Artifact 8

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Artifact #8 Word Sorts & ESL

Artifact Eight: Using Word Sorts to Enhance ESL Learners This action research was designed to show how using word sorts with English Language Learners can have numerous positive effects on their academic performance in and out of the classroom.

Context: This action research was completed during RE 5040 Teacher As Researcher. Throughout the spring semester I chose to follow the performance of three of my ESL students as it pertained to their word study and reading abilities. The names of the three students were altered during this study to protect their identities. After administering the spelling inventory, I was able to determine each student's strengths and weaknesses, as it pertained to their phonemic awareness knowledge. I then provided individualized word study instruction so that they could work on necessary skills required to move towards being a more fluent reader. One student used during my research needed work with initial consonant sounds, while another student had knowledge of the initial sounds but required instruction with final consonant sounds to be able to move forward through the word study sequence. My third student was knowledgeable with both initial and final consonant sounds, therefore we focused on word family rhyming sorts during her instruction time. Each week I met with these three students individually for three to four instruction sessions. Throughout the weeks I conducted numerous informal assessments to assess each student's performance along the way. At the end of the semester I assessed the students once again using the spelling inventory. All three students made significant gains in their ability to hear the sounds in words and the ability to transfer that knowledge into their reading and writing. All three students now have a better foundation in phonemic awareness than they did at the beginning of the study. Due to their increased performance in word study, their reading levels also improved as well. The students were also assessed on their word recognition skills. During the tutoring the ESL students had numerous opportunities to interact with words. The word recognition table displays the growth each student made in their ability to recognize the sight vocabulary. At the end of the year I interviewed the students using specific questions about the tutoring experience. The oral interview was interesting because the students shared their thoughts on the learning experience. They were allowed to express their likes and dislikes about the tutoring process.

Alignment:

Standard A: Instructional Expertise This demonstrates the educational research used to implement instruction within a first grade classroom. The diverse needs of students are addressed through the use of modified instruction.

Standard B: Knowledge of Learners Instruction is modified to foster student learning. The classroom environment is conducive to learning so that all students are respected for their unique learning styles.

Standard C: Research Research findings are read, analyzed and applied to current classroom practices. The most recent educational research is used in implementing instruction within the school environment.

Standard D: Content Knowledge This artifact demonstrates how analyzing educational research leads to bridging the relationship between the most current research and classroom practice. By staying abreast with the most current research, educators can apply their advanced content knowledge in their daily lessons.