Professional Documents
Culture Documents
Literacy Profile
Alison Roberts
Longwood University
Literacy Profile
Contextual Framework
The focus school is a medium sized school in a rural community. Grades range from pre-
kindergarten through fifth grade. There are about 600 students in the school; about 20% of the
students qualify for free and reduced meals. About 80% of the student body is Caucasian, and
about 10% of the student body is African American. In this area of the county, some students do
not have internet access at home or internet is unreliable. There is active parental involvement in
the school, and the school is fully accredited. The climate in the school is very welcoming, and
board, 4 desktop computers, and a few Chromebooks. The school also a computer lab, class sets
of Chromebooks, and class sets of iPads that teachers can schedule to use. The classroom has
areas for whole group meeting, desks for independent work, a table for groups to meet with the
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teacher, computer desks, a library, and a reading area. Parents are available to copy and help file,
but rarely work with students in the class. There is a school-wide behavior management system
where students have their color changed based on behavior. Expectations are clearly stated and
students know the routine of the day. The literacy period in this classroom is 2 hours long and
divided into phonics and reading times (see Appendix A). Literacy is valued in the classroom and
Caucasian female in second grade. She does not have any know special needs. She lives at home
with her three siblings, mother, and father. Her mother is very involved in Moana’s education.
Moana reacts positively to reading at home and loves going to the library with her mother but is
very negative towards reading in school. Her reading level is on track for grade level. However,
her comprehension is lagging, and she has trouble focusing when reading (see Appendix A).
Moana loves Disney and animals. She is a very active and social child who is eager to learn.
Many of these factors will influence the lessons. The school’s recognition of students will
be an important part of the lessons, with the goal aimed towards her informing the school of
changes they could make. Moana’s displeasure with reading in school will be considered when
planning; giving her choice over her work and tying lessons into her interests will be essential.
Assessment
Moana is technically on grade level for reading according to the school assessments. She
is not given additional instruction from the reading specialist and works with the on-level reading
group. However, Moana’s teacher has noticed that her comprehension of texts does not match
her ability to decode the words. She also seemed to struggle to engage in literacy activities for
any length of time. This, along with parental concern about how to help improve her academics,
led to a request for tutoring to help her bring her comprehension up to her reading level before
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this becomes a serious issue in third grade when comprehension becomes a bigger aspect of the
curriculum.
When completing assessments, I found the same comprehension difficulties (see
Appendix B). Moana was instructional when reading words in isolation for second grade words.
When reading passages, the percentage of words correct was instructional for second grade.
However, her comprehension of the passage was at frustration level. While reading the passages
and completing other assessments, I found that Moana did struggle to maintain her focus (see
Appendix A). When reading passages, this often led to her skipping words, sentences, and lines.
During interviews, I noted that Moana displayed negative attitudes about school. Moana
has a very positive attitude about literacy at home. She enjoys reading daily and loves to go to
the library. When asked about literacy at school, Moana’s outlook changes drastically. She is
opposed to any type of reading in the classroom. Moana has a strong relationship with her
classroom teacher and enjoys working with her except with reading.
Her struggles with attention and adverse feeling towards reading most likely play a large
part in her struggles to understand what she has read. A main goal of tutoring is to help her feel
more positively towards reading and feel confident about her comprehension.
Student Interview and Affective Measure
These tools measure the following topics:
Student interviews allows for instructors to get to the know the student. Interview topic
discuss interests, school, metacognition, attitudes, and motivation. This allows interviewers to
gain a understanding of how the child feels about literacy, as well as what interests the child. The
metacognition questions help interviewers see what the child knows about reading and how they
think about reading. The attitudes and motivation help start discussions about the child’s attitudes
and literacy habits. This provides valuable insight about literacy at home.
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The affective measure shows how students feel about literacy. The Elementary Reading
Attitude Survey was used during assessment. The student circles which Garfield pictures
describes about they feel about each statement. 10 questions are asked about recreation reading
followed by 10 about academic reading. Scores are given a percentile rank based on the raw
score of the student and the grade level. This helps show how a child is feeling about reading for
fun and for assignments. The percentile rank shows how this compares to other children in the
prefers to play, she does enjoy reading about Disney characters and animals. She was able to
identify strategies to help when reading. She says reading is her favorite subject, and math is her
least favorite. She describes herself as bring a good reader. She says she likes to read and go to
the library. She says she is not read to at home, though she does enjoy when she is read to, and
enjoys reading to herself at home. Continued conversations about reading over the assessment
period show excitement over reading at home. She vividly describes her trips to the library with
her family, and loves to tell about the books she is reading at home. When the discussion turns to
reading at school, she becomes more evasive. She says she does not like reading at school. At
first, she was reluctant to talk about why. After we spent time together, she revealed it is because
of the questions after reading. During most of the sessions, she starts by telling something about
reading at home that is exciting her, and ends the session by asking not to have to go back to
reading class.
On the Elementary Reading Attitude Survey, her results where different than that of the
interview (see Appendix C). Her raw score for recreational reading was 26 out of 40, which gives
her a percentile rank of 25. This indicates that her attitudes toward recreational reading are lower
than most children in her grade. Her raw score for academic reading was 29, which gives a
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percentile rank of 51. This indicates that her academic feelings are about average. Her total raw
interview, Moana says she loves to read at home but does not like to read at school. On the
Elementary Reading Attitude Survey, she has a higher score for academic reading. After
discussion with the student, this can be accounted for because of her interests in other things.
While she does enjoy reading, she would rather receive a toy than a book for a present. This
example applied to many of the recreational reading questions. She enjoys to read, but it is not
her favorite thing to do when she could chose to play outside or with toys. Because of this and
multiple interviews with Moana about her feeling towards literacy, heavier weight is given
towards the interview than the affective measure when considering her literacy attitudes.
These results may influence Moana’s performance. She is reluctant to read at school and
would rather be doing other things. This may be a factor in her comprehension struggles. Her
lack of motivation and interest in her reading may cause her to not focus on what she is reading
and activate her background knowledge. Her unhappiness with questions asked about reading
may also cause anxiety during her reading, which could cause her to struggle to focus on the text.
Individual Reading Inventory
The Qualitative Reading Inventory 6 (QRI-6) was used to obtain these results. This tool
to immediately read the word, the student received a check for the word, and it was counted as a
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correct word in the timed column. Correct words in the timed column means that the word was
automatically recognized. If the word was not automatically recognized, the word was shown
again. This time, the word would stay on the screen so the student has time to decode the word.
If the student is able to decode the word, it is listed correct under the untimed column. This
shows that the student is able to decode the word given time to process.
The assessment began with the Pre-Primer 1 word list (see Appendix D). Moana was able to
read 100% of the words in the timed flash. For the Pre-Primer 2/3, and Primer word lists, Moana
was able to read 100% of the words in the timed flash. For the First grade word list, Moana was
able to read 95% of the flashed words and 5% of the untimed words, resulting in a 100% total
score. Because the timed scores of the Pre-Primer 1, Pre-Primer 2/3, Primer, and First word lists
were all above 90%, these are all independent. For the Second grade word list, Moana read 70%
of the timed words and 15% of the untimed words, resulting in a total score of 85%. A timed
score of 70% is considered instructional. For the Third grade word list, she read 50% of the
timed words and 5% of the untimed words, resulting in a total score of 55%. The 50% timed
score is considered frustration. For the Fourth grade word list, she read 35% of the timed words
correctly and 25% of the untimed words correctly, resulting in a total score of 60%. This is
considered frustration level. Because the timed words corrected dropped below 50% for fourth
will be independent at this reading level. Due to the automaticity displayed at these word levels,
it suggests that a student will probably be able to read a passage at this level fluently without
needing to decode many words. For Moana, the highest independent word list score was First
(95% timed), which predicted that she will be independent when reading a first grade passage.
When a student is instructional (70-85% timed correct) on a word list, it predicts that they
will be independent at that reading level. For Moana, the instructional level was Second (70%
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timed). This suggests that she will be instructional at this level. This suggests that she will be
able to read at least 70% of the words in a second grade passage automatically. Because she was
able to get more words when untimed, this predicts that she will be able to decode more of the
unknown words when given time. The combination of the words automatically recognized and
able to be decoded at this level suggest that she will be able to read enough words in a second
will be at frustration level when reading a passage at this level. Because they cannot
automatically recognize enough words, too much energy will be spent decoding the text, making
the text too hard. Moana’s Third grade WRI results (50% timed) predicted that a third grade
narrative passage, she read 98% of the words correctly (see Appendix E). This makes this an
independent passage. Her words per minute was 101, which is very good for this level. Her
comprehension was 67%, which indicates only instructional level comprehension. For prosody
was a 4.
Next, the second grade narrative passage was administered (see Appendix F). Accuracy
was 96%, which is instructional. Reading rate was 88 words per minute, which is in the correct
range. Her comprehension was 62%, which indicates frustration level comprehension. Her
prosody was a 3; there was no expression and word groupings were awkward.
When the third grade level narrative passage was administered, she read 92% of the words
correctly, which is just instructional (see Appendix G). Her reading rate dropped at 70 words per
minute, which is instructional. Her comprehension score was 38% from memory and 44% with
look-backs, which is frustration level. Her scores for this passage were borderline for being
considered instructional. While there is a drop in comprehension, words per minute, and fluency,
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this level is still considered instruction. However, when reading at this level, she will need
additional teacher support and work on words and vocabulary prior to reading.
For the fourth grade passage, there was a large decline (see Appendix H). Her accuracy
dropped to 85%. This is frustration level. Her words per minute dropped to 33, which is too low.
Her comprehension was 38% from memory and 50% with look backs, which is frustration level.
fourth grade being frustration level. Third grade will be included as frustration with the
understanding that additional supports are needed for the student to be successful at this level.
Because extra support cannot be administered during assessments, the silent and expository
passages were given at the second grade level because this will provide the most useful
information.
The second grade silent passage had a reading rate of 103 words per minute, which is
acceptable (see Appendix F). Her comprehension is 88%, which is her highest comprehension
score and is considered instructional. For the second grade expository passage, her accuracy was
93%, which is instructional (see Appendix F). Her words per minute was 85, which is in the
Based on the Primary Spelling Inventory, Moana is in the Early Within Word Pattern stage
(see Table 1). She is strong with consonants, short vowels, digraphs, and blends. She is weaker
with and beginning to explore long vowels with the overuse of VCe pattern. Some other vowel
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patterns, such as ‘or’ and ‘or’ are beginning to be used. Some examples of her using but
confusing these vowel pattern are features are ROBE/rob, FRITE/fright, and COCHE/coach (see
Appendix I).
Instruction will begin with short ‘a’ vs. ‘a-e’ vs. ‘ai.’ This was chosen as the instructional
starting point because Moana is still overusing long vowels for short vowels, so studying the
short vs. long vowel will reinforce this. Studying the VCe pattern and another vowel
combination to make the same sound will introduce her to ways other than VCe, which is all she
Table 1.
Known Using but Confusing Absent
Initial and final Common Long Inflected endings
Syllable juncture
consonants Vowels (overusing
Short vowels (doubling)
Digraphs and Blends VCe pattern; not
A modest pace for word study instruction. Moana is slightly behind where she should be. Her
scores suggest that she is in the middle transitional reading stage. The spelling stage typically
seen with this is middle within word (Bear, Invernizzi, Templeton, & Johnston, 2016, p. 45). She
is slightly behind because she is still in early within word. Because she is only slightly behind, a
modest pacing is appropriate. She does not have enough knowledge to move through at an
advanced pacing, but she knows enough that an introductory pace would be too slow.
Her word knowledge skills are likely impacting her reading ability. She is unaware of many
vowel patterns and is unsure how to sound out many words with long vowel patterns that are not
VCe and other vowel patterns. This will cause a problem with her fluency when she struggles to
read these words and impact comprehension when she is unable to figure them out. In her
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writing, she tends to try to use words she knows how to spell or else she worries about the
spelling, so word knowledge is prohibiting her from writing what she would like to.
Written Language
The writing sample was evaluated using a 6 traits rubric (see Appendix J). The sample
The topic Moana chose to write about was whether homework should be given to students or
not. She chose to write about why students should not have homework. She began by making a
homework, which was our topic, and it showed in her writing. She used repetition of her key
phrase and gave examples of how homework impacted her life. Her statement of ‘I do not work
on it’ shows her feelings clearly. Another strength is her fluency. While she still needs to work on
this skill, she does well with changing sentences so they are not repetitive. When working on her
writing, I will use her use of voice to help her work on other aspects of writing.
One of Moana’s weaknesses is organization. She did not have developed beginnings and
endings of her writing, which detracted from her point. She attempts to have a beginning with ‘I
do not like it,’ but readers who did not already know her topic would not know what she was
talking about. These leads to ideas, which is another area where Moana struggled. She lacks
details to support her argument, and her argument is unclear because she never directly addresses
her stance on the topic. Because of this, the focus when planning instruction will be on
organizing writing and creating clear ideas. This will include looking at how prewriting can be
used to support drafts and making sure all ideas come together to create an argument.
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read texts that she cannot understand. Her has the orthographic knowledge of consonants, blends,
digraphs, short vowels, and some other vowels that help her figure out unknown words. When
faced with an unfamiliar word, she is aware of strategies to use to help her, such as tapping the
sounds, chunking, and analogy. She can read passages with many words she cannot
automatically recognize because of this ability. Her decoding abilities are a great asset when she
is reading and trying to sound out words when writing. Moana’s greatest weakness is her
comprehension. Part of this stems from a disconnect between the comprehension and decoding.
She is able to decode words or come close to correctly pronouncing words, but she is unaware of
the meaning. Another factor that is probably influencing comprehension is a lack of motivation
and focus. When reading, Moana is frequently distracted by other things that are going on
around her. This causes her to frequently lose her place and she starts back reading the passage at
other places. She also seems to forget what she is reading or writing about very quickly and has
trouble discussing what has been read, which likely stems from a lack of comprehension. Due to
these factors, the most essential thing lessons will address is comprehensions. If Moana can learn
strategies to help her comprehension match her reading level, she will be much more prepared
for third grade when students are expected to synthesize from readings. This focus will be on
help improve her comprehension of what has been read through thoughtful writing.
Based on the data from the assessments, Moana’s instructional range is second to third
grade. Moana’s WRI results indicated that she would most likely be independent at first,
instructional at a second grade level, and at a frustration level for third. For first grade, her
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reading rate was high and her words read correctly was 98%, making this independent. For
second grade, the WRI prediction proved to be true as well. She read 96% of the words in a
second grade passage accurately, making this a instructional level. However, her comprehension
was only 62%, making this a frustration level for comprehension. Though her comprehension is
low, second grade is still considered her instructional level because this is where she is able to
automatically recognize enough words but still struggle with some while having a good reading
rate. Comprehension will be a main focus during instruction so the passages are not too difficult
for her to understand. When reading a third grade passage, Moana’s results deviated from the
WRI prediction of a frustration level. She was able to read 92% of the words correctly, which
makes this an instructional level passage. Her comprehension was 38%, which improved to 44%
with look-backs; this is considered a frustration level for comprehension. Consideration was
given to labeling third grade passages as frustration level because her accuracy was borderline
instructional/frustration, her comprehension dropped by over 20%, her words per minute
dropped by almost 20 words, and her prosody was lower. However, the decision was made to
include third grade as instructional level because it is possible for Moana to be successful at this
level when given the proper supports, such as pre-taught vocabulary and teacher assistance.
When looking at the fourth grade passage data, the decline into frustration is marked by a words
per minute of 33 and 85% of words read correctly. This is clearly where frustration is reached.
It is suspected that the discrepancy between percentage of words read correctly and the
comprehension leads to struggles in the classroom. Moana does not receive any reading services
because her reading level, which is calculated by words read correctly, is on or above level.
However, this does not take her comprehension struggles into consideration. Moana’s
comprehension is below her reading level, with independent level texts having instructional
comprehension and instructional level texts having frustration level comprehension. This leads to
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her reading texts that she appears to be able to read based on what she says, but she is unable to
understand. This likely contributes toward her dislike of reading in school. When completing
reading tasks in the classroom, she likely struggles to gain meaning from anything she has read
enough to write about it or answer teacher questions. Her trouble with focus and lack of
motivation combined with comprehension problems cause trouble with her attentiveness during
reading lessons, such as her staring at the walls and staying off task, resulting in a greater loss of
comprehension.
Instructional Goals
Word Knowledge
Moana in Early Within Word Pattern stage. She can accurately use short vowels, blends, and
digraphs. She is using but confusing long vowel patterns and other vowel patterns. When
writing, she tends to only use VCe patterns to represent long vowels. Because of the time
constraints on tutoring sessions, the focus will be on only common long vowel patterns, which
will support her reading and writing. This goal of learning different ways to represent long
vowels will be reached through long vowel word sort and activities using the patterns from the
sort.
Fluency
Words per minute is not an area of instructional concern for Moana. Her reading rate was
on target or even above the expected rate for her reading level, as she often rushes through text
without paying attention to what she is reading or giving any expression. Instead, an instructional
goal will be to read with more expression and appropriate words groupings, which she struggles
with. The main accuracy focus for Moana will be to notice when she is skipping words and lines.
When reading for prosody, she will work on tracking and self-correcting when she does make an
error. While self-corrections, accurate tracking, and adding expression may slow her reading rate,
this will help improve her reading overall because she will be able to read more fluently and with
meaning. This goal will be met through repeated readings, modeling, and choral readings.
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Vocabulary
Vocabulary instruction will be a part of the word study and comprehension instruction.
Through word study, we will look at multiple meaning words and homophones to help her
understand how words in texts she read may have different meanings that the one she is most
familiar with. When working with comprehension, we will discuss words prior to reading to
activate her prior knowledge and help her build connections that will help make the word
meaningful. One of the main goals for vocabulary will be to use context clues to help figure out
work, she will work toward the following essential question: How can my school help the
environment? When considering how Moana did during the comprehension part of the QRI
assessments, there needs to be attention to implicit and explicit comprehension, as she only
answered 45% of the implicit and 62% of the explicit questions correctly. Instructional will be
more heavily focused on explicit comprehension because she needs to be able to understand from
the text itself before she can infer deeper meaning, though some implicit instruction will be
included. The main comprehension strategy used will be summarizing. This will help support
learning by helping her draw details from the text and combine them to gain meaning for smaller
sections of the text which can build to help her form a summary of what she has read overall.
Several techniques will be used to help Moana gain meaning from the texts. A before
reading strategy that will be implemented is previewing the text; another strategy will be
predicting what knowledge will be gained from the text and how it will relate to the essential
question. During reading, QAR will be used to help Moana understand different types of
questions and what she needs to do to find the answers. Directed reading-thinking activities will
also be used during reading. After reading, graphic organizers will be used to help her understand
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the importance of details and main ideas that she has summarized from the text. Writing will also
done through planning out writing. This will be done through organizers, modeling, and
discussion. A focus will be on having a beginning and ending to her writing. Planning will also
help her focus all of her ideas on supporting her main thought. Revision will also be taught to
thinking because it requires students to “choose from a variety of patterns that represent the same
phoneme” (Bear et al., 2016, p. 205). Gaining deeper understandings about orthography is
important to literacy development over all because it will help in decoding and writing more
complex words In order to accurately and quickly recognize and write words, students depend on
“their understanding of phonics and spelling patterns, word parts, and meanings” (Bear et al.,
2016, p. 5).
Fluency
The fluency goal is to read with expression and appropriate phrasing. This is a crucial
expressive reading and reading comprehension” (Reutzel & Cooter, 2015, p. 178). Building
fluency has been tied to increased comprehension. In order for comprehension to happen, the text
needs to be read with appropriate fluency. The modeling that will be used in instruction has been
instruction is important to literacy as a whole because “vocabulary knowledge accounts for over
80 percent of the variance in students’ reading comprehension test scores” (Reutzel & Cooter,
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2015, p. 208). Students need expansive vocabularies to understand the texts they are reading,
especially when reading informational texts. The goal is to look at directive context to help
“understanding the author’s message is what it’s all about” (2015, p. 242). Moana is a
transitional reader; her instruction is now focused on reading to learn instead of learning to read.
Being able to understand what has been read is a critical aspect of reading instruction. Being able
to understand the text and find what is explicitly said is important in to then be able to apply that
information. The main strategy that will be taught, summarization, is “a method for both
improving and checking comprehension” and is “the most effective comprehension strategy of
creating a cohesive piece of writing; it is the “design and structure of a piece of writing” that
captures readers’ attention and ties ideas together to create a connected piece (Spandel, 2012, p.
6). Improving writing is important in overall literacy because it will also improve reading.
“[W]riting and reading are reciprocal processes and “share a number of traits or underlying
processes” (Reutzel & Cooter, 2015, p. 308). Working on improving writing skills will help
learned about organizing writing can be used when looking at organization in reading (Spandel,
2012, p. 127).
Long-Range Instructional Plan
A long-range plan was constructed based on the assessment data and instructional goals
(see Appendix K). Tutoring will consist of 6 tutoring lessons. Lessons will be broken into 15
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minutes of fluency work, 15 minutes of word work, 30 minutes of comprehension work, and 15
minutes of writing. The long-range plan shows the skills that are expected to be developed and
practiced during the lessons, as well as what resources are expected to be used. The instructional
focus is on comprehension. The comprehension and writing sections will be used to answer the
essential question of how Moana’s school can help the environment. The essential question was
chosen in the first lesson. The following lessons will look at the topics of global warming,
energy, water, recycling, and gardening and how these topics are important to preserving the
environment.
References
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words their way: Word
study for phonics, spelling and vocabulary instruction (6th Ed.). Boston, MA: Pearson.
Gunning, T. G. (2018). Assessing and correcting reading and writing difficulties (6th ed.). New
York, NY: Pearson.
Reutzel, D. R, & Cooter, R. B. (2015). Teaching children to read: The teacher makes the
difference (7th ed.). Upper Saddle River, NJ: Pearson.
Spandel, V. (2012). Creating young writers: Using the six traits to enrich writing process in
primary classrooms (3rd ed.). Boston, MA: Pearson.
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Appendix A
Brief description of ELA components observed in the time frame noted above (e.g., teacher read
Reading: 10:30-11:45
Read to self
Read to someone
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Word work (task cards involving the Fundations words, such as rainbow
Balance of quiet quiet and talk during talk to the book during
and talk Fundations read to someone
Engaged & Quiet buzz during Very social and friendly
respectful reading time from read Did not pay attention to
interactions to someone/guided other student responses
Transitions are reading groups but during guided reading
smooth working noise and had to be prompted
Smooth, quick for her turn
transitions
Students are expected
to and do listen to and
respect what other
people say
Instruction: Instructions are clear Struggled with
Expectations are and students know questions involving the
clear expectations text
Higher-level Students are reminded Needed help when
thinking is of expectations when asked to look back in
promoted needed the book
Formative Students are expected
assessment is used to draw conclusions
from the text
Students are monitored
as they read for guided
reading
Students are monitored
and checked during
Fundations
ELA Components: No read aloud Most engaged during
Read aloud No writing instruction Fundations when
Word awareness (other than dictated activities are brief
(explicit or sentences) before being given
imbedded word Guided reading groups further directions
study) based on level, changed Focused during reading
Guided Reading as needed part of guided reading,
Independent Fundations is word but stared at the wall
Reading study during discussion
Writing Independent reading Changed books
time frequently and started
talking during reading
time
Student Choice Choose between read to She liked picking her
self, read to someone, own book but wanted to
word work change books
Choose books from frequently
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Reflection Prompts
I expected to see more writing instruction in the classroom. I know there is some writing taught
when time permits on other days, but I was surprised it was not a daily choice like word
The transitions were remarkable. For the most part, the teacher just had to call the group and the
students would stop what they were doing and go do what they needed to without hesitation.
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Very little time was spent on transitions and students clearly knew what to do and what was
expected.
I think the students did value and appreciate literacy. Most of the students were very serious
about picking books and giving thoughtful answers during Fundations and guided reading
groups.
Debrief
The classroom teacher has noticed the same lack of engagement that I saw today. The teacher has
noticed that Moana struggles with transitioning to new activities. She is never defiant or
disrespectful when it is literacy time, but she also does not engage like the other students do. She
is very social and tries to do anything she can to avoid reading. Mostly, her disengagement
results in staring at the wall or objects, needing multiple prompts to regain attention, and talking
to friends during literacy time. She is easily distracted by new stimuli and has trouble getting
back to the task she was previously working on. When she does return to the task, she has trouble
Appendix B
HS HS
Comments
Spelling Writing Affective Measures
WTW Strengths Weaknesses Affect for Reading: Moana is a
Inventory: Her voice is Her writing Raw %ile very active
Primary evident in does not Academic 29 51 child. She has
Spelling her writing. have a clear Recreation 26 25 trouble sitting
Inventory She sounds beginning or Total 55 38 still and
Score: 43/ out words as ending. working on one
56 Feature she writes. Word choice The results for affective task for more
Points = She is not reading are interesting than a few
77% referenced deliberate. because she expresses a minutes.
11/ 26 her pre- She does strong dislike for any type She is
Words writing web not have a of reading in school and confident is her
Correct = when she lot of an extremely positive reading
42% was unsure stamina attitude for reading at abilities and
Stage what to when home during our considers
Placement write. writing. conversations. herself a strong
: Early She did She did not reader. She has
Within some self- go back to strategies she
Word correction edit, revise, uses when she
Pattern as she or without does not know
(still using wrote. prompting. a word, such as
but She knows sounding it out
confusing what the and tapping it.
common conventions She thinks that
long vowel are even good readers
patterns, though she have to read a
-ck forgot some. lot.
endings, She is very
overuses interested in
VC-e Disney and
patterns books about
but animals.
correctly She likes to
uses read by herself
digraphs, at home and
blends, and says she goes to
short the library
vowels) almost every
Examples day with her
of mother.
Confusion
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grade level texts. She struggles with comprehension. When her reading level is
independent, her comprehension is instructional. When her reading level is
instructional, her comprehension is frustration level (with the exception of the silent
narrative passage).
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Instructional Goals:
Comprehension &
Word Knowledge Fluency Writing
Vocabulary
Goals: Goals: Goals: Goals:
Learn more Pause at Find answers to Think about
common long periods and explicit what words
vowel patterns read words in comprehension would best
(a-e, ai, o-e, oa, more questions in the support the
u-e, oo, etc.) meaningful text meaning she is
groups Practice trying to
Recommended Track reading understanding convey.
supporting activities: with finger or implicit Plan out
Word hunts pointer when at messages in beginnings and
Word sorts, speed higher levels to books ending
sorts, blind sorts, keep from
writing sorts skipping lines Recommended Recommended
Letter tiles supporting activities: supporting activities:
Recommended QAR Look at mentor
supporting activities: DR-TA’s texts that are
Reader’s Theatre Graphic quality word
Separating organizers (story choice examples
sentences into maps) and try to write
meaning chunks Think aloud and her own
Poetry for models for Shades of meaning
expression and comprehension (WTW p. 226)
phrasing strategies Look at previous
Repeated reading (summarizing, pieces of writing
Choral reading inferring, to add clear
monitoring) beginnings and
endings
Written responses
to reading
Graphic
organizers
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Appendix C
Appendix D
Appendix F
Word Recognition in Context (WRC) Scoring Sheets: Level Two (Oral, silent, and expository)
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Appendix G
Appendix I
Appendix J
Student: Moana
Date: 1/31/18
Scorer: Roberts
Word Choice 3 There is nothing wrong with the word choice, but the
Word choice is the use word selection does not seem deliberate. Her words are
of rich, colorful, common, such as ‘like’ and ‘good’ to describe her
precise language that
moves and enlightens
feelings. Her word choice does not energize the writing
the reader. and is not vivid.
Fluency 4 She has some control over sentence structure. She does
Sentence fluency is the not use the same structure over and over again. Her
rhythm and flow of the writing does not have a good flow, but it is not choppy
language, the sound of
work patterns.
either.
Appendix K
Long-Range Plan
Notes on reading: She often skips lines and words. She has trouble with comprehension in
passages. She does not know strategies for looking back when reading. She does not have a lot of
stamina. She does not read with any intonation; her pauses are when she runs out of breath.
Word Study Stage: Early Within Word Begin instruction with which features: Common
Long Vowels (Long A Patterns)
Focus instruction on (select 1 main area): (circle one) Fluency Word Knowledge
Comprehension
Activity: Model
reading, choral
reading,
independent
reading
2 Text title: Our General feature: Text title: Big Task: Write to
School Play Long a patterns Questions: How persuade that
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Text source: Sort categories: Can Kids Help the kids can help
Reading AZ a-e, ay, ai Planet the environment
Text level: L Text source:
Activity: Newsela
Skill focus: -Guided practice Text level: 460L Skill focus:
Appropriate word -Writing sort Organizing
groupings and -Blind sort check Content focus: thoughts during
expression Global prewriting
Warming/Why
Activity: Should We Work to
Repeated reading Help the
Environment
3 Text title: The General feature: Text title: Where Task: Write to
Great Snifferoo Long e We Get Energy persuade to try
Text source: Sort categories: Text source: different energy
Reading AZ e, ea, ee Reading AZ sources
Text level: L Text level: K
Activity:
Skill focus: -Guided practice Content focus: Skill focus:
Appropriate word -Word hunt Conserving energy Organizing
groupings and not -Blind sort check thoughts during
skipping words Skill focus: Main drafting and
idea/summarizing revise
Activity:
Repeated reading
and tracking along
4 Text title: A poem General feature: Text title: Earth’s Task: Write to
student selected Long e Water convince
from I’m All Sort categories: Text source: someone why
Right ee, e, ea Reading Az we need to
Text source: Text level: K conserve/take
Reading AZ Activity: care of water
Text level: L -Guided practice Content focus:
-Word Study Uno Importance of
Skill focus: -Blind sort check water Skill focus:
Expression and Organize
tracking Skill focus: Main writing, word
idea, inferencing choice
Activity: Track
with finger first
time and without
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for repeated
readings
5 Text title: A poem General feature: Text title: Pizza Task: Write to
student selected Short/Long i and Plastic: What persuade
from I’m All Sort categories: Can Be Recycled someone how
Right i-e, y, i Text source: they can help by
Text source: Newsela recycling
Reading AZ Activity: Text level: 400L
Text level: L -Guided practice
-Speed sort Content focus: Skill focus:
Skill focus: -Blind sort check Recycling Organize
Grouping and writing, word
expression Skill focus: choice
Inferencing,
Activity: Choral finding answers in
reading and text
independent
reading
Content SOLs:
2.5 The student
will investigate and
understand that
living things are
part of a system.
Key concepts
include a) living
organisms are
interdependent
with their living
and nonliving
surroundings; b) an
animal’s habitat
includes adequate
food, water, shelter
or cover, and
space; c) habitats
change over time
due to many
influences;
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