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https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1150&context=cifs_facpubs The article is titled "Developing Multiplication Fact Fluency".
This article provides insight on beneficial multiplication fact fluency strategies. It emphasizes that when students engage with math rather than be drilled with facts, their success rates are higher. It reinforces that rote memorization is not the most effective way for students to learn their multiplication facts.

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The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students. 

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The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students. 

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Relevance- The study consisted of ten students and lasted over the course of three weeks. The study focused on finding out if background music increases student motivation, positive behavior, relaxation, and staying on-task. The results of the study suggested that the ten students benefited from the music and would be an effective tool to use in the classroom. This study suggested that any further research on the subject should compare test scores with music and without music in order to compare and see quantitative results. This article helps me think deeper about my plan because prior I hadn’t wanted to do quantitative research and was going to make up for that by comparing their written work from beginning to end. I still might do this but now I’m considering choosing mixed methods instead of just Qualitative.

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The Space Between the Notes: The Effects of Background Music on Student Focus.

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The Space Between the Notes: The Effects of Background Music on Student Focus.

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Relevance- This article discusses a study done with Montessori classes. Social behaviors, motor skills and academic skills were all assessed, with and without background music. The results showed that students' happiness (smiling) and their productivity all increased with the background music. The article recommended using background music to increase your students focus, however they recognize that more studies should be done with younger and older students. The article also suggests that when conducting this study with older students, they might have acquired a specific music taste and that should be taken into consideration. Therefore, I have currently decided to specifically play Disney instrumental music, considering my students' age. Although I recognize students' music preference might be different. I might start with a google form to get a better idea on what my class prefers.

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Francine R. Johnston (2000) Exploring classroom teachers' spelling practices and beliefs, Reading Research and Instruction, 40:2, 143-155, DOI: 10.1080/19388070109558339.

“The perspective that spelling is a matter of rote visual memory is based upon the belief that English orthography is irregular and each word stands alone as a memory task.”

Activities created based on this perspective focus children’s attention on common features and rules of spelling

In the study, about half of the 42 teachers in grades 2-5 stated that they had never practice on how to teach spelling.73% reported that spelling was not properly addressed in the elementary curriculum. 27% of teachers believed that spelling was addressed

“Teachers need knowledge and resources to teach spelling effectively.”

“The topic of research-based spelling instruction should cover long-standing pretesting and self-study techniques” - creating new approaches such as word walls and other visuals around the room

Teachers understand the importance of teaching spelling instruction but lack confidence within themselves of how to effectively teach it

Educators hold different beliefs about spelling instruction and the ways to implement it into the classroom, however, they must be knowledgeable of how children develop as spellers and how to implement differentiated spelling instruction to meet the needs of all students

This source discusses the beliefs of teachers and educators regarding spelling instruction. Several teachers lack knowledge of how to teach spelling to students in a variety of ways (providing differentiated instruction). Many teachers reported that they were never adequately taught how to implement spelling instruction in the elementary curriculum. 27% of those teachers believed it was addressed. Regardless of the beliefs of educators, understanding how children develop as spellers is crucial, along with how to  implement spelling instruction in ways that benefit all students.

Puliatte, A., Ehri, L.C. Do 2nd and 3rd grade teachers’ linguistic knowledge and instructional practices predict spelling gains in weaker spellers?. Read Writ 31, 239–266 (2018). https://doi.org/10.1007/s11145-017-9783-8

Research concludes that teachers who are more knowledgeable about phonemes in words and who utilize more effective, research based spelling instruction are more successful in teaching spelling to weaker spellers

There is a great emphasis on on reading, writing, speaking, and listening skills, as many teachers are not satisfied with their approach in teaching spelling because students are unable to convert their performance on spelling tests into their writing

The traditional approach focuses on memorization of words

Instruction includes teaching “English letter-sound regularities and rules that support learning the list of words.”

Instead of having students memorize individual words or letters in words, allow students to analyze spelling patterns by conducting word sorts or engaging in spelling activities/ games - other features may be thoughts such as visual, syllabic, and morphemic letter patterns

Word lists may be created based on a student’s developmental level as opposed to grade level. This creates differentiation and supports the needs of all students. In addition, rather than having weekly spelling/word lists, teachers may implement spelling in other ways through reading and writing activities

Masteron and Apel (2010) argue that spelling is a “Linguistic skill, where spelling instruction should follow a multi-linguistic approach which incorporates instruction in phonology, orthography, morphemes, semantics, and mental images of words.”

Fresch (2003) found that most teachers follow a traditional approach to spelling instruction which lacks a linguistic focus

Practices such as direct instruction, teaching orthographic patterns, and using differentiated spelling lists, promoting student interests, etc, benefit students’ learning more compared to traditional approaches

Spelling is a necessary skill - impacts students’ writing performance and motivation. Students with poor spelling abilities are less motivated to write - “Teachers have reported that almost one third of their students struggle with spelling, thus underscoring the need to emphasize spelling instruction to alleviate their struggle” (Doyle et al., 2015).

According to Ehri (2005, 2014) “Linguistic knowledge is the key that enables students to remember the correct spelling of words.” This involves students making connections between the spelling of words and their pronunciations and meaning, all of which are stored in their memory

Teachers need to understand why children make specific spelling errors and how to correct those errors

Study conducted shows that teacher linguistic knowledge is strongly associated with student spelling gains - “Our answer is that teacher education programs should and staff development should for in-service teachers should focus not only on phonemic awareness but also orthographic and morphological awareness to strengthen teachers’ background knowledge.”

This source discussed the importance of explicit spelling instruction specifically in second and third grade. Teachers who have a strong background in “linguistic knowledge” will allow students to understand parts of a word and how to identify letters in a word. Students will not learn how to spell by memorizing individual words, they need to analyze spelling patterns through spelling games and activities. Teachers may create weekly spelling lists by developmental level as opposed to grade level. Educators can implement spelling in other ways through reading and writing activities as opposed to spelling assessments.