Running head: METACOGNITIVE STRATEGIES TO SUPPORT TIER 3 1

Metacognitive Strategies to Support Tier 3

Victoria MacDonald

University of South Florida

METACOGNITIVE STRATEGIES TO SUPPORT TIER 3 2

Background

To gain the bigger picture of this semester, I started off in a new school, with a new CT

(collaborating teacher), and a different group of students and so it turns out a new wondering.

With the change I was lucky enough to get the same grade, however with a completely different

philosophy in teaching style I may as well been put on a different planet. With the change in

teaching style and group of students came a whole new set of questions, which led to my

wondering now. Focusing in on the school and classroom, the demographics are similar to my

old internship school. In my third grade classroom we have 22 students. We have 4 students

who have 504 plans, 4 students that are ESE, 1 student considered ELL, and 5 students with

medical plans. We teach all subjects with the same set of students including reading, writing,

math, science and social studies. There is a heavy focus on English language arts because of the

3rd grade retention if they do not pass the end of the year tests.

According to the data collected by the staff within the school from past years testing,

the students who are not within the white level in IRLA, but in lower levels like red, these

students are more likely to fail the end of the year tests. Students who have already been

retained and are in risk of being retained again or that have been in a 2R reading level for a

long time without moving up were put into Tier 3 groups with me and another intern. These

students need help with understanding breaking apart words, vocabulary and comprehension to

move forward into the white level in IRLA. After working with these students for a week I

noticed that these students were not thinking about what they were reading, about the questions

I ask or even coming up with their own thoughts about stories. They dont think about what

they know or why they know it. This is something that I worked on with students in the past

who didnt think about their thinking. They struggle to move forward because they dont

understand that they are not understanding the content or the thinking processes. Therefore, the
METACOGNITIVE STRATEGIES TO SUPPORT TIER 3 3

purpose of my inquiry was to teach metacognitive strategies to students to help them move

from 2R to white level readers.

Wondering

Literature Connections

Methods/Procedures

Findings

Learning Statement 1

Learning Statement 2

Learning Statement 3

Conclusion

References

Appendix A

Appendix B