Amber Scott

Level 3 Critical Task

Introduction: Connecting Theory and Practice

Context

I am in a self-contained kindergarten classroom. I have taken on a lot of responsibilities

within the classroom. I am in charge of morning meeting along with transitions and management

routines. I prepare the students for each lesson by going over expectations and objectives. I

usually introduce the lesson by showing a brief video and discussing what they have learned so

far. I also work with a small group during teacher time, which is known as guided reading

groups. The classroom has a diverse make-up. There are 16 students and four adults (including

myself) in the classroom. Out of the 16 students, 10 are boys and 6 are girls. There are mixed

demographics within the classroom: 2 African American, 3 Caucasian, 5 Hispanic, 1 Asian

Pacific Islander, and 5 multiracial. There are three DHH (Deaf Hard of Hearing) students in the

classroom, which require an interpreter and aid. These students have an IEP. Also, there are four

ELL (English Language Learners) students in the classroom. These four ELL students get pulled

from the classroom to receive further assistance.

My CT graduated from USF with a degree in Early Childhood Education. She has been

teaching kindergarten for many years and is the lead kindergarten teacher. On occasions, my CT

attends workshops and conferences. I believe this is very helpful because she shares so many

books and resources with me. My CT is always open to my ideas when I develop lesson plans.

She provides useful feedback that helps me think of students’ ability. My CT and I communicate

regularly through via text message and emails. We are in contact and communicate any

important dates that might be coming up, we plan ahead and coordinate.

Background
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Level 3 Critical Task
My inquiry from level 2 did not influence my current question for my level 3 inquiry. As

mentioned before, there are three DHH students in the classroom which means there is an

interpreter. I started to notice that some of the students focus on the interpreter while she is

signing either the teacher or educational videos. Some of the students are beginning to sign while

they are talking. My CT has incorporated sign language into other daily activities, such as

classroom rules. But what surprised me the most, was that sign language was helping them learn!

My CT even has “sign it” as one of the word work activities. I have noticed students are using

sign it more than the other word work activities. When I work with students I try to incorporate

sign language to help them. For instance, when students need help spelling, I will help them

stretch the word out and sign the letter if they need help. My CT mentioned how she would

incorporate kinetic components to help students build connections while learning. However, she

changed the kinetic components to be ASL (American Sign Language) to help her DHH

students. Now instead of making-up hand gestures to help students remember a concept, she

would use the actual ASL. Since, I have been learning sign language and am using it with

students I want to see if it really has a positive impact on students learning.

Purpose

My goal this semester is to see if implementing sign language will help non-DHH

students build an understanding of reading concepts. There are a group of students that I will

focus on. These students are in the same guided reading group and are on the same sight word

list. These students have a difficult time with letter sounds which hinders their ability to use

strategies while spelling. Therefore, my wondering is:

 How can I implement ASL to help improve non-DHH students reading abilities?

Literature
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Level 3 Critical Task
To find literature about my wondering I used the University of South Florida’s library

services. Through these services, I was able to search online data bases that provide reliable

resources. This data base lead me to various research and supporting articles. From my research,

I found six sources that were relevant and helped me learn about my inquiry question. I was able

to find evidence about teaching sign language to non-DHH students as well as teaching strategies

that I can implement.

New information and strategies

 Gentry, R., & Ouellette, G. (2019) presented a new strategy for whole brain teaching.

This strategy is called spell-to-read, which involves five sequences to help introduce new

words to students. This text also discusses the benefit of whole brain teaching which is a

natural way for the brain to learn. Whole brain teaching uses all parts of the brain to help

students learn.

 Amy Elizabeth Brereton (2010) discusses how American Sign Language (ASL) supports

the brain and learning process. This article also discusses how ASL is considered a

second language and will benefit non-DHH students learning. Brereton mentions,

“hearing children who sign benefit not only from learning a second language but also

from being bimodal (manual-visual as well as vocal-aural)” (p 92).

 Lawrence, C. D. (2001) provides learning strategies and ASL activities that can be used

for non-DHH students. These activities support students reading abilities such as learning

new vocabulary, sight words, and reading fluency.

 Daniels, M. (2004) shares research conducted on kindergarten students which confirms

that sign language can increase students’ receptiveness to English vocabulary.

How I will use this information.

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Level 3 Critical Task
The new information and strategies have guided the next steps for my inquiry. During

small group instruction, I will implement the whole brain teaching strategy, spell-to-read. This

strategy is paced into five sequences. The sequence is hear it, say it, write it, read it, and use it. I

plan on using this strategy over the course of the inquiry. This process allows students to really

understand and learn the sight words instead of memorizing them. Gentry, R., & Ouellette, G.

(2019) state, “a spell-to-read approach integrates work on phonological awareness, decoding

(phonics), encoding (spelling), and visual (sight) word recognition so that children end up with a

correct spelling representation in their brains—and it’s not just memorization” (p 88). This

allows students to use all aspects of their brain to help store and learn the sight words, resulting

in enriched learning. This strategy will present students with a new way to learn sight words,

which will help their reading abilities. During small group, I will also implement ASL. I will

modify my lessons and strategies to incorporate more ASL. My research has suggested that using

ASL to support non-DHH students can improve their reading abilities. I will use ASL to help

students with sight words and reading abilities. There are four ASL reading activities mentioned

in Using Sign Language in Your Classroom (Lawrence, C. D., 2001). I plan on using these

activities during small group. The ASL reading activities vary from single word knowledge to

reading. I will introduce these activities based on where we are at in the small group. I will most

likely focus on the ASL activities related to learning new words, I will use these activities for

sight words. At the beginning of my inquiry I plan on pre-assessing my students to determine

their current reading level and sight word list. This information will allow me to modify lessons

and differentiate for certain students (if needed). The same assessment will be used at the end of

my inquiry to track students’ overall growth of sight word and reading ability. Daniels (2004)

study shows how they assessed students throughout the period of their research, using Marie
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Level 3 Critical Task
Clay’s Reading Recovery. I would like to implement this assessment as part of the pre and post

assessments to track students. The pre and post assessments will be used as a summative

assessment to track the overall growth of students reading abilities based on the implemented

ASL strategies.

Findings

Use of Technology

Week 1 (2/27/20):

I started to pull my small group based on the inquiry. The students I pulled for this small

group will be the same throughout my inquiry (U, N, E, and L). I used the sign language alphabet

chart to review both the letters and sounds with the students. During this activity, I collected data

on each of the students. I planned on collecting information on the students letter knowledge

while using sign language along with sight word knowledge. This information would allow me

to gauge where each student is and help me plan for further lessons. While we practiced signing

the alphabet, I noticed some students still did not know certain letters and/or the sounds of that

letter. This would affect the way I conduct my inquiry. Before introducing fingerspelling and

signs to the students, I want to make sure they know the letters and sounds. Student L knew most

of the letter sounds and was one of the first to respond. Student N knew some of the letter signs

sounds. Student N also made the connection, how I use this strategy (signing) with him during

writing. Student U was not responding to majority of the letter sounds and had difficulty signing

the alphabet. Student E was not present the day this was introduced. After introducing the

alphabet, we practiced signing sight word list 1 by fingerspelling. I spoke with my CT to see

where each of the students were on sight words. My CT had recently tested the students on sight

words and some had moved up. Student U, E, and L are on sight word list 2 and student N is on
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Level 3 Critical Task
sight word list 3. Although, student N is on list 3, all students need the support in identifying and

connecting letters with sounds to help their reading abilities.

Week 2 (3/12/20):

I had planned Supervisor 2 Observation around my inquiry. I was going to work in small

group with the same students. For this activity, I planned on collecting data on each student. I

planned on creating portfolios for each student. This lesson would allow me to gauge the

students reading abilities. Since each student was at a different DRA level, the book I selected

would have been well for all of the students. I had planned on reviewing the sight words from list

1 and 2. I was going to have the students read Feeding Our Pets by Dizzy Redstill. This is a

DRA level book that would meet all of the students reading ability. This book focuses on three

sight words: we, can, and the. Before reading this book, I wanted the students to practice signing

these three sight words. My goal was for the students to use the sign language to help them as

they read the text. If a student comes across one of the sight words and cannot read it, I would

sign the word for them. This would hopefully, help them remember what that sight word was.

*this activity did not happen due to unforeseen circumstances

Formative and Summative Data Collection

 There are some formative assessments that I plan on using to help monitor student

learning. I plan on routinely assessing students on sight words, I will do this at the

beginning of each small group. I plan on periodically assessing students on the alphabet

and letter sounds. I also plan on assessing students on reading fluency. These formative

assessments will allow me to monitor student learning and give me insight on my

teaching strategies. These formative assessments will allow me to know if I need to make
 Amber Scott
Level 3 Critical Task
changes with my teaching instruction and to use new strategies to support my inquiry.

There are some summative assessments that I plan to use that will allow me to check the

growth of my students. This summative information will also provide information for my

inquiry. I plan on pre-assessing students by testing their sight word knowledge and

reading (DRA/ Running Record). This pre-assessment will tell me where the students are

and I will be able to modify my small group based on the results. At the end of my

inquiry I will conduct the same assessments. I will test the students on their sight words

and reading. The end results of the post assessment will be able to show me if students

made any growth using my strategies, these results will support my inquiry.

 I will implement some teaching strategies based on the results of my formative and

summative data collection. I plan on implementing three teaching strategies that will

support my inquiry. I will be assessing students as I implement these strategies. The

results of the assessments will help me modify and adjust my teaching strategies to meet

the needs of my learners.

o One strategy is whole brain teaching which is learning aimed to activate a

students’ brain for maximum involvement. This teaching strategy will be

implemented during small group and can be used when working on sight words.

Whole brain teaching is supposed to be a natural way for the brain to work and

store newly learned information. According to Gentry, R., & Ouellette, G. (2019),

“A spell-to-read teaching approach promotes and integrates important

foundational skills and develops and consolidates the routes to word reading

along with the various processing areas of the reading brain” (p 88). The spell-to-

read strategy mentioned in the text, revolves around five sequences. These five
 Amber Scott
Level 3 Critical Task
sequences are hear it, say it, write it, read it, and use it. These sequences will be

implemented into my small group and used with the students to build sight word

knowledge. I will be assessing the students on sight word knowledge; hence, I

will be able to see if this strategy works with the students.

o Another strategy is kinesthetic learning which involves multisensory learning.

Multisensory learning involves physical movements and senses being used to help

students learn. Kinesthetic learning is a strategy that works with physical memory

because students are able to use a movement to help remember material.

Kinesthetic learning will be implemented into my small group instruction to help

students reading abilities. I will use this strategy to help students chunk letters

when sounding out. I will come up with a gesture that students can use to help

them break the word a part. I will be assessing students on sight word knowledge;

hence, I will be able to see if this strategy works with the students.

o The last strategy is implementing American Sign Language (ASL) to help support

students reading. During Daily 5, students have the option to “sign it” as a word

work activity. For this activity, students have to spell the sight word using ASL.

Brereton (2010) mentions how learning sign language as a second langue will

benefit students because they will become bimodal. Bimodal is someone who is

manual-visual as well as vocal-aural. Brereton states, “children use sign language,

they see, hear, and feel the words (by using motions that represent words)” (p 92).

I will implement ASL during my small group instruction. I will continue the “sign

it” word work in the small group. Lawrence, C. D. (2001) shares ASL learning

activities for non-DHH students. I will implement these activities to help students
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Level 3 Critical Task
reading abilities. I will be assessing students on sight word knowledge and

reading ability; hence, I will be able to see if ASL will benefit non-DHH students

reading abilities.

Gaps in Student Knowledge

In this section, you will demonstrate understanding by identifying and discussing gaps in student

knowledge uncovered from data analysis.

 Before I worked with the group of students, I collaborated with my CT to help create a

group of students with similar gaps (areas of growth). My CT shared with me the

student’s data such as, reading scores (iReady), sight word assessments, and letter

knowledge. Most of these students are in the same small group (teacher time) during

Daily 5. My CT groups students based on their needs and where they are at, these

students had similar areas of growth. I came up with my inquiry with these students in

mind (L, N, U, and E). These students know all the letters and sounds to the alphabet.

These students have not made growth with sight words.

 After conducting my first small group with the students, I was able to observe how

familiar the students were with letters and their sounds. I was also introducing how to

sign the letters, I was able to see which students needed support in forming the letters. I

noticed that L, struggled with fine motor skills because he had a hard time signing the

alphabet. I also noticed how he knew most of the sounds and was usually the first one to

respond. I noticed that N, was interested but kept getting distracted by the surroundings (I

wanted to find a new spot that will keep distractions away). N also was connecting how I

would use sign language with him during reading and writing when he needed support.

Because of the previous support and exposure to sign, N knew most of the letter signs
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Level 3 Critical Task
and some of the sounds. I noticed that U also had a difficulty staying focused, I think it

was because it was a new small group and he might have been nervous. U knew very few

letter signs and he was not responding much. U was not saying the letters sounds. I had to

keep repeating the sounds with the group, so he would participate.

Knowledge of Assessment Issues for ELLs/Pre-Assessments, Formative Assessments, and

Summative Assessments to Assess ELLs

 As I selected my students for this inquiry, I looked at their needs as learners. Out of the

four students in my small group, one of them is an ELL student. I will be differentiating

my strategies and teaching for this student (U). I can implement Elkonin boxes when we

work on sight words during small group. I can also use visual cues during small group to

help support my ELL student. I can also implement flashcards along with the visual cues

to support my ELL student with sight words. I will also focus on phonics and decoding

strategies during small group to support my ELL student. These strategies are to be used

for all of my students in small group but should be emphasized with my ELL student. I

would encourage my ELL student to practice sight words and such outside of our small

group to get as much support as possible. I have learned about these strategies during my

ESOL courses throughout my program. As I assess my ELL student, I will be able to see

which strategy will work better.

 By implementing these strategies, I will be able to meet the needs of my ELL learner. As

mentioned before, I will be able to assess my students regularly. As I assess my ELL

learner, I will be able to see which strategies are working best for them. Based on the

assessments, I will be able to modify my teaching strategies.

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Level 3 Critical Task
Connection Between the Analysis of Formative Data and Lesson Plan/ Instructional

Decisions

 Due to unforeseen circumstances, I was not able to collect a lot of data or take actions

related to my inquiry. Based on the data I did collect, here are the learning

statements/claims that I was able to make about instructional decisions:

o I should create learner profiles for each student to support their learning needs.

Although the students need the same support with sight words and reading does

not mean they have the same reading scores. There are various components to

look at when assessing students reading. The students that I chose to work with

are not on the same reading level or sight word list. Hence, I should make learner

profiles to ensure I am meeting each students’ learning needs.

Learning Needs and Designing Instruction for Diverse Learners

 Although, the students I selected for my inquiry needed growth in similar areas (sight

words and letter sounds) they still had differing needs. While majority of the students in

my small group were on sight word list 2, N was on list three. N would need differing

instruction to support his growth. N would receive the same lesson during small group

but I would give him other activities to do (focus on his sight word list). I noticed that L

needed more support with motor skills for sign language. I would implement more

practice on fine more skills to help him properly sign. U is an ELL student, so while we

are working in small group, I want to practice his letter sounds. Practicing the letter

sounds will allow him to correctly pronounce his sight words. I believe this will

strengthen his English and reading skills.

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Level 3 Critical Task
 Due to unforeseen circumstances, I did not get to work on my inquiry as much as I

wanted too. Based on the data that I was able to take, I was able to make some claims.

o Even though, students have been exposed to ASL in class, they are not utilizing

this strategy to help them with sight words. There are three DHH students in my

classroom along with an interpreter. My CT uses kinetic learning and whole brain

teaching strategies to support her students. Since there are DHH students, my CT

has mashed kinetic teaching with ASL! This is a great strategy and why I made

ASL a focus on my inquiry. As I was working with my designated students, I

noticed some of them have not absorbed ASL.

o Although, the students needed similar support, they were all at different ability

levels. As I was working with my small group for the first time, I noticed not all

of them knew how to sign the alphabet and they did not know all of the letter

sounds. This was important to consider because not every student will be on the

same level when teaching. I believe this will allow me to provide more

differentiation and teaching strategies to help support my learners.

Variety of Data

 I had planned on creating a formative assessment tool that I could use as a form to keep

track of the students in the small group. I was able to assess students on their letter

knowledge and sounds. This allowed me to plan for my second small group (Supervisor

Observation Cycle 2). I had created other formative data tools that were going to be

implemented in my Supervisor Observation Cycle 2 but due to unforeseen circumstances,

I was not able to implement this. I planned on assessing students sight word knowledge

small group. This formative data tool would have allowed me to keep track of students’
 Amber Scott
Level 3 Critical Task
sight word knowledge. I would have been able to see if the strategies I implemented

support students learning. I had planned on using this tool to routinely assess students

throughout my inquiry. The summative data tool, would have assessed students on their

sight word knowledge and their reading ability. Unfortunately, I was not able to conduct

the summative assessment. This was supposed to be implemented as a pre and post

assessment to determine students’ growth. I planned on assessing students reading

abilities by conducting a running record. I also wanted to assess students on their sight

words to see if they knew more words or even move to the next list.

 After conducting research and talking with my CT, I had discovered various teaching

strategies that would support my inquiry.

o One strategy is whole brain teaching which is learning aimed to activate a

students’ brain for maximum involvement. This teaching strategy will be

implemented during small group and can be used when working on sight words.

Whole brain teaching is supposed to be a natural way for the brain to work and

store newly learned information. According to Gentry, R., & Ouellette, G. (2019),

“A spell-to-read teaching approach promotes and integrates important

foundational skills and develops and consolidates the routes to word reading

along with the various processing areas of the reading brain” (p 88). The spell-to-

read strategy mentioned in the text, revolves around five sequences. These five

sequences are hear it, say it, write it, read it, and use it. These sequences will be

implemented into my small group and used with the students to build sight word

knowledge. I will be assessing the students on sight word knowledge; hence, I

will be able to see if this strategy works with the students.

 Amber Scott
Level 3 Critical Task
o Another strategy is kinesthetic learning which involves multisensory learning.

Multisensory learning involves physical movements and senses being used to help

students learn. Kinesthetic learning is a strategy that works with physical memory

because students are able to use a movement to help remember material.

Kinesthetic learning will be implemented into my small group instruction to help

students reading abilities. I will use this strategy to help students chunk letters

when sounding out. I will come up with a gesture that students can use to help

them break the word a part. I will be assessing students on sight word knowledge;

hence, I will be able to see if this strategy works with the students.

o The last strategy is implementing American Sign Language (ASL) to help support

students reading. During Daily 5, students have the option to “sign it” as a word

work activity. For this activity, students have to spell the sight word using ASL.

Brereton (2010) mentions how learning sign language as a second langue will

benefit students because they will become bimodal. Bimodal is someone who is

manual-visual as well as vocal-aural. Brereton states, “children use sign language,

they see, hear, and feel the words (by using motions that represent words)” (p 92).

I will implement ASL during my small group instruction. I will continue the “sign

it” word work in the small group. Lawrence, C. D. (2001) shares ASL learning

activities for non-DHH students. I will implement these activities to help students

reading abilities. I will be assessing students on sight word knowledge and

reading ability; hence, I will be able to see if ASL will benefit non-DHH students

reading abilities.
 Amber Scott
Level 3 Critical Task

References

Amy Elizabeth Brereton. (2010). Is Teaching Sign Language in Early Childhood Classrooms

Feasible for Busy Teachers and Beneficial for Children? YC Young Children, 65(4), 92.

Arie Kirk. (2010, March 16). Reading the signs: Teacher touts sign language for hearing

kids. Herald Journal, The (Logan, UT).

Daniels, M. (2004). Happy Hands: The Effect of ASL on Hearing Children’s Literacy. Reading

Research & Instruction, 44(1), 86–100.

Gentry, R., & Ouellette, G. (2019). Brain Words : How the Science of Reading Informs

Teaching. Stenhouse Publishers.

Lawrence, C. D. (2001). Using Sign Language in Your Classroom.

Simpson, C. G., & Lynch, S. A. (2007). Sign Language: Meeting Diverse Needs in the

Classroom. Exchange: The Early Childhood Leaders’ Magazine Since 1978, 176, 45–49.

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Level 3 Critical Task
Literature as Data Chart
Article citation (in correct Key quotes and ideas
APA format) related to your wondering
 “Using sign language
can influence auditory,
kinesthetic, and visual
Arie Kirk. (2010, March 16). learning.”
Reading the signs:
Teacher touts sign
language for hearing
kids. Herald Journal,
The (Logan, UT).
 “The process of learning
a second language helps
children become more
Amy Elizabeth Brereton. conscious of language
(2010). Is Teaching as a grammatical
Sign Language in Early system, with words
Childhood Classrooms used as symbols that
Feasible for Busy represent objects,
Teachers and Beneficial
Ideas for taking action in
your current
classroom/how this
explicitly impacts your
inquiry work
This is teacher account, which
helped me think about looking
into kinetic learning and whole
brain learning. My CT had also
mentioned this, so I want to
look into how these can relate
to incorporating ASL within the
class.
Briggs, who is being interviewed
had also written two books
about implementing sign
language in the classroom—
look into that research
ASL is considered learning a
second language, so students
will benefit from being bilingual
and bimodal
This article helps explain how
ASL supports the brain and
learning process
 Amber Scott
Level 3 Critical Task
for Children? YC Young actions, feeling, and so
Children, 65(4), 92. on (Gregory 1996)” (p
92).
 “Hearing children who
sign benefit not only
from learning a second
language but also from
being bimodal (manual-
visual as well as vocal-
aural)” (p 92).
 “When children use sign
language, they see,
hear, and feel the
words (by using
motions that represent
words)” (p 92).

Lawrence, C. D. (2001). Using
Sign Language in Your
Classroom.
Simpson, C. G., & Lynch, S. A.
(2007). Sign Language:
Meeting Diverse Needs
in the
Classroom. Exchange:
The Early Childhood
Leaders’ Magazine
Since 1978, 176, 45–49.
Daniels, M. (2004). Happy “For the present, this study’s
Hands: The Effect of findings confirm those of
ASL on Hearing
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Level 3 Critical Task
 In the research of
psychologist David P. Implement the activities
Corina of the University mentioned in the article to help
of Washington in support the group of students
Seattle it was found  Focus on activities 1-4
that ‘..sign language Check out the resources
comprehension is mentioned in the article to
accompanied by support myself and the group of
substantial neuronal children when introducing more
activity in parts of both sign language—see if the
the right and left websites mentioned will benefit
hemisphere of native the activities I will do with the
signers..’ (Bower, children in our group
1996)” (p 3).
 “We know that when
both sides of the brain
are operating, students
have more ways to
make connections for
learning. If we link the
written word with sign,
it will increase students’
chances of success in
reading” (p 4).
 “In another study, D.T.
Miller (1984) found that
“…sign language can
serve to maintain
behavior control and
foster self-esteem,
attention, on-task
behavior,
communication, and
academics. (Jitendra &
Costa, 1997)” (p 4).
 “ALS is an effective Evidence used to support my
intervention model for inquiry during the final stages
developing pre-literacy
skills since it is
incorporated into all
aspects of language
development” (p 46)
The study shows how they
assessed the students
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Level 3 Critical Task
Children’s previous studies that show throughout the period of the
Literacy. Reading enriching hearing children’s research—they used Marie Clay
Research & kindergarten instruction with Reading Recovery.
Instruction, 44(1), 86– sign language increases their I was thinking of assessing
100. receptive English vocabulary to students at the beginning,
a statistically significant degree” middle, and end by
(p 97). administering a sight word
assessment and running record
(or some sort of other DRA
assessment)
Gentry, R., & Ouellette, G.  “A spell-to-read This text talks about ways to
(2019). Brain Words : teaching approach help students reading abilities.
How the Science of promotes and It mentions a spell-to-read
Reading Informs integrates important approach which can be done in
Teaching. Stenhouse foundational skills and 5 sequences. This 5 step
Publishers. develops and sequence is similar to what I
consolidates the routes planned on implementing with
to word reading along the students.
with the various
processing areas of the
reading brain”(p 88).
 “In place of unrelated,
disconnected lessons, a
spell-to-read approach
integrates work on
phonological
awareness, decoding
(phonics), encoding
(spelling), and visual
(sight) word recognition
so that children end up
with a correct spelling
representation in their
brains—and it’s not just
memorization” (p 88).