Sample Education Essay Paper on Action Plan Implementation

Action Plan Implementation

Introduction

            This study is a revision of the action plan. The revision is based on the student’s interest, responses to activities and present evaluation results. The study contains items to be addressed, implementation, and modifications of the plan. The study further highlights how the tutoring week faired on, new aspects, which were realized of the student, new changes for the upcoming week and modifications to be made in relation to the rationale. The purpose of this study is to improve the literacy level of Jennifer.

Action plan of the previous week

            After carrying out an action plan to improve the literacy level of Jennifer, there was need to revise the plan. This is because from the evaluation carried out, it was realized that Jennifer was still poor in reading difficult vocabularies. This may be attributed to the limited time allocated to each lesson. Each lesson was allocated 45 minutes for five days. This time may be too short to realize the goal. There is need to continue with the lessons for at least three weeks for more improvements. All through the week, the student had a chance to listen to audio-recorded materials, audio visuals, and readings from the teacher. These materials were offered in different approaches to improve the concentration of the student (Caldwell & Leslie, 2011). The teacher also desired to increase the listening skills of the student. Passages with difficult words were offered for spelling exercise. Word recognition incorporated the use of repetitive words in a passage. This was an effective tool in identifying new words. In general, approaches applied in word identification were effective. The student was allowed to listen to pre-recorded tutorials on word pronunciation. This method was efficient as the teacher was able to correct the mistakes on the misspelled words.

Lessons learnt from the student

            Jennifer is a slow learner. This is derived from the fact that it has taken her long to acquire new words, remember difficult words, and spell correctly in the pretest given. She also has low self-confidence. This is the likely reason for the slow learning and correct spelling of words in form of her mates. In the comprehension test, Jennifer was able to retell most of the passages. Comprehension difficulty was ruled out. However, she still needs to be confident of herself (Leslie & Caldwell, 2011). The student still has difficulty on derived words. She still needs more time on the lesson of word knowledge. The teacher can incorporate the ESI validity method to assist the student to understand repetitive words. This problem may also be attributed to the low self-confidence of the student. Jennifer is also poor in listening skills.

            However, Jennifer has a good memory. She can remember words she has used before in a passage, unlike words, which she randomly learns. This implies that with continued practice, Jennifer can progress well in recognition of words (Bear et al, 2008). This is depicted from the miscue analysis. Jennifer was accustomed to the timing and speed of the words. Despite the presence of the crowd, she was able to show improvement in varying contexts. She is able to identify her weaknesses and willing to improve. She has realized that the varying nature of her reading is different from the rest of the classmates. She is also willing to improve on comprehension and timing. She therefore has greater opportunities for improvement. Her reading is above average

Recommendations for the upcoming week

            In order to develop skills such as listening skills, more time ought to be allocated for the student. This is because development of these skills takes at least two weeks of continuous practice (Bear, 2008). Instead of introducing long passages with difficult words to the student, the teacher can introduce short, entertaining, and captivating passages. This will further captivate the student and make listening and reading more interesting. Long passages with difficult words are a turn off to most students (Caldwell & Leslie, 2011). Therefore, long passages can be made interesting and short by reducing difficult words, extending the lesson to the next time. Introduction of random spelling of new words can be introduced as an approach at the end of the three weeks teaching. This is expected to cover all the topics and passages the student is expected to have covered during the private studies. There is need for the teacher to incorporate activities, which will improve the self-confidence of the student. This will further assist in improving the number of new words the student can memorize. Application of visual aid in word recognition can further enhance word identification by the student.        

Additional Action Plan

Purpose: To develop the literacy level of Jennifer

Goal: To make Jennifer improve on weak areas such as listening skills, word spelling, and word identification and word articulation

DAYListening capacity (7:00-7:20)Word spelling (9:00-10:00)Word recognition (2:00-3:00)Word pronunciation (4:00-5:00)
MondayThe student is to listen to audio-recorded device, which speaks about literature. This is to improve the listening skills which is being developedThe student is to put down difficult words from the passage givenThe student to put down repetitive words identified in previous classes. This is to assist in memorizing the words and differentiating themThe student is to put down or highlight words with challenging pronunciation from the audio-recorded device. This is to enhance word spelling
TuesdayThe teacher is to enquire what the student understood from the previous listening classThe student is to refer to the passage again and correct the spellings of the difficult wordsThe student is to identify difficult words from the passage and from the first lessonThe student is to put down whatever she can remember from the pre-recorded tutorials
WednesdayThe teacher is to introduce another short passage for the improvement of listening skillsThe teacher is to assist in verifying the spelling and identifying the meaning of the difficult wordsThe teacher is to assist the student in understanding the difficult words and their application from the previous identification lessonThe student is to re-tell the story from the written notes
ThursdayThe student is to re-tell the story highlighting new wordsThe teacher is to assist the student in relating the difficult words with their synonymsThe teacher is to assist the student in understanding the difficult words noted in previous lessonsThe student is expected to read different passages as the teacher listens and corrects words with different pronunciations. This is to assist the student in understanding and grasping the corrected pronunciations
FridayIntroduction  of a longer passage. The student is to improve on the listening abilityThe student is to read a passage and note difficult words. This is to improve her vocabularyThe student is to identify words with the same rhyme but different meanings from the passageThe teacher is to write on the board words for the student to pronounce. This is to further enhance the pronunciations of words correctly
MondayIntroduction of the audiovisual material. The student is to improve on the listening abilityThe student is to note of new words noted from the audiovisual deviceThe student is to find new repetitive words. This is to enable her to recognize the new words in different contextsThe student is to come up with different words but with the same pronunciations. This is to improve on the vocabulary and pronunciation
TuesdayThe student is expected to write down difficult words realized from the previous lectureThe teacher is to assist the student with the spellings and meanings of the new wordsThe student is to find the synonyms of the new words. This is to further improve understanding and mastery of the new wordsThe teacher to correct repeated wrongly pronounced words. This can be from a list of compiled words from previous lessons. Thereafter the student is expected to correct these words (Bear et al, 2008)
WednesdayThe teacher to introduce longer passages with visual aidThe student is to read a passage and find difficult words. She is supposed to find the spellings of these words.The student is expected to recognize the new words on the previous context and find meaningsThe student is to pay attention to pre-recorded lectures on the pronunciation of words.
ThursdayThe student is to narrate what she has grasped from previous classesThe student is to write down new words realized from the passage. The teacher should assess the student on the spellings of the new wordsThe student is to find out spellings of the new words from the previous lessonShe is to read to the tutor the new words. The tutor is to correct on the pronunciation.  
Friday The teacher is to continue with long passages with visual aid. The student is expected to write down whatever she has understoodThe student is to write down the new words with difficult spellings. She is then expected to find out their meaningsThe student is to recognize the new words from the passages she is to readThe student is expected to read allowed the new words while the teacher listens and corrects the mispronunciation.  
MondayThe teacher is to go through the written notes to understand the level of listening of the studentThe teacher is to assist the student in finding out the spellings of the new words and their synonymsThe student is to differentiate the new words from the antonymsThe student is expected to clearly read and correct previous words and their pronunciations.  
TuesdayThe teacher is to introduce new passage in a noisy environment. the student is to write down information from the passageThe student is to read a new passage and note the new words. She is then to find spellings of these wordsThe student is to find out new words in a passage as they are being appliedThe tutor is to write new words on the board as the student notes the pronunciation
WednesdayThe teacher is to continue with the long passages narrated in a noisy surroundingThe student is to read a passage and note of any similarities with the previous passageThe student is to recognize common words within the passageThe student is expected to correctly pronounce the words as they are written on the board by the tutor
ThursdayThe student is expected to listen to the teacher as she narrates a storyThe student is to write down the story and find out previously taught wordsThe student is to realize the words taught as they are used in the sentencesThe student is to clearly pronounce all the new words correctly
FridayThe teacher is to allow the student narrate the most captivating story read all throughThe student is to note highlight the new words she has learnt in the previous lessonsThe student is to recognize the words previously learnt and their applications within the passageThe student is to pronounce all the new words from the passages correctly.

Conclusion

From the study, the teacher has applied different strategies to improve the student’s ability in the listening skills, word recognition and reading skills. The student has improved on the reading skills and passage recognition. However, more input needs to be included. The teacher needs to assist the student to improve her self-confidence. This shall assist her deviate her attention from the students and improve her listening skills. The student needs more time to improve on her general performance.

References

Bear, et al. (2008). Improving literacy of a student through different activities. Manchester: SK publishers.

Caldwell, J. A., & Leslie, L. (2011). Intervention strategies to follow informal reading inventory assessment: So what do I do now? Boston: Pearson/Allyn and Bacon.