Z Score,T Score, Percential Rank and Box Plot Graph
Teaching strategies that work
1. I am so glad we have this time together!
During this session, my first goal is to
share some teaching strategies that I
know are effective based on my personal
research and teaching experiences, and
my second goal is to share some
strategies based on research by others.
3. What is an applied research
study?
Begins with the identification of a
problem.
The problem was 20 fifth grade
students in my school were
experiencing limited academic success.
4. Evidence for the Problem
Failing Report Card Grades
Low Scores on the Gwinnett County
Literacy Standards Assessments
Low Scores on Accelerated Reading
Assessments,
Teacher Recommendations
Recorded in Grade Level Meetings
5. Purpose for the Study
The goal was for 20 fifth grade
students to experience
satisfactory academic success.
6. School
Situation
Changing middle class community,
35 miles north of Atlanta
Reading designated as an area of
improvement for the year’s Local
School Plan of Improvement
Teachers using basal readers and a
skills-based model of reading
instruction
Teachers setting annual individual
and grade level goals
7. The principal believed in
homogeneous grouping and was
creating two below 5th grade
level groups for the upcoming
term
Requested one of those groups
Intended to keep class size at 20
Increased to 23 by November
All three new students below
grade level upon entering
8. Twelve of the 20 students
scored at least one “U” or
“D” in one or more
academic areas on their
fourth grade report card.
9. Five of the original 20 students
scored below grade level on
fluency and/or comprehension
on the Gwinnett County
Literacy Standards Assessment
in the spring of the previous
year.
10. During the previous school
year, the average fourth grade
Accelerated Reading test score
for the 20 students on
independently chosen books
was 69.5%.
11. Fifth grade teachers clearly
expressed at a grade level
meeting a need to learn about
various teaching strategies to
improve reading
comprehension.
12. Cause Analysis:
Limited classroom libraries
Learned helplessness
Limited opportunities to make
choices
Inability to read and comprehend
effectively
No special support for reading
program – grades 3-5
New students
13. Failure to adequately assess and
diagnose reading difficulties
A comprehensive and cognitive
approach to reading instruction
not being used
Failure to provide ample time for
independent reading
Materials too difficult
Aliteracy
Little connection between reading
and writing
14. No effective incentives for
Accelerated Reading Program
(AR)
Not using cooperative learning
often and well
Technology not being used as a
tool
Ineffective use of resources and
people – often parents not
informed or involved
16. Solution Strategies:
Eight major strategies were
derived from my past
teaching experiences and
from educational literature.
17. #1: Provided a Great
Environment
Made students feel safe, warm, and
supported
Provided a literature-rich setting
Empowered students
– Encouraged positive thinking
– Provided many choices
Had high expectations
Had effective classroom management
Taught study and organizational skills
18. When a child did not do
homework, the teacher said …
“I am so sorry that you made that
choice. Don’t forget to note that
on your Weekly Report, and the
assignment will be on your late
assignment sheet on Wednesday
and expected on Thursday.”
20. “The teacher has helped me
to realize that I am in charge
of my life.”
21. “I have learned that it is your
choice. You can choose to learn
or not. I try to stay as confident
as I can every day. Not being
confident is a bad idea.”
22. “If you have problems
learning, ask for help. If you
get help, you will probably
learn and get over your
problem. Remember you can
do it!”
23. #2 Used a Variety of
Assessments
Used on-going assessments
Used interactive immediate feedback
Evaluated reading fluency and
comprehension periodically
Taught mini lessons based on needs
Made assessments helpful to students
and reflective of what was taught
Taught and re-taught
25. “I have learned that no one is
perfect or dumb. Also, no one
should be ashamed because he can’t
read or do his math homework. You
should respect yourself and never
let fear hold you back from asking
for help.”
26. “Don’t pretend you can do
something when you can’t. If
you ask for help, you become a
much better student. Never
give up and always do your
best!”
27. “Studying can help you pass a very hard test on
any subject. Once I studied for my science test in
many different ways. Then my dad tested me. He
typed similar questions just like the study guide
and printed it out. I answered those questions and
got them right. Next day I was ready! I answered
all the questions and turned in my test. Now my
test is displayed in the hallway to show off my
success and learning. I am proud!”
29. # ________ Name ____________________________
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2
Directions: Determine your fluency level by reading aloud from a book on the
appropriate level for one minute. Underline any words that you do not know or that
you stumble over. Determine your score by subtracting the number of words missed
from the total numbers of words read. Record your score. Set a goal of at least 90 to
120 words. Practice the selected passage by reading along with a tape of the passage.
Keep rereading the text until you have reached your goal. When you reach your
goal, choose another passage and practice until you reach your goal on that passage.
Continue to choose harder and harder passages. By Bernice Parrott
32. #3 Used a Holistic and Cognitive
Based Approach to Instruction
Taught skills and phonics when needed
Taught the following comprehension
strategies:
– Connecting to Background Knowledge
– Understanding Text Structure
– Summarizing and Synthesizing
– Predicting, Inferring, and hypothesizing
– Self Questioning
– Visualizing
– Self monitoring and Rereading to Clarify
33. Monitoring Your
Comprehension
Ask and answer Do not read in
questions a vacuum
Summarize
34. Using the SQ3R Strategy
SURVEY the text in advance
Form QUESTIONS before you start reading
READ the text
RECITE and/or RECORD important points during and
after reading
RECITE and/or RECORD important points during and
after reading
35. Using Other Active Reading
Strategies
Connect what you read to what you already
know
Relate the reading to your own life
Visualize
Pay attention to graphics as well as text
Understand the text in context
Plan to talk or write about what you read
37. “I have learned to make sense of what
I am reading. It’s called
metacognition, thinking about your
thinking. Sometimes I do not
understand a word I read so I use
context clues. I also reread when a
paragraph or a sentence does not
make sense.”
39. From the Desk of Bernice Parrott
As you read today check off the following when you do them:
(Note: You may not do them all today.)
_____ I realize when the text is making sense.
_______ I realize when the text is not making sense.
_______ When the text did not make sense to me, I went back and reread, and
then I understood.
_______ When something was not clear to me, I decided if it was critical for the
overall understanding.
_______ I realized that the text became more understandable as I read past an
unclear portion.
_______ I identified a confusing idea.
_______ I identified a confusing word, and found a way to figure it out.
_______ I found a sentence that was really confusing, but I reread it, and then
I understood.
_______ I understood the purpose of why I was reading today, and I realized
what I needed to comprehend.
_______ I often paused and considered the meaning of what I was reading.
_______ I reflected on my understanding.
_______ I connected what I was reading to previous experiences.
_______ I connected what I was reading to another text.
_______ I visualized a scene from the story and heard sounds in my mind.
_______ I connected what I was reading to some knowledge that I have about the
world.
Keene, E. & Zimmermann, S. (1997). Mosaic of Thought: Teaching Comprehension in a
Reader’s Workshop. Heinemann: Portsmouth, NH.
40.
41. #4 Provided Ample Time to
Read
Read to the students often
Allowed the students to read
together
Provided a variety of reading
materials on suitable levels
42. Allowed students to choose
independent reading materials
Participated in Accelerated
Reading Program
Allowed students to read
independently at least 30
minutes every day
43. # 5 Connected Reading and
Writing
Words mattered and were
valued.
Students wrote for real
audiences and for a variety of
purposes.
Used guided writing and
independent writing
44. Held writing conferences with
students
Taught mini lessons around
students’ needs including Daily
Oral Language
Used models and standards to
evaluate progress
Made learning fun with games
such as Grammar Jeopardy
45. # 6 Used a Variety of Cooperative
Learning Grouping Patterns
Used literature circles and basal reader
Used flexible grouping arrangements
– Whole group
– Small groups that were grouped by
• Ability
• Interest
• Needs
• Potluck
46. Encouraged inquiry, “talk
alouds,” and paired readings
Had younger book buddies
Held book club meetings
Had “lunch bunch” book talks
Celebrated successes
47. # 7 Used Technology as a Tool
for Learning
Class Web Page
Developed writing skills, creative
thinking, and problem solving
Searched the Internet and reference
materials
Identified problems and researched
48. Created posters, newsletters,
poems, Power Point
productions, webs, emails, etc.
Learned to use a variety of
programs
Monitored AR progress and
celebrated success with hats
and bulletin board recognition
49. # 8 Used a Variety of Resources
Included the major stakeholders
Kept parents informed regularly
with newsletters, grade reports,
etc.
Worked collaboratively with
parents and coworkers
Provided teachers with “Reading
Tips”
50. Had an Early Intervention
Teacher for 50 minutes daily and
two parent volunteers once
weekly for 45 minutes
Used effective communication
Used ongoing planning
– Set improvement goals
– Collected data
– Analyzed data and made
needed changes
52. 2/25-3/1
I would like to pass an Irish
Blessing on to you.
Thanks to those of you have sent in Auction
items! We will be having our next auction on March 8th.
May love and laughter Please send in items such as books, markers, candy, pencils,
Light your days notebook paper, toys, small pencil sharpeners, crayons,
notebooks, stuffed animals, and colored pencils. You may
And warm your heart have some used items around your house that would be great!
And home. One man’s junk is another man’s treasure. Please be creative.
The students earn Cougar Paws through hard work and good
May good and faithful behavior, and a nice auction is fun!
Friends be yours
Wherever you may roam.
May peace and plenty
Bless your world
With joy that long endures,
May all life’s Parents, I still need to collect
Passing seasons some fieldtrip money ($49.00). The
Bring the best $3.00 for the Carter Center must be in on
To you and yours! Monday, March 4th. If we can’t pay for
the buses, we can’t go. Thanks! The
remaining $46.00 needs to be in on
Kites March 15th. Thank you!
The Kites are
nice. Many of
the students
were able to
label all of
the geometry Parents, your children are
terms and growing up and accepting lots of
hopefully
they know
responsibility. Thanks for your help!
more about Many do the following every week:
geometry This week’s featured
than they did. student is Kelly Lynch. Kelly enjoys ____ Shows you his/her grades and late
Congratula- playing tennis, soccer, and assignments on Wednesday nights.
tions to basketball. She loves mysteries
Jordan, Andy,
____ Does any late assignments and
especially those with Sherlock turns them in on Thursdays.
and Chidike.
Holmes. Her favorite movie is The
They won 1st, ____ Shows you his/her folder, Weekly
2nd, and 3 rd Story of Abraham Lincoln. She
thinks that he is one of the greatest
Report, and Table of Contents every
places in the Friday.
judging of the people that ever lived. She thinks
kites. eagles are beautiful, and she knows ____ Does any work missing from the
There is only that she has a great family. Her folder over the weekend and brings it in
one more big favorite places are the mall and the on Monday.
fifth grade pool. Eating ice cream makes her
project – the happy, and having Kelly in our class Students, congratulations on your
Science Fair makes us all happy. She is a joy!
Project. It is
success!
due on 4/17.
53. HELP!!!!
We need more Kleenex. If you
Photo of Student did not send a box at the beginning of
the year, please do so now. THANKS!
Congratulations Fifth Graders for a GREAT Year!
Fifth Grade Celebration The fifth grade
Last
___________ Auction
celebration and the ADVANCE celebration will be
on May 17, and we are all looking forward to this
__________ May 23 exciting day.
is this week’s Featured ADVANCE Posters are due May 7.
You may Math Test over Chapter 8 May 8, 2001.
Student. He is a member want to send Reading Test over “Einstein Anderson” May 10 Thanks to
of a large and happy in some Social Studies Study Guide May 13 Parents
family of seven. He is a special items. Science light and sound Study Guides May 13 who have
delightful young man The children Social Studies Chapter 24 Test May 14
have worked shared their
who has a smile for Reading Test over “Willie Bee” May 16
hard. Last Book Project May 16 Share on 20th careers. We
everyone. He has made enjoyed!
Final Reading Assessment (Unit 6) May 16
a great deal of progress Thanks!! Science Test over Light and Sound May 16
this year, and he has Math Test over Chapter 12 May 22, 2001.
learned to try really
hard. His favorite
subject is spelling, and
he enjoyed reading
Raggin, a book about ______, ________, ________, ________
Scott Joplin. Two of his
favorite foods are pasta
and pizza. He likes
tigers, the “Mummy” This is the last newsletter of the year. I want
movie, and the beach. to thank my students for being a great group of
Have a great summer, children to teach. Thanks, parents, for your
__________! support! We have had a wonderful year, and
the children have made terrific progress. I
would love to hear from you in the future. My
Great Progress email address is berniceparrott@cs.com. Have
The following a nice, restful summer!
students had no late
assignments this A special thanks goes to my husband, Richard,
week and had who has volunteered his time on Thursdays to
returned all tutor students. By the way, the last day for
communications: tutoring will be May 16th.
#’s 13, 19, 10, 14, 2,
6, and 3.
54. Weekly
Portfolio
Name_________________________________________
Dear Parents,
Inside this folder you will find your child’s Weekly Behavior Report, a Table of
Contents, important due dates, and samples of his or her work. Please sign the Behavior
Report and have your child return the folder on Mondays.
The Table of Contents will list the assignments that your child should have
completed during the week. Any assignments marked with a “70” or below indicate a
failing grade and should be done over so that the same kinds of mistakes will not be made
on a later assignment.
Please return only the items that are marked with a star. These papers and any
papers that your child chooses to save will be filed into his or her Yearly Portfolio. This
collection of work will show your child’s growth and progress throughout the year.
Homework will be given most evenings, and students should write down all
assignments on a daily basis. Any uncompleted assignments should be made-up. Because
the children are at different performance levels in various curriculum areas, the amount of
time required to complete a homework assignment may vary among the children. If at any
time, your child is spending more time on homework than you feel is best for him or her,
please let me know with a note or call. Please feel free to check over your child’s
homework and offer help if it is needed. A parent’s “one on one” attention can often help a
child master a difficult concept.
Thank you very much for all of your help and support.
Sincerely,
Mrs. Bernice Parrott
55. Dear Parents,
My Weekly Report will now be a list of things that I did during the week that
prevented others or me from learning or behaving properly. I am in charge of my own
behavior, and I can make smart choices so I can be all that I can be! The first choice is
the best one!
_____ I did not disturb others, I used my time wisely, I completed all of my assignments
to the best of my ability, and I followed all other school rules.
_____ I did the following things that kept me from being and doing my best.
1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
OOPS, now I have to go to Study Hall and miss Fun Friday. (This is not smart!)
4. __________________________________________________________________
__________________________________________________________________
5. __________________________________________________________________
__________________________________________________________________
6. __________________________________________________________________
__________________________________________________________________
7. __________________________________________________________________
__________________________________________________________________
(If you have more, continue on the back of this sheet.)
_____ I will do better next week by doing the following:
(Continue on the back of this sheet. Think and make your plan one that will work! Be
smart!)
Child’s # and Name ______________________Parent Signature ___________________
57. November 13, 2001
Explanation of the Education Intervention Program
Tips for Helping Your Child with Homework
Tips for Helping Your Child with Reading
Use Prior Knowledge
Focus on the Main Ideas
Understand Text Structure and Self Question
Visualize and Use Auditory Images
Predict, Infer, and Hypothesize
Draw Conclusions and Synthesize
Summarize
Self-Monitor and Reread to Clarify
Tips for Helping Your Students with Math
58. Metacognition is unique to humans. It is the ability to think
about one’s own thinking. You can help your child improve
in reading by helping him/her learn the following
metacognitive strategies. These will also be emphasized
here at school.
1. Help your child to think about previous experiences that
relate to what they are reading before, during, and after
they read a selection
2. Ask your child to read a selection and then tell you the
main ideas and important information..
3. Suggest to your child that he/she write down questions
about the text being read. You may wish to provide sticky
notes for this purpose.
4. Read with your child and talk about the mental images
created. How are yours and your child’s different?
5. Have your child stop and tell you what they think is
going to happen next.
6. Ask your child why they think certain events occurred in
the story.
7. Have your child retell stories or summarize the main
ideas in the text read. Encourage your child to stop often
and ask, “Do I know and understand what I have read?” If
the answer is, “”No,” then they should reread.
59. By Bernice Parrott
Time Management
• Do not over schedule your child so that he/she does not have time for homework.
• Regulate TV watching.
• When your child has long-term projects, help him/her make choices about when
he/she will do what. A project will be completed more easily if it is spread out over
several days – not done the night before.
Encourage Independence
• Give your child choices when possible. Explain consequences of choices.
• Show interest and support by looking over homework once it is done, and asking
questions like: How did you find the answer to that?
• When your help is needed with homework, help your child by helping him/her
discover or figure out answers. Don’t just give the correct answers.
• The time for handholding is over. Students at the fifth grade level should begin to
take responsibility for their studies and behavior. This includes meeting deadlines
for their homework, preparing for tests, waiting their turn to speak, and learning to
control outbursts and aggression at school. Consequences will have to be in place,
however, when failure to do these things occurs. These should be clear and
consistent.
Provide Support When Needed
• Help your child understand that studying is more than just reading or doing
homework. Share some study strategies that have worked for you. (Examples: note
taking, flash cards, tape recording readings, studying out loud, and discussing with
a friend)
• Have high but realistic expectations in terms of your child’s abilities. Be sensitive
and supportive when frustrations are experienced.
• Express the understanding that school will sometimes be hard because learning is
often challenging.
• Encourage your child to practice so learning, work habits, and grades will improve.
(Be sure there is more emphasis on learning than grades. A child going from a 40 to
an 80 may have learned much more than a child going from a 90 to a 95.)
• Discuss how success feels to your child when he/she achieves it.
• Check your child’s assignment book or in some cases class Web page for updated
lists of assignments.
• Encourage metacognition and the comprehension strategies when your child is
reading for information or answers to questions.
• When looking at Weekly Folders, point out your child’s correct answers on school
papers first.
60. August 27-31
Pages
“The Talking Eggs” 1
Spelling Test 2
Evaluation of Notebook 3
Science Investigation 1: Ch. 1 4
Timed Multiplication/Division Test 5
Cardinal Rose & Elevation 6
Weekly Reader 7
Reading Practice p. 17 8
Map and Globe Skills Practice Pages 9
Map and Globe Skills AKS Test 10
Handwriting Practice 11
Words in Context (Don’t forget to use your vocabulary lists!) 12
Handwriting Practice 13
Math Practice pp. 9-10 14
STAR Diagnostic Reading Results 15
Investigations 2, Ch. 1 & Investigation 1, Ch. 2 16
The Voyage of “The Dawn Treader “ Test 17
Writing Assessment # 2 18
Math pp. 46-47 “Chapter Review” 19
Chapter 1 Practice Test (If you like your grade, you may keep it.) 20
Dear Parents,
These assignments should be in your child’s folder. If something is missing,
please have him/her complete or find the assignment and attach it to this Table of
Contents and return it to school on Monday. This will help him/her learn and help avoid a
zero on the assignment. Thank you!
Parent Signature: __________________________________
61. Planned Outcomes:
All 20 students’ grades will be “C” or
higher in all academic areas on the
last nine weeks report card.
Twenty of 20 students’ scores will be
at the 5th grade level or higher in
comprehension and fluency on the
Gwinnett Literacy Standards
Assessment.
62. The average of fifth grade AR test scores
on independently chosen books will be
80% or higher.
Fifth grade teachers will have a grade level
goal to improve students’ reading
comprehension, and as a result 85% to
90% of the students will score at grade
level on Literacy Standards.
64. Gwinnett County Public Schools
RBES Individual Goals Plan
FY 2001-02
Goal: Fifth Grade students in Mrs. Parrott’s Class will be achieving satisfactory academic success. .
Rationale: To support the LSPI Goals for 2001-2002.
LSPI Reference: Students will be academic successful in all areas of the curriculum.
School: Mountain Park Elementary
Staff Member:____Bernice Parrott______________________________
Baseline Data Indicators of Success Measurement Tools Implementation Plan Time Line
1. T hirteen of the 22 students Eighteen of the 22 Report Cards for the Use a variety of assessment instruments and teach to students’ needs.
students’ grades will be
9/2001-5/20
scored at least one “U” or “D” in Last Nine Weeks
one or more academic areas on the “C” or higher in all When necessary and possible, reteach difficult concepts.
02
2000-2001 report card. academic areas on the last
nine weeks report card. Provide opportunities for students to make-up failing grades.
2. Five of the 20 students who were
at Mountain Park in fourth grade Students’ achievement will GCPS Reading Work with the grade level to improve reading comprehension and vocabulary. (See the attached
scored below grade level in fluency be improved or maintained grade level goal for Implementation Plan. )
and/or comprehension on the GCPS such that 85%-90% of the
Standards Provide students with ample time to choose, to listen to, and to read a variety of materials.
Reading Standards. students will be on grade
level (Achieving or higher) Connect reading and writing.
In the Fall of 2001, 37% of the as measured by the GCPS Write across the curriculum.
students scored below grade level in Reading Standards. T each writing stages.
fluency, and 29% scored below Use mini lessons to teach skills.
grade level in comprehension. Guide revision/editing sessions.
Provide models of excellent pieces of writing.
3.T he average AR test score for the The average AR test score AR Test Results of Allow students to stage pieces of writing.
students as fourth graders was from 8/1/01 to 5/31/0 2 on Fifth Grade Students
70.3%. independently chosen As a teacher, I will participate in any Lit eracy Improvement Staff Developments tat are available at
books will be 80% or school and/or participate in Literacy Conferences if funded and available.
4. On the GCPS Writ ing Standards, higher.
the number of students at each stage Create a warm, supportive, literature-rich classroom environment with a sense of communit y.
were as follows:
Stage 1: 0 Students achievement will Incorporate help from EIP program into daily plans and activities.
Stage 2: 5 be maintained or improved GCPS Writing
Stage 3: 9 such that 80%-95% of Standards Use a holistic and cognitive based approach to instruction.
Stage 4: 6 students will be on grade
Stage 5: 2 level (Stages 4-6) as Use a variety of cooperative learning strategies including book buddies from a younger class and
Stage 6: 0 measured by the GCPS literature circles.
Writ ing Standards.
Frequently use technolo gy as a tool for learning.
14 students or 64% of the
students are below grade Effectively use a variety of resources including the major stakeholders in the change that is being
level in writing. implemented.
Administrator’s Signature:___________________________________________ Date of Initial Goals Plan Conference:___________________________
Staff member’s Signature: ___________________________________________
*Signature indicates acceptance of plan and orientation to GTDRI expectations
65. RBES Grade Level Goals Plan
Goal: Students reading comprehension and vocabulary will improve.
Rationale: To support the LSPI Literacy Goal for 2001-2002.
LS PI Reference: Students reading comprehension and fluency achievement will improve as evidenced by improved scores on the GCPS Literacy Standards and by improved Accelerated Reading
Scores.
S chool Renewal Area(s) Reference: Curriculum and Instruction Name: Bernice Parrott
Measurement
Baseline Data Indicators of Success Methods/Tool(s) Implementation Plan Timeline
1. The average AR scores for For students in Mrs. 1. Introduce childre n to the concept of Metacognition. Septembe r, 2001
the present fifth grade students Parrott’s class the average AR Test Results of Fifth
from 8/1/00 to 5/31/01 was 76.7 AR test score from 8/1/01 to
%.
Grade Students 2. Provide students with ample time to read independently 9/2001- 6/2002
5/10/02 on independently
chosen books. (at minimum 30 minutes per day)
The average AR test score for chosen books will be 80% or
the students in Be rnice higher. 3. Te ach, mode l, and practice the following comprehension
Parrott’s Class during the same strate gies: 9/2001- 6/2002
time pe riod was 70.3%. Connecting to backgroundknowledge
Visualizing
Unde rstanding text structure
GCPS Reading Summarizing and Synthesizing
2. The Fall (2001) GCPS Standards Infe rring and Pre dicting
Reading Standards Fifth Grade In Mrs. Parrott’s Class the Self Questioning
Scores were as follows: students’ achievement will Self-monitoring and Re reading for Clarity
be improved or maintained Mode l, practice, and release re sponsibility for use of
Fluency: such that 85% - 90% of the comprehension strate gies over to the childre n.
63 % of the students we re at or
above grade level in fluency. students will be on grade 4. Use a balance lite racy approach including lite rature
level (Achieving or higher) 9/2001- 6/2002
(37% be low) circles, basal te xt, inde pe ndent re ading, share d re ading,
Compre hension: as measured by the GCPS and small group instruction
71% of the stude nts were at or Reading Standards. 9/2001- 6/2002
above grade level in 5. Monitor AR progress by documenting whether or not students meet
comprehe nsion. (29% below) monthly AR goals, by documenting and
monitoring AR Te st Results, and through the use of compute r
ge nerated data about the fifth grade students’ av rage AR test score .
e
In Mrs. Parrott’s 2001-2002
class 64 % were at or above 9/2001- 6/2002
grade level in fluency (36% 6. Conne ct re ading and writing
below) and 68% were above 9/2001- 6/2002
(32% be low) grade level in 7. Use mini le ssons to teach skills.
comprehe nsion.
8. Teachers will participate in any Literacy Improvement Staff 9/2001- 6/2002
Developments that are available at school and/or
participate in Literacy Conference s if funde d and
available.
Editor's Notes
Welcome, I am so glad to be here in Moldova. I have never been so far away from my home in the mountains of North Georgia. I am glad we have this time together. My goal is that while I am here I want to explore with you some teaching strategies that I know are effective.
My name is Dr. Bernice Parrott, and I taught elementary children for 40 years – grades kindergarten-8. I also served as a Local School Technology Coordinator and a gifted program teacher. In 1999, I suddenly found that my three daughters were grown, and I needed a new goal for myself, so I went back to school and earned my Doctorate’s degree. I attended Nova Southern University which is located in Miami, Fla. This took me three years, and I was teaching and going to school during this time. One of the important things I had to do to earn my degree was to complete an Applied Research Study. I now teach for Walden University. Walden is an online University, and you can earn a degree from Walden University right here in Moldova.
Does anyone know what an applied research study is? Many of you may not know. I did not know myself before I started this program. It is a little different from a traditional research study. First I identified a problem that I had experienced in my teaching, and I decided that I really wanted to be able to help the students who were struggling academically. I spent a year reading research articles and studies about how to help students who were at risk. This poster shows you the problem that I identified. The problem was that 20 to 25 fifth grade students in my school were experiencing limited academic success. Although this study dealt with only fifth graders, I think you will find the strategies are important across grade levels.
I found the students who participated in the study by looking at fourth grade report cards, Gwinnett County Literacy Standards Assessments, Accelerated Reading Assessments, and Grade Level Minutes
The eight strategies that I identified included many sub-strategies. In other words, one has to do many different things to achieve each of the major strategies.
