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ACTION PLAN WORKSHEET: FEB.

1, 2016

Teaching is a complex task. Often times it is difficult to clearly focus on one


area of practice to work on. The purpose of this action plan is simply to
support you in defining an area that you want to focus on during this next
practicum in order to continue to make theory/practice connections. This focus
for your action plan should be something that will assist you in your ongoing
professional development. It should be something you really think you need
to look at and are probably wondering about as you move into practice. It may
also be useful to consider how it connects to your overarching area of interest
and work this term. Upon return on March 1 (Tuesday) you will meet with your
POD and share what you did and learned.
1.

Choose an area to focus on during your practicum that connects to your work
this term. What questions emerge from this area of focus? ( e.g. How can I.?
How can I increase my students in K/1 class a strong reading stamina?

2.

What actions can you take with your learners during this two week
teaching/learning experience?

Create a guideline chart and a reading stamina graph chart


- Set an expectation: What read-to-self looks like
- Do a demonstration of what to do and what not to do.
- Practice the action as a class
- Prepare a reading stamina chart and explain how this is going to help us see
our progress in building our reading stamina
- At the end of reading time, color in the graph by the minutes that theyve
read
3. Decide how you will observe or collect evidence from your practicum to help you
pay attention to and reflect on the impact of your actions on your learners and
your practice.

I will
-

collect evidences through:


Reading stamina graph chart
Self-evaluation sheet?
Share their favorite part from the book that they have read

*After practicum you will have an opportunity to share your experiences with your
POD during your inquiry presentation (March 1). The following question may guide
you through this process. Please respond on this form and submit to Dropbox no
later than March 8th.
What was your question, evidence gathered, and learning from your action research?
What do you still need to know (next steps)?

My question for the action plan was How can I increase my students in K/1 class a
strong reading stamina? During the observation days in my K/1 class, I noticed that kids
were able to get settled in proficiently. However during the Quiet Reading time which
follows right after they get settled in, some kids were not able to read without
distractions.

I started off with asking questions to my students with what they need to do during
Read to Self. Then, I showed the Read to Self chart and explained what each point
meant. We as a class set our reading time goal and I asked couple of students to show
the class what it looks after going through the Read to Self guideline.
Everyday for two weeks, I reminded them with the rules and set our goals before I
sent them off to do their reading.
From time to time I had to give a little nudge to the class to quiet them down, I was
able to see the progress in the behavior during read to self. The purple bar on the graph
represents that the class read for whole 14 minutes. Despite the fact that some kids
started talking to others reaching into 10-12 minutes, there were some kids who were
still reading following the rules. Although not everyone read for 14 minutes, I wanted to
admire those who read for the whole time.
On my last day of two week practicum, my sponsor teacher wanted to keep the
chart and use it which showed me a good sign that my action plan was helping them in
reading and keeping them reminded with the rules everyday before they began the
reading.
What I would like to know next is
- I would like to know if each student can have their own good fit book bag
that they can keep at school and use it when its read to self or read with
someone.
- I would like to know if kids are actually reading books or just pretending to be
reading.
- I would like to know what tools are available at school for me to use to make
this plan more efficient. i.e.) My sponsor teacher did not have a timer in the
classroom.

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