Instructional Problem in Identifying Parts of Speech for 6th Grade Students, Thesis of Marketing Management

Download Instructional Problem in Identifying Parts of Speech for 6th Grade Students and more Thesis Marketing Management in PDF only on Docsity! JNT2 6th Grade Labeling Parts of Speech Assessment Code: JNT2 6th Grade Labeling Parts of Speech Discussion of Instructional Problem Sixth grade students are struggling with proper identification of basic parts of speech. (For this instructional problem, we are defining basic parts of speech as noun, verb, pronoun, adjective, adverb, conjunction, interjection, and preposition.) Students are not able to categorize parts of speech without devices or aids to reference. Contributing Factors to the Instructional Problem A major contributing factor to this problem must lie within the effects of the quarantine restrictions placed on our district March 6, 2020 and this being one of the aftereffects of the holes in learning that we are facing. An unintended negative of the situation created these “holes in learning” as it is not possible to 100% differentiate learning to meet the needs of every student in a moment’s notice when the day before, all students were in the classroom and differentiation was not only possible but accomplished. Many learners were placed in programs at the same level, and if there is a differentiation for Language Arts, in the McGraw Hill Wonders program we utilize, the choices are Approaching Grade Level, On Grade Level, and Beyond Grade Level with no way to alternate between levels depending on the subject matter within the class. So therefore, you may have an advanced reader that is below grade level in Grammar, but with a high reading score, the student would be placed in above grade level work to meet the reading level demand as reading takes precedence over grammar. The Wonders program is designed to be a spiral program, meaning it comes back around (spirals around) over and over from the start of 5th grade until the end of the students 6th grade year. In this program, without direct intervention from the Language Arts teacher, students are assigned minimal work in the online program that directly relates to Grammar. Students will do the equivalent of three worksheets a week with the bare minimum instruction. In the classroom, the teacher is responsible for adding in more instruction and activities that will enhance the students grasp of the material. This directly relates to the effect of the quarantine as students were only assigned the three tasks in Grammar per week in the online routine. A secondary factor to this problem lies within the struggles that many educators faced by having to adapt to 100% online instruction. In a rural district such as this, the resources for technology are not as great as they are in many city schools with the financial means to meet these needs. Therefore, our staff is not as equipped or prepared for online learning as they could have been, including resources and in training or professional development. Comparison of Conditions At the current time, students are working through their Grammar instruction with an exorbitant amount of extra assistance to meet the needs of where they should be for this time of the year (we are just over 2/3rd of the way through the school year). The teacher finds that extra time is needed on top of the instruction, activities, assignments, and homework that is already in place. Currently, students are using assistive materials when working in assignments, groups, and when taking in class assessments. These materials are class notes, worksheets, and a parts of speech booklet that students made in November to assist with the evident holes in their learning from 5th grade. As a supplement to these assessments, the teacher is finding that when she removes these items to see if the students are able to rely on their rote learning skills, it is evident that they still need to utilize them. Current Conditions. Students are not able to identify basic parts of speech such as noun, verb, pronoun, adjective, adverb, conjunction, interjection, and preposition. The Subject Team Interview consisted of three questions and three teachers all in English Language Arts and in 5th or 6th grade as noted in Table 2. Results of Analysis Table 1 Student Scores by Preassessment for each unit (students on quarantine do not take PA’s upon their return to school) Source Pre – 1 Pre – 2 Pre – 3 (5pts) (46pts) (20pts) Student 1 0 22 10 Student 2 1 26 Quarantine Student 3 1 33 10 Student 4 0 27 0 Student 5 2 22 12 Student 6 1 Quarantine 0 Student 7 0 Quarantine 14 Student 8 1 40 10 Student 9 1 36 10 Student Group Observations – Group A = Students 1-3, B = students 4-6, C = students 7-9 from Table 1) Group Observed Groups struggling to make the connection to previous learning Group A Group A made the connection but failed to put the information to the correct area. Groups utilizing devices or supplements Group A did not want to use supplemental aids but were required due to work graded. Groups clearly understand the work and expectations and level of engagement Group A was able to repeat the expectations and directions clearly. They were engaged and working well. Group B Group B did not make connections and 2 out of 3 participants. Group B always used all supplemental aids. Group B did not understand the directions in 2 out of 3 observations and required additional instructions, several times. I had to return to this group several times to ensure they stay engaged and to help with understanding. Group C Group C did not make connections to any previous learning. Group C – 1 student had lost all materials (that are kept in workbooks in the class) and the other 2 students used their supplemental aids. Group C stated they understood the directions clearly and did not need additional assistance, even as they were doing the assignment wrong. If I sat with this group they disengaged but returned to work after Source Pre – 1 Pre – 2 Pre – 3 (5pts) (46pts) (20pts) Student 1 0 22 10 Student 2 1 26 Quarantine Student 3 1 33 10 Student 4 0 27 0 Student 5 2 22 12 Student 6 1 Quarantine 0 Student 7 0 Quarantine 14 Student 8 1 40 10 Student 9 1 36 10 Subject team interview – Teacher 1 & 2 are 5th grade and Teacher 3 is my counterpart in 6th grade Question Asked Teacher 1 – 5th Teacher 2 – 5th Teacher 3 – 6th How much time per day/week do you spend on basic grammar instruction (i.e. parts of speech)? Can you explain how important/unimportan t grammar is for your students? Do you think we need to revamp or modify our curriculum to ensure that students are getting more in- depth instruction in these early years of middle school? “It is worked into the Wonders program. We do grammar for about 30 minutes on Tuesday and Thursday.” “No one is going to ask these questions later in life. You will not be asked to provide a reflexive pronoun on a whim.” “Yes, because the students do not get it much after 6th grade. It is not a focus in 7th and beyond. They need the foundations now.” “I assign the daily worksheets also on Tuesday and Thursdays, but I find we rarely spend 20- 30 minutes each time.” “I think it is very important but does not seem to be a focal point for the company that develops our curriculum as there is 4 pages a day and no books to really work through.” “Most of Language Arts and Reading turns into Writing in later grades, so yes, they do or how will they become good writers and develop that skill?” “Grammar honestly is not a huge focus for me as I believe those skills are enhanced through reading strategies.” “There is no A-HA moment in Grammar. It is just something we learn and then move on or away from. So no, I do not think it is as important to students.” “No, they will pick it up as we build their reading skills. By utilizing the RACE strategy in our daily reading, students will learn to recognize grammatical parts.” Needs Analysis Evaluation and Need for Instruction The preassessments (Table 1) showed that the students were not taking the learning received from previous years of instruction with them. When I showed the scores to the subject team after asking them their questions, it was clear that they did not understand why the scores were so low for remedial grammar lessons. During the preassessments it is notable that I had Source Pre – 1 Pre – 2 Pre – 3 (5pts) (46pts) (20pts) Student 1 0 22 10 Student 2 1 26 Quarantine Student 3 1 33 10 Student 4 0 27 0 Student 5 2 22 12 Student 6 1 Quarantine 0 Student 7 0 Quarantine 14 Student 8 1 40 10 Student 9 1 36 10 Source Pre – 1 Pre – 2 Pre – 3 (5pts) (46pts) (20pts) Student 1 0 22 10 Student 2 1 26 Quarantine Student 3 1 33 10 Student 4 0 27 0 Student 5 2 22 12 Student 6 1 Quarantine 0 Student 7 0 Quarantine 14 Student 8 1 40 10 Student 9 1 36 10 Name + Ahoun names a person, place, thing or idea. + A common noun names any person, place. thing, or idea, and it is net capitalized + A proper noun names a specific person, place, thing, or idea. itis capitalized Read each sentence. Underline each common noun once. Underline each proper noun twice. 1. My frend Kyle collects stamps from around the word 2. Kyle brought his collection to school to show the class 3. His favorites are from Portugal, New Zealand, and China. 4. Our librarian, Mrs. Paquette, said the library has books and magazines that tell about the hobby. 5. Many websites also feature information on stamps and how to start a collection 6. Some people collect stamps by category, such as animals, famous people, or landmarks 7. Kyle has an old stamp from the United States with a picture of Albert Einstein on it 8. Lions, leopards, and giraffes are some of the animals on his stamps from Afnca, §. A-stamp from England shows the ruins at Stonehenge 10. The stamps with butterflies from Malaysia are the most colorful ‘U ‘Saueduos mw weIoNaUL o UEIKdoD 26 Grammar Grade @-Unit 2- Week 1 Copynignt 9 Te Ms er Hil Cempanies no. Name + An action verb expresses a physical or mental action. An action verb must agree with its subject. + The word that answers the question what? or whom? is called the direct object Underline the action verb in each sentence. Put brackets [] around the direct object. 1. The students displayed their[talentslin the variety show. 2. The school principal introdueed each [act 3. Wilson played the {drums}. 4. Two girls sang 4 beautitullballad. 5. Adam performed a[sold 6. Adam’s sister recited ajpoen], 7. Matthew wrote an orginal[seng}ior the show. 8. Isabelle told[jokesjin a comedy act 9. Mrs. Hernandez and Mr Underwood judged the [contest 10. Matthew won the top(prize} Grammar Grade 6-Unit3-Week 1 51