Updated Action Plan

Goal:      The purpose of this action research is to determine the gains students can make in reading levels through explicit reading fluency practice. I will focus on 2 groups of 4-5 2^nd graders.  These students will be selected using the RTI process and DRA kit and will be receiving out of classroom intervention in addition to in classroom intervention. Through this action research I will be able to intervene and provide students with the opportunity to read fluently, as a result enter 3^rd grade reading on level as expected by the district.

Action Step(s)	Person(s) Responsible	Time Line:  Needed	Needed Resources	Evaluation
1.  Determine students who are at risk	RTI committee; Campus Intervention Teacher for Reading (CIT) –Denise Ayala	9/2/2013-11/8/2013 Initial data analysis Continue to monitor progress through 2nd grading period 11/11/2013-12/20/2013	Developmental Reading Assessment Kit	Students who are reading significantly below grade level as 2nd graders will become the target group for this research.  Students are expected to be on Level 18 by this point and reading 60 wpm.  Students who are Level 14 or below at this point will become the target group.  Students who have already been identified as RTI II the 2012-2013 school year will start fluency intervention immediately. .  Letters will be sent home to parents informing them of the fluency intervention-taking place.
2.  Based on DRA, begin guided fluency practice on instructional levels	CIT to conduct running record and check for understanding; CIT to conduct lesson for improving fluency Parent Involvement	By September 2, 2013  Week 1  Day 1	Fluency Practice Kit (reading passage); student tracking sheet; sight word cards, chunking phrases, word reading strategies Decodable books for homework practice(MMH reading adoption)	Complete a cold read running record at the beginning of the week-based on instructional DRA; students will track reading fluency, DRA Level, and comprehension evaluation using 5 questions to check for understanding.  Begin small group fluency instruction.  Student will take home a decodable for reading practice.
3.  Reread and practice same story; guided reading group	CIT to monitor students on computer then move into guided lesson	Week 1  Day 2	Reading Fluency Passage, Itunes, headphones, sight word cards, chunking phrases, word reading strategies	Upon entering the classroom, the students will use Itunes and listen to the same passage from day one.  They will listen and follow along 3 times and then read to self 1 time. Begin small group fluency instruction.
4. Reread and practice same story; guided reading group	CIT to monitor students on computer then move into guided lesson	Week 1  Day 3	Repeat Day 2 using same story, sight word cards, chunking phrases, word reading strategies	Repeat Day 2 using same story; Begin small group fluency instruction.
5.  Complete running record of story of the week	CIT to conduct running record and check for new understanding	Week 1  Day 4	Fluency Practice Kit (reading passage); student tracking sheet; recording devise	Complete a running record tracking fluency and comprehension.  Students will use tracking sheet to document end of week fluency and compare to Day 1 tracking.  Review progress with students.
6.  Repeat Days 1-4 for the 6 week grading period	Same as above	Same as above	Same as above	Complete same process for days 1-4.  First two weeks will be same reading level. If comprehension is seen by week 2 day 4, then move on to next reading level.
7.  Repeat steps 1-6 throughout the school year for each 6 week grading period	CIT/Classroom Teacher	End of Year DRA	DRA kit	Reassess students at the end of the year to determine reading level.

This practice takes approximately 8-10 minutes once students are trained in the process.  After fluency action plan is completed in 8-10 minutes; students will receive explicit instruction in fluency including sight word reading, and chucking phrases.