered posttest for the 4 words of the week (her, one, are, down)

10. Week 2 - movement Monday :administered pretest for 4 words of the week (because, has, two, make) and then introduced the words to the class. Introduced movement activity to the class in the gym. Tuesday – Thursday: students participated in the bouncing balls movement activity each day for twelve minutes. Thursday afternoon: conducted half of individual student interviews during afternoon center time

11. Week 2

12. Week 2

13. Week 2

14. Week 2

15. Week 2 – movement Friday morning: administered posttests for the 4 words of the week (because, two, has, make) on an individual basis administered student survey to students in small group format Friday afternoon:completed remaining individual student interviews

16. Week 1 - regular

17. Week 2 - movement

18. Classroom Data Week 2 Week 1

19. Student Survey Results

20. Student Interviews Several of my students had a difficult time telling me one thing they liked or disliked. It was very difficult for them to answer one or more questions. A majority of my students did not express anything other than they like “it” because it is fun.

21. Reflection What have you learned? What worked well? What did not work as well as you had hoped? Were there any unintended/unexpected outcomes?

22. What will you do next? I shared findings with my administrator already this week. I ordered “Learning with the Body in Mind” and “Tools for Engagement” by Eric Jensen I will be attending professional development through my coop in March regarding brain strategies I will be sharing my findings with my kindergarten team and this may lead to future planning as a group