ࡱ> q` 3)bjbjqPqP 4V:: i^j;j;j;8;L;dBG$^<^<t<t<t<O=i= u={G}G}G}G}G}G}G$ IhKG}=O=O=}=}=Gt<t<Gg?g?g?}=dt<t<{Gg?}={Gg?g?g?t<R< aX[Vj;=g?@G0Gg?(L=Z(Lg?(Lg? }=}=g?}=}=}=}=}=GGW?}=}=}=G}=}=}=}=BBB!F7$BBBF7d@Z Poetryyuck! Teachers of middle school Language Arts classrooms can probably relate to the preceding statement regarding poetry study. Until this year, I have found little enthusiasm for Poetry in my sixth grade classroom for neither students nor teacher. In fact, it has always been a unit of study, I dreaded perhaps, because of my own experiences with poetry and belaboring over meanings in middle and high school. Poetrys Place All of this being said I have found a place for poetry in my language arts classroom. Rather than labor over extracting meanings from poems I am using a weekly poetry study routine to promote fluency (I call it Poem of the Week). Repeated readings of a text are a research based method for increasing fluency. Jay Samuels (1979) research found when students orally practiced a piece of text their rate, accuracy and comprehension of that text improved. As Ransinski , Homan and Biggs (2009) stated The keys to development of reading fluency include modeling fluent reading for students and providing students with repeated reading practice of written passages while at the same time providing assistance and coaching in the repeated reading. For struggling readers, repeated readings need to be under the guidance of a teacher or coach (Rasinski et al., 2009). Knowing many of my students were in need of fluency interventions, I turned to poetry as a text for providing my sixth graders an opportunity to develop this much needed skill. Why Poetry? Poetry is a natural choice for oral repeated readings because its purpose of being read aloud. The use of poetic devices such as alliteration, rhyme scheme, assonance and repetition make this form interesting to read. Poetrys relative short length also makes it a good choice in an upper grades classroom since much of the focus in reading instruction is spent on teaching comprehension and little time is present for teaching students to process print. However, any teacher familiar with the process of reading is aware of the need for helping children read with automaticity. Struggling readers need text which provides opportunities for high-success translating into accurate, fluent, and easily comprehended reading (Allington, 2002). Routine On the first day of each week, students are introduced to the Poem of the Week. Each student is given a copy of the poem and is asked to follow along as the teacher reads the poem aloud. Students then glue the poem into the appropriate section in their Poem of the Week notebooks. On the second day, students are instructed to turn to the poem. The teacher reads a line or two at a time dividing the poem into natural breaks. Students echo read the same line read by the teacher. By the third day students echo read the poem in larger chunks typically being one stanza at a time. On the fourth day, the students are asked to read the poem chorally with the teacher. Day five, students are asked to read the poem with a partner either by stanza or line depending on the poem. Additionally, Students being monitored for fluency in the RTI process read the poem aloud to the teacher where anecdotal notes about the childs reading are made. Past Poem of the Week poems can be found in their notebooks and provide another opportunity for student to practice reading aloud. Parents can also help by coaching their childs oral reading with previous Poems of the Week. Progress Monitoring Out of all seventy sixth graders I teach, thirteen are being monitored using AIMSweb, a benchmark and progress monitoring system based on weekly one-on-one student assessment. All thirteen students are reading at least two grade levels behind their peers and have been identified having trouble learning to read (Richardson and DiBenedetto, 1995). The results are reported via a web-based data management system to determine how well students are responding to interventions within a regular classroom setting. The thirteen students were identified as deficient in fluency during a universal screening given to all sixth graders during the first month of school (9/21/2011.) Of the thirteen, eight are male and five are female. Of the students three are Caucasian males and one female, one Asian female, three are Hispanic females, and five are African American males. The only intervention the thirteen students are receiving for fluency in the regular language arts classroom is Poem of the Week repeated reading. The three Hispanic females are also served by the ESL (English as a Second Langauage) teacher in the classroom thirty minutes a day as well as for study hall for twenty minutes three times per week. The instructional focus during these times is on comprehension strategies and vocabulary acquisition. Findings According to the data entered into AIMSweb eleven of the thirteen students are making positive gains in words correct per week (WCPW). All students average number of words read correctly per minute has increased since the initial screening given during the first month of school although some at much higher gains than others. According to the data, Poem of the Week repeated readings seem to be most effective for the Asian female student at 3.28 WCPW, followed by the African American male students who are reading an average rate of improvement of 2.49 words correct per week followed by Hispanic females with an average of 1.91 WCPW. The Caucasian group of students has a significantly lower average rate of improvement per week. The average for the whole group is 1.97 WCPW. Girl 2.08Boy 1.61Asian 3.28Caucasian .45African American 2.49Hispanic 1.91 Date 9/21 Baseline 9/30 10/06 10/14 10/21 10/26 11/04 11/10 11/22 12/02Average Rate of Improvement (WCPW)Average Number of Words Read Per MinuteB.B1031351001261431271551551361423.78135.4444C.D.89100109110115112119105911091.95107.7778D.G.76725683878197946663.1377.66667K.L.137971311271421421641931641615.82146.7778C.M.82728680939378949380.7885.44444E.M.10012199119109120126134105108.74115.6667B.G.105117117113106109120111102116-0.04112.3333Z.D.1011031061095110119107A93-0.3192.875L.B.1061231241121261411461431111251.41127.8889J.A.8897971091049912098931091.06102.8889C.C.1061091171181231331411381351242.74126.4444M.L.9097981109510119107911231.9294.44444S.P.92991031111181151391271051333.28116.6667GirlBoyAsianCaucasianAfrican AmericanHispanicImplications Overall, it seems that Poem of the Week repeated readings are an effective strategy for promoting fluency for sixth grade students. While other variables may have contributed to students average words read correctly per week such as increased time spent in carefully graded text at students instructional level as well as an average of one hundred minutes devoted to reading text silently at students independent reading levels while at school. Including a control group in this study would be an excellent addition and could better isolate the practice of weekly poetry repeated readings and its effectiveness. Conclusion While this study perhaps needs stricter controls to be conclusive regarding increased fluency I, however feel the data indicates using a weekly poetry study routine does increase words read correctly averaging an increase of about two words read correctly per week. Therefore, this strategy is effective for promoting fluency among struggling readers in my sixth grade classroom. An interesting find as a result of this study is the surprising contrast between in effectiveness of the Poem of the Week repeated readings between Caucasian and minority students. The five Caucasian students made an average rate of .45 words read correct per week while minority students averaged 2.56 words read correct per week. This is a difference of over two words per week. I find this quite shocking because I chose poems with the common theme of perseverance. Some of the titles read so far this year: I, too, Sing America, Dream and Dream Variations by Langston Hughes, The Funeral of Martin Luther King Jr. by Nikki Giovanni. Perhaps, this is not a coincidence and further research into the effectiveness of teaching struggling minority readers with multicultural poetry could be examined.     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