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Kultur Dokumente
H00249832
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Table of Contents
Abstract ...........................................................................................................
.............................. 3
Introduction ....................................................................................................
.............................. 4
Rationale ...........................................................................................................
............................. 4
Setting and
Participants .......................................................................................................
.......... 5
Cycle
1 ........................................................................................................................
.................... 5
Cycle
2 ........................................................................................................................
.................... 6
Literature Review
.........................................................................................................................
7
Definition of Key
Terms .................................................................................................................
7
Approach of Key
Terms..................................................................................................................
.8
Best Practice in
Teaching ............................................................................................................
... 8
Conclusion .........................................................................................................
............................. 9
Research Methodology
............................................................................................................... 10
2
Reflective
Journal ...............................................................................................................
.......... 10
Interview.............................................................................................................
............................10
Checklist ............................................................................................................
........................... 11
Artifacts .............................................................................................................
........................... 11
Ethical
Considerations ..................................................................................................
................ 11
Action
Taken .................................................................................................................
............... 12
Story
Box.......... ..........................................................................................................
.................. 12
Reading story by using
puppets......................................................................................................12
3
Personal and Professional
Growth................................................................................................. 17
References ......................................................................................................
............................. 18
Appendices .....................................................................................................
............................. 19
Abstract:
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Introduction:
Rationale
If students learn how to read they will be able to communicate, speak and
be a good writer. Unfortunately, the young student does not have a good
reading comprehension, and they do not understand the English passages
which they read effectively, and this is for some reason I will mention it on
my research. Students have difficulty to read and understand lots of words
in the passage, so they will have a problem on reading if they don't have a
variety of words. The purpose of my research is to encourage students to
participate and motivate on reading to make a change and improve their
reading skill. The student will learn new vocabulary and interact in the class
among their tasks, negotiate the meaning of the words which they don't
understand. Collaboration and communication between students in peers
or in a group are important for them to learn and understand English as it is
a second language for them. Also, my topic discusses in which situation did
students interaction during reading and why most students communication
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and talk in a small group more than they do in front of the whole class and
what kind of activities those students need to make them interact more in
the class and learn new vocabulary.
In the UAE classes especially in the past when they use a traditional way to
make student interaction during reading classes by asking students to read
the passage more than once to make them practice reading correctly. Also,
they have a little group works or dissection between students. But
nowadays teacher try to use different strategies to make student
interaction in the classroom and make them collaborative together. For
example, teacher organizes her classroom and make the students set in a
group, and this will help them to collaborate and discuss if they have any
miss understanding of any words or if she wants them to discuss any point
of the lesson for few minutes and let them answer. This strategy will help a
student who doesn't like to speak in front of the class to talk to their group
to learn new vocabulary and pronounces it. Also, the teacher during the
lesson let the student discuss for the answer which she asks, and this will
help them to have a clear understanding too. Education in the UAE have a
vast improvement in the privet school also, now the government school has
to change more than before and have a clear understanding of the critical
of student interaction in a different way as they are ESL. On the other hand,
the initiative of his Highness Sheikh Mohammed for reading in 2016 is the
Reading Year; this declaration makes a dramatic change in learning reading
skill in all schools in the UAE. As a result for this, student practice reading
more and teachers applied more and different kind of activates for
students.
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Success Curriculum and they are considered as English as Second
.Language Learners (ESL)
Cycle 1
This is a complete of action paper for cycle 1 which I had worked on
the previous semester. I had working on it in a Primary school in Ras Al
Kahimah for girls and join four girls form grade four students who are
English second language learner (ESL). My action research about the
effect of interactive activity during reading lessons.. I used different
way o collect data like, check list, MST interview questions, and
artifacts. Moreover, after I applied those data tools I see if it answering
my action research questions and I planned for the next action plan
term.
Cycle 2
On cycle two I found that I need to make some change on it, so I made
a plan for the new one. I made different kind of activity for reading
lesson to interact student to read and develop their reading skill and
it's for grade three students who I have hem this time.
The preliminary research questions I will have for my research are, How
does interactive activates develop students reading skill? And what impact
does collaborative learning have in the elementary school, and students
conflict resolution expertise and helpful have students found group
dissection to understand the meaning of the words? Also, how do read
aloud motivate students to read independently?. Looking for if the students
like to work with peers or in the group and if they didn't understand any
words in the classroom they will ask about it or not. Moreover, what is the
benefits of negotiation of meaning in the classroom and how I can apply a
new strategy to make student interaction and negotiate the significance of
the vocabulary during the lesson? Those questions and others some I
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observed it during the teaching practice which I had and some focuses I will
make some interviews, survey, and observations for grade three students
and their teacher after taking their permission.
Literature review
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1978). Improve student interaction will increase dramatically in their
interest to read and improve their reading and find what they can do
with their own or if they need help. According to Barlow, D. (2013)
social and emotional confidence almost always improves as cognitive
competence improves Barlow, D. (2013).
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the number of students talking and practicing English during the
lesson. So they will get more benefits by independents learning without
teacher gridlines and have a friendly class also to avoid any anxiety
that averts some students from speaking in front of whole class, As
well they will work together in a way which they are comfortable on it,
also it creates a positive learning environment (Foster, 1997). Moving
on, There are lots of idea for motivation activates for reading classes
like, shared reading and it is an independent reading, and after
students done from reading I will give them time to share what they
know with their partner, group, class. Another motivation idea which
was successful for my reading lesson was films or video I provide
opportunities for students to explore reading material related to
appropriate movies and video. Moreover, Students are writing and
creating their story box which they like and read it also they draw
some pictures, and they decorate it as they like. After they finished it
each student will read their story box in front of her friends and talk
about what she understand from the story by being attention to the
story elements and the new vocabulary they learn. As a result of that
activity, student motivates to read, and they are excited for reading
lessons.
Wood (1998) mention that how the student views himself as a social
being is necessary for his motivation. Motivation and de-motivation for
learning are not manifestations of private teaching, but it must be
interactional between students and the social.
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story and voice level are important too. I had one student who didn't
want to read at all, and I try to encourage her to read more than once
and I give her time to response to me also I try to motivate her by
rewarding to make her confidants in herself while reading.
Conclusion
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Research Methodology
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Data collection
Reflective Journal
Reflective Journal is very helpful for me because it give me a direct
information about student and I use it when I give student reading
activity lessons. It is useful technique because I watch students when
they are working naturally without any pressure from someone.
Reflective journal is a flexible category which help me to discover
students behavior. I start to write important notes during the lesson
also I observe students while my MST is teaching them and writ daily
journal. Boyd & Fales (1983) define reflection as internally examining
and exploring issues of concern, triggered by an experience, which
creates and clarifies meaning in terms of self and which results in
changed conceptual perspective
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Interview
checklist
Artifacts
Ethical Considerations
Before I start my action research I get the permission from the principal
to start my action research and I give her the principal of school the Ethic
letter and informed. Also I take the permission from my MST and
students parents by giving them a permission paper to read it and sign
it. Also my action research are for grade three students and I choose
group of them and instead of calling their name I named the student
A,B, C, and D this keep the privacy of student.
Action Taken
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To achieve my focus I apply different kind of interactive activity during
reading lessons. The activity which I use are story box , reading story
by using puppets, and reading story by asking student to make a role
play after they read their text. Also for each story I use flash cards for
the new vocabulary to let student learn and understand the new
vocabulary.
Story box
For this activity I ask students to chose the story which they like and
read it, Students write and create their story box which they read and
draw some pictures. Also they decorate it as they like. After they
finished it each student will read the story box she have and tell us
what she understand from the story by be attention to the story
elements and the new vocabulary they learn. I started it in week three
in the first day student choose their favorite story and they read it in
the class and think how they will create their story box. The next day
student write a summery about their story and read it in front their
friends. The third and fourth day student bring their stuff like small
box, paper, and colors and start creating their own box with some help
from teacher and their friends. In week four each student start to
present their own box in front their class. As a result for those steps
student improve reading the story which she have and writ a summary
of it then read it again for her friends.
This type of activity interact the students who don't want to read but it
encourage student to read in a fun way. I apply this activity on new
story in week 4. I give each student a story and one puppets and I ask
each student to read a sentence from the story by acting and using
this puppet. I notes that student interested on reading because they
like to use this kind of activity. For the next day I have new story and
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the day before it I ask student to wear a clothes or mask of their super
hero also I contact with their parents and I told them about that to
prepare student for the next reading lesson. Student came to the class
exited to read their story.
Flash cards
Before we read any new story I show students a flash cards which help
them to notice how to read it and their meaning. Also it facilitate for
them reading the story and don't struggle with it. Teacher use flashcard
procedures to enhance word reading acquisition (the ability to read
words in isolation).(American Psychological Assoc.)
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Data Analysis and Finding
Figure 2
3 Reflective journal of student A&B
performance in week 3 7
In week three student A show that she didn't response to read at all
and didn't recognize some words. Also she don't remember the event
in the story because she didn't understand what she is reading.
However when I start with them the first activity which was the story
box I try to let her joined her friends. After applying different kind of
activity she star to involve with her friend and her reading become
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more better in week seven. Whereas student B like did like to read but
she have difficulty to understand and learn some vocabulary. She start
to improve her reading with joining the interactive reading activity and
her reading become better in week seven.( Figure 2 & 3).
vocabulary.
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Conclusions
There are some limitations which effect my action research like, First
the time of working on the action research, because nine weeks is not
quit enough to observe the changing on student ability. Second
limitation is the small group of my student, A, B, C,D. Thirdly all my
tools which I use where qualitative data so I need to make a variety of
data to collect from the student.
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want to participate on classes specially reading. Also I learn to create
the appropriate activity for reading which will interact student to read.
furthermore I improve my communication with school member like the
principals, teacher, and students parents I communicate with them and
ask for their experience with the students and joining school events.
References
Cazzell, S. s., Browarnik, B., Skinner, A., Skinner, C., Cihak, D., Ciancio,
D., & ... Forbes, B. (2016). Extending Research on a Computer-Based
Flashcard Reading Intervention to Postsecondary Students With
Intellectual Disabilities. School Psychology Forum, 10(2), 191-206.
http://research-methodology.net/research-methods/action-research/
Barlow, D. (2013). When kids can't read: What teachers can do-A guide
for teachers 6-12. The Education Digest, 78(8), 69-72. Retrieved
from https://search.proquest.com/docview/1324617981?
accountid=1215
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Nakamura, I. (2014, January 26). Formulation as evidence of
understanding in teacherstudent Talk. Retrieved from oxfordjournals:
http://eltj.oxfordjournals
http://www.ccsenet.org/journal/index.php/ass/article/viewFile/1078/103
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Appendices
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