ARP_Section_2.docx Action Research Proposal- Section Two l CUR 535 Action Research Proposal- Section Two The problem is that kindergarten students are struggling to learn phonics. Within the Kindergarten classro
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ARP_Section_2.docx Action Research Proposal- Section Two l CUR 535 Action Research Proposal- Section Two The problem is that kindergarten students are struggling to learn phonics. Within the Kindergarten classroom phonics is one of the top areas of content taught in Kindergarten. When teaching phonics, it is often taught whole group to the entire class without a lot of differentiation. In each class there is a variety of students that are at different levels in their understanding of phonics. The implementation of small group phonics instruction in a kindergarten classroom could improve student mastery. Problem Documentation Kindergarten students at Boldt Elementary have shown a small amount of growth in phonics from the first August to February. Phonics instruction is currently taught in whole group lessons and are not differentiated for the different levels of knowledge within the classroom. It is noted that the higher students are growing bored and causing distractions for the students that need the instruction time. In an effort to resolve the problem the researcher is going to implement small group differentiated instruction in the classroom as opposed to the whole group in order to increase the percentage of mastery in phonics. Survey In order to develop quality data in action research, it is important that the researcher develop a survey to help gather the data. The researcher has developed the following survey to provide an understanding of where the students feel more con. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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