ARP_Section_3.docx Action Research Proposal: Section Three CUR/535 Action Research Proposal: Section Three The problem is that kindergarten students are struggling to learn phonics. Within the Kindergarten classroo
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ARP_Section_3.docx Action Research Proposal: Section Three CUR/535 Action Research Proposal: Section Three 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. Action Goal There are two action goals that have been targeted for this study. By reaching these goals, kindergarteners will be better prepared for first grade and have higher reading abilities. The first action goal is to increase the mastery of phonics skills, which will increase their fluency and decoding abilities while reading. This goal will be reached through the weekly lessons and weekly check-ins to determine whether the students have retained or mastered the content from that week. Each of the groups will have assessments that align with their small group instruction from the week. The second action goal is to increase provide students an opportunity to be engaged and become confident in their abilities. The use of small group instruction that is tailored to the students in each group will help reach this goal. Providing this setting for young students allows them to bel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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