How will student growth portfolios impact student motivation in a lower level reading class?

Seminar Title

How will student growth portfolios impact student motivation in a lower level reading class?

Student Engagement

5th Grade

5th Grade

Reading

Language Arts

“Do I have to read?” or “How much longer until we’re done?!” are the phrases that teachers dread to hear. These are the phrases that influenced me to create digital growth portfolios for my 5th grade reading class. The concept of digital portfolios can be adapted for all grade levels and multiple disciplines. While teaching reading to students that are typically nine to eighteen months behind their grade level peers, the phrases above are heard frequently throughout my 90 minute literature block. While creating growth portfolios on SeeSaw, students were able to reflect on their reading, practice their fluency, and show their comprehension. If you are looking for an opportunity to discuss student growth and digital resources, this session is for you!

The action research that I am conducting is implementing digital portfolios to track the impact of student motivation in a lower level intermediate reading class. The reason why I am focusing on tracking my students motivation is because I want to create enjoyment for my students when they read. I would like my students to eventually pick up a book because they want to read it, not because they have to read it. I teach fifth grade students that are typically nine-eighteen months below grade level for reading. Many times my students are not book lovers and I hear frequently that they, “hate reading” or “they can’t read”. It is a struggle to find books for them that are grade level appropriate but are also a “right fit” for them. This is why my action research is focused on my reading class. I want my students to be able to look back through their portfolio from the year and feel pride that they have grown as readers. Therefore, increasing their motivation to read. While implementing student growth portfolios, I utilized an online account called SeeSaw. This was a way for students to upload and reflect on their work while keeping parents updated on student learning. I tracked my student progression through a triangulation of data. I used Google forms for both a student and parent survey while also taking weekly observation notes. The student google form was used to track student motivation within the classroom. The parent Google form was used to track student motivation towards reading while at home, and the observational notes were used to see which areas were successful or needed improvement throughout the implementation plan. As a result of seeing how my students have utilized their SeeSaw accounts in accordance with uploading their work, practicing their fluency, reflecting on books, and practicing positive, constructive feedback, I have realized that reflective practice is very important and meaningful within student instruction. It is important to allow students time to reflect on the work they have created. Within reflection brings growth, and within growth can bring motivation.