PART ONE: Planning Guide March 30, 2016

Use this guiding template to plan your Action Research. The questions are
meant as a guide to your planning. Steps 1-5 below need to be completed,
submitted to Nancy &/or dropbox by March 30, 2016. You need to be
cleared for implementation by Nancy.
1 Identify the Focus:
Formulate a question based on the problem presented by your
student data.
How will using read-aloud activities to teach new words facilitate
retention of new vocabulary for kindergartners?
What are the Goals, Learning Objectives, and Language Objectives
you are planning?
My goal will be to increase overall student tier 2 vocabulary using
read-aloud activities and using the incremental rehearsal procedure
I read about in the article Incremental Rehearsal: A Flashcard Drill
Technique for Increasing Retention of Reading Words by Laurice M.
Joseph. The Learning Objectives are:
Content
The student will be able to identify new vocabulary words and
repeat them.
The student will be able to understand new vocabulary words
in context.
Language
The student will be able to use the new vocabulary words in in
a sentence.
The student will be able to use the new vocabulary in a realworld scenario.
The student will be able to define the new words in their own
words.
What question(s) do you hope to answer?
Do read-aloud activities to teach new vocabulary words facilitate
the retention of new vocabulary?
2 Develop a Plan of Action:
What intervention are you planning? Must be research-based.
I am planning to use Intervention 20, Using Read-Alouds to Teach
New Words from the book 40 Reading Intervention Strategies for K6 Students Research-Based Support for RTI by Elaine K. McEwanAdkins.
What materials do you need?
8 IRLA Leveled, Decodable Read-aloud Books
4 Pre/Posttests
Anchor paper
Markers

Tier 2 Word Lists

40 Index cards with vocabulary words of a 2:8 ratios of
unknown/known vocab words
4 Student folders with student graphs and word banks
Table on chart software
Master data sheet/score report sheet
Master folder for holding necessary data
Exit slips for each student for each day
Powerpoint or Prezi software
Pencils and crayons
iPad with video and audio capabilities
What step-by-step procedures are required to implement your
intervention? Be VERY specific here.
Preconference: Meet with the teacher, Karen Van Vooren
Goal 1: Determine a set of students for intervention
Goal 2: Review student data, make sure all students have
permission to be videotaped
Goal 3: Plan a schedule that works for everyone
Goal 4: Book Browse, find 8 engaging books with tier 2 words, read
books
Goal 5: Compile a word list/bank
Day 1: Introduce Intervention and Administer Pretest
Goal 1: Explain to students our plans and goals
Goal 2: Administer the pretest
Day 2-8: Read-aloud and Incremental Rehearsal Procedure
Teacher (I Do)
Using a premade set of index
flashcards, flip through ten of the
cards in number set 1, 2, 3, etc.
Orally recite the words as you go
through them. Give a definition of
each word.
Teacher/Student (We Do)
Go through the cards one more
time, but this time the teacher and
student should read the cards
together.
Student (You Do)
Flip through the cards one last time.
The students should recite the
words and attempt to define them.
Teacher (I Do)
Read one of the read-alouds. As you
come across one of the new
vocabulary words, point to it, say it
again, and then give a definition
within the context. Write the word
on the anchor chart. Have students
write each word and definition in

their word banks.

Student (You Do)
The student will repeat each word.
Teacher (I Do)
Repeat with all the new vocabulary
words.
Student (You Do)
Repeat with all the new vocabulary
words.
Teacher (I Do)
At the end of the read-aloud, point
to each of the words on the anchor
chart, recite them, and give the
definition.
Teacher/Student (We Do)
Recite and define the words
together.
Teacher
Pass out exit slips to students. Turn
the anchor chart around and direct
the students to fill out the
definitions to the four words given
in their own words. They should
also be directed to assess
themselves using the thumbs
up/down slip.
** The following day the students should color in the amount of
words they got correct from the previous day.
Day 10: Administer Posttest
Goal 1: Administer the posttest
3 Collect Data:
What key data points will you collect?
o From your perspective?
I will be using any data the cooperating teacher can provide
me with. The students current IRLA reading level, strengths
and weaknesses, anecdotal records, and any information on
student attitude, etc. will be taken into consideration. I will
also be collecting pre- and posttest data, daily formative
assessments, and student self-assessment progress reports.
o From the pupils perspective?
The students will be keeping track of their own progress on a
bar graph for each day. The will also be keeping a running
list/word bank of their new vocabulary words and their
definitions.
Select at least 2 data tools: pre/post assessment, ongoing/daily
monitoring, pupil self-assessment, work samples, interview,
videos/photos, anecdotal records, rating scale, rubric,
journal/log/diary, checklist, etc.
I will be using pre/posttest assessments, daily monitoring, student
self-assessment, work samples, interviews (TBD), videos/photos,
and anecdotal records.

Make sure you have a plan for student self-monitoring AND teacher
progress-monitoring.
What evidence do you have that pupils progressed? Met the
planned objective? Were engaged in the intervention? Were
interested in the intervention?
I will use my data charts and the students bar graphs to determine
progress. I will also conference with each student independently to
go over the objectives using a checklist. I will do a pre/post
interview.
4 Organize the data:
What is your plan for keeping the data organized?
Each student will have their own folder and I will have a master
folder to keep all the quantitative data. I will also be keeping
interview notes in the master folder. All videotaping will either
remain on my iPad or be transferred to my desktop at home.
How will you use technology to organize and display the data you
collect?
I will be converting all my data into tables and charts using the
software on my computer. I will put all things to be displayed in a
Powerpoint or Prezi presentation. Included with that, will be my
video clips and interviews if needed to support my findings.
5 Artifact collection:
You will need artifacts to represent your research findings. You will
be using the artifacts in your presentations and in your final papers.
How will you archive your artifacts?
I will be scanning the completed pre/posttest data and exit slip
information into my computer. All video and notes will also be
transferred into my computer to be placed in a completed
presentation. Student work will be given back to the students.
You need to Videotape at least 1 session. Include a segment on your
Showcase Presentation.