Date of Award

12-2013

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Sarah Hansen

Department/School

Curriculum and Instruction

Abstract

In the Spring of 2013, first-grade literacy data were reviewed and we concluded that changes needed to occur with teacher instructional methods to ensure growth in student reading fluency. We collaborated to find what effect common formative assessments would have on teachers’ abilities to help students meet reading fluency benchmarks. Data were collected on 52 first-grade students within three classroom settings. Throughout this process, teachers monitored student progress toward proficiency in reading fluency, in particular rate, through the use of common formative assessments, teacher observation notes and teacher collaboration. After the data collection period, results showed that the use of common formative assessments had a positive effect on students’ reading fluency. We plan to use the data to guide reading intervention groups in the future and will continue to collaborate during weekly PLCs to adjust instruction to meet our students’ needs.

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