Lesson Study Cycle III Change Ideas and Student Samples
Research, Implementation and Data in the Classroom
In preparation to design a lesson for our host classroom, each of us implemented strategies in our own classrooms aligned with our goal of improving student feedback. During this process we each selected two to three focal students. Below are their descriptions and a piece of work from each of them.
Originally, the lesson study team believed they might be researching morphology and conducted two tests to identify any possible struggles students have in this area. Students completed a spelling test without visuals, testing for phonological processing. Then low scoring students completed a test in which they must sound out real and fake words to test for decoding issues. There are samples below.
Following these tests, the team decided to move forward with morphology as it still achieves higher reading comprehension, but targets an area that appears to be more of an issue than phonological awareness did. Therefore, change ideas involved building student knowledge of words parts through warm-ups, in text application and later, even games!
Focal Student 1
FS1 is a kind and funny 12 year old. She is selectively mute which can make speaking with new people and in front of others really scary. This is occasionally a challenge, and was even more so at the beginning of the year. However, over our time together, this student has shown tremendous growth in this area by participating in classroom socratic seminars, presenting at Festival Del Sol, and making a speech in a cross-grade-level MUN conference. She is one of five siblings and the owner of four pets - both of whom she enjoys spending time with!
Focal Student 2
FS2 is a thoughtful and quiet student. She likes drawing, listening to music and reading books about friendship. She is hesitant to work with anyone who she is not already friends with, but has been coming out of her shell more and more this year during collaborative project work. She is the youngest of four sisters who she looks up to a lot. On the weekends, she can be found helping work at her family's store or spending time out side.
Diagnostic Testing Sample 1
The first step in our lesson study was to use the spelling inventory diagnostic test which determines if students have any struggles phonologically. Those scoring the lowest then completed another test pictured in testing sample 2.
Diagnostic Testing Sample 2
The next step was for students to complete another test in which they sounded out words - both real and fake - in order to identify any challenges they might have with decoding. As two out of three teachers discovered, many students did not, and for this reason, morphology became the focus of our research. The two focal students scored the lowest on both tests.
Focal Student 2 - Sample One
FS2 was able to identify parts of the word to build new words using a word bank. This was an activity in building familiarity with parts of words.
Focal Student 1 - Sample One
FS1 was able to match parts in morphological word practice and use words in sentences (on the back of the worksheet) in later activity that builds awareness and exercises prior knowledge. However, the student did not have time to finish all of either side of the worksheet. (Student was absent during FS2 Sample One worksheet completion).
Focal Student 2 - Sample Two
FS2 was able to match parts in morphological word practice and use words in sentences (on the back of the worksheet) in later activity that builds awareness and exercises prior knowledge.
Focal Student 1 - Sample Two
FS1 did not complete the paper, but could verbally explain her understanding of prefixes. The only completed part of the worksheet is pictured above.
Focal Student 2 - Sample Three
FS2 was able to complete part of the worksheet pictured here. She struggled to explain the concept verbally in a technical way, but could provide examples.