Stage Two Action and Assessment Plan

If I were to conduct a second stage of self-study action research the following would be my plan

of action and assessment plan:

Timeline

The stage 2 timeline would include the following performed after the initial thirteen

weeks of my phase 1 action and assessment.

Stage one: During the first stage in this timeline, I would integrate the exit slip activity

after every English-only and bilingual lesson. I would try to not participate or translate during the

English-only lessons so that the data from the exit slips reflects students true understanding and

comprehension of the material presented in both forms. I would also integrate audio recordings

of the entire class session, including both English-only and bilingual lessons. These audio

recordings will then help during the reflection journal writing process in order to help create

more detailed journals and thinking. I can also note take which questions or phrases students

were able to understand and properly use during the English-only lessons. During this stage I

would also like to integrate the action of creating more detailed reflective journals that include

students interactions, students questions, personal thoughts on student progression, ideas on

how to change or enhance the lesson, and activities and actions from the English-only lesson that

I could use in my own teaching. Lastly, I would like to integrate a student portfolio containing all

of the students work throughout the semester. This would include their exit slips, completed

handouts, pair or group work activities, YouTube video notes, the final exam, and any other work

completed by students in class.

In my lessons I will integrate the use of technology by showing students YouTube ESL

videos related to the theme of the lesson. In doing so, students can practice their listening skills
with authentic use of the language, as well as writing skills by taking notes from the videos. The

videos will proceed the vocabulary introduction section of my lesson so that students have an

understanding of the key words and phrases used. I will continue the vocabulary introduction

portion of my lessons as I did in phase 1 and provide Spanish translations only when necessary.

Stage two: During stage two in my timeline, I will integrate a more formal observation of

my co-teacher including detailed notes on her teaching practice, students interactions,

comprehension, and responses. I want to be able to go back to these notes and analyze successful

English-only approaches used by my co-teacher and integrate them into my lessons and teaching

practice. I would also like to integrate formal meetings with my co-teacher after each class

session and discuss our lessons and provide feedback to one another in order to enhance our

teaching practice and our students learning.

In my lessons, if the number of students permits, I would like to integrate the action of

pair or group work activities. During these activities I will have students practice their speaking

and listening skills by engaging in conversational activities. In addition, I will have students read

texts that are appropriate for their level and answer comprehension questions. Since I noticed

that I did not integrate all four skills, reading, writing, speaking, listening, equally in phase 1.

During stage 2 data analysis I would like to evaluate if integrating more practice in all four skills

has lowered the need for students use of the native language, and provided insight on my new

research question.

Stage three: During stage three in my timeline, I want to conduct a review of all the exit

slips and analyze each students progression through the form of notes and their portfolio. I also

want to listen to the audio recordings and track student progression through them as well. I

would like to create a file for each individual student and chart their progression from the exit
slips and audio recording notes in order to analyze their growth and understanding during the

English-only lessons, bilingual lessons, and the semester.

In stage 3 I would also like to conduct a formal assessment through an exam that includes

testing students using all four skills. I plan to do so by including reading of a text and

comprehension questions, a written section where students answer a prompt, a listening section

where students listen to an audio piece and respond to questions pertaining it, and a speaking

section where I have students respond to a prompt by speaking to me out loud. After grading the

exam I will compare to the data collected throughout the semester included in each portfolio and

evaluate student progress. I would like to see if my findings will reveal a decrease in the use of

students native language during lesson activities and see if this was because of the new

integrated actions. I would like to reflect upon the use of the videos, pair or group activities,

reading and comprehension texts that I incorporated into my stage 2 action research. It would be

interesting to see, with the additional forms of language input, if students are speaking more

English and less Spanish or if students are still using large amounts of Spanish in class.