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PART ONE: Planning Guide – March 30, 2018

Use this guiding template to plan your Action Research. The

questions are meant as a guide to your planning. Steps 1-5 below
need to be completed, submitted to Nancy &/or dropbox by March
30, 2018. You need to be cleared for implementation by Nancy.

Identify the Focus:

Formulate a question based on the “problem” presented by your
student data.
 How does visualization impact comprehension in 4 th grade
What are the Goals, Learning Objectives, and Language
Objectives you are planning?
 Goals:
1. Use visualization strategy to enhance student
2. Students can provide evidence from the text to support
their visualization.
 Learning Objectives:
1. Students will be able to read and interpret text.
2. Students will be able to visualize text to improve
comprehension of text.
 Language Objective:
1. Students will be able to define visualization.
What question(s) do you hope to answer?
 Does visualization improves the students ability to
comprehend text?
Develop a Plan of Action:
What intervention are you planning? Must be research-based.
 Visualization of text to enhance comprehension
What materials do you need?
 Passage with Comprehension Questions (2)(Pre/Post Test)
 Interview Questions
1. What do you do to help you understand what you
2. What do you do in your mind while your read?
 Senses Graphic Organizer (1 per student per week)
 Visualization Sheet (1 per student at the end of the week)
 Teacher copy of Senses Graphic Organizer (Laminated)
 4 Passages: Reading Street by Scott Forsman (copies for each
 Steps to Visualize Poster (Laminated)
What step-by-step procedures are required to implement your
intervention? Be VERY specific here.
 Each session will follow the I Do, We Do, You Do format. To
activate prior knowledge the students will be introduced and
recite the definition, the senses, and the steps to
visualization. Then the students will follow along with the
teacher as they read a short passage, then think-aloud to
model how to visualize a certain sense from the passage,
then recording it on a graphic organizer. For example, after
reading a passage the teacher will think-aloud about what
they read made them hear a certain sound. Teacher will fill
out accompanying graphic organizer, sketching a picture of
what they heard, and writing why they heard that. The
students will then read a new short passage, and turn-and-
talk with a partner about what they heard from the passage,
and why. Then students quickly sketch a picture and write on
the graphic organizer (on the orange ink side), then share
with the whole group. Teacher will then have students read a
third short passage, then sketch what they heard and write
why (on the black ink side). This process will be repeated with
each sense (sight, sound, taste, touch, smell) but focusing
only on one sense each day. This process will be repeated for
two weeks (maximum) with short story passages. After using
short story passages, we will transfer to Readworks passages
at a lower 4th grade Lexile level. We will focus on 1-2
passages each week, but still only visualize one sense per
day. Students will complete a confidence scale for the sense
skill practiced for week one. When students move to the
Readworks passages, the students fill out a confidence scale
about all of the senses at the end of the week. In addition to
the confidence scale, the students will complete a
Visualization sheet on the passage read, to expand and
assess their visualization skills.
Collect Data:
What key data points will you collect?
 Knowledge of Comprehension skills & Visualization skill
 Interview Questions
 Overall Comprehension
 Pre/Post Test (Readworks passages)
 Growth of Visualization skill
 Weekly check of the Graphic Organizers
 Confidence of Skill
 Confidence scales for each sense skill
From your perspective? Teacher Voice
 Student’s Graphic organizers
 Weekly Visualization sheets (longer passages)
 Pre/Post Tests
From the pupil’s perspective? Student Voice
 Interview Questions
 Confidence Scales
Select at least 2 data tools: pre/post assessment, ongoing/daily
monitoring, pupil self-assessment, work samples, interview,
videos/photos, anecdotal records, rating scale, rubric,
journal/log/diary, checklist, etc.
Make sure you have a plan for student self-monitoring AND
teacher progress-monitoring.
 Teacher Monitoring
 Daily/weekly graphic organizer progress
 Pre/Post Assessment
 Interview Questions
 Student Monitoring
 Confidence Scales
What evidence do you have that pupils progressed? Met the
planned objective? Were engaged in the intervention? Were
interested in the intervention?
 Student work will be monitored on a rubric scale at the end of
each day/week
 Student progress will be graphed by their rubric scores for
each sense and overall score for Graphic Organizer
 Interview question responses will also support/refute growth
for each student
 Confidence scales for each student will also monitor
engagement and understanding
Organize the data:
What is your plan for keeping the data organized?
 Each student will have a folder with their work and
information in them.
 Pre/Post test data will be recorded and put into bar graph
 Interview questions will be written out and compared on a
 Teacher will collect work and score them based on rubric
requirements, then write scores on table, then converted into
graphs to be displayed
 Teacher will graph scores for each sense, overall weekly
scores, and confidence scale ratings
 Student work will be scanned and displayed on Powerpoint to
show Meeting Expectations-Not Meeting Expectations
How will you use technology to organize and display the data you
 Graphs will be created in Powerpoint, displayed on a slide in
the Powerpoint
 Scores from Pre/Post Tests and all rubric scores will be
recorded on a table in Powerpoint
Artifact collection:
You will need artifacts to represent your research findings. You will
be using the artifacts in your presentations and in your final
How will you archive your artifacts?
 Artifacts will include Student Work Samples of Graphic
Organizers, Visualization Sheets, and Confidence Scales
You need to Videotape at least 1 session. Include a segment on
your Showcase Presentation.