Rinebarger 1

One-on-One Reading Instruction

1. Student description
a. Age:
9
b. First Name: Brock
c. Gender:
Male
2. Teacher description of the students reading difficulties:
Brock is an average student that has a slight difficulty reading. He does not have very
good fluency or comprehension of the text he reads. Brock does not meet with a reading
specialist but is being watched and occasionally tested in order to track his progress.
3. Informal assessment of the student based on observation and conversation including
perception of the students attitude toward reading:
Brock is a somewhat shy student that doesnt often raise his hand in class. He enjoys
reading but says that some books are too hard to read. Brock loves books but only ones
he gets to choose for himself, not ones that the teacher makes the class read. He knows he
struggles with reading but that doesnt stop him from trying.
4.

Screening of the students reading ability using a passage from prescribed curricular
material (attached)
a. Phonics ability to sound out words: Brock is really good at sounding at words.
He understands how to decode a word and will try to do so for each word he
doesnt know.
b. Vocabulary word knowledge: Brock has average third grade vocabulary. He
stumbled across a few words in the passage but moved on rather quickly.
c. Fluency speed and ease of reading the passage: Brock reads somewhat slowly
without much fluency or expression.
d. Comprehension understanding what is read: Brock has a lot of trouble
comprehending what he reads. It is hard for him to retell something he just read
and isnt very comfortable asking questions about what he didnt understand.
e. Formal assessments administered and results:
Basal Reading:
77 WPM
Slosson Oral Reading Test:
4.1 (fourth grade, 1st month)
Phonological Awareness Test:
8/10 (8 out of 10 is passing)
Decoding Fluency:
17/20 (16 out of 20 is passing)
5. Session descriptions
1) Date: 1/23/15
What I did: Talking and Assessment
How it went: I enjoyed talking with Brock. We discussed books and I asked about
his reading preferences and got an understanding of his attitude towards reading. I
assessed him using the basal reading, Cocoa Ice, which the class will be reading

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next quarter. I also assessed him using a Slosson Oral Reading Test, a
phonological awareness test on rhyming perception, and an Abecedarian decoding
fluency test to check his phonics knowledge and decoding skills.
Plan for the next session: Brock and I will begin looking through the story, Cocoa
Ice. We will talk about the key vocabulary and the pictures throughout the
reading.
2) Date: 2/6/15
What I did: Key Vocabulary and Picture Walk
How it went: Brock and I looked at the key vocabulary for the story, Cocoa Ice. I
said the word and then Brock said the word. We talked about what each word
might mean and then looked at the beginning of the story to find out if we were
right. Brock and I also did a picture walk through the story. We talked about the
pictures and what might happen throughout the story. I really think this helped
Brock get an idea of what the story might be about, which will make it easier for
him to comprehend when he actually reads the story. We did not finish the picture
walk.
Plan for the next session: We will finish the picture walk and discuss the
vocabulary again. We will also begin to read the story.
3) Date: 2/20/15
What I did: Picture Walk and Reading the Story
How it went: Brock and I finished the picture walk of Cocoa Ice and went over
the key vocabulary words again. I had him say the word and explain what it
meant. He remembered every word! We also began to read the story. I read,
modeling accurate, expressive reading at an appropriate rate and then I had Brock
read with me. It was really fascinating to see how Brock would read so
expressively once he heard me read. I started by having us both read one sentence,
then two, and have him read them back to me. We did not finish the story.
Plan for the next session: We will finish reading the story and then talk about it.
4) Date: 2/27/15
What I did: Finished Reading the Story and Discussed Story
How it went: Brock and I continued reading Cocoa Ice. We did an echo read with
me modeling fluent reading when it was my turn. Once we finished the story, we
discussed what we liked and what our favorite parts were. I really liked this part
because I was able to see how well he comprehended what he was reading. I think
this was because I read the passages first so he was able to listen, and then he
would read them in order to practice fluent reading.
Plan for the next session: Brock and I will continue working on comprehension.
5) Date: 3/6/15
What I did: Discussed Story and Answered Questions for Comprehension
How it went: Brock and I reviewed the story together by doing another picture
walk. I used the teacher book to ask him questions about the story. Brock
understood the story so well and was even able to make real-life connections.

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Brock was able to answer every question from the story and remembered the
vocabulary we had talked about!
Plan for the next session: Brock and I will work on reading fluency.
6) Date: 3/20/15
What I did: Worked on Reading Fluency
How it went: I took a passage chunk from the story and modeled reading it. Brock
practiced reading it several times and then we read the passage all together again
several times. Each time Brock read the passage more fluently. We talked about
what fluent reading is and he practiced reading the passage with perfect fluency.
Plan for the next session: We will work on reading fluency and expression with
more chunking.
7) Date: 3/24/15
What I did: Worked on Reading Fluency and Expression
How it went: I took three consecutive passage chunks from the story and modeled
reading them one at a time. For each passage, Brock read it after me. We
reviewed reading fluency and then talked about expression. Brock enjoyed
reading expressively because he could make up funny voices for characters and
talk really loud or soft. Once we went over each passage a couple times, I had
Brock read them all in order. Brock was able to read all three passages both
fluently and expressively with little stopping or mistakes!
Plan for the next session: Next session will be our last. We will once again review
the story through a picture walk and I will administer the WPM test again.
8) Date: 3/27/15
What I did: Picture Walk Review and WPM Test
How it went: Brock and I reviewed Cocoa Ice through a picture walk of the story.
He was able to retell a lot of the story by just looking at the corresponding
pictures. He also made connections from one section of the book to the other and
talked about how there were a lot of similarities to the characters. I think that
these sessions really helped Brock with fluency, expression, and comprehension.
Since his class will be reading the story next quarter, he should have no problem
reading aloud or answering questions about the story (I hope!). I also
administered another WPM test using the same passage from Cocoa Ice. He was
able to read it at 101 WPM. Since we had been working on the text from Cocoa
Ice throughout our sessions, he was able to receive this high of a score. Im not
sure if he would receive the same score on a passage hes not familiar with. He
was really proud that he was able to read it so well, though!
Plan for the next session: No more sessions. I will miss working with Brock!