I chose 5 students from each of my two third grade classes
for a total of 10 students to establish progress-monitoring folders with. Two above grade level DRA/Guided Reading
scores, 4 on grade level DRA/Guided Reading scores and 4 below grade level
DRA/Guided Reading scores were chosen for this particular action research
project. I have 5 boys and 5 girls
participating. Each student has a folder
documenting the required TEKS and mastery level expected of each student and
their personal progress towards these objectives. These TEKS coincide with the lesson scope and
sequence each week, although if mastery isn’t made the student has the
opportunity to continue trying for mastery.
I meet with each student weekly to review progress and complete the goal
sheets. My expectation was that the
above grade level students wouldn’t need the motivation of a personal academic
challenge, but would value the road map of their personal education. These two students are already highly motivated
to learn. My on grade level students
have not been completely consistent in their level of motivation and I’m
considering adding a variable into the equation in the form of an external tangible
reinforcer for goals attained. I do
believe they appreciate the personal road map, as well, though. My below grade level students tend to value
the visual of their accomplishments, but are affected more when their goal isn’t
reached that week. They seem to do well
without tangible external reinforcers and I would hesitate to add them just
because. Overall, I’m pleased with the
progress that is being made by all of the students involved and am considering
using this method for all of my students next school year.
