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Julie Loland Page 1 4/17/2011

Action Plan for Inclusive Field Study

1. Focus and Rationale

a. What is your teaching context?

My grade three classroom is diverse and

interesting this year. I share my classroom with a
teaching partner. I teach three days a week
(Wednesday, Thursday and Friday) and my
partner teaches two days a week (Monday and
There are 21 students, 11 male and 10 female.
Four students are low-incidence, ministry
designated. Kyle is a category G – Autism. He is
non-verbal and has been placed in a Skills
classroom, located in our school building. Kyle
will be partially integrated into our classroom for appropriate activities. Melody
is a category F – Hearing (deaf). She is fully integrated into our classroom and
has a full-time interpreter and receives individual, pullout instruction three
mornings a week by the districts hearing specialist, Darlene Taylor. Joey is a
category D – Physical. He is chronic health and receives part time TA support in
the mornings. Elysia has a moderate behaviour designation. The above students
have IEP’s and Kyle and Melody are on a modified program. We also have three
ESL students, three First Nation students, two speech language students and 7
learning assistance students. All of these students receive in-class or pullout
support based on their individual needs along with appropriate adaptations.

b. Why is this topic of interest to you?

Improving students’ oral language is of interest to me for two reasons:

First, skilled use of language is fundamental to thinking, learning and
communication and is associated with many opportunities in life including further
education, work and social interaction.
Second, oral language is foundational to a students overall literacy development.
As David Booth (1994) says, “Oral language is the foundation of literacy
learning. Talk is the bridge that helps students make connections between what
they know and what they are coming to know (p. 254).” The current theoretical
consensus concerning reading development and reading delay makes direct links
between oracy and literacy. Writing is written speech. At its simplest level, when
we write in English, we use a code and a set of rules, so that the reader can re-
create the original speech. Therefore if we want to develop and improve students
reading ability we must also work on developing his/her oral language skills
(Macleod, p. 635).
My goal and commitment is to help students develop effective literacy skills at a
level providing full access to all that contemporary society has to offer in
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economic, cultural and other areas of personal development.

c. How does your inquiry connect to a significant educational purpose?

My inquiry connects to the following educational purposes:

i. Providing students with opportunities to develop their capacity to interact
effectively with peers and adults, and to present material orally
ii. Provide students with opportunities to listen attentively, and with purpose
iii. Prepare students to participate effectively in all aspects of society
iv. Create a learning environment that holds positive expectations and
opportunities for all students – focusing on student’s strengths
v. Encourage and support social interaction through the use of cooperative
vi. Provide students with a sense of control over their own learning

d. Explain how and why you expect this project to enhance your work
as an educator.

I believe this project will enhance my work as an educator because it will

challenge me to look at improving oral language in new and varied ways. The
research is clear and emphasizes the importance of oral language as the
foundation to literacy learning. So I hope this project, with its focus on oral
language, will enhance my student’s literacy development beyond just speaking.

2. Essential Question

a. Your Inquiry question

How can I help my students improve their oral language skills?

b. Sub-questions
a. How can I improve my students’ expressive language when presenting
b. How can I improve my students’ ability to exchange ideas and information with

3. Outline of the design of your inquiry:

a. What will you do?

I plan to assess the student’s expressive oral language skills prior to hearing
themselves and then give them an opportunity to listen to how they sound using
iPods. After listening to themselves, I will give them another opportunity to
share. I am hoping that the student’s expressive language will improve when
provided with the opportunity to listen to how they sound.

b. What learning activities you will undertake in your classroom?

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The learning activities I plan to undertake will involve both small and large group
instruction. Initially, I plan to introduce the students to the concept of research
and begin sharing examples of research projects completed by students in the
past. Then in small collaborative groups I will challenge the students to choose a
province of territory of interest to them to research. We will begin by formulating
questions we would like to know more about and then researching online and in
print resources answers to those questions (each student will be responsible to
answer three questions). After researching, the students will each find or create a
digital picture that demonstrates an understanding of the question researched.
They will develop a written response to the question, which they will record
orally and put, along with the picture, in a digital story format using keynote.

c. When will you do it? (set out a reasonable plan of action)

We began this project and will work on it over an 8-week period.

4. Strategies for documentation

a. What data will you collect?

I will collect evidence to show my learning through interviews and surveys with
students and other staff members, focus groups with the class, reflections – both
my own and students, student work samples and field notes.

5. Connection to educational research

a. What academic resources can inform your field study?

I have started consulting resources (and will continue to) that include:
1. English Language Arts BC IRP
2. Macleod, F., Macmillan, P., Norwich, B., Listen to Myself: Improving
Oracy and Literacy Among Children Who Fall Behind, Early Child
Development and Care, Vol. 177, No. 6 & 7, August 2007, pp. 633–644
3. Man-Man, P., Developing Students’ Listening and Speaking Skills
Through ELT Podcasts, Education Journal, Vol. 34, No. 2, Winter 2006

6. Other Resources:

a. Technology resources

i. Where can you get the training you need to work with the

I will take advantage of Gary Toews workshop on Keynote to better learn

the program and to teach my students.
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ii. Are there alternatives you can use if the technology is not

As an alternative, I will use iMovie to present student learning.

b. Support system - Who can help and support you during your inquiry?

I will seek support from others in LTT, STaRT resources, my mentor, and the LA
teacher at my school.

7. Connection to Program Capacities

a. Indicate how your inquiry will help you develop capacities in relation
to the program framework

I think that this project will help me:

1. Develop the capacity to engage in a critical cycle of action-reflection to
understand and develop my practice as I try new things with students and capture
my thinking with regards to students learning and my objectives.
2. Develop the capacity to use, evaluate and integrate existing and emerging
technologies into my practice. I will be using a new-to-me program with the
students as well as using technology I’ve used before in a new way.
3. Develop the capacity to draw on educational theories, research and
philosophies to inform your use of technologies to support teaching and learning.
As teaching and working with technology in this way is a new experience for me,
I will be relying heavily on experts in the field to provide me with their thoughts,
ideas and support as I work on my inquiry.

8. Sharing the field study learning

a. How do you plan to communicate what you learn to others?

I hope to represent my learning to my mentor and colleagues in a written format

and in a digital story format.