Specific Learning Goals in Specific Learning Goals in LiteracyLiteracy

Grades K-2Grades K-2

Specific Learning Goals in Specific Learning Goals in LiteracyLiteracy

Grades K-2Grades K-2Classroom Inquiry Project Classroom Inquiry Project

ECU 531ECU 531Spring 2010Spring 2010

Meghan Miller and Kathy Ramich

Area of Focus• Providing students with sense of

accomplishments and self-confidence by setting own learning goals.

Target QuestionHow can we assist students in

setting individual academic goals in literacy and identify and provide the learning tools for students self-assessment?

Clarifying Vision• The Proverb, “Give a man to fish

and you feed him for a day. Teach a man to fish and you feed him for a lifetime”.

Action Plan• Have student develop a goal• Weekly student/teacher meetings

to discuss student progress• Guided reflections• Final Student self-assessment

Data Collection Began with Goal Organizers

Ms. High’s Goal: To stop during reading and record connections and

predictions and then journal about them.

Data Collection Ms. High

Student sample from first week of intervention.

Development of Rubric

Student sample using rubric:

Ms Medium’s Goal: To increasefluency when reading aloud.

Data Collection Ms. Medium

Ms. Medium’s Toolbox-A “good fit” book.-No interruptions.-Remembering her “word attack

skills”.-Tracking with her finger.

Mr. Low’s Goal: To read from a wider

variety of genres.

Data Collection Mr. Low

Mr. Low Ms. Medium Ms. High

Before Had read from 2 genres.

Passage Rate:4:16

Short, infrequent connections while reading

After Expanded to a total of 8 genres.

Passage Rate:3:20

Thoughtful written responses relating to the book.

Data Analysis• Based on the data, all three

students had a noticeable improvement in their reading skills during the month of data collections.

What’s Next?

Seven strategies Suggested by Chappuis are:• 1. Provide a clear and understanding vision of the

learning target• 2. Use examples of strong and weak work.• 3. Offer regular descriptive feedback.• 4. Teach students to self-assess.• 5. Design lessons to focus on one aspect.• 6. Teach students focused revisions.• 7. Engage students in self-reflection and let them

document and share their learning.

AND REPEAT!

References• Alderman, K.M. (1990). Motivation for at-risk students. Educational Leadership,

48(1), 27-30.• Chappuis, J. (2005). Helping students understand assessment. Educational

Leadership, 63, no 3, 39 – 43. Retrieved on March 3, 2009.• Field, S., Martin, J., Miller, R., Ward., & Wehmeyer, M. (1998). A practical guide

for teaching self-determination. Reston, VA: Council for Exceptional Children

• Hom, H.L., Jr., and Murphy, M.D. (1983). Low achiever's performance: The positive impact of a self-directed goal. Personality and Social Psychology Bulletin, 11, 275-285.

• Stiggins, R., Chappuis, J. (2005). Using student –involved classroom assessment to close achievement gaps. Theory Into Practice, Winter. Retrieved on March 3, 2009.

• Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 159-172.

Rubric1- Broke a tooth on it.

2- Piece of Candy.

3- Candy Bar.

4- Candy Store.

Explanation of the candidate’s academic inquiry.

Vague outline of academic inquiry.

Sketchy explanation of academic inquiry.

Complete explanation of academic inquiry.

Informative and thoughtful explanation of academic inquiry.

/5

Results of the candidate’s academic inquiry.

Didn’t have any examples.

Didn’t have ample examples.

Data evidence of student growth over time.

Specific data evidence of student growth over time relating to academic inquiry process (research was relevant to student results.

/5

Impact on K-12 student learning.

It was all about you and not the students.

Unclear explanation of impact on student learning.

Explains impact on student learning.

Shows and explains impact on student learning (in the classroom).

/5

Engaging and timely presentation.

The presentation was way too long and not informative.

The presentation was informative.

The presentation was compelling and informative.

The presentation was in the moment, compelling and informative.

/5

Total /20