Evaluation of Grammar Instruction in 5th and 6th Grade, Thesis of Marketing Management

Download Evaluation of Grammar Instruction in 5th and 6th Grade and more Thesis Marketing Management in PDF only on Docsity! JRT2 TASK 1: GRAMMAR EVALUATION JRT2 Grammar Evaluation - Teacher JRT- Tas1 A Written Project Presented to the Faculty of the Teachers College of Western Governors University Evaluation Plan The instruction being evaluated is the Grammar section of our teaching in 5th and 6th grade. At the current time, we spend, or are required to spend 30 minutes on Grammar instruction twice per week for a total of 60 minutes in these grades. My plan outlines that we should be spending at least 20 minutes each day with the students in Grammar, but it is optimal to spend 30 minutes each day. In evaluating the amount of time spent on Grammar, it will benefit students in their future years as Grammar lessons are depleted or phased out of the English classrooms in higher grades. Grammar is an important part of a student’s education as its uses are needed in all written works throughout their academic careers and into adult life. Description of Audience For the audience of the evaluation, I will be using the 5th and 6th grade Reading and Language Arts teachers for my population. I will be evaluating the current lessons provided as well as the time spent on Grammar instruction. Outside of myself, there are three teachers with varying attitudes about the material and the time spent on each. The two 5th grade teachers are fairly open to communication about Grammar and making changes as they have also expressed interest in expanding this part of our teaching. The 6th grade teacher (my counterpart) is not open to change and believes that we do not need to spend any time on Grammar as the students receive enough in their daily reading lessons. All have agreed to work with me on this matter from an educational standpoint as I have gained the attention of our school curriculum specialist in my research. Type and Purpose of Evaluation In this formative evaluation, I will be evaluating our current grammar program for all of 5th and 6th grade at Plattsmouth Middle School. Our current level of instruction meets the requirements for the Wonders program that we use and aligns with our district expectations. However, as students move to the “Jr. High” realm of middle school in 7th grade, the Grammar lessons begin to dwindle to almost extinction. Students in 6th grade (my teaching grade) have not been successful in their Grammar lessons. It has been found that students do not understand simple parts of speech and more time has been spent on this within the daily grammar the students receive in my classroom. As an example, when I gave four questions on an exit slip, not one student got any of the questions right. The questions were: 1. A is always a noun, but a noun is not always a . (SUBJECT) 2. I can be used instead of a name. What am I? (PRONOUN) 3. If I end in “ly” I am more than likely what part of speech? (ADVERB) 4. I can be a linking verb or a helping verb. I always travel in a pack of 8. What am I called? (BE VERBS) When I gave the results at the team meeting, the teachers were able to see the missing links or holes in the learning. While two teachers were quick to use COVID-19 and quarantine as the resulting reason why, it was clear to see that it is not the only contributing factor. We have been in school for 75% of the year, in the classroom, with the students, and they have not improved to a 6th grade Grammar level. The two fifth grade teachers took the same four questions to their classrooms and received the same results. An agreement was made that we need to evaluate our current Grammar instruction. Evaluation Questions In wanting to know how to make changes, we first needed to commit to what we felt needed to change. We sat down as a group of four and we wrote out the most important questions we felt imperative to the evaluation of the material that all subjects be as open and candid with their feelings about the material for the evaluation to be successful. By asking response questions, the teacher can bring to light their viewpoint in an open and secure manner. The teachers also realize that in order for the students to receive the optimal instruction that changes will need to be made. Utilizing another survey format such as Likert scales or closed responses is not beneficial for this interview as the need for candid, open and honest responses are needed to ensure that each teacher has the ability to take an in-depth look at their evaluation and results to be open to changes that need to be made. Potential Questionnaire/Survey The potential questionnaire or survey would be directly related to the Wonders program itself and not just to the instruction of the teacher with the program. In order to effectively understand the need for additional grammar instruction, we need to evaluate the current material we use to ensure it is meeting the needs as it is and if we are potentially not utilizing the program to its full use. This would take a survey with no more than two response questions at the end to provide detail as needed or if needed. The survey responses would be all the same three choices of: 1. Does not meet the needs of instruction. 2. Meets the needs of instruction. 3. Excels the needs of instruction. In this survey, we would be able to determine if the actual program is the issue or if we are not using it effectively. It also could potentially further rally the cause to replace the Wonders program instead of utilizing it further as our curriculum is due to be changed this year, but our district has asked us to continue to use it for two more years unless we can justify a change. The participants of the survey would include the principal and assistant principal as they are responsible for the MAP and state testing scores. Our district instructional coach, and all four of the Reading and Language Arts teachers for 5th and 6th grade as they all have a direct stake in the material and how it is utilized.