Journal of the Effective Schools Project, Volume 18, 2011 Page: 65
79 p. : ill. (some col.) ; 28 cm.View a full description of this periodical.
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sounds, and animal foods using
puppets. Students also used pic-
tures of themselves to match with
their favorite animal picture. All
the artifacts were presented
through PowerPoint and SMART-
Board media. Researchers record-
ed observations about each stu-
dents' choices and preferences in
animals and how each student in-
teracted with the media presenta-
tions. To focus the students' atten-
tion on the upcoming trip, each
researcher wore a monkey hat to
class. The students were so excited
by the hats that the researchers
provided a hat for each student to
wear for the lessons and trip to the
zoo (see student photographs on
the front cover).
Direct Experience: Trip to the
Zoo
To connect the literacy develop-
ment skills pre-exposure strategies
with an actual personal experience,
the students took a field trip to a
large urban zoo. During the trip,
the students found their favorite
animal and reviewed the sequence
of events listed in the common
video song. Photographs were tak-
en to illustrate connections be-
tween the pre-exposure strategies
and the actual events at the zoo
(e.g., buying a ticket, eating lunch,
finding favorite animals, learn
about animals, etc.) (Fountas &
Pinnell, 2006). The zoo experience
reviewed and reinforced the stu-
dents' semantic memory pathways
created by the pre-exposure strate-
gies (Jensen, 2005). Data from the
direct content experience included
photographs, informal interviews
with students about their experi-
ences, and field notes.
Literacy Development Skills Ar-
tifacts (LDSA): Formative As-
sessmentBased on the literacy development
strategies and the literacy needs of
each child, the researchers created
interactive SMARTBoard
(SMART Notebook) and Power-
Point Literacy Development Skills
Artifacts (LDSA). Formative as-
sessment procedures included cre-
ating puppets that matched stu-
dents' animal choices and power-
point presentations using the ani-
mals, their sounds, and favorite
foods to determine if the students
could match their choices using
several different mediums. Their
ability to match pictures and
sounds suggested improvements in
literacy comprehension. Specifi-
cally, the students were asked to:
* match their animal puppet with
a photograph of the animal,
* match their puppet with the
actual sound of the animal, and
* match their puppet with the
animal's favorite food.
Several PowerPoint LDSA were
created so that the students had
different exposures with each les-
son. Field notes from observations
of the students' responses directed
how the researchers adjusted each
formative assessment lesson.
Literacy Development Skills Ar-
tifacts (LDSA): Summative As-
sessment
The summative assessment proce-
dure utilized an interactive/media
approach. There were two parts to
the summative assessment: re-
searcher-created artifacts and stu-
dent manipulated LDSAs. For part
one, the researchers created several
SMARTBoard presentations for
the students to manipulate. For
example, one presentation asked
the students to sequence the events
from the actual zoo trip with theThe zoo experience
reviewed and reinforced
the student's semantic
memory pathways creat-
ed by the pre-exposure
strategies (Jensen, 2005).65
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 18, 2011, periodical, 2011; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201694/m1/69/: accessed April 19, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.