You are on page 1of 58

STUDENT SUMMARY

Students FIRST Name Only: __Klara__________________ Examiner: ___Meagan Taylor Grade level : __5_______ Date: __10/06/11_____

PERFORMANCE LEVELS ON SENTENCES FOR INITIAL PASSAGE SELECTION ___3_ Highest level with zero (0) errors __4__ First level with two (2) or more errors

OVERALL PERFORMANCE ON READING PASSAGES (Fill in the grid below with the results of the protocols at each level you administered - i.e. easy, adequate, frustration. After filling in the chart, look across each of the levels in the grid to determine which level is easy, adequate and frustrational for the student. Fill in the grade level for each level -i.e. 1, 2, 3, etc.)
Passage Level 1 2 3 4 5 6 7 8 9 10 11 12 Silent Reading Comprehension Oral Reading Accuracy

Easy Easy Too Hard

Easy Easy Too Hard Hard

_3-4___Easy (independent) _____ (instructional) __5___Too (frustration) hard Adequate

reading reading reading

level level level

MISCUE SUMMARY CHART (Fill in the top of the chart below with the total number of miscues the student had from all of the protocols administered. From that total, decide how many of each type of miscue were substitutions and how many were meaning disruptions and fill in those sections of the chart. The totals section of the chart should equal the total number of miscues the student made from all of the protocols administered).

Level 3
Mispronunciation TOTALS Selfcorrections Meaning disruptions Substitution Insertion Teacher Assistance Omission TOTALS

1 0 0

0 0 0

0 0 0

0 0 0

0 0 0

1 0 0

Level 4
Mispronunciation TOTALS Selfcorrections Meaning disruptions Substitution Insertion Teacher Assistance Omission TOTALS

1 0 0

0 0 0

0 0 0

0 0 0

1 0 0

2 0 0

Level 5
Mispronunciation TOTALS Selfcorrections Meaning disruptions Substitution Insertion Teacher Assistance Omission TOTALS

7 0 0

1 0 1

0 0 0

0 0 0

0 0 0

8 0 1

Error Analyses (Cueing Systems)


Directions: Enter total number of times (all passages) the student used each of the cueing systems when a miscue was made. (Purpose: To determine the extent to which cueing systems are used to identify unknown words in print.)

Level 3: Meaning Cues (M) Level 4: Meaning Cues (M) Level 5: Meaning Cues (M)

_____ _____ _____

Syntax Cues (S) _____ Syntax Cues (S) _____ Syntax Cues (S) _1__

Visual Cues (V) Visual Cues (V) Visual Cues (V)

1__ 1__ 8_

ORAL READING SKILLS Directions: Place an X by the characteristic(s) evident during this assessment. All characteristics should be marked in one column or the other. __X_ _____ __X_ Reads in phrases (not word by word) Reads with little expression Uses word identification strategies _____ _X _ _____ Word-by-word reader _X_ Attends to punctuation _____ Weak word identification ability Reads with expression Ignores punctuation

Information for marking the above characteristics should be based on observed needs/abilities while listening to the child read the protocol(s). This information should be used to complete the Summary of Abilities and Needs in Oral Reading below as well as addressed in the First Intervention Strategies section. SUMMARY OF ABILITIES AND NEEDS IN ORAL READING (be sure to address abilities AND needs)

Klara is good at phrasing and using expression in oral reading. Her struggles arise primarily in decoding words she does not know. Klara is less likely to be able to effectively use meaning cues as an English Language Learner whose vocabulary is still growing. Klara does attempt to use visual cues when reading, but often focuses on initial sounds, sometimes replacing medial and final sounds with unrepresented phonemes. She exhibits some confusion of fricatives w and v and though she is mostly accurate in decoding vowel sounds she often uses replaces short vowels with long vowels. Klara would benefit from phonemic exercises focusing on vowel sounds and phonemic awareness exercises to help her distinguish the v and w sounds.

COMPREHENSION RESPONSE SUMMARY CHART (Fill in each section of the chart below from all of the protocols administered. The total % recalled can be calculated by dividing the number recalled (unaided + aided) by the total number of questions for each story element

Level 3
Story Grammar Element Character Characterization Setting 1 Story Problem Problem Resolution Attempt Problem Resolution 0 Theme/Moral 1 0 100 2 0 1 0 0 0 0 100 100 NA Unaided Recall 1 0 Aided Recall 1 1 Number Not Recalled 0 0 % Recalled 100 100

Level 4
Story Grammar Element Character Characterization Setting 2 Story Problem Problem Resolution Attempt Problem Resolution 0 Theme/Moral 0 0 NA 0 1 0 0 1 0 0 0 100 NA 100 Unaided Recall 1 0 Aided Recall 2 1 Number Not Recalled 0 0 % Recalled 100 100

Level 5
Story Grammar Element Character Characterization Setting 0 Story Problem Problem Resolution Attempt Problem Resolution 0 Theme/Moral 0 1 0% 0 0 0 1 1 1 1 0 0% 50% 100% Unaided Recall 0 1 Aided Recall 1 0 Number Not Recalled 1 0 % Recalled 50% 100%

The total number of questions you marked in all three areas above should match the total number of questions from each of the protocols administered. This information should be used to fill in the Summary of Abilities and Needs in Reading Comprehension below and then addressed in the First Intervention Strategies section. BRIEFLY DESCRIBE WHAT YOU DISCOVERED ABOUT THE STUDENT IN THE INTEREST/ATTITUDE INTERVIEW.

Klara is an English Language Learner who moved to Williamsburg from Prague with her mother about a month ago. Her mother speaks English fluently and works as a professor at William and Mary. Klara highly values school and cites learning English as the primary reason she came here with her mom while her sisters remained in Prague with her father. Klaras native language is Czech, and she says that she is a good reader of Czech texts, but she does not like writing in Czech. She is eager to become a

better reader in English and says she really enjoys writing in English. Her mother is wholeheartedly supportive of these efforts and works with Klara a lot on her English. In terms of Klaras interests, Klara enjoys reading funny books and said that her favorite books are from the American Girl series. She says she enjoys reading these books because she likes learning about life in the United States. Outside of school, Klara likes basketball, volleyball, and dancing. She takes dance lessons and passes her free time watching TV, playing Wii, and going shopping with her friends. She describes herself as funny and joyful and she likes expressing this through writing and through art.
SUMMARY OF ABILITIES AND NEEDS IN READING COMPREHENSION (be sure to address abilities AND needs) Klara did not score at the Adequate level for any passage. Rather, she scored perfectly on Comprehension at Level 3 and 4. Level 5, however, she found very hard. This may be because the passage included humor, which is harder for English Language Learners to comprehend due to cultural variations in humor. This may also because the questions for passage 5 tapped into non-literal understandings and required inferential thinking. Though Klara is good at answering questions about the literal elements of a text, she struggles to comprehend non-literal cues. Klaras answers focused on details that understood such as the fact that the main characters wore different types of shoes, but she struggled to contextualize these details according to central themes and ideas in the passage. As an English Language Learner, Klara is still building a vocabulary in English and therefore may not understand words that would be easily comprehended by a native English speaker with a similar level of decoding skills. Level 4 would likely be an ideal instructional level for practicing comprehension techniques. She would likely be familiar with most of the vocabulary at this level, enabling her to practice identifying main ideas and supporting details and using this context to draw inferences. Ideally, I would be able to find texts at this that present a manageable amount of new vocabulary, so Klara can continue to develop her vocabulary repertoire.

FIRST INTERVENTION STRATEGIES Directions: Describe any intervention/teaching strategies you feel should be tried initially in the areas of oral reading and comprehension that you identified in the above sections Summary of Abilities and Needs In Oral Reading and Summary of Abilities and Needs In Reading Comprehension. These strategies should help you learn more about the students reading abilities and confirm or reject findings drown from this inventory and should also help the student continue to grow as a successful reader. Please see the table on page 16 for strategy suggestions. Include the context for which this instruction would take place (i.e., guided reading groups, literature circles, reading workshop, small group word study, etc.) If this is the child you will be tutoring this semester, remember you will soon be writing a detailed lesson plan for your first tutoring session to be completed by 10/18. (See the lesson plan format for 1:1 sessions for specific guidance on Blackboard).

I would likely begin one-on-one instruction with Klara by having her read an American Girl book she has not read. In order to help build her vocabulary, I would have her identify 5-7 words she did not know to add to a vocabulary list. I would teach her the meanings of these words, provide examples of usages, and have her write an original sentence using the word. I would then have her make flashcards for these words that included picture cues as well as her original sentence. I would have her practice these words throughout the week. In order to develop Klaras reading comprehension, I would have Klara practice making predictions and explaining characters actions to help her develop her inferential reading skills. I would have her fill in a graphic organizer for each passage we read identifying the main ideas or events of the passage and two details about each main idea or event. We could also use Venn diagrams and cause and effect diagrams to help her better conceptualize the non-literal meanings of the text. I would also try to include a short word study activity at the end of every lesson. Based on Klaras spelling inventory and oral readings, Klara appears to be in the late Syllables and Affixes stage, though she still confuses some vowel sounds as well as the sounds f and w. Klara would benefit from word sorts distinguishing long- and short- vowel sounds. She would also benefit from word studies that focus on consonant doubling, inflected endings, and some of the more difficult suffixes as these are the facets of

syllabic spelling she is currently confusing. I would try to draw Klaras attentions words with these features in texts we read, and use activities such as Double Scoop (described on page 221 of Words their Way) to help her practice discerning these features. As an English learner, she could also use some practice accenting words. We could practice clapping words to show emphasis and using kazoos to help her hear inflexion. Reflections and Value of the RIC Though I think that the Reading Inventory is useful in that it assesses both comprehension and oral reading ability, unlike the Observation Survey, I feel that there are several major limitations. One limitation I noticed is that while the texts themselves seem to be appropriately leveled, there is a major leap in the complexity of the questions from Level 4 to Level 5. The comprehension assessments at levels below Level 5 focus primarily on literal meaning, but the Level 5 assessment requires a lot of figurative and inferential reasoning. I feel these assessments would more accurately reflect comprehension ability if figurative and inferential questions were gradually phased in at earlier levels. Another limitation I noticed is that the assessment calls for detailed recall, but does not allow students to look back at the text. Good readers generally read for main ideas the first time they read a text, and then look back at the text to find textual evidence to support those main ideas and recall details. This assessment does not allow students to follow these good practices, which I think is a significant limitation. Overall, I think this test is a helpful addition to my assessment toolkit. I must consider its limitations critically, however, when basing instructional decisions on it. I hope to better familiarize myself with the texts and comprehension questions at the different levels, including levels I did not administer, so I have a better sense of the limitations and strengths of the assessment before administering it again. In future use, would consider adapting the assessment for students who struggle with a particular passage by allowing them to look back at the passage and find textual evidence to shape their answers. I would also be sure to always complement it with the administration of a spelling inventory, as the spelling inventory provided great insight in analyzing miscues of oral reading. When combined with other assessments, the RIC is able to provide some valuable insight into the abilities of students to decode an comprehend texts.

Lesson Plan
Teacher: Meagan Taylor

Meagan Taylor CRIN E03 10/18/2011

Student: Klara Kotabocva Grade 5


Session 1 of 6

Teaching Date: 10/20/2011

Teaching Time: 1 pm-1:45 pm

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter 1, the student will use prior knowledge and information from the books front and back cover to guess which story element the item reflects (characters, setting, plot, problem, or resolution) and predict the relationship between the items. After reading, the student will evaluate and modify her initial sort to reflect knowledge gained from the story. After adjusting her original sort, the student will use each of the sorted words in a paragraph summarizing the text read. The student will sort 14 words with r influenced vowels into words that make /er/, /ar/, and /or/ sounds. Lesson Plan for Next Session 1. Familiar reading: As this is the first lesson, we have no prior reading to revisit. 2. The child reads a new book (K-2) or reads a section of a chapter book (3-6): -Introduce The Amazing Days of Abby Hayes: The Pen Is Mightier Than the Sword by explaining that it is a book from a series about a fifth grade girl named Abby. -Give Klara the plastic bag with the cut out items from the attached list for Chapter 1. Explain that these are key people, places, events, and vocabulary from Chapter 1. - Set out the five attached sheets with the categories Characters, Setting, Problem, Resolution, and Plot. Tell Klara that she will be sorting the items into these categories. Ask Klara to explain what each category means to ensure that she is familiar with these terms. Explain any that are unfamiliar. - Direct Klara to look at the front and back cover of the book to help her sort. Allow up to 3 minutes for her to do so -Ask Klara to explain her sort. -Have Klara read Chapter 1 aloud. Direct look out for the words she sorted so she can see if she was right. Direct her to acknowledge when a word is unfamiliar. Guide her in using context clues to figure the word out. When she has finished reading the section, ask her the following questions to help her clarify her understanding of the story Notes

Who is telling the story? What project is Abby excited about? How did the students decide what they will put in the newspaper? How will they decide who gets each job? What job does Abby want? Why does Abby want that job? How do you think she would feel if she didnt get that job? 3. Running record of student reading new book or 100 words of a section of a chapter book. Take a running record of pages 1-2. 4. Strategy instruction based on running record or observed needs. Klara struggles primarily with vocabulary and discerning main ideas within details. Guide in use context clues when she comes to a word she does not understand. Help her to focus her attention on key points by asking her to look out for the terms she was given ahead of time. As she encounters these words, prompt her to identify what she thinks the significance of each is. Ask her if this matches her original prediction. After she has finished her reading, ask her to modify her original sort of the key terms using the knowledge she gained while reading. Ask her to explain any items she changed. 5. Word work Provide Klara with the attached cards. Show her the cards in pairs, following the order on the attached sheet, asking her to contrast the sounds made by the vowel in r-influenced context and the sounds made by the vowel in non-r- influenced contexts. Help her to identify that the r is bossy and changes the sound the vowel makes by blending the sound with r. After raising her awareness of the /ar/, /er/, and /or/ sounds, ask her to sort the r-influenced vowels into these three groups. 6. Written response to book. Have Klara write a summary paragraph of the text she read using the key terms provided to her before reading.

at bad

art barn

bit

bird

stick stir

chip

chirp

but

burn

hen lead

her learn

head of

heard or

fog cold

for corn

Chapter 1
Star reporter Ms. Bunder School newspaper Abby Natalie Jessica Columnist Brainstorm

Fifth grade classroom Lottery Article Brianna

Setting

Characters

Problem

Plot

Resolution

Analysis of Previous Session


Teacher: Meagan Taylor Session 1_ of 6 Student: Klara Kotabova Teaching Date: 10/20 Teaching Time: 1 pm 1:45 pm

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter 2, the student will use prior knowledge and information from the books front and back cover to guess which story element the item reflects (characters, setting, plot, problem, resolution, or vocabulary) and predict the relationship between the items. After reading, the student will evaluate and modify her initial sort to reflect knowledge gained from the story. After adjusting her original sort, the student will use each of the sorted words in a paragraph summarizing the text read. The student will sort 14 words with r influenced vowels into words that make /er/, /ar/, and /or/ sounds. Briefly describe what you observed as the child reread familiar books or revisited the previous reading (increased fluency, knowledge of sight words, familiarity of concepts about print such as one-to-one, detailed summary, etc.). What prompting or support did you provide?

This was not applicable because we did not have a previous reading. Based on your analysis of the running record, how did the child do when reading the new book? What was he able to do independently or with your help? What does he need to continue to work on? What supports do you need to provide (text level, higher/lower level of prompts, comprehension strategies)? Though Klara struggled with some unfamiliar words, she maintained a consistent pace, shaped her sentences, and even stopped to make comments relevant to what she was reading, exhibiting comprehension. Sometimes, when Klara struggles with a word, she will keep reading., rather than focusing on its meaning. While this practice is sometimes beneficial, it sometimes deters full comprehension of the text. Sometimes, she needs to be prompted to revisit the word after she reading beyond it to see if she can decode it using context clues. Right now, Klara needs explicit prompting to notice certain context clues, but my hope is that through guided practice with this strategy, she will begin to use this strategy independently. Because Klara struggles to apply inferential thinking to the text and discern nonliteral meaning, I think that the text level is appropriate. At this level, she gets exposure to a small selection of new vocabulary, but is familiar with the majority of the words. This better enables her to think beyond the literal meaning text, drawing inferences, making predictions, and identifying key themes. Briefly describe what you observed about the childs writing. What does she control and what does she need to work on? What connections to reading do you see? Klaras writing did not reflect understanding of paragraph structure. She did not include a topic sentence. Some articles and some punctuation were missing. Several sentences were fragments. She may need instruction regarding paragraph and sentence structure. Spending time on articles and pronouns may also be helpful. Her use of brainstorm in the sentence Children has different brainstorm suggests that she is using the term to mean ideas. She needs to revisit this word. This sentence also shows some issues with noun-verb agreement. Overall, however, the errors in Klaras writing do not interfere with communicating meaning, which is quite an accomplishment for an ELL learner who has only been in an English academic environment for a month.

What has been rewarding so far? What has been frustrating? Klara really seemed to enjoy and benefit from the predictogram. I noticed a clear difference in her ability to identify and express main ideas in the text, which I think can be attributed to the fact that she knew where to focus attention. It is my hope that after practice identifying why each item is significant to the text, she will begin to develop skills that will enable her to independently select terms from the text that are important to building each story element. I really enjoyed seeing her noted improvement in this respect. One frustration is that 45 minutes is a very small block of time to do reading, writing, and word study. This session, I ran out of time to complete the word study activity. As I felt the other activities were more helpful to her, I decided to push the word study back to next time. Though I felt like Klara and I did each task efficiently, it was difficult to devote the amount of attention she needs to comprehension and vocabulary, while still allowing enough time for word study.

Lesson Plan for Next Session


Session 2 of 6 Teaching Date:10/25/2011 Teaching Time: 1 pm-1:45

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter, the student will use prior knowledge and information from the books front and back cover to guess which story element the item reflects (characters, setting, plot, problem, resolution, or vocabulary) and predict the relationship between the items. After reading, the student will evaluate and modify her initial sort to reflect knowledge gained from the story, providing text evidence to support her modifications. After adjusting her original sort, the student will use each of the sorted words in a paragraph summarizing the text read and predicting what will happen next. While play an R-controlled vowel review game, student will name of pictures that depict r-influenced words and classify the sound made by the vowel as an /ar/, /or/, or /er/ sound. Lesson Plan for Next Session 1. Familiar reading: Direct Klara to read her summary from last time. Ask her what she thinks will happen next. Prompt her to justify her predictions using evidence from the text 2. The child reads a new book (K-2) or reads a section of a chapter book (3-6): -Give Klara the plastic bag with the cut out items from the attached list for Chapter 2. Explain that these are key people, places, events, and vocabulary from Chapter 2. - Set out the six sheets used in Lesson 1 with the categories Characters, Setting, Problem, Resolution, Plot, and Vocabulary. Tell Klara that she will be sorting the new items into these categories like last time. --Ask Klara to explain her sort. -Have Klara read Chapter 2 aloud. Direct look out for the words she sorted so she can see if she was right. Direct her to acknowledge when a word is unfamiliar. Guide her in using context clues to figure the word out. When she has finished reading the section, ask her the following questions to help her clarify her understanding of the story What is Abbys job? How do you think Abby feel about her job? Why? Do you think Abby thinks her job is a plum assignment? Why or why not? How would you describe Abby? Do you think she will be good at her job? Why or why not? What is Briannas job? How do you think Abby feels about this? 3. Running record of student reading new book or 100 words of a section of a chapter book. Notes 10/25- Student was sick- reschedule for Thurs. at 1 pm 10/27 Klara had just came in from running at CBBs walk-a- thon and seemed flushed and distracted Word sort Started with word sort, tried to sort words by spelling at first, rather than sound Familiar reading- Recalled last chapter accurately Went over writing, so I could clarify what she meant by a few confusing parts eg Jessica said this.Brianna that She showed confusion of the meaning of brainstorm, so we did a brainstorm about characteristics of Abby to try to help her better understand the term Did well with predictogram Reading/ running record Seemed to struggle more than usual, less fluent shaping of phrases, perhaps because she was still recovering from walkathon and attention wasnt fully there

Turn in the running record of page 9-10. 4. Strategy instruction based on running record or observed needs. Prompt her to use the context clue strategies she learned through guidance week, when she comes to a word she does not understand. Help her to focus her attention on key points by reminding her to look out for the terms she was given ahead of time. As she encounters these words, prompt her to identify what she thinks the significance of each is. Ask her if this matches her original prediction. After her to modify her original sort of the key terms using the knowledge she gained while reading. Ask her to explain any items she changed. Prompt her to use specific evidence from the text to support her changes. 5. Word work Activity from lesson 1. 6. Written response to book. Have Klara write a summary paragraph using the key terms from this Chapter. At the end of her paragraph, direct her to include a sentence that predicts what will happen in the next chapter.

Struggled to understand that the students were naming the newspaper in the book. Thought they were picking roles so was confused by students impatience Asked what sympathetic and patient meant, Used context clues with minimal prompting to figure out the terms sympathetic and patience Stopped at page 10 to make sure we got to some writing done Writing Modified writing to be a 3 summary of what she had read so far this chapter to help jog her memory Did not reflect clear understanding of the chapter, had to be prompted to recall most important event- the naming of the newspaper

Chapter 2 Lancaster Elementary The Lancaster Lark Photographer Layout People profile reporter Current events reporter Advice columnist Draw names from a hat

Plum assignment Name the paper

Analysis of Previous Session


Teacher: Meagan Taylor Session 2 of 6 Student: Klara Kotabova Teaching Date: 10/25 Teaching Time: 1 pm 1:45 pm

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter 2, the student will use prior knowledge and information from the books front and back cover to guess which story element the item reflects (characters, setting, plot, problem, resolution, or vocabulary) and predict the relationship between the items. After reading, the student will evaluate and modify her initial sort to reflect knowledge gained from the story, providing text evidence to support her modifications. After adjusting her original sort, the student will use each of the sorted words in a paragraph summarizing the text read and predicting what will happen next. While play an R-controlled vowel review game, student will name of pictures that depict r-influenced words and classify the sound made by the vowel as an /ar/, /or/, or /er/ sound. Student was sick- 10/25, rescheduled for Thurs. Briefly describe what you observed as the child reread familiar books or revisited the previous reading (increased fluency, knowledge of sight words, familiarity of concepts about print such as one-to-one, detailed summary, etc.). What prompting or support did you provide? After reading what she wrote about Chapter 1, Klara was able to greatly elaborate on her written summary, telling more about the characters she mentioned in the paragraph and providing more detail about key plot events. When I asked her to clarify what she meant by a few confusing portions of her summary, including the phrase Jessica said this Brianna that she exhibited an understanding of the text that was not conveyed in her writing, explaining that each of the students had very different ideas about what the newspaper should be like, so Jessica and Brianna told the class about their different ideas. When I asked Klara to clarify her use of brainstorm in her paragraph, she exhibited confusion about the meaning of the term. She seemed to think of brainstorm as a synonym to idea. To help explain the term brainstorm to Klara, I guided her through the action of brainstorming about characteristics of the main character Abby. In so doing, she identified most of the key characteristics of Abby that have been revealed so far, further evidencing her understanding of the first chapter. Based on your analysis of the running record, how did the child do when reading the new book? What was he able to do independently or with your help? What does he need to continue to work on? What supports do you need to provide (text level, higher/lower level of prompts, comprehension strategies)? Klara read with 98% accuracy on the portion of the text for which I took a running record. Despite this accuracy, there was a notable decline in her typical fluency. Though Klara is usually good at shaping phrases and following English patterns of intonation, today her reading was much choppier than usual and she paid much less attention to punctuation cues. Because Klara had just come in from running at Clara Byrd Bakers walkathon and seemed very flushed, it is possible that her physical condition was inhibiting her ability to read in English. Despite this decline in fluency, Klara did show that she internalized some of the context clue strategies taught last week. When she asked what patience and sympathetic meant, I prompted her to look back at the text to see if she could figure it out. She was able to use context cues with minimum prompting to figure these words out.

I had to stop Klaras reading before the end of the chapter to allow enough time to get to writing. When I asked her the applicable comprehension questions and prompted her to describe what she had read, she exhibited some confusion about what the teacher and students were trying to decide in this section. She struggle to understand that the teacher wanted the students to name the newspaper before picking roles. Because she lacked this understanding she struggled to understand why the students were so impatient. We went back to the text to look for evidence that would explain what the students were trying to describe. Klara continues to need support in determining important information. Again, the predictogram proved helpful in providing her with terms to focus her attention on, but she seemed to continue to struggle to identify the significance of the terms. She still needs support in using context clues and reference materials to decode unfamiliar vocabulary that may be interfering with her overall comprehension. Briefly describe what you observed about the childs writing. What does she control and what does she need to work on? What connections to reading do you see? I modified the original writing assignment in part because of time considerations and in part because we did not get to the whole passage I had hoped to cover. Therefore, I had her write three sentences about what happened in the first part of the chapter. She really struggled to come up with what she should write. To help her, I had her describe verbally what happened and asked her what she thought would be most important to remember next time. Klaras seems to struggle with when she should use infinitives and articles. Last session she wrote Abby, fifth grader, want be star reporter. This time she wrote, The class is waiting for Ms. Bounder if she pick up the name from a hat. She might benefit from instruction on how to use these features of English.

What has been rewarding so far? What has been frustrating? Working with Klara is immensely rewarding simply because she is eager to learn and seems to gain something each time, even if it is just a vocabulary word she did not know before. Her English abilities continue to impress me. Though she still has a lot to work on in terms of mastering English form and developing her aural and reading comprehension, she is developing these skills rapidly. The fact that she is able to communicate and comprehend as much as she does even though she has only been using English in an academic sense for about two months is quite impressive. One frustration is that Klara needs a lot of work on grammar structures, which there is simply not time for in our sessions. I feel that our writing time is more beneficial when it is a means for her to communicate what she has been reading rather than focusing writing instruction on grammar and syntax. As mentioned last week, it is hard to accomplish everything in such a short block of time.

Lesson Plan for Next Session


Session 3 of 6 Teaching Date:11/1/2011 Teaching Time: 1 pm-1:45

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter 2, the student will use prior knowledge and information from her readings thus far to resort the items according by the story element they reference(characters, setting, plot, problem, or resolution) and predict the relationship between the items. After reading the remainder of Chapter 2, the student will evaluate and modify her initial sort to reflect knowledge gained from the story, providing text evidence to support her modifications. After adjusting her original sort, the student will add three more sentences to her summary of the first half of the chapter and write an additional sentence predicting what will happen in the next chapter. After doing a speed sort of the /ar/, /er/, and /ir/ words, the student will play the attached game to review what she has learned and apply her knowledge to new words. Lesson Plan for Next Session 1. Familiar reading: Direct Klara to read her summary from last time and verbally explain what was happening in the story when we left off. 2. The child reads a new book (K-2) or reads a section of a chapter book (3-6): -Give Klara the plastic bag with the cut out items from the attached list for Chapter 2. - Set out the five sheets used in Lesson 1 and 2 with the Characters, Setting, Problem, Resolution, and Plot. Ask Klara to reconstruct her sort from last time to reflect what she learned in the first part of the chapter. --Ask Klara to explain her sort. -Have Klara read the remainder of Chapter 2 aloud. Direct look out for the words she sorted so she can see if she was right. Direct her to acknowledge when a word is unfamiliar. Prompt her to use context clues to figure the word out. When she has finished reading the section, ask her the following questions to help her clarify her understanding of the story thus far What is Abbys job? How do you think Abby feel about her job? Why? Do you think Abby thinks her job is a plum assignment? Why or why not? How would you describe Abby? Do you think she will be good at her job? Why or why not? What is Briannas job? How do you think Abby feels about this? Notes Student was pulled for benchmark testing- lesson had to be postponed until 11/3 Read summary from last time to refresh memory, her retelling of the story reflected internalization of some of the feedback I had provided her last time Eg. shes nothing -> she didnt have a job yet Adjusted sort to reflect some of the problems she sensed in the story Klara still struggles with the v sound Veterinarian pronounced weterinarian Interviews pronounced interwoos Had to guide her using context clues to figure out the meaning of plum assignment, but then she was able to do it on her own to figure out the meaning of rotten pear assignment

3. Running record of student reading new book or 100 words of a section of a chapter book. Take a running record of pages 13-15. 4. Strategy instruction based on running record or observed needs. Prompt her to use the context clue strategies she learned through practice week, when she comes to a word she does not understand. Help her to focus her attention on key points by reminding her to look out for the terms she was given ahead of time. As she encounters these words, prompt her to identify what she thinks the significance of each is. Ask her if this matches her original prediction. Use the guiding questions above to help Klara draw inferences about the main characters thoughts and motivations. 5. Word work Play the attached r-influenced vowel game with Klara. Have her identify the word represented by the picture on each space she lands. Have her determine whether it makes an /ar/, /er/, or /o/ sound. Then direct her to spell the word on a separate sheet of paper. 6. Written response to book. Have Klara add three more sentences to her summary from last time. Direct her to add one more sentence describing her prediction of what will happen next. After she has finished writing, ask her to explain her prediction.

Struggled with th sound- had to come up with rhyming words for horn, could not identify whether she was saying torn or thorn, had her repeat several times, discovered could not produce the th sound

AR

R-Controlled Vowels

ER

IR

OR

UR

Rule: A player roles the dice and advances that number of spaces. If the square that the player lands on has a picture, the player must say the name of the picture and spell the word. If the player can't spell the word, the player moves back. If the square is a card square the player must choose a card and answer the riddle. If the player can't answer the riddle, the player moves back. If the square has instructions on it then the student must follow the instructions.

The R-Controlled Vowel Game


2009 Lanternfish ESL @ www.bogglesworldesl.com

These are the cards for the R-Controlled Vowels game. Teachers can cut them out and paste them onto poster board.

What rhymes with arm?

Name two words that contain OR.

What rhymes with park?

Name two words that contain AR.

What rhymes with horn?

Name two words that contain IR.

What rhymes with port?

Name two words that contain ER.

What rhymes with skirt?

Name two words that contain UR.

What rhymes with car?

Name three words that contain ER.

What rhymes with jar?

Name three words that contain IR.

What rhymes with dirt?

Name three words that contain OR.

What rhymes with dark?

Name three words that contain AR.

What rhymes with word?

Name one word that contains ER and UR.

Analysis of Previous Session


Teacher: Meagan Taylor Session 3 of 6 Student: Klara Kotabova Teaching Date: 11/1/2011 Teaching Time: 1 pm 1:45 pm

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter 2, the student will use prior knowledge and information from her readings thus far to resort the items according by the story element they reference(characters, setting, plot, problem, or resolution) and predict the relationship between the items. After reading the remainder of Chapter 2, the student will evaluate and modify her initial sort to reflect knowledge gained from the story, providing text evidence to support her modifications. After adjusting her original sort, the student will add three more sentences to her summary of the first half of the chapter and write an additional sentence predicting what will happen in the next chapter. After doing a speed sort of the /ar/, /er/, and /ir/ words, the student will play the attached game to review what she has learned and apply her knowledge to new words. Student was pulled for benchmark testing- had to postpone session until 11/3 Briefly describe what you observed as the child reread familiar books or revisited the previous reading (increased fluency, knowledge of sight words, familiarity of concepts about print such as one-to-one, detailed summary, etc.). What prompting or support did you provide? After Klara reread her summary from last time, she was able to retell the story using details from the text to support the main ideas of her summary. Her retelling of the story reflected internationalization of some of the feedback that I had provided on her writing last time. I had mentioned that her use of shes nothing to describe Abby was confusing in English because it made it sound like Abby was nonexistent or feeling very unconfident, neither of which would make sense in the context of the text. Klara clarified her meaning in the retelling explaining that Abbys name had not yet been drawn, so she did not have a job yet. When Klara resorted the key terms from Chapter 2, she adjusted them to reflect some of the problems she sensed in the chapter thus far. In explaining her resorting, she identified that naming the newspaper was a problem in two ways. First, it was a task that the class had to complete. Second, this task delayed the students from finding out their jobs and made them very impatient. She explained that drawing names from a hat was the resolution to both of these problems as it made the decision quickly and efficiently. Overall, Klara shows a firm understanding of the text so far, and is showing improvement in her ability to sequence events and identify the developing problems in the story. Based on your analysis of the running record, how did the child do when reading the new book? What was he able to do independently or with your help? What does he need to continue to work on? What supports do you need to provide (text level, higher/lower level of prompts, comprehension strategies)? Klara read with 98% accuracy, but her mistakes are telling of areas of pronunciation she needs to work on. She consistently mispronounced /v/ as /w/ and mixed up /th/ and /t/. Overall, however, she showed good inflection and shaping of phrases. When we came across the figurative language plum assignment, which the author used to

refer to a good assignment, Klara struggled to understand that this was a figurative method. I guided her to consider whether it would make sense to be talking about fruit in this context and then guided her to consider how the author could be using fruit as a symbol. After we looked for cues regarding how the phrase was used, Klara was eventually able to recognize that it meant a good assignment. After this guidance, Klara was able to figure out the meaning of a rotten pear assignment on her own. Briefly describe what you observed about the childs writing. What does she control and what does she need to work on? What connections to reading do you see? Klaras writing again shows some confusion of subject verb agreement. For example she writes She dont know what she is. But overall the other sentences she added to her summary were well written, exhibiting good punctuation and impressive spelling when she wrote congratulate. She also does not seem to know when to apply the past progressive , as she wrote While she thinking, Overall though, Klara communicated her meaning clearly, which is an improvement from prior writing she has done with me. What has been rewarding so far? What has been frustrating? It has been rewarding to see even small improvements in Klaras ability to discern main ideas and support them with text evidence. It has also been rewarding to see her apply strategies to decode figurative language. Overall, because Klara is eager and very quick to learn, it has been great to see how even a small investment of time helps her grow in reading and writing skills. On area of frustration for me has been word study. Klara has many spelling features and pronunciation features she needs to work on. Though a sort is supposed to be taught in a variety of ways over the course of a week, individual sessions once a week do not lend themselves well to this trajectory. As such, I feel like if I focus on one feature over the course of her sessions and enable her to fully master this feature, there are many other features that will go entirely unlearned as I am pretty sure that Klara does not do regular word study in her classroom.

Lesson Plan for Next Session


Session 4 of 6 Teaching Date:11/4/2011 Teaching Time: 1 pm-1:45

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter 3, the student will use prior knowledge and information from her readings thus far to sort the items according by the story element they reference (characters, setting, plot, problem, or resolution) and predict the relationship between the items. After reading Chapter 3, the student will evaluate and modify her initial sort to reflect knowledge gained from the story, providing text evidence to support her modifications. After adjusting her original sort, the student will write a short letter of advice to Abby telling her what she should to to handle her problem. Given 15 verbs with long -o and short -o sounds, the student will sort them according to the sounds she hears. Lesson Plan for Next Session 1. Familiar reading: Direct Klara to read her summary from last time and verbally explain what was happening in the story when we left off. 2. The child reads a new book (K-2) or reads a section of a chapter book (3-6): -Give Klara the plastic bag with the cut out items from the attached list for Chapter 3. Tell her that these are key people, things, places, and events she should look out for as she reads Chapter 3. - Set out the five sheets used in Lesson 1, 2, and 3 with the Characters, Setting, Problem, Resolution, and Plot. Ask Klara to sort the items according to the story element she thinks they reference. Then ask her to predict the relationship between the items. --Ask Klara to explain her sort. -Have Klara read the remainder of Chapter 3 aloud. Direct look out for the words she sorted so she can see if she was right. Direct her to acknowledge when a word is unfamiliar. Prompt her to use context clues to figure the word out. When she has finished reading the section, ask her the following questions to help her clarify her understanding of the story Why is Abby unhappy with her job? How do you think Abby feels about Brianna? Why? What did you learn about Abby in this chapter? Did your opinion of her change at all? What do you think makes good advice? Do you think Abby could give could advice? Why or why not? What solution does Abby come up with to her problem? Do you think plan will work? Though the prediction does not align with the actual story (Klara predicts that Abby has messy hair and needs advice, and that Isabel gives her advice) Struggles to discern how Abbys messy hair supports the character trait of being unorganized Notes

3. Running record of student reading new book or 100 words of a section of a chapter book. Take a running record of pages 16-17. 4. Strategy instruction based on running record or observed needs. Prompt her to use the context clue strategies she learned through practice week, when she comes to a word she does not understand. Help her to focus her attention on key points by reminding her to look out for the terms she was given ahead of time. As she encounters these words, prompt her to identify what she thinks the significance of each is. Ask her if this matches her original prediction. Use the guiding questions above to help Klara draw inferences about the main characters thoughts and motivations. 5. Word work Give Klara the attached list of short o and long o words. Ask her to say each word and identify the different sounds she hears. Then ask her to do an open sort, sorting the words by the sounds she hears. Ask her to explain her sort. 6. Written response to book. Ask Klara to pretend like she is an advice columnist like Abby. Direct her to use as many key terms as she can to write a short paragraph advising Abby about how to handle her problem.

Had to stop at page 20 for time considerations Klara initially sorts into four groups -ock, -ow- oCe ot/ost had to prompt her to sort into 2 groups

Chapter 3 Dear Abby T-Jeff Isabel Messy hair Calendars Give advice Need advice

lock odd shot clock shock block

home rope woke boat soap load

lost spot

throw grow

Analysis of Previous Session


Teacher: Meagan Taylor Session 4 of 6 Student: Klara Kotabova Teaching Date: 11/4/2011 Teaching Time: 1 pm 1:45 pm

Outcome Objectives: Given a list of key people, events, places, and vocabulary from Chapter 3, the student will use prior knowledge and information from her readings thus far to sort the items according by the story element they reference (characters, setting, plot, problem, or resolution) and predict the relationship between the items. After reading Chapter 3, the student will evaluate and modify her initial sort to reflect knowledge gained from the story, providing text evidence to support her modifications. After adjusting her original sort, the student will write a short letter of advice to Abby telling her what she should to to handle her problem. Given 15 verbs with long -o and short -o sounds, the student will sort them according to the sounds she hears. Student was pulled for benchmark testing- had to postpone session until 11/3 Briefly describe what you observed as the child reread familiar books or revisited the previous reading (increased fluency, knowledge of sight words, familiarity of concepts about print such as one-to-one, detailed summary, etc.). What prompting or support did you provide? After Klara reread her summary of the last part of chapter 2, she was able to recount the story and add details from the text to support her summary, exhibiting thorough comprehension of the text thus far. When Klara sorted the terms from Chapter 3, she showed better understanding of story elements than she did in our first session and was able to weave together and elaborate story predicting what would happen in this chapter. Though her prediction was not necessarily close to the actual story, she showed that she is utilizing best practices of inferential thinking, applying background knowledge and understanding of story structure. Based on your analysis of the running record, how did the child do when reading the new book? What was he able to do independently or with your help? What does he need to continue to work on? What supports do you need to provide (text level, higher/lower level of prompts, comprehension strategies)? Klara again read with 98% accuracy, still exhibited confusion of the /w/ and /v/ sounds. She also struggles with English names, like Jonathan and Natalie. She continued to show good inflection, phrase shaping, and fluency overall. She struggled, however, to understand some of the key character development that was occurring in this chapter. She was unable to infer, for example, that Abbys messy hair and reliance on lots of calendars meant that she was a bit messy and had to work very hard to keep herself organized. I had to ask her a lot of guiding questions to get her to make these connections, which were important to understanding the chapter. As such we had to stop on page 20. I think filling out a character map may be a helpful exercise next session to aid her as she reads the remainder of chapter 3 next session. Briefly describe what you observed about the childs writing. What does she control and what does she need to work on? What connections to reading do you see? Her writing this time was almost entirely grammatically correct, and showed internalization of my reminders about subject-verb agreement. She even remembered the complex grammatical rule for making others possessive and added the apostrophe after the s. Her summary also reflected understanding of our discussion as she explained, and if she cant fix her hair, she cant fix others problems. Though it was a short writing assignment, I was happy with the improvement in her writing.

What has been rewarding so far? What has been frustrating? It has been a bit frustrating that we have not been able to get through much of the book yet, but I think the additional time we have spent working on fully comprehending each part of the text has been helpful in equipping Klara with useful strategies. I am only concerned that because it is near my last session with Klara, that she will be disappointed if she does not get to finish the text. I would like to continue working with her beyond the six hours, but I am not sure how much of a possibility this will be because of time other time commitments for practicum requirements. Despite this concern, I feel like the time I have spent with Klara thus far has been valuable both in terms of my professional development and her growth as a reader. She has begun to utilize some key reading comprehension strategies that she did not have mastery of in English prior to our instruction and has showed small improvements in her writing and her ability to decode new words. I hope that these skills only continue to grow over our next two sessions.

Lesson Plan for Next Session


Session 5 of 6 Teaching Date:11/11/2011 Teaching Time: 1 pm-1:45

Outcome Objectives: After reading the remainder of Chapter 3, the student will use information from the reading to adjust her original sort of key people, events, places, and vocabulary from the chapter into groups that reference characters, setting, plot, problem, or resolution. After adjusting her original sort, the student will write a short letter of advice to Abby telling her what she should do to handle her problem. Given pictures that illustrate words that start with v and w, the student will sort the pictures according to initial sounds, and spell each word. Lesson Plan for Next Session 1. Familiar reading: Direct Klara to read her summary from last time and verbally explain what was happening in the story when we left off. 2. The child reads a new book (K-2) or reads a section of a chapter book (3-6): -Have Klara read the remainder of Chapter 3 aloud. Direct to continue look out for the words she sorted so she can see if she was right in her original sort. Direct her to acknowledge when a word is unfamiliar. Prompt her to use context clues to figure the word out. When she has finished reading the section, ask her the following questions to help her clarify her understanding of the story Why is Abby unhappy with her job? How do you think Abby feels about Brianna? Why? What did you learn about Abby in this chapter? Did your opinion of her change at all? What do you think makes good advice? Do you think Abby could give could advice? Why or why not? What solution does Abby come up with to her problem? Do you think plan will work? 3. Running record of student reading new book or 100 words of a section of a chapter book. Take a running record of pages 21 - 22. Our session was condensed because Klara was late getting back from a chorus field trip Sorted pretty much the same way as last time, but her explanation of her sort reflected knowledge gained during the last reading, e.g. that Abby was worried that she couldnt give good advice Answers to questions- 1. wants different job; cannot give good advice 2. Jealous; Brianna has the job she wants 3. She has two sisters, she has a kitten, she is worried about giving advice 4. Helps you fix your problems, personal 5. Yes, she is smart at school and a good writer 6. Struggled at first- we had to go back to the text because she was confused about the sequence of dialogue/ who was speaking when Notes

4. Strategy instruction based on running record or observed Running record- 177/180 98%, continued confusion of v/w needs.

Prompt her to use the context clue strategies she learned through practice week, when she comes to a word she does not understand. Help her to focus her attention on key points by reminding her to look out for the terms she was given ahead of time. As she encounters these words, prompt her to identify what she thinks the significance of each is. Ask her if this matches her original prediction. Use the guiding questions above to help Klara draw inferences about the main characters thoughts and motivations. 5. Word work Give Klara the attached v and w pictures. Ask her to sort the pictures according to the sounds they start with. Focus her attention on the difference in the sounds between v and w and have her practice saying each word. Direct her to write the words illustrated in two columns: one for v and one for w. 6. Written response to book. Ask Klara to pretend like she is an advice columnist like Abby. Direct her to use as many key terms as she can to write a short paragraph advising Abby about how to handle her problem.

Also, inserted long o sound for u, and long e in breath, long I sound for long a in lace Had to explain Thomas Jefferson (cultural reference) Used context clues to figure out wiser and SuperSib, doing better with minimal guidance Ran out of time for word work and writing

Analysis of Previous Session


Teacher: Meagan Taylor Session 5 of 6 Student: Klara Kotabova Teaching Date: 11/4/2011 Teaching Time: 1 pm 1:45 pm

Outcome Objectives: After reading the remainder of Chapter 3, the student will use information from the reading to adjust her original sort of key people, events, places, and vocabulary from the chapter into groups that reference characters, setting, plot, problem, or resolution. After adjusting her original sort, the student will write a short letter of advice to Abby telling her what she should do to handle her problem. Given pictures that illustrate words that start with v and w, the student will sort the pictures according to initial sounds, and spell each word. Student was pulled for benchmark testing- had to postpone session until 11/3 Briefly describe what you observed as the child reread familiar books or revisited the previous reading (increased fluency, knowledge of sight words, familiarity of concepts about print such as one-to-one, detailed summary, etc.). What prompting or support did you provide? Klara resorted the words in almost the same way she did last session, but after reading her summary, she was able to explain her sort in a way that reflected knowledge gained from the last reading, including descriptions of characters and providing information about how items related to the plot. She made one key change in her sort by moving Giving advice to the problem category. Klara explained this change, saying that giving advice was a problem for Abby because she did not feel she could do it well enough to be advice columnist. This shows that Klara internalized one of the key ideas of the chapter. Based on your analysis of the running record, how did the child do when reading the new book? What was he able to do independently or with your help? What does he need to continue to work on? What supports do you need to provide (text level, higher/lower level of prompts, comprehension strategies)? Once again, Klara read with 98% accuracy. She still exhibited confusion of the /w/ and /v/ sounds and showed a lot of vowel confusion. She inserted a long o sound for the short u sound in dust. She also inserted a long e sound for the ea in breath and a long i sound for the long a in lace. Klara continued to show good inflection, phrase shaping, and fluency overall. Klara needed explanation of the Thomas Jefferson, but she was able to use context clues to figure out two other unfamiliar words. After being prompted looking back at the text, Klara was able to make an informed guess that wise meant smart. It took a little more guidance for Klara to understand Abbys reference to her SuperSib, primarily because Klara was not familiar with the term sibling. She was, however, able to use context clues to guess that it was referencing Abbys sister. Klara showed good comprehension of the Chapter 3, as evidenced by her answers to the questions I asked at the end of the selection. The one area of struggle was rooted in confusion about the sequencing of a dialogue at the end of the chapter. Klara thought that Abbys sister said something that Abby said, so she was confused about Abbys plan. Once this was clarified by revisiting the text, however, Klara exhibited inferential thinking by saying that her sister seemed to give good advice to Abby, so she may be able to give good advice to the students as well. Briefly describe what you observed about the childs writing. What does she control and what does she need to work on? What connections to reading do you see?

We were unable to get to the writing selection this time, because our time was condensed to 20 minutes. What has been rewarding so far? What has been frustrating? I continue to find it frustrating to arrange time to work with Klara. As a learner who needs a lot of supports, she is pulled in a million different directions. I am sometimes concerned that I am wasting valuable classroom time, but her teacher reassures me that the individual work helps her more. I find this reassurance rewarding because it seems that Klaras teacher is noticing an improvement in her reading comprehension skills. It is gratifying to think that even the short time I get to spend with Klara is helpful to her.

Lesson Plan for Next Session


Session 6 of 6 Teaching Date:11/17/2011 Teaching Time: 1 pm-1:45

Outcome Objectives: Prior to reading Chapter 4, the student will write a short letter to Abby explaining how she should handle her problem. Given a list of key people, events, places, and vocabulary from Chapter 4, the student will use prior knowledge and information from her readings thus far to sort the items according by the story element they reference (characters, setting, plot, problem, or resolution) and predict the relationship between the items. Given pictures that illustrate words that start with v and w, the student will sort the pictures according to initial sounds, and spell each word. Lesson Plan for Next Session 1. Familiar reading: Direct Klara to verbally explain what was happening in the story when we left off. 2. The child reads a new book (K-2) or reads a section of a chapter book (3-6): -Give Klara the plastic bag with the cut out items from the attached list for Chapter 4. Tell her that these are key people, things, places, and events she should look out for as she reads Chapter 4. - Set out the five sheets used in Lessons 1-5 with the Characters, Setting, Problem, Resolution, and Plot. Ask Klara to sort the items according to the story element she thinks they reference. Then ask her to predict the relationship between the items. --Ask Klara to explain her sort. -Have Klara read Chapter 4 aloud. Direct look out for the words she sorted so she can see if she was right. Direct her to acknowledge when a word is unfamiliar. Prompt her to use context clues to figure the word out. When she has finished reading the section, ask her the following questions to help her clarify her understanding of the story - How did Isabel feel about Abbys plan to have her write the column? - What do you think Abby means by calling herself the Storming Star Reporter? What made her become a Storming Star Reporter ? - Who do you think Abbys dad was talking to on the phone? What do you think he meant by assisted living? 3. Running record of student reading new book or 100 words of a section of a chapter book. Describes in adequate detail, but needed prompting to recall Abbys idea at the end of the chapter She sorted and explained reasonably, seemed unsure about assisted living and conversations with brianna Klara answered all questions except the storming reporter one accurately. She illustrated inferential thinking about the meaning of assisted living, saying that it is something the dad seems unhappy about, so it is probably something bad for the family Notes

Take a running record of pages 24 - 26. 4. Strategy instruction based on running record or observed needs. Prompt her to use the context clue strategies she learned through practice week, when she comes to a word she does not understand. Help her to focus her attention on key points by reminding her to look out for the terms she was given ahead of time. As she encounters these words, prompt her to identify what she thinks the significance of each is. Ask her if this matches her original prediction. Use the guiding questions above to help Klara draw inferences about potential problems developing in the story. 5. Word work Give Klara the attached v and w pictures. Ask her to sort the pictures according to the sounds they start with. Focus her attention on the difference in the sounds between v and w and have her practice saying each word. Direct her to write the words illustrated in two columns: one for v and one for w. 6. Written response to book. Prior to reading: Ask Klara to pretend like she is an advice columnist like Abby. Direct her to use as many key terms as she can to write a short paragraph advising Abby about how to handle her problem.

Klara continued to use context clues to figure out unfamiliar words like discouraged and frowning She also practiced using the prefix cue provided by dis- to figure out discouraged Klara adequately altered her sort to reflect knowledge gained, moving assisted living to problem and storming reporter to plot Struggled a bit, but seemed to become more cognizant

Chapter 4
Dad Laughed hysterically Isabel Name the column Assisted living Storming Star Reporter Conversations with Brianna

Analysis of Previous Session


Teacher: Meagan Taylor Session 6 of 6 Student: Klara Kotabova Teaching Date: 11/21/2011 Teaching Time: 1 pm 1:45 pm

Outcome Objectives: Prior to reading Chapter 4, the student will write a short letter to Abby explaining how she should handle her problem. Given a list of key people, events, places, and vocabulary from Chapter 4, the student will use prior knowledge and information from her readings thus far to sort the items according by the story element they reference (characters, setting, plot, problem, or resolution) and predict the relationship between the items. Given pictures that illustrate words that start with v and w, the student will sort the pictures according to initial sounds, and spell each word. v and w, the student will sort the pictures according to initial sounds, and spell each word. Student was pulled for benchmark testing- had to postpone session until 11/3 Briefly describe what you observed as the child reread familiar books or revisited the previous reading (increased fluency, knowledge of sight words, familiarity of concepts about print such as one-to-one, detailed summary, etc.). What prompting or support did you provide? Klara was able to recall and retell the story with impressive detail, even though it had been a while since we were last able to meet and she had not had the opportunity to write down a summary last time. She did, however, need prompting to recall one of the major developments in the last chapter. Klara sorted and explained her sort in a very reasonable way, that reflected awareness of story components and reflected inferential thinking about the characters and their interactions with one another. Based on your analysis of the running record, how did the child do when reading the new book? What was he able to do independently or with your help? What does he need to continue to work on? What supports do you need to provide (text level, higher/lower level of prompts, comprehension strategies)? Once again, Klara read with 98% accuracy. She continued to exhibit confusion of the /w/ and /v/ sounds and struggled to decode word admonition, though she was eventually able to sound this out with no prompting. Though Klara needed minimal prompting to figure out the unfamiliar words such as discourage and frowning, Klara struggled to understand the concept of someone who is storming. She tried to link this to what we had learned previously about brainstorming, and I had to get her to close her ideas and imagine a thunderstorm and try to think about what a person would look like and act like if they were storming. Overall, however, Klara showed good comprehension of the Chapter 4, as evidenced by her answers to the questions I asked at the end of the selection. She illustrated inferential thinking, particularly when she guessed what assisted living. She referenced the dads behavior in talking about assisted living and said he did not seem to be happy about assisted living. She guessed that assisted living was a problem that the dad was worried about. Briefly describe what you observed about the childs writing. What does she control and what does she need to work on? What connections to reading do you see? Klara again made a few errors with subject- verb agreement. She wrote She dont. We practice conjugating the verb do, and she was able to correct this recurring error in her writing. She also used the word wanna instead of want to. We talked about academic writing language as opposed to social language, and she was also able to correct this.

What has been rewarding so far? What has been frustrating? Again, my time with Klara was condensed because she was called to chorus. I find it very frustrating to try to coordinate one-on-one time, but seeing the growth in Klaras inferential thinking and ability to apply this thinking to determine the meaning of unfamiliar words continues to be rewarding. I also really enjoyed seeing Klara think through how to correct the errors she has been making in her writing. Hopefully she will continue to apply what we discussed about subject-verb agreement and academic language.

You might also like