Best Practices in Managing an Effective Literacy Block
Job Embedded Action Research Project New Jersey Leaders to Leaders (NJ-L2L) Program Lynn DiMatteo About the Researcher Lynn DiMatteo
Classroom Teacher, Staten Island, NY Classroom Teacher Wanaque, NJ 1999-Present Adjunct Professor, William Paterson University Classroom Teacher Cedar Grove, NJ K-12 ELA Curriculum Supervisor, Cedar Grove, NJ 2013-Present Principal, South End School, Cedar Grove, NJ Cedar Grove School District New Jersey School Performance Report PROBLEM STATEMENT It is increasingly evident to this researcher that teachers are struggling withhow to maximize instruction in a literacy block. Eighty-seven percent reportthey were never given sufficient professional development training in how tomanage a 135-minute literacy block since instituted in 2008. The researcher believes that through the adoption of a specific structuredesign in the grades K-4 literacy block, teachers will develop willingness andthe ability to change their teaching practices through the implementation ofnew teaching strategies to enhance student achievement. Context of the Problem Cedar Grove School District DFG I
Scores significantly lower in comparison to I Districts NJ School Performance Reports 59% ELA passing (SE); 81% ELA passing(NE); SGP 39% (SE); 38% (NE) QSAC Curriculum and Instruction 47%/80% - long term action plan Common Core alignment; workbook/worksheet reliance 87% of NE/SE teachers believe they were never formally trained to manage aneffective literacy block;80% believe they manage an effective block Divide between perception and reality of teachers/administrators view Focus Group 45 general education and special education teachersin grades K-4 in both NE and SE Research Questions 1. What are the best practices for effective instruction to have emerged from aliteracy block to promote student learning? 2. What are the perceptions of teachers concerning the structure of their presentliteracy block? 3. How can the use of the Daily 5/CAF change teacher practice in a literacyblock? 4. What are the changes in teachers beliefs about the structure of a literacyblock after participation in a year-long professional development program? The Goals Adopt a specific structure design to manage the 135-minuteliteracy block, specifically the Daily 5/CAF Develop a change in teaching practices through theimplementation of new teaching strategies Methodology Data Source Research Questions
What are the best practices for effectiveinstruction to have emerged from aliteracy block to promote studentlearning? What are the perceptions of teachersconcerning the structure of theirpresent literacy block? How can the use of the Daily 5/CAFchange teacher practice in a literacyblock? What are the changes in teachers beliefsabout the structure of a literacy blockafter participation in a year-longprofessional development program? Teacher Pre- and Post-Survey Online Professional DevelopmentCourse 15 hours Daily 5/CAF Good Habits, Great Readers Discussion Board Development of Materials Videos/Articles/Webinars Follow-up Interviews Classroom Observations Classroom Walk-throughs Findings and Conclusions
% believed no sufficient training was received % believed no sufficient training was received decrease of 35% Findings and Conclusions
Vary activities - whole group, small group and one-on-one instruction % % increase of 21% Findings and Conclusions
Extend periods of student engagement in reading, writing, word study % % increase of 21% Findings and Conclusions
Student choice of task % % increase of74% Findings and Conclusions
Student goal-setting under guidance of teacher % % increase of65% Findings and Conclusions
The need for professional development to support teachers in any newinitiative is crucial to success. Administrators observe an increase in maximizing instruction in theliteracy block; however, there are teachers who readily admit they stillstruggle with time management, student engagement, assessment, andgoal-setting. Moving away from literacy centers has been difficult for some. Teachers are still adjusting to Good Habits, Great Readers and how bestto marry it with Daily 5/CAF. Recommendations Provide more resources and materials for classroom use. These include more leveledreaders for independent reading, as well as word study activities and ideas. Further professional development in the use of the CAF which deals with assessmentand goal-setting in the classroom. Greater professional development in facilitating effective guided reading groups. Professional development in the area of teaching writing. Continued taining in marrying Good Habits, Great Readers with Daily 5/CAF. Continued visitation of colleagues classrooms who are successful in theimplementation of Daily 5/CAF whether in or out of district. Continued use of online Professional Development so all teachers can growprofessionally in the comfort of their own home and within the time constraints oftheir own schedule. Daily 5/CAF in Action Small Group Instruction Use of I-Charts Daily 5 Components Read-to-Self Read-to-Someone Daily 5 Components Listen to Reading Word Work Daily 5 Components Work with Writing With Thanks Many thanks to Ms. Traci Dyer, North End Principal, andMichael Fetherman, Superintendent of Cedar Grove SchoolDistrict, for their vision and hard work. Many thanks to Ann Small, my mentor, for her support,guidance, and constant words of encouragement. I could nothave asked for more from a mentor. Questions/Comments Investing time to learn something in your profession makes youRICH in your KNOWLEDGE, if you are not then it will makeyou POOR in your PERFORMANCE. Sivaprakash Sidhu