Kathryn Larson Special Education-Tutoring Project EDUC 629-02 May 10, 2014 Student Profile “You look too young to be a teacher.” The first words this student ever spoke to me. This was shocking coming from this sixth grader who everyone described as a gentle giant. “You look to old to be in sixth grade,” I replied. He is a gentle giant and everyone makes an effort to point this out to him. At twelve years old he is pushing six feet tall and is probably the biggest kid in his class. He has a warm personality and sheds positivity into every room he goes into. Although his comments were alittle abrupt, it was quickly discovered that this student simply points out the obvious and is an overall funny kid. In everything he does he tries to make people laugh, even in the most serious situations. You would think he would want to be a comedian, but no, This student is an aspiring chef, who would like to travel to Italy one day to study, He will play soccer or basketball with his friends, but when it hits dinner time he is quickly home to make his mom ot dad dinner. Not many twelve year olds love cocking, but he uses his parents as his excuse to perfect his art and is described as “beter cook than any grandma’s cooking.” His parents” divorced when he was in first grade. The parents of this student do not talk, do not have nice things to say about one another, and he tries to take care of them both. His mom works two jobs to help pay for additional tutoring on the weekends, and his dad works construction. This student is an only child and says he just wants his parents to be happy with him, cooking for them seems to be his outlet. At the end of the first quarter of the school year his grades were mainly D’s and F's. The principal became actively involved in discovering why he was struggling in his classes and quickly discovered that he reads at about a second or third grade level. The principalTecommended a tutor to his parents, whom he has been working with for close to six months now. It has helped to improve his grades in his classes, but he informed the instructor that this ‘itor works most on helping to finish his homework and not necessarily improve his reading skills. While meeting with his mom she expressed that she is shocked at how his grades have improved but his difficulty in reading is still prevalent. She discusses his schoolwork, and asks ‘him what he leamed at school for the day at which time he is able to articulate and recall what he earned, However, she has noticed that he gives up on reading to her quickly and becomes frustrated. She believes that he gives up because he believes the trick to finishing school is finishing the work given and passing the class. Before beginning tutoring this student was told that it needed to be determined what reading skills he had. He greatly obliged and started reading his cookbook. He was capable of reading; appetizer, entrée, gratuity, and vegetarian. This student displayed great strengths in his ability to read words he had already memorized in his word bank, He was then observed during Social Studies which he has a difficult time in due to the extensive terms and vocab that is used in ancient history. The teacher gave him a book and instructed the class to begin popcorn reading, He would look at his friends begging them not to call on him. Finally, he was called upon and the sigh that came out of him was heart breaking. However, words that you would expect him to have difficulty pronouncing, such as Macedonian, he said with ease. He was observed for the remainder of the day and watched for his interactions during reading, and discussions with his teachers. His teachers sometimes think he is not going to be able to Pronounce something and attempt to assist but he surprises them by his abilities. He is capable of self-monitoring certain parts of his reading. When he recognizes that a sentence or word does notmake sense, he quickly re-reads and does his best to correct based on what he already knows. This shows great strengths in his ability to understand what he is reading and make connections. Content Ta consultation with the principal of the school, his teachers, and mother it was decided that his needs are focused on decoding and fluency. Using Guided Reading as the main program to strengthen his skills he would try additional strategies to help in his decoding and fluency Process. Decoding is an important process to teaching fluency and comprehension in reading. It is the process of translating what a person is reading into speech by matching a letter of graphemes (a combination of letters) to their phonemes (sounds). This causes a person to recognize the pattems that make syllables and words, This is the foundation to which all other reading instruction is built. Researchers agree that without decoding strategies readers lack fluency, their vocab may become limited, and comprehension will suffer. This leads to students not becoming “proficient readers nor are they likely to sueceed in school,” (Chard, et. al., 10). The California English and Language Arts Content Standards are designed to continuously develop fluency in reading, For example, when looking at the third grade to sixth grade content standards one could connect what is taught carly on and how it influences the latter standards. Third grade standards state that “students understand the basic features of reading. They select letter pattems and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading” (Standards, 16). This inconporates knowing and using complex word families to decode unfamiliar words, and decoding multisyllabic words. This is eritical to teaching students how to decode while reading to develop fluency. By sixth grade, students should be able to use their knowledge of word and word relationships (43). In doing so, they will be able to read aloudnarrative and expository text fluently and accurately with appropriate pacing, intonation, and expression (43), They should also be able “to determine the meaning of specialized vocabulary and understand the precise meaning of grade-level appropriate words” (43). This includes being able to: identify and interpret figurative language; recognize origins and meanings of frequently used forcign words in English; and “monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning” (43). There is a plethora of research conducted by independent research groups and government research group such as the National Institutes of Health and Childs Health (NIHCH). Through this government organization research has been conducted and continues through the National Reading Panel regarding how to develop decoding skills in order to develop fluency in reading which the California State Language Arts Content Standards seeks to connect. Following the California State Standards, rescarch, and observation of this student it was determined that he meets some of the standards for sixth grade readers but needs to strengthen his decoding skills in order to create fluency and decided to use Guided Reading as a pedagogical approach. Guided Reading is typically implemented at a group level and this was modi «do meet his individual needs. Using this program would also keep his interests peaked because he would be working on different strategies all within the same session, instead of only reading. In accordance with Jan Richardson's Guided Reading, it was determined that the general guidelines used for transitional readers would be useful to this project. There were modifications made to the typical Guided Reading plan, such as reviewing strategies and discussing the previous sessions work before reading. This served as a reminder to the student of what he needed to focus on and discuss what worked best for him and what he felt he needed tocontinue using. Allowing the student to have input in how he is learning to read gave him a sense Of choice and that he was not being foreed to learn to read, Pre. en During this initial assessment period a running record form was used to determine what this student's skills are and what difficulties he may be experiencing. A running record form is a diagnostic tool that provides teachers with essential information to identify pattems in student reading behaviors, including eye and movements and verbal responses to text. These assessments allow teachers to see what strategies readers use to make meaning of text, eomprehension abilities, and the instructional reading level. By determining the processes and strategies readers utilize or omit in their reading teachers arc able to analyze if all cueing (meaning, syntax, visual) systems are being used in order to make sense of text. When determining if students are using the meaning cue system teachers look at whether or not the meaning of the text impacted the reading, For example, if a student was reading a page that had a horse on it that had typed “I like horses” on it and the student said “I like ponies,” it can be determine that this student is using their “meaning” cueing system. The student is making meaning of the picture because it could appear to be a pony to this individual student. Syntax is determined by if'a student is reading grammatically correct. The above student substituted “ponies” for “horses” which both make sense in the context. This demonstrates that the student is using syniax correctly. However, the student has not attended to the visual aspect of “horses” by substituting it with “ponies.” They did not look at the word appeared and possibly the combination of letters. While examining the running record data it can be determined that the student being tutored does his best to sclf-monitor his reading for meaning. For example, he would have difficulty with the syntax of words such as civilization, Homer, century, culture, bribed, andthreat. He would look at the words and attempt to sounds out the letters or combinations and attempt the rest of the sentence for meaning. Once he understood the word he was attempting and how it applied to the rest of the text he would self-correct, However, it was identified that he does not always self-monitor or correct at all times. In multiple instances he visually omitted parts, specifically endings, of a word. For example, larger words that are created from shorter words he already knew, i.e. the print would be “roughly” and he would say “rough”, the print would be “divided” and he would say “divide”, and the print would be “defeated” and he would say “defeat.” There were times in which he would insert endings to words as well. The main word he continuously did this for was “empire”; instead he would say “emperor.” In the case of inserting and omitting he would not self-correct because the held the same meaning ‘The second assessment used was meant to determine the student's phonics skills, Word Study Inventory’s are used to determine decoding skills that readers use and ifshort vowels, digraphs, blends, vowel combinations, silent “e”, and endings are properly being decoded, This helps the teacher to identify specific skills that should be taught during word study. Using the ‘word study an instructor is supposed to dictate a list of words as the student writes them on a blank sheet of paper. The instructor then circles the skills that need further instruction, such as teaching short vowels and digraphs before blends and endings. However, this assessment was modified to focus on how the student pronounced and decoded the words for fluency. The student was provided with the same list of words that the instructor was looking at and would read them to the instructor. The instructor looked for how the student sounded out the word, listening for specific blends of letters (graphemes) and the sounds they make (phonemes). The instructor then marked on the original word study where the student displayed difficulty decoding.A modified Word Study Inventory for this student appropriate for his skills and age, While spelling isa large component to fluency it was later addressed in the preceding lessons. From the assessment given it can be concluded that this student shows strengths in most of his short vowel uses, digraphs (ch, sh, th), initial blends (sp-, s-, br, pl, sk-, tw-, bly st), final blends (-ck, -mp, -nk, -sp) and some inflections (-ing, -ed, and dropped “e”). It can also be determined that this student has difficulty with vowel team diphthong’s, or a sound that is made by combining two vowels. These and long vowel sounds specifically what happens to vowels ‘when an “e” is used at the end of a word, For example, the student would say “grop” instead of “rope,” “twin” instead of “twine”, and “bled” instead of “blade.” Although he did display strengths in inflections he had difficulty with -pped, which is a doubling feature, such as the word “flapped,” and changing “y” to “i” add -es with “tries.” These methods of pre-assessment were chosen to complement one another. The word study better defined what patterns the student was displaying in his reading and the running record showed exactly what strategies the student was using in his reading. The assessments show that the student has developed a vast understanding of reading strategies, and a basic understanding of initial and final blends and digraph’s. However, he still needs to develop his reading skills and uses of vowels. Based on these assessments by the end of the tutoring period the student will: A) develop an understanding of spelling pattems such as diphthongs, and long ‘vowels when reading and how to translate them into spoken language and B) develop and use Strategies to use all three cucing systems while reading to avoid omitting graphemes and inserting phonemes to monitor for meaning and develop syntax,OWorxstor Gino AD Ancient CAVINZOD CAS clagsical S Classic CNN ZATION. prec eFers Cure _gumenc Conte. Vea) Onvonoloa ically /TA sverenes 2 Svercned roUgRIN 5 Homey Centwrd) phaneti C FON empire _¢ emperor 7 “Continued Reproduced with permission rom the Toronte DIIrcl Schoo! Board. ASESmont Rung Records 3/3 © Queerts Printer for Ontario 2008QWorkstior Gi ontario TWOrario : Page__| Page: — = Msv| Msv FEOF bega = 1 MOK pus ede 12219 0} poyse pue IDA. 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Student will develop and undersianding of spelling patterns with final blends. ions Time Procedure in Detail ‘Materials 38 Iniro to the new | Introduce the new book to stadent by giving a brief Copies of text Minutes | book summary. Ask them ifthey ever have any background knowledge about Ancient Rome. Discuss where Rome is located to get student interested and make connections between Italy (where he wishes to study Culinary Arts) and Rome. Look at the map to conceptualize where Rome is located and look at the pictures asking the student what he notices, 38 | Discuss Explain to the student that decoding is the ability to apply | Copy of Strategy List Minutes | decoding and | letier-sound relationships to correctly pronounce words, sirategies Discuss decoding strategies such as re-read and think, cover the ending, use analogies, and chunking words. ‘Ask student which ones he has used, which ones he knows work best for him, and which ones he is willing to try. 15-20 | Text Reeding | While the student is reading, the instructor will prompt for_| Copes of text Minutes decoding strategies “sound the first part and think about what would make sense,” “re-read and think about if that | Running Record ‘makes sense,” and “how ean we chunk that word?” Student will also be prompted to monitor for meaning. “does that make senso?” ‘Take notes on Running Record to determine which strategies is using and monitor reading pattems. If student is having difficulty sounding the first part of a ‘word, ask ifthey know another word that looks familiar. 10—| "Teaching point | Depending on which sirategies and par of te bookthe | Copy oftext Minutes | after reading | student shows srengihs and disedvantages, discuss With them how they monitored for meaning in specific spos, | Running Resord and diseuss which strategies they decided to use and why. Strategy List 1s __| Word Study I. The student will be introduced to what final Blend Cards Minutes biends are, such as:- | Vowel word Study | the student what happens when “eis lent and makesavvowel “long” | Ist ‘The student will be provided with examples on the white board such as: decade, cite, revise, erode; the instructor will usc this visual to show the ‘Sound Boxes student now the “e” changes the vowel using arows andthe Teng symbol ‘over the vowel. White board Using the sound boxes, the student wil he given silent “long vowel ‘words to spell He will write them out to his abilities. Dry erase Ifthe student is displaying difficulties he willbe prompted back tothe | marker board and shown how the “e makes the vowel long. Words used will be: define, precise, unite, ste, doctine, guideline, globe, denote, generate, ‘compute, compile, scopeAt the beginning of this lesson the student and instructor discussed different words he may have difficulty with in the reading and voeab words he may have never experienced. The student was receptive to using these techniques and asked if he should ask his teachers ahead of time for a vocab list. This was a very insightful notion that the student made and was acknowledged that it Would be a great way for him to develop his vocabulary and reading strategies. When we moved into reading it was first explained to the student that he was not “following through” with words When he was reading. When asked why he was using this technique he said because he did not want to be made fun of for sounding out words in front of people, He explained the he memorizes words based on reading them and hearing his teacher sey them at the same time and this is how he has developed his word bank. It was explained to him thet he could begin “tricking” his brain into reading a whole word and that eventually he would not have to “trick” his brain. His other interests were connected to this concept of “tricking” by comparing mixing up extra virgin olive oil to regular olive oil. If he did not fully read what ingredient to use he may end making his food taste cntirely different, This would activate his visual cueing system and help the student follow through with his reading. During the reading section he used this method, but needed to be reminded at times to continue using his eyes to follow his finger. Overall, this lesson was effective. It was discovered that this student has been teaching himself reading strategies over the years as a defense mechanism. By using the term “tricking” it ‘appeared like a brain game to have the student focus on this technique. He continued to develop ‘an understanding of what strategies worked best for him in decoding words, specifically covering the beginning or the ending. During word study he displayed a stronger understanding of silent “e”/long vowels and how they change the meaning of a word.Page: Running Record Recording Sheet ANCone Goa Ciuli zations Ciuthve ¢ ini veg inher S legend (legend) geographic locaticon Aefonce, Aiscipli ne reried FReproguced with parmissin from the Toronto Ditlet School Board. ment Ring Roca @Ontario ime cx: sm SV} m "© Queen's intr for Onterio, 200810 correct his “e” hewas able t a an additional explanation of silentLesson 3. ‘Book: Ancient CWvilations Focus: Decoding and Vocab Goals: Student will continue to develop an understanding of what strategies to employ during reading to devode words and monitor for meaning to activate all cueing systems, focusing on using ‘o follow along while reading. Student will continue to develop spelling patter knowledge, and develop ‘sion and physical movement understanding of “chunking” words | Time | Activity Procedure in Detail Materials | 5 Review | The instrucor will review: following the toxt with fingors and ayes to | Silent Minutes “ick” his brain/activate visual cueing while reading. The instructor will | “e"/Vowel remind the student ofthe silent “e” activity and use Masheards to have the | flashcards student sound out silent “e"/long vowel words. 5 Decoding | The stadent will be introduced to words they will have dificuliy decoding | White board minutes | words | in the text such as: mutual, clause, inital, plebsian, 1. Teacher will write the word on the whiteboard and say it | Dry Erase 2. Thesulent will be asked to follow with their finger and say | Marker the word. 3.__Follow steps for all four words Word List__| $8 [introduce | The weacher will introduce new vocabulary tothe student: dictate, orient, | Copies of text Minutes | new vocab | legion. 1. ‘The teacher will say the word and asimple definition | Vocab List 2. Discuss ifthe student knows the word from previous ‘experiences and why they remember it. 3. The teacher will ask the student how he thinks it relates to the text. 4. The student will provide the teacher with a short definition in his ovm words (urn and talk modification. 15220 | Text | The student will ead and the instructor will continue 1o prompt for Copy of minutes | Reading | meaning, using phrases such as “does that make sense?” The student will | Strategy List bbe prompted to follow their finger and use their eyes to focus on the entire ‘word. They will be prompted for decoding strategies to use duringtheir | Copy of text realng such as re-read and think, and covering the ending. ‘The instructor will continue to take a running record to determine which | Running strategies the students using and monitor reading and speling patterns. | record ‘The instructor will also help the student when sounding out words that are ‘liffcut for decoding by asking the student if they know a part ofthe word ‘or ifitooks familiar, 10 | Teaching Teaching points willbe discussed on how the student monitored their Minutes | point after | reading, and how they can continue to use physical motions to follow theit reading | reading using examples from the tet. 15:20 | Word | Using the magnotc Ietfers and whiteboard ihe instrastor will explain how | Vowel word Minutes | Study | the'student can chunk words to decade while spelling. Words to use list daring demonstration willbe: Civilization, unite, and guideline Next, the teacher will dictate the following words oneat atime to the | Magnetic student estate, theory layer, nuclear, create, and define letters 1. Say the word clearly tothe students 2. Repeat and have students clap the syllables White board 3. The students ue the letter cards to make the word 4. Then break it apart and remake it 5. Siudens follow with their finger and say the word.Up to this point, the student had been putting extra effort into his reading and was open to guidance and support. When he walked into the conference room on this day, it was noticeable that something wes bugging him. There was an attempt to understand what was occurring in an attempt to incorporate his life into the lesson. He was unresponsive, unlike him, and said he just wanted to continue. As a positive reinforce and reminder of the positive environment he had entered he was given his favorite candy, Skittles, and told if he worked hard today he could use them as brain food after reading. He recalled how he was going to “trick” his brain and how it ‘was working for him in the classroom, and that he had also asked his other teachers for a vocab list to help him out before new units. His insight into how his knowledge was developing shows motivation towards developing his reading skills, Although “plebeian” was covered during decoding he displayed trouble with it while reading, but this was expected. He was able to articulate his own definition of vocab words clearly and showed a deeper understanding of how to apply these words to the text. While teaching him how to “chunk” words to help decode before spelling he showed great strengths in syllabication and how to focus on certain arcas of the word that he may have difficulty with. Showing sympathy to what occurring at school helped the student feel safe and ready to work. Although this lesson did not start off on a great foot, this student was soon ready and motivated to continue working towards his reading goals. He does not show feclings of being forced to read. Rather he is pushing himself to continue working hard to understand what he is reading and how he can develop these skills. This lesson was effective to develop his strategies. He also showed great strengths in syllabication and chunking words.balances 5s palance “Cammancter VeA0 (yet-o) Cincinnatus juries 4p aos ic ‘Astossment: Runt Sezsacheed wh porns trom the Toronto Dstt Scoot Bora ‘© Queen's Printor for Ontrio, 2008Q)WNorkstior Gino Running Record Recording Sheet Page: 405 | Ancnve GQyilizahong economics MCL CF OA legacy . “aod 7 SOUNOK Oleloet WW) thparasson rom the Toronto Dist Schoo! Board '© Queen's Printer for Ontario, 2008 Sent tyLesson 4 Book: Ancient Civilizations Focus: Fluency Goals: Student will continue 1o use visual strategies while reading. focusing on activating all three cueing systems while reading, The student will aso lear how to monitor for fluency using framing at the same time as following with his eyes. He will continue to develop spelling pattems and be introduced to vowel diphthongs. Time | Activity Procedure in Detail Materials = Review | The instructor will review: following the text with fingers and eyes to White board Minutes “rick” his brein/activate visual cucing while reading, covering the ending | Magnetic Of a word to decode, and “chunking” big words using the white board and_| letters ‘magnetic letters. The instructor will provide words such as: estate, theory, layer, nuclear for the student to use on white board, dictated one at atime. 58 Introduce “| The teacher will introduce new vocabulary to the student: theory, consul, | Copies of toxt Minutes | new vocab | aqueduct, and currency 1. The teacher will say the word and a simple Vocab List definition 2. Discuss if the student knows the word from previous experiences and why they remember it. 3. The teacher will ask the student how he thinks it relates to the text. 4. The student will provide the teacher with a short efinition in his own words (tum and talk modification). oe Introduce | The instructor will explain to the student that fluency isthe ability to read | Copy of text Minutes | fluency | a text accurately and with expression. The instructor will model to the and student how to frame words with fingers while reading to prompt for strategies | smoothness. He will be reminded that if it isa word he does not know he should follow with his finger to decode and sound the word out 15:20 | Text While the student is reading the instructor wil prompt the student to Copy oF ‘minutes | Reading | continue using their finger while reading for decoding and incorporate the | Strategy List framing technique. During reading, ifthe student is not reading smoothly, the teacher will | Copy of text read the sentence out loud along with the stucent so he is able to put the sounds and smoothness of the sentence together. 10 ‘Teaching | Teaching poinis will focus on how his fluency strategy as used. Using | Copy oftext Minutes | point after | examples from the text and re-reading them to prompt for fluency. He will reading | be reminded that fluency is dependent on checking for meaning. Therefore, if while reading it does not make sense to him, to go back and 15-20 | Word | The instructor will describe a vowel diphthong as a sound that is made by | Diphthong Minutes | Study | combining two vowels. The example that will be given is oi, sprain, and | word lst loud. ‘Next the instructor will leave the other words on the whiteboard and. Sound Boxes provide the student with new words such as: croak, fright, foil, boy, cow, ride, pie, and sky ‘White board He will repeat these words after the instructor sounds them out. Using the dry erase marker and the sound boxes he wil be prompted to spell them | Dry erase while sounding out the word at the same time. markerThis lesson went partially as planned. At the beginning the student had no issues with his review. He demonstrated his ability to decode by chunking words. He also expressed that following the text with his eyes and finger to trick his brain was really helping him in class. When it was expressed that we would be doing something more advanced he was up for the challenge. When fluency was explained he seemed skeptical and asked if that was something he already was doing. While this is insightful on his end, it was explained that the main focus over the past few lessons has been on decoding which leads into fluency. Fluency was deseribed as the sentence flow and it is used to help him comprehend the material better. He was instructed to frame the words as he read the text to develop fluency. He did not like this technique. He expressed that he could do the same thing by following with his finger and that it made him more comfortable, His response and feelings following with his finger was a similar method and was more comfortable was accepted. During reading to develop fluency, he was permitted to follow with his finger which showed strengths in moving from following a word to the end to the next word without blending the two. During teaching points, he said he was able to distinguish between combining words and blending sounds. When attempting to use the framing again during teaching points, he said it made him feel too structured and that there were too many rules with this, Word work went well as he was able to spell and repeat these words without any hesitation. This word study moved faster than others, so it was decided that he would redo the silent “e” word study to strengthen his understanding. At first he showed difficulties but quickly regained an understanding. Overall, this lesson did not according to plan, but the student was able to reach the goals with modifications, He is continuing to usc his eyes and physical motions to activate his visual cues and can also use this method to prompt for fluency,‘aun yxeu ayy Ajjzeus09 wey 8u JOM BES ay) PALA, ‘yp pue paujwexeer suguse ow 143 pue 40044002 10}, PayUUOD aH “you sty 84231300 pue ayersiui e apew ay ‘aH quepmys ayy Aq payva1109 ue paureidxa sem y soa Jamon 2uo| /,2,, 13h y weds ay .ye0.9,, pom ey anid way, an papa sBuowydip [amon 2p UOssayLesson Book Ancient Civilizations Focus: Decoding and Fluency, and Assessment Goals: The student will demonstrate his lity to use devoding stratsgics and activating all thee cucing systems by following with his finger and eyes to sound out blends, and vowel patterns. Using the same strategy, he will monitor for fluency. Lastly the student wil be able to demonstrate his understanding of spelling pattems previously covered. ‘Time | Activity Procedure in Detail Materials 5 Review | The insirucior willreview: how to follow with your finger to ensure Minutes fluency, end following with your eyes for smoothness; The instructor will aiso review dighthongs and ask the student to provide one or two. $8 | nirodace | The teacher will introduce new vocabulary to the student: exploit, Copies fiext Minutos | new vocab | patrician, Pax Romans, and clause. 5. The teacher will say the word and asimple Vocab List definition 6. Discuss ifthe student knows the word ftom previous experiences and why they remember it 7. The teacher will ask the student how he thinks it relates tothe text. 8. The student will provide the teacher with a short definition in his own words (urn and talk modification). 1520 | Text While the student is reading the instructor will prompt the studeatto | Copy of minutes | Reading | continue using their finger to follow through the entire word and Strategy List fluency. They will be prompted for decoding strategies to use during their Copy oftext reading such as re-read and think, and covering the ending. The instructor will take a running record to serve as a demonstration of | Running record wiioh techniques work best with the student. 10 | Teaching | Teaching points will focus on the decoding strategies the student has | Copy oftext Minutes | point after | developed over the course ofthe tutoring period. Using examples fiom | Running reading _| the text the instructor will review with the student where he used the | Record strategies and places where he could have used them. He wil also be reminded to “trick” his brain while reading to influence him to continue using his eyes and fingers to activate his cueing system. = 1520 | Word ‘Word Study 1: Final Blends ‘Vowel word) Minutes | Stuéy! 1. The student will be given words that have final blends one at a | list Assessment time 2, The student will write the word being dictated to them in the | Sound Boxes, sound boxes, focusing on the final blends that they hea. ‘Word Study 2: Silent “E White board 1. The student willbe given the words: define, precise, unite, site, decline, guideline, globe, denote, generate, compute, compile, | Dry erase scope, one at atime marker 2. Using the sound boxes he will spell the words inthe sound boxes Magnetic ‘Word Study 3: “Chunking” words Lesters 1 the whiteboard and magnetic eters the instructor will provide the student with the words Civilization, unite, and guideline 2. The students use the magnetic leters to make the word 3. Then break it apart using sllabication and remake it 4 Students follow with their finger and say the word Word Study 4: Diphthongs1. The instrucior will provide the student with new words such as: croak, fright, fil, boy, cow, ride, pic, and sky He will repeat these words after the instructor sounds them out, Using the dry erase marker and the sound boxes he will be prompted to spell them while sounding out the word atthe same time, oH 3 This lesson was a great lesson to have as final assessment while reinforcing strategies the student had mastered. This time the vocabulary that was discussed ahead of time was more difficult for the student to pronounce and understand. Exploit, being a diphthong, connected back to previous lesson and the student was able to make these connections, During reading the student began to rush at first, due to confidence, and needed to be reminded to slow down a few times to ensure he was following through with the word and activating all three cues. He incorporated “chunking” into his reading without having to be reminded which helped him decode large ‘words that he had never seen before such as polytheism, Constantine, and Byzantine. He has shown tremendous improvements in his reading abilities and strategies, and displayed that he is developing his spelling and grammar knowledge quickly. During word study he was able to complete all four tasks without feeling overwhelmed and was able to explain the rules for each portion. Overall, this lesson was effective. The student was able to demonstrate his ability to use decoding strategies and activating all thee cueing systems by following with his finger and eyes to sound out blends, and vowel patterns. His demonstrating of his strategies gave him confidence in his reading abilities and motivated him to continue working towards improving his reading habits. He also showed he is able to monitor his reading and check for reading, The word study was incredibly useful in determining how much he had developed his understanding of phonemes, graphemes, and spelling patternsfnoiont Civi lizati CAS Society - ener Constantine define, cere. UGIOUS 5 overcrowded! Pyzowrine / TR Innovanons_. TAN OLE, entertainments Ney TAN ey Sone - phat \NONIT - phunerte Pati ons Plovetoung ena\epe0) Prigsts Reproduced with permission from the Toronto DBtrict School Board, "© Queen's Printor for Ontario, 2008 Assessment: Running RoCordsinal Assessments The final assessments that were used for data to interpret if the student had met the learning goals were the running records used during lessons one through four, observations that occurred during the lessons, and the photographs of student word study work. Using the running records, data was interpreted daily by comparing and contrasting, Each day the strategies the student ‘would use during reading were reviewed to enforce decoding and spelling pattem skills and ‘modify instruction accordingly. This helped to determine which errors the students made during the first lesson and how these errors slowly diminished by the fifth lesson. Also, comparing and contrasting observations and photographs it was interpreted how he connected what he had Jeamed from previous lessons and how he applied them to each preceding lesson. By the final assessment, he was able to describe how to interpret different vowel patterns, blends, and why chunking words is used to understand a larger word. Comparing and contrasting all lesson data it was determined that the student met the final Jeaming goals, When looking at this student's former strategies while attempting 10 use spelling pattems during reading, it was identified that he pronounced words phonetically. By using the multiple word study strategies this student was able to develop a stronger understanding of spelling patterns when reading and how to translate them into his everyday language. By using different modes of teaching this student vowel diphthongs, and silent “e’/long vowels, such as Presenting them on the white board, pronouncing the words with the student, and then having hhim spell similar words using the sound boxes and magnetic leiters tapped into multiple forms of learning and enhanced the learning experience, By developing an understanding of spelling pattems and incorporating them into speech and writing he was then able to develop strategies to activate all of his cueing systems and read through a word completely, monitor for meaning, anddevelop syntax. The most important strategy this student developed was using physical motions to monitor his reading. For example, looking back the running record and observations from lesson 1, it was determined that the student was reading 3-4 letiers at the beginning of the word and the guessing the rest. By teaching him how to “trick” his brain (activate the visual ct system), he was able to work full through a word, breaking down the sounds at times, and devclop his understanding of graphemes and phonemes, as shown in the running record from lesson 5. This also allowed the student to develop stronger skills in monitoring for meaning. Finally, by reviewing the assessment data throughout the tutoring period it was determine that modifications may need to be made from initial planning, After meeting the student for the first time and using pre-assessments it would seem that the strategies planned would be the best to use. However, it was quickly determined that not all students are comfortable with strategies and it is beneficial for them to stick to one or two to fully master. For example, after lesson 1 it ‘was determined that the student needed to change how he monitored his reading, which was not initially planned. Before moving into lesson 2 a discussion with the student as to the strategy he ‘was already using and how we were going to work on changing it was incorporated. It was also discovered that student learned graphemes and phonemes in different ways. While there were multiple means of learning used during lesson 3,4, and 5, reviewing the observations and running reconds from lesson 1 and 2 helped determine that blending visual and kinesthetic leaming for this student would benefit him best. This modified the original instruction and helped determine which teaching strategies this student works well with. Ultimately, it is understood that pre- assessments only give an instructor a small portrait of a students learning ability and by continuously assessing the student's developments they can change instruction to fit students needs.Final Reflection The lesson plans that were created were designed to fit this student’s individual needs, with the knowledge of modifications possibly occurring. The design was to elways hold high expectations of the student and incorporate the ultimate learning goals into every lesson. Each day the tasks increased and built upon one another, allowing the student to develop their understanding and knowledge of strategies, grammar, and linguistics. Each day it could not have been 100% predicted what was going to occur. Some days the student had other life influences thet affected his thought process and other days he had a clear mind and was ready to leam. What oceurred during these sessions was a continual increase in knowledge acquirement with an application to how these sessions applied to the student's life. Each day at the end of the lesson, although not listed on the lesson plan, the student was asked how the strategies and spelling patterns applied to his life. In most instances he connected his learning back to cooking. However, this technique encouraged him to connect what he leamed daily to other occurrences in his life and holistic view of content. Although this student was receptive to receiving additional tutoring, it was discovered that this was his way of getting out of homework club after school. When this was revealed it ‘was determined that there would need to be more connections made to his life and that he felt he had a choice in this tutoring. In order to do so there was always a conversation prior to tutoring bout what was going on in his life and if he wanted to continue reading about Rome or try something new. This helped him foel more comfortable in the atmosphere and took the project seriously. In the beginning it would appear that this student felt this was just going to be another tutoring session in reading. By the second lesson to the end, he took the tutoring more seriously and appreciated the explanations as to what would occur and why. In the beginning the studentcontinuously used negative self-talk and would say things such as “I never have been and never will be a good reader,” and “I am not as smart as my friends.” The supplemental goal to this project was to change this student's mindset from fixed (entity) to growth (ineremental). The idea that he could not grow as a reader held him back in the beginning. When it was discovered he was only using 3-4 letters to determine a word and that he just needed to follow through he began to display more motivation and discontinued the negative self-talk. Discussing the student's capabilities, his life, and how changing his perception would increase his abilities in the classroom helped develop a bond between the instructor and him. At first the student viewed that instructor as simply that, and he would receive all his knowledge from them. However, the instructor focused on the student as the leamer and ultimately the discoverer of their own knowledge. Acting as a facilitator gave the student option to be motivated and continue working hard or to continue viewing these sessions as the same as his old ‘tutoring lessons. The respect that was built during these lessons effected how the student continued to learn and reach the learning goals. ‘This routine worked for this student in particular because it was modified to fit his needs and to be age appropriate. The routine was based on Jan Richardson’s guided reading lesson. plans and modified to fit with the student's needs. The normal routine would have included more fluency and comprehension. However, this student needed additional work in decoding and vocabulary before he was ready to move on. The timeframe that was given would not allot for fall fluency and comprehension, Therefore, by focusing on decoding and vocab strategies the student was able to begin moving towards fluency and comprehension, This also worked with the student’s background knowledge and allowed him to choose which reading he wanted to focus on. Finally, this routine had multiple paris to it which kept student interest.By reviewing the assessment data throughout the tutoring period it was determined what modifications may need to be made from initial planning, After meeting the student for the first time and using pre-assessments it would seem that the strategies planned would be the best to use. However, by reviewing assessment data throughout the project it was determined what was and was not working best for the student, It was quickly leamed that this student used a strategy that avoided having to use his visual cueing system and that there needed to be an additional strategy implemented to tcach him a more effective way to read. The data also shed light on what the student was achieving throughout the project. The final assessment data strengthened these views and showed that the student understood how and why he needed to change his reading ‘techniques. These results were interpreted by comparing the pre-assessment to the final assessment. The results showed that the student had met the leaming goals and that the student had leamed what techniques work best for him. If this same routine was implemented again there would be a few changes made. First, there would be more time planned to do the routine. Although five sessions are a great start to students learning decoding strategies, it would be strengthened by continuing further into flueney and comprehension. The sessions would also take place in a classroom instead of a conference Tom. The conference room is structured and stagnant. It was not conducive to student learning because it did not provide visual stimulation and room to feel comfortable being interactive. This routine would be best implemented using a semi-circle table to have closer access to the student and their books. Finally, this routine would have been better prepared for “what if* moments. The student was able to ask questions or offer input that was not considered when making the Jesson plans. Such as the time he pointed out that following with his finger was the same as framing a word and that he preferred to follow with his finger. While this is not a big deal,because strategies do not work for everyone, being prepared for these moments would have been beneficial to the instructor and the student. This routine was well designed though and had great parts that would be repeated. First, the assessments that were used benefited the interpretation of data and allowed for complete view of the progress the student continuously made. The implementation and progression of the Word study would also he used again. Each word study activity connected back to the preceding lesson allowing the student to see what he had learned previously and apply it in a new format, Initial blends would most likely be added to the final blends word study for students to understand the difference as well. Starting cach lesson by reviewing the previous lesson was beneficial to the student. It is used as a warm up activity and to activate prior knowledge before independent practice. Finally, discussing the strategies and how they could be used before reading would be used again. This helped the student determine which ones would work best for him and prompt him to use them during the reading activity. Finally, this lesson was effective in teaching the student how they can construct their knowledge and use different techniques to continue their growth and taught the instructor how to properly implement a tier I intervention routine. Writing the routine and lesson plans is ‘something that all education graduate students learn how to do, But to implement the routine, recognize what needs the learner has, the function behind their academic behaviors, and how to change the routine accordingly is not something most graduate students prepare for during student teaching, Implementing a tier II intervention also taught how to assess initial data and determine student needs to base a routine one. Ultimately, I leaned that in order to understand how to properly implement « tier II intervention you need to assess students’ academic needs and be willing to modify and accommodate plans accordingly.References Chard, D., Pikulski, J., Templeton,S. (2000). From Phonemic Awareness 10 Fluency: Effective Decoding Instruction in a Research-Based Reading Program. Retrieved from hhuns://www.eduplace.com/state/author/chard_pik temp.pdf English- Language Arts Content Standards for California Public Schools. Retrieved from hitp/vww.cde.ca, gov/be/st/ss/documents/elacontentsinds.pdf National Institutes of Health and Childs Health (NIFICH): National Reading Panel. Retrieved from https://www.nichd.nih. gov/research/supported/Pages/nrp.aspx Richardson, J. (2009). The Next Step in Guided Reading: Focused Assessments and Targeted Lessons jor Helping Every Student Become a Better Reader. Scholastic Inc.