Caitlyn GleasonApril 9th, 2014EDUC 437

A. BackgroundP is an autistic 11 year old fifth grade student currently on an alternative curriculum. P comes from a supportive family and lives in a suburban household with a Mother, Father, and 8 year old younger brother. After an interview with P, he stated his favorite subject is science because he likes the experiments. P also enjoys recess because he likes to be outside. P also said his least favorite part of the day was RTI because “words are hard.” P’s general academic strength would be in the subject area of mathematics specifically addition and subtraction of double digit numbers. While P’s general academic weakness would be blending. P is currently working on blending CVC and CVE pattern words because that is his most current goal in his IEP enacted March 24th.Moreover, the CVE specifically frustrates and gives him a struggle. Aside from the general academic strengths and weaknesses, P demonstrates a strength in comprehension when answering basic comprehension questions formed in what and where questions. P demonstrates a weakness and struggles answering questions formed in why, when, or who questions. Services that P currently has outside of general education classroom are speech therapy, occupational therapy, the support of a morning and afternoon paraprofessional, RTI, and the support of the special educator. P is receiving speech therapy because he struggles with correct pronunciations of letters and repetition of phrases. As far as the literacy program that he is working on he has been following the LIPS curriculum for two years now. LIPS is a curriculum initially intended for whole group kindergarten instruction and can be used for intervention in older grade levels. P completes LIPS in 30 minute sessions, four times a week. Another literacy resources that P uses is Reading A to Z. Since P is on an alternative curriculum, his performance and success rate is average to above average because his educational goals are tailored to him. P progresses at a slow rate and his goals are intended to be completed spanning over a long interval of time. Overall, P is an interesting student who always demonstrates his best effort.

B. Diagnostic assessment

Prior to the first initial screening, I interviewed the teacher on the appropriate level of DIBLES to administer to P. The teacher recommended that I first do DIBLES nonsense word fluency Grade 2. P was only able to read through one full line and the first word of the second line within the allotted 1 minute timeframe. Out of the 17 correct letter sounds given, P was able to correctly identify 13 sounds. As for the whole words read, P received a score of 3 out of the 6 possible words that he read. During the screening, P tried turning some of the words into real words. For example, P turned the words dil to bid, wel to where, and hun to won. Viewing the DIBLES Next scoring guide, P is above the cut point for risk in mid kindergarten but considered at risk for late kindergarten. After interpreting these scores I decided to move to another screening that would be more appropriate. Following this I moved to doing another DIBLES screening of First Sound Fluency. P received a score of correctly identifying 25 initial sounds. Viewing the DIBLES Next scoring

guide, P is half way between the benchmark goal of 30 and the cut point for risk being 20 correctly identified sounds for mid kindergarten. After his performance on Nonsense Word Fluency and First Sound Fluency, I decided to administer DIBLES Phoneme Segmentation Fluency. I had to administer this assessment two times because during the first administration, P became confused and expressed his distress with the directions and neglected to break up the sounds and just read each word. P’s overall score of correctly segmenting and identifying each phoneme was 24/65. After the administration of the first one, I reminded P to ‘tap out’ the phonemes when he is reading them for this exercise. Then I administered the second round of the PSF. P preformed much better on this one, receiving a score of 43/48 of correctly segmented phonemes. Viewing the DIBLES Next scoring guide and using the second PSF, P is above the benchmark goal of 40 for the beginning of first grade. Using all of the knowledge from this screening I found it easier to plan and choose the assessments that followed. Although the student is performing at a pre-primer and primer level, I thought it would be useful to include my findings and experience in this report. The following assessments that were administered include; Pre-primer level QRI, primer level QRI,Dolch Sight Words, and a Primary spelling inventory. Another screening measure that I used was word lists before administering the two QRIs. The results of the word lists and the rest of scores are located below.

Dolch Sight Words

Word List Oral Accuracy

Comprehension

Fluency

Pre-Primer 58 %Frustratio

n level

100% 5 miscuesFrustration level (4+ miscues)

100%Independent level

17 CWPM*Under the 10th percentile for 2nd graders.

Primer 67%Frustratio

n level

0%*P was unable to correctly identify any of the words in this list and therefore the administration of this was discontinued after 4 incorrect responses.

N/A*P was not assessed due to his low scores on the word list.

83%Instructional Level* Adjustments were made to make this a listening comprehension assessment.

N/A*Due to performance in previous section, fluency not assessed.

In the table depicted above are the student’s results from the QRI as well as the Dolch Sight Words assessment. For the pre-primer sight words, P correctly identified 25 out of the 43 administered words. For the primer sight words, P correctly identified 35 out of the 52 administered words. P’s performance on both indicates that he needs to increase

his sight word knowledge. P demonstrated a high score on the pre-primer word list receiving 100%. While on the second test, P was unable to identify any of the words. As for the oral reading fluency, although not really accurate due to it being pre-primer, P received frustration level by having 5 miscues. After administering the pre-primer, I believed it would be important to see how P performed with the primer QRI. When I administered the word list, P was unable to identify any of the words which resulted in me discontinuing the word list assessment after the 4th incorrect response. I was curious on P’s comprehension level though and believed that reading him the primer QRI and asking the comprehension questions would be important to do. P listened as I orally read him the primer story and only answered one of the comprehension questions incorrectly. Having his one incorrect response, places him in the instructional level of listening comprehension for primer.

P’s strength during these two assessments was in comprehension whether it was listening or reading. He was successful in reading the Pre-primer and was able to answer all questions correctly, while in primer he only had one incorrect explicit response. The special education teacher’s response during the interview about P’s literacy level also indicated his strength in comprehension. While P’s weakness during the assessments would be the rate at which he was processing the text and his ability to read the words. P had such a difficult time trying to read the primer word list and would not have been able to take any information away from reading it because he would be too difficult struggling to decode the text. The fluency for pre-primer is also another area that the QRI does not fully support, however, it is important to still practice interpreting. Moreover, P ranks under the 10th percentile for what 2nd grade which is the grade level for most of his curriculum. P’s fluency can also be focused on a more basic level by reviewing the Nonsense Word Fluency, First Sound Fluency, and Phoneme Segmentation Fluency. Below is the table that had P’s results from all of the three DIBLES assessments related to fluency.

Word recognition/ FluencyDIBLES Phonemes or words

identifiedWords correctly read/Words possible

NSF 13/17(Sounds correct/Sounds possible)

3/6

PSF 23/65 (after first administration)44/48 (after second administration)

N/A

FSF 25 first sounds N/A

P demonstrated a strength in the first sound fluency DIBLES. He performed well and was able to generate many responses within the given minute. One weakness that I noticed during the DIBLES administration was the amount of time P spent processing each individual word and his response time transitioning from word to word. For example in the Nonsense Word Fluency he would read the word duj and would spend time saying each sound, would repeat each sound two or three times and then finally say the word. Next he would look up for a few seconds than look back down at the paper and then began to read the following word. P has had DIBLES before but his special education teacher noted that sometimes it is still challenging for him to understand what he is working on.

Administering the DIBLES series to P was interesting and definitely a great learning opportunity for my own professional development. The claim that P was strong with first sound can also be supported with the Primary Spelling Inventory that I conducted about his spelling knowledge. P was placed in the middle letter name alphabetic stage, focusing on short vowels. In order for him to place in this stage he is comfortable with identifying and writing the final and initial consonant of each word. This means that he had to know how to segment the word administered and what graphemes relate to each phoneme of that word. Moreover, P was administered a total of ten words from the PSI. I chose to discontinue after I saw that he was able to correctly identify an acceptable amount of final and initial consonants. I also chose to discontinue administration due to the amount of incorrect short vowels he was producing and I saw that he was incorrectly writing the short vowels. P was also administered an IDI to further assess his decoding ability. P’s performance on the IDI show that he still needs help with short vowels first, and then he can receive instruction on consonant blends and digraphs. The results of the IDI are recorded in the table below:

Section of IDI Correctly identified/total possible

Percentage

Short Vowels 15/20 75%Consonant Blends and Digraphs

11/20 55%

Based off of these assessments and the results they produced, and interviewing the special educator, I feel that short vowels, blending, and digraphs are the areas where I need to place my concentration on instruction. This is a great area of need for P due to his spelling on the PSI, his decoding performance and fluency on the DIBLES series, his performance on the IDI, and his reading on the pre-primer and primer word list of the QRI. c. Instructional goals and objectivesInstructional goal: P will be able to correctly decode words with short vowels and blends with 90% accuracyObjective 1: Given a list of 10 CVC words, P will be able to correctly decode the list of words containing short vowels with 90% accuracy.Objective 2: Given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing blends with 90% accuracy.

Primary Spelling Inventory Results—Mid Lettername Alphabetic

Gleason I-week Lesson planPart A: Overview of assignment

After administering different assessments, such as a PSI, IDI, Dolch sight words (pre-primer and primer), QRI (pre-primer), DIBLES (NSF, PSF, FSF). P showed the greatest need of

instruction in decoding. Specifically, P showed issues with decoding short vowels, blends, and digraphs. P showed confusion with short vowels a, e, and o. This claim is supported by his performance in IDI and PSI. Through the IDI and PSI P also showed difficulty with diagraphs th, sh, and ch. P also struggled with blends such as blends with the initial /l/ and /r/ sound. Using P’s performance on the various assessments, his goal and objectives are as follows: Instructional goal: P will be able to correctly decode words with short vowels and blends with 90% accuracy.Objectives:Objective 1: Given a list of 10 CVC words, P will be able to correctly decode the list of words containing short vowels with 90% accuracy.Objective 2: Given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing blends and diagraphs with 90% accuracy.

When planning my instruction I consulted resources such as Words Their Way, observations of current RTI program designed for student, Teaching Word Recognition, and Doctor Charles MacArthur. During each lesson before the student begins the activity the teacher first models what the student should be doing and the thinking process behind the getting the answers during the activity. The teacher makes it a point to model how to stretch and blend the sounds together. Teaching Word Recognition recommends implementing this strategy because it can aid in students learning how to blends sounds through observation during modeling (O'Connor, 2007, p. 62). Another source that supports the practices in this lesson is Words Their Way. Word sorts were the selected activity for the first two lessons because it helps the student focus on the differences between a specific feature. For example, I chose short vowel a and e because P kept confusing the two during the PSI and IDI. Or for the second day I chose a and O because P also would confuse vowels a and o when reading CVC words (Bear, Invernizzi, Johnston, & Templeton, 2012, p. 69). Word sorts create the opportunity for students to be hands on and engaged, as well as comparing and contrasting different features which create the opportunity for longer processing and a higher retention rate. The daily warm up of Dolch words was a suggestion from Dr. Charles MacArthur to help P with increasing his repertoire of sight words. While the block activity utilized in days 3,4, and 5 is from part of P’s current instruction. The article, From Gibberish to Phonemic Awareness: Effective Decoding Instruction, also supports my instructional decision of sorting. The study conducted in this article discussed how weak phonemic awareness can increase at a higher rate when students receive more direct appropriate instruction in comparison to less individualized, larger group instruction. The article mentions conducting sorting activities according to sound as an effective practice, which is an activity incorporated into my instruction. My instructional decision of using decodable texts for a portion of each lesson is supported from evidence found in the Analyzing Beginning Reading Programs: The Relationship Between Decoding Instruction and Text. The article states that giving students decodable text creates the opportunity for them to transfer their knowledge of phonics during the word sort and apply it to their reading. Giving students decodable text can also increase their reading fluency through more exposure and practice.

The overview for the general structure of the lesson plan for the week is as follows: warm up with 6 Dolch sight words, decoding hands on activity, decoding reading activity, and exit ticket. The first two lessons will focus on short vowels while lesson three, four, and five will be blends and diagraphs. The first day a word sort will focus on differentiating between the short vowel a and e. While the second day the word sort will focus on differentiating between the short vowel a and o. The third day will focus on the wh/sh/and ch sounds during a block activity. The

fourth day focuses on the initial /l/ and /r/ blends during the block activity. The fifth day of instruction focuses on further addressing common blends and diagraphs through the block activity and recap of the main ideas focused on during the week.

References

Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2012). Organizing for word study. In

Words their way (Fifth ed., pp. 69-76). Boston, MA: Pearson.

O'Connor, R. E. (2007). Beginning to Decode. In Teaching word recognition (pp. 62-65). New

York, NY: The Guilford Press.

Smith, C. R. (July 01, 1998). From Gibberish to Phonemic Awareness: Effective Decoding

Instruction. Teaching Exceptional Children, 30, 6, 20-25.

Stein, M., Johnson, B., & Gutlohn, L. (September 01, 1999). Analyzing Beginning Reading

Programs: The Relationship between Decoding Instruction and Text. Remedial and

Special Education, 20, 5, 275-87.

Gleason I-week Lesson planLesson Plan- Day 1

overall time: 45 minutes

Overview of lesson: -Warm up with sight words (10 minutes) -Short vowel work (a and e) (30 minutes)

-Decodable text (15 minutes) -Decoding activity (15 minutes)

-Exit ticket/probe (5 minutes)

Instructional goal: P will be able to correctly decode words with short vowels and blends with 90% accuracy.

Objectives:

Objective 1: Given a list of 10 CVC words, P will be able to correctly decode the list of words containing short vowels with 90% accuracy.

Materials:warm up activity:

-Dolch sight words (3 known and 3 new) Decoding activity materials:

- word sort chart (student) see attachment below- words cut out (for student)-copy of correct sort (for teacher)

Decoding text for short vowel e- “Get the Pets” (from literacy program, Reading A to Z, see attachment below)

Exit ticket activity/probe: -list of 10 CVC words (random order)

Procedures:

Intro/warm upT:“ Today we are going to have some fun with words! The first thing we are going to do is warm up our brains by reading this list.” Give the sight word list to the student and have them read through. (Take note of ones that were incorrect as student reads. After student is finished with list, point to the incorrect word(s) and ask them to try to read again. If student is still having difficulty, help the student segment and sound out each phoneme in the word.

Transition to word sortT: “Great work! Now we are going to do a sort with some short vowels a and e. We are going to be sorting the words based on what we hear. ” (Place word sorting chart in front of student with pictures of orally administered words.)

Model word sort for studentT: “So in one column, I have the picture of a pan.. (point to picture and ask student to say ‘pan’) and in the other column I have the picture of a pen.. (point to word and ask student to read ‘pen’). So we have all of these other pictures (points to unsorted pictures at the bottom of the sort) and we are going to either place them on the side if we think it sounds like pan or if we think it sounds more like pen. Remember the short a sound sounds like apple (so a, aaaple and model eating an apple). Can you do it with me? (models again with student.) While the short E vowel sounds like edge, eedge (models by touching edge of table). Can you touch the edge of the table and say edge? I am going to show you one and then I want to challenge you to try for yourself. For the word, ‘van’ do I think the a in vaaann sounds more like paaaann or peeenn? I think that the vowel in vaan sounds like the a which reminds me of aaple, so that means it goes to the side with the picture of the pan. Do you have any questions? Alright, now I would like for you to work on the rest of the words. Remember, it’s great to say the words out loud.”

Review word sort and address misconceptionsT: “Excellent, I just want to review a few. For the word, (point to incorrect word) why do you think it belongs on this side? (review word and model with student) Now what about this word (point to correct word and have them justify why they believe it should go there.) T: “What is something you notice about the words on this side?” (all have the /a/ sound) and what about the words on this side? (all have the /e/ sound) Awesome, so the words on this side make the /a/ sound and the vowel (point to A in pan) is an A. And the words on this side have the vowel E (point to the e in pen) and when we read these words the e makes a /e/ sound. The short vowel sound for can be remembered by thinking about the a in apple (models) and the short vowel sound for e can be remembered by thinking about the sound the e makes in edge (models).

Decoding reading activityT: “Now I would like it if you could read me this awesome story!” (give student Get the Pets). **scaffold as needed if student appears frustrated and incorrectly pronouncing words.

ClosingT: “So today we worked on the /a/ and /e/ sounds in words during our word sort. We also read the

book, Get the Pets. Now I would like you to try your best to read the words on this list.” (administer exit ticket day 1).

T: “Great job today! I loved all of your hard work”

Evaluation:Student understanding will be confirmed during responses and decoding during in the warm up activity and decoding reading. Another way is student’s actions during the word sort and verbal explanation when prompted about their choices on specific words. What the student retained, post instruction, will be assessed at the end of the lesson during the probe which is administered as an exit ticket.

Thoughts on the lesson: (what the student learned/ what evidence supports this?)

P first started with a sight word warm up. P was able to correctly identify 4 out of the 6 administered words. P incorrectly identified came as can, and our as out. P enjoyed the ‘apple’ and ‘edge’ reference for short vowels a and e, and referenced it frequently when categorizing a picture during the picture sort activity. P was able correctly sort all of the picture words correctly except for the word ‘net’ where he experienced difficulty. After he was finished with the word sort, I instructed P to repeat the word ‘net’ and prompted him to think if the vowel in net sounds more like the ‘e’ like edge or ‘a’ like apple. P repeated edge and apple two times and then correctly sorted the word ‘net’ in the category. As for the reading, P demonstrated difficulty reading through the text. His fluency was very low and he struggled with decoding the sentences of Get the Pets. P was able to gain a better understanding about short vowels. When I administered the exit ticket to P, he only pronounced two words wrong and that was mainly due to his challenge reading words with b and d. Moreover, he read the word web as wed and bus as dus.

Lesson Plan Day 2 overall lesson time: 45 minutes

Overview- (45 minutes)-Warm up- sight words (10 minutes)-Review ideas from day before (2 minutes)-Decoding activities (for short vowels a,o, and e) (30 minutes)

-Decodable text readings (15 minutes)- word sort of (o and a)

-Exit ticket/probe (5 minutes)

Objective 1: Given a list of 10 CVC words, P will be able to correctly decode the list of words containing short vowels with 90% accuracy.

Materials:warm up activity:

-Dolch sight words (for warm up) 4 known and 3 new Decoding activity materials:

- letter cards -CVC short vowel words (specifically focusing on o and a) for word sort.

Decoding text for short vowel a - “Nan and Pap” (from literacy program, Reading A to Z, see attached below)

Decoding text for short vowel o- “The Tot and the Pot” (from literacy program, Reading A to Z, see attachment

below)Exit ticket activity/probe:

-list of 10 CVC words (random order)

Procedures:Intro/warm up

T: “ Like yesterday, we are going to do is warm up our brains by reading this list.” Give the sight word list to the student and have them read through. (Take note of ones that were incorrect as student reads. After student is finished with list, point to the incorrect word(s) and ask them to try to read again. If student is still having difficulty, help the student segment and sound out each phoneme in the word.

Transition to word sortT: “Awesome! Like yesterday, we are going to do another picture sort with the short vowels a, e , and o .” (Place word sorting chart in front of student with pictures.)

Model word sort for studentT: “So in one column, I have the picture of a.. (point to picture and ask student to say ‘cat’) and in the other column I have the picture of a.. (point to picture and ask student to read ‘dot’). In the third column I have a picture of a…(point to the picture and ask student to say net). So we have all of these other pictures (point to unsorted pictures at the bottom of the sort) and we are going to either place them in this column if we think it sounds like cat, in this column if we think it sounds like dot in this column if we think it sounds like net. I am going to show you one and then I want to challenge you to try for yourself. For the word, ‘lab’ do I think in laaabb sounds more like caaatt, cooott, or neeet? I think that the vowel in laab sounds like the a in apple the a in apple sounds like the a in caatt. Do you have any questions? Alright, now I would like for you to work on the rest of the pictures. Remember, it’s great to say the pictures out loud.”

Review word sort and address misconceptionsT: “Great, now I just want to review a few. For the word, (point to incorrect word) why do you think it belongs on this side? (review word and model with student) Now what about this word (point to correct word and have them justify why they believe it should go there.) T: “What is something you notice about the words on this side?” (all have the /a/ sound) and what about the words on this side? (all have the /o/ sound) and what about the words on this side? (all have the /e/ sound). Awesome, so the words on this side make the /a/ sound or apple (models) and the vowel (point to A in cat) is an A. And the words on this side have the vowel /o/ or octopus (model) (point to the o in cot). And when we read these words the e makes a /e/ sound or the sound like the e in edge.

Decoding reading activityT: “Now I would like it if you could read me this awesome story! (give student Nan and Pan) Great

job! We are going to read one more fun one” (give student Tot the Pot).

**scaffold as needed if student appears frustrated and incorrectly pronouncing words. Closing

T: “So today we worked on the /a/ and /o/ sounds in words during our word sort. We also read 2 books, Nan and Pan and Tot the Pot. Now I would like you to try your best to read the words on this list.” (administer exit ticket day 2).

T: “Way to go today!”

Evaluation:Student understanding will be confirmed during responses and decoding during in the warm up activity and decoding reading. Another way is student’s actions during the word sort and verbal explanation when prompted about their choices on specific words. What the student retained, post instruction, will be assessed at the end of the lesson during the probe which is administered as an exit ticket.

First P started with a sight word warm up. The sight words for the second day are from the first day incorporated with a few new words. P was able to correctly identify 7 out of the 8 administered sight words. P incorrectly identified our as out again. P was able to recall the apple and edge reference from instruction the day before. Today I also taught P ‘o’ which is octopus. Similar to the first day, P referenced the apple, edge, and octopus during the picture sort. P was sorting these words slightly quicker in comparison to his rate of sorting during the first lesson. After P completed the sort, I evaluated it for accuracy. P was able correctly sort all of the picture words correctly except for the pictures; rock and bed. P sorted rock and bed under the ‘a’ short vowel column. I instructed P to repeat the word ‘rock’ next I prompted him to think if the vowel in rock sounds more like the ‘e’ like edge, ‘a’ like apple, or o in octopus. He stated “o, octopus.” Then I prompted him by asking what we should do with that picture. He then moved the picture over to the o column. Next I focused on addressing the bed misconception. I asked P to say the three short vowel sounds; a like apple, e like edge, and o like octopus. After P quickly repeated these to me, I asked him to think about the picture, bed. Next I prompted P to think about whether the vowel in bed sounds most like apple, edge, or octopus. He did not respond and just stared at me. I encouraged P to say each sound with me, then we modeled together. After saying the sounds together P was able to say, “E, it’s e.” As for the reading, similar to the first day, P demonstrated difficulty reading through the text. We did not have time to read the second text,Nan and Pan . During this lesson, I provided more support with P pointing along and helping him decode the words that gave him difficulty. For the exit ticket P was able to read all 10 words correctly except for one, ‘web’ which he incorrectly read again as ‘wed.’

Lesson Plan Day 3Overall time: 50 minutes

Overview:-Warm up with sight words (10 min)-Quick overview of short vowels (5 min)-Decoding activities (30 minutes)

- Activity (/wh/sh/ch/) -Decodable text reading (/ck/)

-Exit ticket/probe (5 min)

Objective 2a: Given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing digraphs with 90% accuracy.

Materials:Warm up activity:

-Dolch sight words Decoding block activity materials:

- 4 colored blocks-personal white board (for student)-white board (for teacher)-2 expo markers-list of words to administer (see attachment ‘block activity D3’)

Decodable reading:-“Click, Cluck, Quack” (from literacy program, Reading A to Z, see attachment below)

Exit ticket activity/probe: -list of 10 CVCC or CCVC words (random order)

Procedures: Intro/warm up

T:“ Today we are going to work on sounds like sh,wh,ch. Like the other days, we are going to do our warm up.” Give the sight word list day 3 to the student and have them read through. (Take note of ones that were incorrect as student reads. After student is finished with list, point to the incorrect word(s) and ask them to try to read again. If student is still having difficulty, help the student segment and sound out each phoneme in the word.

Transition to Block ActivityT: “Good! Now we are going to do a block activity.” (give student 4 blocks, a white board, and an expo). For this block activity we are going to work on words with the wh/sh/and ch sound.) (write out ‘wh,sh,ch’ on board for student to see.)

Model Block Activity for student. T: “So this is how you play. I am going to say a word, like ‘fish.’ Now how many sounds do I hear in the word, fish? Hmm, I hear /f/ (pick up one block and place on white board) then I hear, fish f/iiii/ I hear /i/ (pick up second block and place on white board next to first block). What about the last sound in fish? f/i/sssh. (picks up third block and places next to other two) I have 3 blocks for the word fish. F(points to first block) I (points to second block) and sh (points to third block). So how many sounds are in the word ‘fish’? (3) “lets count, 1,2,3..3. So there are 3 sounds in the word fish.” T: “Now let’s write the letter sounds under the blocks.” (separate blocks to 2 inches apart) “/f/ what letter makes the /f/ sound? I think the f makes the /f/ sound (write under first block). Now what letter makes the /i/ sound? I think the letter I makes the /i/ sound (write I under the second block). Now what should I write for the /sh/ sound? Well maybe I should look at the board and see which one sounds the most like mine.” “/wh/ does that sound like /sh/? No, what about /ch/ does that sound like /sh/? Nope. What about the last one does /sh/ sound like the /sh/ in fish? Yes! So under the third block I am going to write 2 letters because together they make one sound. (holds up third block, places down and writes ‘sh’ under third block)T: “Let’s have you try out the word whip” (Teacher will than move down the list reading words: ,ship,chip, chat,shall,when,wham,shed,chap. If the student is having difficulty model and work with student as done previously.)

Decoding reading activityT: “Now I would like it if you could read me this story! (give student Click, Cluck, Clack) **scaffold as needed if student appears frustrated and incorrectly pronouncing words.

ClosingT: “So today we worked on wh/sh/ch/and ck sounds. We know that wh sound is written as ‘wh’ the

sh sound is written as ‘sh’ the ch sound is written as ‘ch’ and the ck sound can be written as ‘ck’. Now I would like you to try your best to read the words on this list.” (administer exit ticket day 3).

T: “Awesome work today!”

EvaluationStudent understanding will be confirmed during responses and decoding during in the warm up activity and decoding reading. Another way is student’s actions during the block sort, ability to segment and represent each sound with a block, and write the correct letter name of the sound represented. What the student retained, post assessment, will be assessed at the end of the lesson during the probe which is administered as an exit ticket.

P had a better understanding of the activities that we worked on today because the block activity followed the same format that he is already use to. The sight words warm up was a combination of words from the first and second day. Words that P knew, all, out, into, and with, were replaced with they, there, she, and must. This is because P knew these words prior to instruction and has performed consistently well with identifying them. I chose to add in other words for him to work with because I want to expose him to working with other common sight words. P’s performance was that he correctly identified 6 of the 8 words. P did not correctly identify she or there. For the block activity, P seemed to enjoy this activity. P was able to correctly segment and identify each letter for the administered words except for showing a difficulty identifying and noting the difference in the final consonant between the word chat and chap. I instructed P to say chat. I modeled saying chat for P. Next, I asked P to say the word chap. After he said chap I talked about when I say the last part of the word my lips close and then pop air out. P knows bilabial stops as ‘lip poppers.’ We went over this a few times until P showed confidence in understanding the different formations that his mouth does when saying t versus saying p. P was than administered the decoding text. He demonstrated a strength with saying the ‘cl’ sounds at the beginning of the words. After his reading, he went on to complete the exit ticket. This exit ticket was different from the two previous days. P demonstrated a struggle trying to read through these words because they contained blends and digraphs and was no longer just short vowel CVC words. P incorrectly read the words, flat at fat, crab as cab, and trot as tot.

Lesson Plan Day 4Overall time: 45 min

Overview: -Warm up with sight words (10 min) -decoding activities (25 minutes)

-blending block activity (initial l blends/ initial r blends) (15 minutes -decodable reading activity (final blends /mp/) (10 minutes)

-exit ticket/probe (5 min)

Objective 2: Given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing blends with 90% accuracy.

Materials:Warm up activity:

-Dolch sight words (for warm up) 3 new and 4 known Decoding block activity materials:

- 4 colored blocks-personal white board (for student)-white board (for teacher)-2 expo markers-list of words to administer (see attachment ‘block activity D4’)

Decoding text for short vowel a (previously used in lesson 1)- “Lost in the Dump” (from literacy program, Reading A to Z, see attached below)

Exit ticket activity/probe: -list of 10 CVCC or CCVC words (random order)

Procedures:Intro/warm up

T:“ Today we are going to work on blending sounds. But first thing is first, we are going to do our warm up.” Give the sight word list day 4 to the student and have them read through. (Take note of ones that were incorrect as student reads. After student is finished with list, point to the incorrect word(s) and ask them to try to read again. If student is still having difficulty, help the student segment and sound out each phoneme in the word.

Transition to Block ActivityT: “Good! Like yesterday, we are going to do the block activity again” (give student 4 blocks, a white board, and an expo). “We are going to be working on blends with the letter /r/ like in brick or print. And blends with the /l/ sound like slap or blip.”

Model Block Activity for student. T: “So for this activity; I am going to say a word, like ‘cram.’ Now how many sounds do I hear in the word, cram? Hmm, I hear /c/ (pick up one block and place on white board) then I hear in cram c/rrr/ I hear /r/ (pick up second block and place on white board next to first block). What about the next sound in cram? c/r/aaa. (picks up third block and places next to other two). Now what other sounds do I hear in the word cram? c/r/a/mmm. (Picks up fourth block and places next to other three). I have 4 blocks for the word cram. c(points to first block) r (points to second block) a (points to third block) and m (points to last block). So how many sounds are in the word ‘cram’? (4) “lets count, 1,2,3,4..4. So there are 4 sounds in the word cram.” T: “Now let’s write the letter sounds under the blocks.” (separate blocks to 2 inches apart) “/c/ what letter makes the /c/ sound? I think the c makes the /c/ sound (write under first block). Now what letter makes the /r/ sound? I think the letter r makes the /r/ sound (write r under the second block). Now what should I write for the /a/ sound? I think the letter a makes the /a/ sound. For the last sound /m/ what letter makes the /m/ sound? I think the m makes the /m/ sound (write m under last block. Teacher models reading the letters, crraamm, crraam, cram. The word is cram. T: “Let’s have you try out the word grid. (Teacher will than move down the list reading words: brat, frog, blip, plan, sled, flop. If the student is having difficulty model and work with student as done previously.)

Transition to Decoding reading activityT: “Let’s read this story! (give student Click, Cluck, Clack) **scaffold as needed if student appears frustrated and incorrectly pronouncing words.

ClosingT: “So today we worked on blends with the /r/ sound and the /l/ sound. When we were reading we

worked on blends that happen at the end of a word. Now let’s read through this list as best we can! (administer exit ticket)

T: (after student is done with ticket )“Awesome work today!”

Evaluation:Student understanding will be confirmed during responses and decoding during in the warm up activity and decoding reading. Another way is student’s actions during the block sort, ability to segment and represent each sound with a block, and write the correct letter name of the sound represented. What the student retained, post assessment, will be assessed at the end of the lesson during the probe which is administered as an exit ticket.

Similar to the previous day P had a better understanding of the activities that we worked on because this lesson incorporated the block activity that P has been using during his RTI for a while. The sight words warm up was a combination of words from the second, and third day. P demonstrated high performance and accurately identifying the words will and came consecutively for 2 days. These words were replaced with yes and went. I chose to add in these two words for him to work with because I want to expose him to working with other sight words. P’s performance was that he correctly identified 6 of the 8 words. Similar to the day before, P did not correctly identify she or there. P identified she as yes and there as they. Having both she and they within the list of sight words. P was able to use self regulation, reasoning, and reference to than correct himself and understand that she looks differently than yes and there looks different than they. During the block activity we worked on blends of r and l because this was an area of high need as assessed during the exit ticket from day three. During the activity P incorrectly identified flop, frog, and crib. We reviewed the differences between fl and fr first. P has demonstrated difficulty with f and changing it to th. I had him focus on his tongue placement when pronouncing fr and than th. I felt that it was important to review this with P because I know he has trouble distinguishing between the f and th and felt that this review was important. During the decodable book, P was able to correctly decode the words with the blends –mp and –st. P read through this book with more fluidity. When given the exit ticket P was able to correctly decode all words except flat and crab. P read flat as fat and crab as cab which was his same mistake from reading the exit ticket on day 3.

Day 5 Lesson Plan: Overall time: 45 minutes

Overview:Warm up with sight words (10 min) -decoding activities (25 minutes)

-decoding block activity (5 blends/5 digraphs) (15 minutes

-decodable reading activity (/th/ digraph reading) (10 minutes)-exit ticket/probe (5 min)

Objective 2: Given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing blends and diagraphs with 90% accuracy.

Materials:warm up activity:

-Dolch sight words (for warm up) 3 new 4 known Decoding block activity materials:

- 4 colored blocks-personal white board (for student)-white board (for teacher)-2 expo markers-list of words to administer (see attachment ‘block activity D5’)

Decoding text (for digraph /th/)- “Thad and Thelma” (from literacy program, Reading A to Z, see attached below)

Exit ticket activity/probe: -list of 10 CVCC or CCVC words (random order)

Procedures:Intro/warm up

T:“ Today we are going to work on some more fun words and sounds! Can you guess what we are going to be doing first? Our warm up right!” Give the sight word list day 5 to the student and have them read through. (Take note of ones that were incorrect as student reads. After student is finished with list, point to the incorrect word(s) and ask them to try to read again. If student is still having difficulty, help the student segment and sound out each phoneme in the word.

Transition to Block ActivityT: “Great! Now we are going to do another activity with the blocks” (give student 4 blocks, a white board, and an expo). For this block activity we are going to work on words with blends and words with the sounds the wh/sh/and ch from the other day. (write out ‘wh,sh,ch’ on board for student to see.)

Model Block Activity for student. T: “So for this activity; I am going to say a word, like ‘slit.’ Now how many sounds do I hear in the word,slit? Hmm, I hear /s/ (pick up one block and place on white board) then I hear in slit, s/ll/ I hear /l/ (pick up second block and place on white board next to first block). What about the next sound in slit? s/l/iii. (picks up third block and places next to other two). Now what other sounds do I hear in the word slit? s/l/i/ttt. (Picks up fourth block and places next to other three). I have 4 blocks for the word slit. /s/ (points to first block) /l/ (points to second block) /i/ (points to third block) and /t/ (points to last block). So how many sounds are in the word ‘slit’? (4) “lets count, 1,2,3,4..4. So there are 4 sounds in the word slit.” T: “Now let’s write the letter sounds under the blocks.” (separate blocks to 2 inches apart) “/s/ what letter makes the /s/ sound? I think the s makes the /s/ sound (write s under first block). Now what letter makes the /l/ sound? I think the letter l makes the /l/ sound (write l under the second block). Now what should I write for the /i/ sound? I think the letter i makes the /i/ sound. For the last

sound /t/ what letter makes the /t/ sound? I think the t makes the /t/ sound (write m under last block. Teacher models reading the letters, sslliit, sliit, slit. The word is slit. T: “Let’s have you try out the word drug. (Teacher will than move down the list reading words: drug,slip,rash,chill,trip, duck,this, thin. If the student is having difficulty model and work with student as done previously.)

Transition to Decoding reading activityT: “Let’s read this story! (give student Thad and Thelma) **scaffold as needed if student appears frustrated and incorrectly pronouncing words.

ClosingT: “So this week we worked on short vowels like the a in pan, the e sound in pet, the o sound in shot.

We also worked on blends with r like brink, or with l like slant. We also worked on the wh/sh/ch/th sound.

T: “Awesome work this week you were so great!”

Evaluation: Student understanding will be confirmed during responses and decoding during in the warm up activity and decoding reading. Another way is student’s actions during the block sort, ability to segment and represent each sound with a block, and write the correct letter name of the sound represented. What the student retained, post assessment, will be assessed at the end of the lesson during the probe which is administered as an exit ticket.

P’s performance on the sight words was that he correctly identified all words except say and there and soon. Words that were added to this warm up were soon, say, and no. Words that were removed due to his performance of accurately identifying words consistently across lessons were must, our and am. During the block activity, P demonstrated confusion with the blend trip and digraphs this and thin. P still continued saying this and fis and thin as fin. He kept repeating the word and trying to make his mouth say the word thin. P has difficulty with differentiating these two sounds and I needed to review it with him multiple times again. As for trip, P began repeating trip as chip. Differentiating the tr and ch is also another area where he shows difficulty. When reading the decodable text, Thad and Thelma P P struggled with it and for most of the words said f instead of th. During and after the reading we reviewed th and f and how they are different in our mouths. When administered the exit ticket, P read trot and tot and grab as grad.

Sight words Day 1:

All

CameIntoOurOut

WithPicture sort activity Day 1: (short vowel a vs. short vowel e)

Pan PenVan menCat DenBag HenTap net

Cut out table below (to administer to student)

Pan penVan menCat denBag henTap net

Day 1 exit ticket:

catlap

webfix

mopbusfedwigrugdot

(picture sort chart on page below for day 1)

Sight words Day 2:

CameOurWillAmAll

WithIntoOut

Picture sort activity day 2: (short vowel a vs. short vowel o vs. short vowel e)Cat Dot NetLab Rock MenMad Jog BedJam Fox WetCap top pep

Cut out table below (to administer to student)

Cat Dot NetLab Rock MenMad Jog BedJam Fox WetCap top Pep

(sort chart for lesson 2)

Exit ticket D2:

lapfix

webcat

mopwigfedbusrugdot

Sight words for day 3:

WillCame

AmMustOurShe

TheyThere

Block activity D3: (wh/sh/ch)

Wh sh chWhip ship chipWhen shall ChatWham shed chap

Day 3 exit ticket:

crabspotshellwhenbump

flatdockcashgrabtrot

Sight words day 4:

sheYes

TheyThereMustOurAm

Went

Block activity D4: (of initial blends l and r) /r/ /l/grid Blipcrib Planbrat Sledfrog flop

Day 4 exit ticket:

trotbumpshellwhenspotcashdockflat

grabcrab

Sight words day 5:

nosayYes

TheyShe

there

Wentsoon

Block activity D5 (read down each column):Blends Digraphs Blends Digraphs

drug rash trip Thisslip chill duck thin

Day 5 exit ticket:

whenbumpdocktrotgrabcashshellflat

spotcrab

Decodable texts administered during these lessons are in attachments via email.

D. Monitoring of progress:

Based on the student’s performance during the first day I know that they gained a better understanding of the short vowel e and a. This claim is supported by the student’s responses during the lesson, their ability to complete the picture sorting activity, their ability to read the words administered in the decodable text, as well as being able to decode words in the exit ticket. The objective for the lesson was, given a list of 10 CVC words, P will be able to correctly decode the list of words containing short vowels with 90% accuracy. P did not meet this objective. P was not able to correctly identify two of the 10 administered words. Moreover, P’s response for the word web was ‘wed’ and for the word bus ‘dus.’ Due to these two incorrect pronunciations, P received 80% accuracy for the learning objective. P demonstrated that he had learned the learning tool of ‘a like apple’ and ‘e like edge’ when he

referenced it 4 times while sorting the pictures during the word sort. P also demonstrated the differences in sound between the two vowels a and e when he correctly sorted 7 of the 8 prompted pictures. During the picture sort, P incorrectly placed the picture of the word ‘net.’ P demonstrated confusion and uncertainty of which category this picture belonged in. After referring back to ‘a like apple’ and ‘e like edge’ as well as receiving more direction and support from myself, P was able to decide which category was the correct category for the word ‘net.’ Furthermore, for the first day of instruction, P demonstrated learning and utilizing the helpful device of ‘a like apple’ and ‘e like edge’ when sorting the different pictures. As well as once during the administration of the exit ticket. Although P did not achieve the learning objective, he showed great progress in comparison to the initial diagnostic assessments and showed more confidence with his answer. For example, prior to the lesson P would decode a word and constantly change and repeat himself until he altered the word he originally stated into a new word. After instruction P stated the word and moved on to the next word with minimal repetition.

After the instruction of the second lesson P met the learning objective for days one and two. The learning objective was given a list of 10 CVC words, P will be able to correctly decode the list of words containing short vowels with 90% accuracy. I know that he met the objective because he was able to correctly identify 9 out of the 10 words correctly. P incorrectly identified ‘web’ when he read it as wed. This was a reoccurring mistake from the previous day. P demonstrated gaining a better understanding of the sounds the short vowels a, o, and e make. This claim is supported by the student’s oral responses during the lesson, their ability to complete the picture sorting activity, their ability to read the words administered in the decodable text, as well as being able to decode words in the exit ticket. Moreover, during the word sorting activity, P was able to correctly sort 6 out of the 8 prompted pictures. P demonstrated uncertainty through hesitation and constant repetition when trying to sort the pictures of the rock and bed. P incorrectly placed the rock and bed in the category for the short vowel a. After being redirected and providing extra support and explanation, P sorted these two words correctly. P also demonstrated gaining knowledge of recognizing and decoding the sight words all, came, into, with, out, am, and will correctly. This claim is supported by his performance of the warm up activity from days one and two. During the first day P correctly read 4 out of the 6 words correctly. These words included all, into, out, and with. P incorrectly read came and our. During the second day, P correctly identified 7 out of the 8 administered words. P incorrectly identified the word our. Through consistent performance of decoding all, into, out, out, with. P has demonstrated that he can recognize these words accurately. For the word, came, P has demonstrated that he has gained knowledge on this word. Overall, P has gained a stronger understanding of the short vowels specifically a, e, and o. P has also met the learning objective for this lesson which is supported by his performance on the exit ticket.

Following the third lesson, P gained a better understanding of the wh, sh, and ch digraphs as well as the cl- sound. This claim is supported by P’s oral responses during the lesson, his ability to complete the block activity, his ability to read the words containing cl- administered in the decodable text, as well as being able to decode words in the exit ticket. During the lesson, P was able to correctly segment and identify each letter for the administered words of the block activity; except for showing a difficulty identifying and noting the difference in the final consonant between the word chat and chap. P showed knowledge in gaining more sight words based on his performance during the warm up activity on the third day. For the third day the sight words warm up was a combination of words from the first and second day. P

demonstrated that he could consistently identify the words will, came, and am. This claim is supported by his ability to perform well with these words over the course of the three lessons. The objective for the lesson was; given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing digraphs with 90% accuracy. His performance on the exit ticket was 7 out of 10 or 70%. P incorrectly decoded the word crab as cab, the word flat as fat, as well as the word trot as tot. Moreover, since P received a 70% and the goal was 90% on the exit ticket, he did not meet the learning objective for lesson three.

The fourth lesson followed the same format as lesson three however the content instructed was initial blends of r and l during the block activity and a reading. P demonstrated gaining knowledge of more sight words based on his performance during the warm up activity on the fourth day. For the fourth day the sight words warm up was a combination of words from the second and third day. P demonstrated knowledge of the words they, must, and our. Moreover, this claim is supported because he could consistently identify the words over the span of four lessons. This claim is supported by his ability to perform well with these words over the course of the three lessons. P also demonstrated a better understanding of recognizing and categorizing words with initial blends of l and r during the block activity. P was able to correctly identify segmenting the word into individual sounds through using the blocks as representation and than spelling each word correctly according to each sound of the word. P was able to correctly identify 5 out of the 8 administered words. P incorrectly identified and spelt crib, frog, and flop. Moreover, P represented difficulty pronouncing the words crib as cib, flop as frop, and frog and thog which made the activity of segmenting and spelling challenging. Although P did not correctly identify all of the administered words, he was still able to identify 5 which show that he was still able to segment and spell some words containing initial blends l and r. great progress The learning objective for the fourth day was; given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing blends with 90% accuracy. P’s performance on the exit ticket was correctly decoding 8 of the 10 administered words, of 80% accuracy. P incorrectly identified flat as fat, and crab as cab. Since P received 80% accuracy on the exit ticket, and the goal was 90% he did not achieve this learning objective.

For the fifth day, P demonstrated gaining knowledge of sight words as well as blends and diagraphs. The claim that P gained knowledge on sight words is supported by him being able to correctly identify the words she, yes, they, and went; consistently over the span of the week. P gained knowledge of how to spell different blends and digraphs through the block activity. P was able to correctly segment and spell 3 of the 4 administered blends, and 2 of the 4 administered digraphs. P incorrectly identified the blend trip and chip and the digraphs this as fis and thin as fin. However, after reading “Thad and Thelma” P was able to identify some of the ‘th’ digraphs correctly which give him such difficulty. P was able to orally produce the ‘th’ sound and we worked on manipulating our mouths to make the sounds. The learning objective for this lesson was; given a list of 10 CCVC or CVCC words, P will be able to correctly decode the list of words containing blends with 90% accuracy. When administered the exit ticket, P was able to correctly decode 8 of the 10 words. P incorrectly identified the word trot as tot and the word grab as grad. Moreover, P did not achieve the learning objective for this lesson because he had 80% accuracy instead of the goal of 90%.

E. Reflections:

Based on assessment data, my experience working with the student, and progress P made over the course of the week; I believe that overall the program was successful. Although P was not able to

meet all of the learning objectives, his performance placed him close to meeting the objectives. P’s performance during the picture sorts was great and I was proud of him. He was able to correctly sort most of the prompted pictures. P also did a great job with the block activity. I appreciated his effort at trying to distinguish between the th and f. I also felt that I taught P a really helpful strategy for him to remember the short vowel sounds. I believe P will refer to this because he was enthused when learning the ‘a like apple’, ‘e like edge’, and ‘o like octopus’; and referenced back to these devices over the two lessons containing short vowels. Personally, I loved working with P because he was a pleasant positive student who tries his best even though his challenges with speech and dyslexia make the work even more challenging for him. I was able to gain a useful one on one instructional experience which I have not had a chance to do in other placements. Moreover, I learned how to be patient and how to think about explanations and presenting material in multiple ways.

There were some portions of the lesson I believed worked out well and others that need revision. Parts of the lesson that I believed to be helpful were the tools for short vowels discussed earlier, the hands on interactive structure of the lesson, and the transitions and flow of the lessons worked well. I found the hands on activities to be engaging and motivating for the student to continue their learning and try their best. As for the transitions, I found them to feel natural and supportive of the instruction. The transitions and changes in activities also helped the student remained engaged. P needed more support for the ‘th’ and ‘f’ difference which my lesson and instruction did not do well enough to support. P also demonstrated a struggle with distinguishing between the b and d when decoding. I consider my absence of further assistance with P’s challenges a weakness in my instruction. As for my approach to instruction, I believe it to be hands on and high energy. I understood the importance of engaging the student and my lesson facilitates that with a variety of activities and exposure to literature.

When doing my assessments for part one, I failed to complete and the IDI and Dolch Sight Word assessments. Prior to instruction and planning instruction, I had to complete these assessments with P. Completing these assessments were important for me to do because I found them to be useful when working on planning instruction. For the future I plan to make sure I have all appropriate assessments done and accurately analyzed because they are important and necessary.