After reading the article I feel as if there are some things that I can still do. I would like to involve my students more than what they might already be. My students know that I'm studying their spelling but I'm not sure to what degree. I would like them to know what data I'm studying, collecting and how I will present it.
The focus of my research is: My students' spelling and what strategies I can teach them to make them more successful in spelling. Being that I teach in a school with a high EL population, and since my class is mostly comprised of EL's, particularly EL's in transition (many came from bilingual 1st), I want to help my students learn strategies that will help them with their spelling which in turn will help them with their reading and writing. I want students to code switch and access understanding of language and spelling patterns. The four students who continue to struggle are all EL's and I want to gain a deeper understanding into what troubles they are having.
At this point my question is: How can I better help my students who struggle with spelling?
What strategies are effective in helping my students become better spellers?
Methodology: The 1st set of data I have is a chart with students' spelling scores from each week. I already conducted a 4 week study in which I added variables in order to see if I noticed patterns.
Analysis: Their spelling scores are color coded into green, yellow and red. These three colors represent benchmark, strategic, and intensive or proficient/advanced, basic, and below/far below basic.
The 2nd set of data I plan to use is interviews, specifically with students who struggle and with students who do extremely well. If I have time I would like to interview everyone.
Analysis: I would transcribe their interviews and look for patterns in the conversations.
Preliminary Findings: Being bilingual does not necessarily play into how successful my students are, but rather their proficiency and understanding of English and spelling patterns does. Many of my bilingual students have achieved success in spelling because they are able to differentiate and pull from strategies they already have.
Student Learning: I have found that the use of spelling notebooks, writing words repeatedly, and adding other strategies such as word sorts, singing songs, playing spelling games, all help students with their spelling.
Implications: One implication of what I learned for my practice is that student involvement into their own learning helps motivate them. Another implication of my practice is that being explicit about the English language and all the rules/exceptions to the rules helps students with their spelling.
Afternoon Session
In my presentation I want to be sure to emphasize what I have learned and what I would like to share to everyone about my students' learning. What worked for me? What factors affected student progress? Where will I go from here and how will this benefit me in my future practice? This is important to my school especially because we have such a high EL population and since many of our students struggle with writing/spelling.
In discussing my methodology I want to be sure to include the sociograms/interviews along with the weekly spelling tests (percentage breakdowns) to see the progression over time. I would also like to include a perfect spelling test (if I can get to that point) from one of my focal students. I think this would be a powerful documentation to show the progression (more importantly the spelling tests).
At this point my implications for student learning are that practicing spelling at home and understanding relationships in spelling patterns will make students more successful in their spelling.
Individual work time
I created a spelling survey that I'm excited about. It asks students to answer questions about what they know/don't know, how they see themselves as well as the rest of the class, and what is easy/hard for them.
