Professional Documents
Culture Documents
I As A Learner: Part 2
Dai’ Janai Yarber
University of Nevada, Las Vegas
Running Head: I As A Learner: Part 2
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Rationale and Objectives
I currently teach at Matt Kelly Elementary School; a relatively small school on the
historic westside of Las Vegas. The student population is predominantly low income black and
brown students. Although, I am a first year teach; I quickly learned that my fifth grade students
as well as many other students within the school struggled in Reading. After reviewing the
reading data, I learned that all students were performing the lowest in Reading Comprehension.
student learning goal based on the common core standard RL.5.10 which states “By the end of
the year, read and comprehend informational texts, including history/social studies, science, and
technical texts, at the high end of the grades 4-5 text complexity band independently and
proficiently.” My specific classroom goal was to insure that 75% of all my students will be
reading and comprehending informational texts, including history/social studies, science, and
technical texts, at the high end of the grades 4-5 text complexity band independently and
proficiently. To reach this goal, I researched different strategies that will focus on informational
text and implemented them in my classroom. Additionally, I compiled all my resources and
findings into a virtual toolkit that can be access by students, parents, and other educators.
articles that focus on informational text. I ended up using 6 scholarly articles to complete my
research. Along with peer suggestions and the occasional Google Scholar search. My research
resulted in me increasing my use of graphic organizers, think alouds, rereading, expository texts,
and overall reading of informational text in my classroom. The peer suggestions I received
Running Head: I As A Learner: Part 2
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resulted in my students getting to experiment with many different online reading programs. For
my virtual toolkit, I provided parent, student, and educator resources. Additionally, I uploaded
my intervention small group time. Before implementing the new strategies; I was nervous that I
would not have time, or it would impeded on the schedule I already had in place. However, I
found that implementing them during my intervention time would allow for me to still teach my
normal math and english language arts instruction, while providing my students with the much
incorporate the new strategies I learned into my small group rotations. I also used the online
Wednesdays, and Fridays; every station rotation included reading comprehension practice. I ran
As a teacher in a one to one technology school, I took advantage of the use of technology
in my classroom to collect student work and data. Gathering student data online made keeping
track of my students growth and progress so much easier. Many of the assignments I assigned to
Nearpod.com. Additionally, I monitored their work on the peer suggested site that I linked on my
virtual toolkit.
my virtual toolkit to look like. Many of those ideas, I could not being to life. I played with many
different website creators before I decided to use Weebly to create my toolkit. Ultimately, the
precreated layouts were the deciding factor. They were sleek and easy to edit. Although, my
virtual toolkit does not look like the visions I imagined when I was first assigned the task; what I
did create I believe is a organized, easy to use site that can navigated by all those who it was
intended for.
Overall Reflection
Reaching my goals were challenging. I set many different goals this semester; specially
for the CIE course and for my classroom. My goal for the CIE course was to research and
implement reading intervention strategies that would help develop my students ability to read
and comprehend grade level informational texts. Additionally, I set a goal to create a virtual
toolkit so that I can share my research findings and assessment results with students, parents, and
other educators. However, I feel that my student learning goal was more challenging; moving the
needle of achievement from a class with almost no one being able to comprehend informational
texts to a class with 75% achievement took a lot of hard work and dedication. Throughout this
time, I had many successes and many failures; but through it all I enjoyed the experience. While
trying to complete my research goal of reviewing 5-10 scholarly-reviewed articles about teaching
strategies that focus on informational texts; I came across many different strategies; many of
which I tried in my classroom and many of which I would never try in my classroom. Ultimately,
I believe the recommendations I received from my peers had the biggest effects on my students
Running Head: I As A Learner: Part 2
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growth and progress. Furthermore, I gained many great resources that I can and will continue to
comprehension skills. Through their ability to read and comprehend grade level informational
text I believe they will have a better outcome in the future. My goal was never just to prepare my
students for the end of the year standardized test; (although that is part of it) I made it very clear
that their achievement in reading comprehension was so they can obtain the ability to
independently read and comprehend complex and rigorous informational text; specifically so that
they can be college and career ready. I understand that as an educator, my job is more than just
preparing students for standardized test or the next grade level. Hopefully, my virtual toolkit is a
testament to this. My hopes are that the toolkit I created will reflect all the hard work that my
students and I have done throughout this school year; as well as provide students, parents, and
educators with strategies that will continue to increase the reading comprehension skills for the
years to come.
Running Head: I As A Learner: Part 2
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References
Baker, L., Derher, M., Shiplet, A., Beall, L., Voelker, A., Garrett, A., Schugar, H.,
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by
sixth-grade skilled readers to search for and locate information on the Internet. Reading
Hedin, L., & Conderman, G. (2010). Teaching students to comprehend informational text
Kucan, L., & Beck, I. (1997).Thinking aloud and reading comprehension Research: Inquiry,
instruction and Social Interaction. Review of Educational Research, 67 (3), 1-31.
Spries, H., & Donley, J (1998). Prior Knowledge Activation: Inducing Engagement with