Goals

"What"

"Why" & "How"

In this classroom, word work strategies were used in a whole group setting to increase decoding skills and build reading development as well as to help students learn the English language. Strategies and skills were first introduced by the teacher during foundational skills, followed by independent student practice either immediately after or later in the day during independent work time. Foundational skills was the time spent learning/practicing the sight words of the week and focusing in on specific vowel/letter combinations. During this time, short stories were read throughout the week using the sight words and letter combination focus as well.

Word work is important for students because reading is needed to be able to flourish in any subject and life opportunity. Decoding is fundamental in learning to read and word work is the practice of decoding skills.

Below are the various word work strategies used during this study.

Word Work Activities

After being taught a skill, such as the long vowel patterns 'ee' and 'ea' or 'short I' and 'long I', students worked independently on activities to support the skill. Through independent work I was really able to see which students needed further support.

The strategies of manipulating Word Clusters, Word Sorts, and Word Pyramids help students to make connections with words through manipulating letters in various word building activities with the same beginning, middle, or ending sound/spelling. Providing students with multiple strategies allows them to find the strategy that best fits their way of learning and thinking.

Differentiation in Learning

Using actions and manipulatives relating to a word helps visual, kinesthetic, and English Learners concrete a word and its meaning in their long term memory. Plus, students have the opportunity to have fun and energize their bodies while learning.

Culturally Responsive in Student Learning

Culturally responsive practices were at the forefront of my mind when working towards impacting students' learning and development. In my classroom I saw an array of socioeconomic statuses and cultural backgrounds. Fostered equity is when each student has access to the materials necessary for them to be successful. With that being said, some students in my classroom may have received more materials or support than others solely because they needed more resources to achieve the same success as others.

All students were represented in my classroom through differentiation in the different leveled texts being read and observed while reading, appropriate word work activities, and they were allotted the appropriate time frame to learn and practice each strategy. Students with lower reading levels lacking more skills needed more time to practice each strategy than those who naturally used such strategy already. I fought for inclusion and equity by providing positive praise and other phrases/comments in the home language of Spanish while I noticed things such as a new haircut or improvement to show them I saw and cared for them. For example, when saying “good job” or “I like ___”, I said “muy bien” or “me gusta”.

Translating teacher-parent communication had become a regular task in order to best communicate with the families of my students. I made instruction accessible to all students and families by translating at-home practice work in Spanish, due to most of my students having Spanish as their first language. With Spanish as the home language, parents and caregivers may not be able to provide English reading practice from their own lack of knowledge. I helped my students who may be disadvantaged due to being in a high poverty community by sending free books and school supplies home with them. Helping parents learn English/Spanish with their children through cognates (words that sound/look/mean the same in both languages) provides a welcoming atmosphere to both backgrounds and languages.

I explained why we did the things we did in order for students to feel a sense of power in themselves to complete the task and foster a growth mindset by constantly reminding them their “ brains are getting bigger" because of the things we were doing. I made mistakes to show them mistakes are how we learn. I was honest when I did not know something because it is imperative they know we are always learning and it is okay if they can’t do or do not know something right away. After explaining why we did things, I stopped lessons and activities to ask why we were doing it. Their answers showed me they knew why I expected them to try their best because I deeply cared about them and their success.

Professional Collaboration in Student Learning

Being as I was the English teacher, I communicated with the Spanish teacher on a frequent, regular basis. We discussed the needs we felt each student's learning goals should be centered around and family information worth sharing that inhibited or built student learning. Learning goals were based around the district pacing guides and 1st grade curriculum. They were broken down into first grade friendly phrases such as, “Our goal is to recognize the vowels in a word and identify if they are short or long vowels. Our goal for reading is to read, read, read for the next 15 minutes, practicing using expression when we see exclamation points and question voice when we see question marks. Our goal is to know all of our sight words by the end of first grade so that is why we practice them every day.” These goals were communicated through conversation with questioning students on why we did ___ to make clear they understood what we were doing and why we did it.

My partner teacher and I equally saw all students. With Spanish as the first language of most students, I asked questions on how my students' academics are in the Spanish language. When I saw them excelling in Spanish content, yet were behind in English content, I could assume they would level out when they are older with a solid English foundation. The students that were low across the board in both languages were the students who had the most needs. They were trying to learn two languages at once. I spoke up for my students by communicating with the Reading and Math Interventionist and advocating for students who benefitted from extra reading and math practice. I communicated with my paraeducator on sight words and letters/sounds each student could benefit from practicing in small groups.

The times when I was most reflective in my thinking and gained effective teaching support came from my CADRE graduate program mentor. She was a previous elementary teacher providing insight on my students that I may not have seen. In thinking through different activities and strategies being implemented, I talked through them with my mentor. We discussed what each activity should look like; the purpose and skill I wanted my students to learn/practice. We talked through the differentiation each student needs in order to best support their development. By vocalizing my thoughts and hearing her repeat them back to me, I was able to see things clearly and work through problems quicker, allowing more attention to be devoted to helping my students.