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Tutoring Portfolio

SEDP 603: Theories, Assessment, and Practices in Readingfor Students with High Incidence Disabilities

Spring 2015

Liliana Bermejo

The following portfolio is compromised of an assessment report, lesson plans and reflections, and a summary report. The information found in the following pages is on a 3rd grade student named Noah, who is nine years old, who partook in the Road to Reading intervention program.

Official Assessments Report

Background Information

Noah is nine years old and currently in the third grade. Noah enjoys playing outside in

the playground and playing video games, which he frequently likes to talk about. He has two

dogs and a younger brother in the second grade.

Behavioral Observations

On the first day of testing, showed annoyance when he was pulled from his independent

reading with his mentor; however he cooperated with directions until the very end. On the

second day of testing, in which the Road to Reading Letter/Sound Assessment, QRI-5 Word

Lists, and the Road to Reading Regular World Lists were performed, Noah cooperated and

followed directions but midway through the session, Noah abruptly got up from his seat and

went to the restroom without informing his mentor or the tutee. Noah’s abrupt behavior may

have been a result of his frustration with the assessment. When he returned he continued to

comply with directions, but frequently asked when he would be done. On the third day of

assessments, during which the QRI-5 Passages were conducted, Noah immediately started the

session upset, and uncooperative. It took multiple attempts to get Noah started.

Results

The Road to Reading (RTR) Letter/Sound Assessment was conducted on Noah to

determine student’s mastery of letter and sounds correspondences. During this assessment, the

student is to go down the list, and name the letter, and identify the sound for each letter. For

vowels, student is told to make the short vowel sound. Noah correctly identified the name of all

of the letters, including consonants, digraphs and vowels. However, he incorrectly identified the

sound to the letter/graphemes, u, ck, and i. For the letter u, he provided the /a/ sound, for the

digraph ck, he gave the /g/ sound, and for the vowel i, Maun made the /e/ sound. Other than that,

Noah correctly identified the sound to the other digraphs, including ch, th, sh, wh, and ph, as well

as the short vowels, a, e, and o.

In order to determine Noah’s instructional level for word identification, in specifically

decoding and sight words ability, the following two assessments were performed: the RTR

Phonetically-Regular Word Lists, and the QRI-5 Word Lists. The RTR Phonetically-Regular

Word Lists requires that the student read the letters on the page, from left to right, while the

assessor notes the words the student is identifying automatically and/or incorrectly decoding. For

the QRI-5 Word Lists the student reads the list of words for each level, and stops when the

teacher determines the student’s frustration level. In addition to identifying whether the student

identified the word, the QRI-5 Word Lists notes whether a student identified the word

automatically, or hesitated during identification.

In order to determine Noah’s instructional level, the Red, Orange, Yellow, Green: Group

I, Green: Group II, and Blue levels of the RTR Phonetically-Regular Word List were conducted.

In the Red Level, which focuses on short vowels and digraphs in closed syllables, Noah scored a

90%. Some of his errors in the red level included reading chain for chin and would for rod. In the

Orange Level, which focuses on closed syllables with digraphs and blends, Noah scored a 60%.

Since Noah scored a 90% in the red level and a 60% in the orange level, it is evident that Noah’s

instructional level is in the middle of the two levels. Some errors Noah made in the orange level

were reading swomp for swam, ship for skip, crab for crib, plump for plop, smoth for smock,

skunk for chunk, cheese for chess, shift for shelf, and set for sent. Although Noah’s instructional

level was determined between Red and Orange level, the remaining levels were performed to

learn more about the student’s decoding abilities. In the yellow level, which assesses the vowel-

consonant-e and open syllable types, Noah scored a 75% with 15 out of 20 words correct. In this

level, Noah incorrectly read the words ship for shade, pie for pipe, mue for mule, turn for tune

and spoor for spry. In the Green: Group I, which assess vowel teams and two syllable words with

a vowel between the two consonants, Noah scored an 80% with 16 out of 20 words read

correctly. The errors Noah made were reading fed instead of feed, creep for cheek, and used the

long i vowel instead of the short i vowel to decode stain. In the Green: Group II, which also

focus on vowel teams in two syllable words, with a close and final “e”, scored a 70% and made

similar mistakes in previous levels like reading chow for chew, boil for broil, and law for lawn.

In the last level, Blue, which focuses on multisyllabic words made up of a variety of vowel

patterns, the student scored a 40% and made the following mistakes: reading clark for clerk, feel

for far, stare for scar, stir for sir, and street for stem.

For the QRI-Word Lists, which assesses mainly high-frequency sight words at the earliest

levels, the student read words from the Pre-Primer I, Pre-Primer 2/3, Primer, First, Second and

Third grade level lists. Based on Noah’s performance on this assessment, Noah’s instructional

level was determined to be at a second grade level. Noah scored 100% in the Pre-Primer I,

identifying all of the words automatically. He correctly identified 95% of the words in the Pre-

Primer 2/3 level, only misreading the word where as were. In the Primer level, Noah correctly

identified 100% of the words, and 95% of those words were identified automatically. While

Noah answered all of the words correctly, he hesitated, and decoded the word every. In the first

grade level, Noah scored a 90% in total accuracy, only misreading the word move and run. In all

of the mentioned levels, Noah scored in the Independent range, meaning Noah is comfortable

with these levels and able to perform independently. In the second grade level, Noah scored a

75%, incorrectly reading the following five words: tired, trade, pieces, begins and noticed. Based

on the examiner’s observations of his errors, it is evident that Noah approaches unknown words

by choosing ones that look or is sound similar to words he knows. For example instead of

reading tired, he read tied, rather than reading pieces he read push, instead of reading begins he

read beyond, and lastly, reading noticed as knowledge. The remaining fifteen words in the second

grade level lists were correctly identified automatically. Although Noah’s instructional level was

determined to be in the second grade level, the third grade level was conducted to understand and

learn more about Noah’s ability to identify words in isolation. In the third grade level Noah

scored in the frustration level range, correctly automatically identifying 30% of the words.

Similar to examiner’s observations in the second grade level, during this level Noah read

unknown words as words he recalled previously learning; for example: reading electric as

explain, glowed as glowing, and clothing as clothes.

In addition to the QRI-5 Word Lists, the student also completed the QRI-5 Passages. The

QRI-5 Passages was given to the student to determine the instructional level for comprehension.

Overall the QRI-5 Passages assessment measures student’s word identification in context and

determines the student’s comprehension skills by asking questions before, and after a reading.

Since Noah’s instructional level, based on the QRI-5 Word Lists assessment was determined to

be in the second grade level, a passage from the first and second grade level were used during

this assessment. During this day, the student was not cooperating with directions and seemed

irritated to read, so the concept questions and the prediction questions were not asked at the

beginning of the first grade level. In the oral reading section, which the student had to read out

loud while the examiner used anecdotal notes to record miscues, the student scored 7 miscues,

and 2 meaning-change miscues in the first grade level. Some mistakes Noah made were reading,

“animal care shelter” instead of “animal care center”, “took” for “thought”, and “seems” for

“seemed”. In the retelling part of this assessment, the student recalled 7 out of the 44 main ideas

of the story, for example missing crucial events and resolutions to the story. In the

comprehension question section, Noah answered three out of four explicit questions correctly,

questions that take a detail directly from the story, and one out of two implicit questions

correctly, questions that require the student to make connections based on what they read. Based

on these results, Noah clearly comprehends and recalls details directly from the story, like the

child’s age in the story, and that the child wanted a dog for his birthday, but he struggles to

answer questions that require further thinking about the details in the passages. An example of an

implicit question is “why didn’t Sam understand why he and his father went to the animal care

center”, Noah answered that Sam thought the dog was going to be high, or expensive, an

incorrect response. Noah’s instructional level was determined to be in the First level based on his

4 out of 6 correctly answered comprehension questions.

In order to assess Noah’s spelling level, the Words Their Way (WTW) spelling inventory

was given. This assessment was performed before the other assessments during the first tutoring

session with the student. Much like a spelling test, the WTW Spelling Inventory requires that the

examiner read a word, say the word in a sentence, and repeat the word, while the student writes

the word down. Out of the 25 dictated words, Noah correctly spelled the first three words. Based

on the results of the spelling inventory, it is evident that Noah correctly identifies and spells

words using the following initial and final consonants: b, l, d, p, t, and v; Furthermore, he

identifies and spells words correctly using the short vowels a, i, e, and o, or example: bed, ship

and when. However, Noah incorrectly spelled the words that used the short vowel u, like lump.

And although Noah answered the remaining question incorrectly, he correctly identified the

digraphs sh, wh, ch, in words like shopping and marched, and the blends fl, pl, and sp in words

like float, place, and spoil. Also, Noah identified the following other vowels: ew, and ar in the

words chewed and carries, as well as the inflicted endings -ving in the word serving, and the

syllable juncture rr in the word carries.

In order to assess Noah’s writing mechanics and writing overall, a writing sample was

taken. For this assessment, Noah was asked to write what he did during his days of school

because of the snow days. Before writing, Noah immediately shared with the tutor what he

wanted to write, and was encouraged by the tutor multiple times to write it instead of orally

sharing. Based on the writing he provided, according to the Rubrics for Writing-

Elementary/Intermediate, Noah is in the beginning stage of topic, organization, paragraphs,

vocabulary, grammar, punctuation, and spelling. He performed in the developing stage for

sentences, meaning he completed sentences and had a few run-on sentences, and exemplary for

his handwriting. Noah’s handwriting is neat and easy to read. Additionally, to determine Noah’s

attitude towards reading the Elementary Attitude Reading Survey was conducted. The survey

requires students to select the Garfield expression that appropriately matches their feeling to the

question. Questions are on recreational and academic reading. In the survey, Noah scored a raw

score of 63, which signifies that he overall enjoys reading recreationally, and academically.

Majorly, he circled the happiest Garfield to questions, unless the questions asked whether the

student enjoyed reading a book during free time, summer vacation, and instead of playing. Noah

circled the mildly upset or the very upset Garfield for questions that asked whether he enjoyed

reading out loud or answering questions about the reading.

Based on the results of the mentioned assessments, Noah’s demonstrates strengths and

weaknesses in reading and spelling. A relative strength Noah has in reading and spelling is

properly decoding the short vowels a, e, i, and o, as well as identifying sound correspondence to

all of the digraphs. However, a weakness Noah demonstrates is mistaking the short vowel u for

the short vowel o, for example writing lop for lump in the WTW Spelling Inventory. Another

weakness Noah demonstrates is not decoding a word when it looks or sounds familiar to a

previously known word. A strength Noah has in reading is recalling explicit details from stories.

Instructional Recommendations

Based on the assessments conducted, and the data collected from those assessments, it is

recommended Noah’s instruction begin by reviewing the short vowels. While Noah knows the

sound correspondence to the short vowels, a,e, i, and o, he will benefit from reviewing the short

vowel u. Furthermore, based on the WTW Spelling Inventory, it is clear that Noah knows his

digraphs, so it is recommended that the short vowels be reviewed with digraphs in CVC form,

for example: that or chin. Since he missed the digraph ch in the spelling inventory, a review of

the digraphs would benefit him. Once a review of the short vowels and digraphs has been

completed, Noah’s reading instruction should focus on blends, such as the r blends and l blends.

Another important recommendation that should be taken, based on the notes recorded by the

examiner of the assessments, is that while Noah reads, it should be made explicit that he should

be decoding all the letters in a word, rather than reading based on words he is familiar with or

recalls from memory.

Additionally, instruction on fluency, comprehension, and vocabulary are recommended.

During the QRI-5 Passage assessments, it was evident that Noah was focusing more on trying to

read the words and finish quickly, rather than reading the passage with fluency. Therefore, it is

recommended that Noah partake in fluency activities, such as Repeated Readings and Choral

Reading. In regards to comprehension, as previously mentioned, Noah answered a majority of

implicit questions correct in the assessments, but incorrectly answered questions that required

further thinking and applying details from the story to create an answer; therefore, it is

recommended that Noah’s instruction also begin with comprehension activities. Along with

comprehension activities, it is recommended, that partake in vocabulary, in order to help Noah

attach meaning to new words, he is learning.

Lesson Plans and Reflections

The following lesson plans and reflections were conducted on Noah a nine-year-old student currently in the 3rd grade. The first three lesson plans are an explanation of the assessments and its procedures. The six lessons following the assessments are Road to Reading lesson plans elaborating each objective and step. The last lesson plan is an explanation of the reassessments conducted to determine Noah’s growth with the intervention-reading program.

Week 1 – Assessments

Purpose:

During this lesson, the Words Their Way Elementary Spelling Inventory, an Elementary Reading Attitude survey and a Writing sample will be performed and scored on a student to assess student’s current knowledge. The Words Their Way’s Elementary Spelling Inventory will allow administrator to identify the student’s current spelling stage level and determine the student’s instructional level based on the analysis of the inventory. The Elementary Reading Attitude survey will be performed to provide a quick indication of the student’s attitude towards reading. A writing sample will be taken and scored, to identify student’s organization of ideas, use of vocabulary, attention to readers and purpose, and mechanics such as grammar, spelling, punctuation, and handwriting.

SOL Objectives:Writing:3.9 The student will write for a variety of purposes.

a) Identify the intended audience. b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. e) Use strategies for organization of information and elaboration according to the type of

writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using specific vocabulary and information.

Reading:3.4 The student will expand vocabulary when reading.

a) Use knowledge of homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. f) Use vocabulary from other content areas. g) Use word reference resources including the glossary, dictionary, and thesaurus.

Objectives: Given the three assessments, Words Their Way Elementary Spelling Inventory, Reading

Attitude Survey, and a Writing Sample, the student will perform the assessments to the best of their ability.

Procedure: Introduction:

Teacher will introduce herself to the student and explain that she will be tutoring her for the next few months every Monday. Teacher will explain that before she can pick activities for

their tutoring session, the teacher needs to determine what the student already knows by performing a few assessments.

DevelopmentAssessments will be performed in the following order: WTW Elementary Spelling

Inventory, Attitude Reading Survey, and Writing Sample. Teacher will explain the directions for each of the assessments before conducting them. For the WTW Elementary Spelling Inventory teacher will explain that the spelling inventory is similar to a spelling test; the teacher will say the word then a sentence using the word. For the attitude reading survey, teacher will explain the four Garfield faces. After explaining that teacher will read each question to the student. For the writing sample, teacher will ask the student to write what she did during the past few snow days, when she was off from school.

SummaryTeacher will give the student a sticker after completing all three assessments and thank

the student for their cooperation and hard work.

Materials: Pencils Words Their Way Elementary Spelling Inventory Reading Attitude Survey Loose-leaf Paper for the Writing Sample Stickers

Evaluation/Reflection:

Since my tutee changed last minute, at first, my student, Noah, seemed hesitated and annoyed when he was pulled from working with his mentor, to work with someone else. However, midway through the spelling inventory, and as we continued to work together, the student relaxed and became willing to work. After each assessment I gave the student a sticker and praised him for his hard work.

In the Spelling Inventory assessment, the student correctly spelled 3 out of 25 words. The student did not show any signs of frustration when the words became difficult and he constantly tried his best. Glancing through the inventory, the student requires further instruction in vowels, diagraphs, closed syllables, and open syllables. According to the Spelling Inventory Feature Guide, Noah’s late Letter Name-Alphabetic spelling stage. In the Reading Attitude survey, the student scored a full raw score of 63; so overall he enjoys reading recreationally and academically. Generally he circled the happiest Garfield, unless the question asked if the student enjoyed reading a book during free time, summer vacation, and instead of playing. Furthermore, the student circled either the mildly upset or very upset Garfield when the question asked whether he enjoyed reading out loud or answering questions about what he read. In the writing sample, I noticed that Noah defaulted to verbally sharing what he did during his snow days instead of writing the details down. He actually expressed that he did not want to write what he said down on the paper. He originally wrote one sentence, and I encouraged him write one more sentence. Other than his reluctance to write, his handwriting is readable and neat; he shows few uneven spacing and a consistent even slant.

Overall, from what I have seen so far, I believe the student likes to read a lot more than he enjoys writing. So hopefully by the end of the Road to Reading lessons, Noah will start enjoying writing as he gains new reading and writing skills.


Purpose:

During this lesson the QRI-5 Word Lists, RTR Letter/Sound assessment, and RTR Phonetically Regular Word Lists will be conducted. The three assessments will be used to determine the student’s present reading level, and areas the student’s area of need. The teacher will use the QRI-Word Lists assessments to determine which words the student can automatically identify without hesitation or decoding, identify in general, and which words the student does not know. By conducting the QRI-Word Lists assessment, the teacher will determine the starting point for the QRI reading passages. Through the RTR Letter/Sound assessment, the teacher will assess the student’s letter name and sound recognitions.

Objectives: Given the three assessments, QRI-Word Lists, RTR Letter/Sound, and the RTR

Phonetically Regular Word Lists, the student will perform the assessments to the best of his ability.


Teacher will greet student and remind the student that she will be tutoring him for the next couple of weeks. Teacher will explain that she needs assessments to decide what activities to plan for tutoring sessions.

DevelopmentAssessments will be performed in the following order: RTR Phonetically Regular Word-

Lists, RTR Letter/Sound, and QRI-Word Lists. Teacher will explain the directions for each of the assessments before conducting them. For the RTR Phonetically Regular Word-Lists, the teacher will ask the student to read the letters from left to right. For the RTR Letter/Sound Assessment, the teacher will explain that the student will read the letter then say the sound the letter makes. For the QRI-Word Lists the teacher will tell the student that he will read the list of words the teacher asks him to read. The teacher will stop the student when she identifies the student’s frustration level.

SummaryTeacher will give the student a sticker after completing all three assessments and thank

the student for his cooperation and hard work.

Materials: Pencils RTR Phonetically Regular Word-Lists assessments RTR Letter Sound assessment QRI-Word List assessment Stickers or Candy

Evaluation:

Throughout the assessments, Noah was cooperative and followed directions. However, during the QRI-5 Word List assessment, it was evident that Noah became frustrated during the last set of words. Noah abruptly got up from his seat and went to use the bathroom without informing his mentor or me. Since this assessment was the last one, there were things I could have done to ease his frustration. The first is given Noah a break after the Letter/Sound Assessment and the second is covered the word list approaching with a blank sheet of paper to ease Noah’s frustration and fussiness.

Based on the QRI-5 Word List assessment, Noah’s independent level is Level 1, instructional level is Level 2 and frustration level is Level 3. During the Level 1 and 2 word lists, Noah often read words that sounded similar to words he knew; for example: Noah read confusing instead of confused, clothes instead of clothing, knowledge instead of noticed, and injury instead of engines. Therefore the QRI-5 Level 1 and Level 2 passages will be performed next week to further examine his decoding and comprehension skills. According to the RTR Phonetically Regular Words assessment, Noah scored 90% on the Red Level, 60% on the Orange Level, 75% on the Yellow Level, 80% on the Green Level Group I, 70% on the Green Level Group II, and 40% on the Blue Level. The Purple Level was not conducted due to the clear frustration Noah was experiencing. Similar to Noah’s reading in the QRI-Word Lists, during the RTR Phonetically Regular Words assessment, he often read words on the list as words that looked similar to the words on the list, such as chain for chin, ship for skip, crab for crib, turn for tune and others. On the RTR Letter/Sound Assessment, Noah recognized all of the letters, but incorrectly identified the sounds to the letters: u, e, ck, and ph.

Based on the three assessments, it is evident that Noah has grasped most of the short vowels sounds, and digraphs, but requires further instruction on blends and decoding when reading unfamiliar words.


Purpose: During this lesson the QRI-5 Reading Passages assessment will be conducted on the

student. The QRI-5 Passages assessment measures student’s word identification in context and determines student’s comprehension skills.

Objectives: Given the QRI-5 passage assessment, the student will read the passage orally and answer

comprehension questions to the best of his ability.


Teacher will greet student and remind the student that she will be tutoring him for the next couple of weeks. Teacher will explain that she needs to conduct one more assessments to decide what activities to plan for tutoring sessions.

DevelopmentTeacher will explain the directions to the assessment. Teacher will explain that she will

ask the student a few questions about a topic, then the student will read the passage orally. Teacher will also explain that after the student reads, questions will be asked about the passage. Based on the previously conducted QRI-5 Words List assessment, a passage from Level 1 and Level 2 will be conducted on the student. Level 1 passage will be conducted first, then Level 2. Level 2 will not be conducted if student reaches instructional level on Level 1.

SummaryTeacher will give the student a sticker after completing the reading passages and praise

the student for his cooperation and hard work.

Materials: QRI-Passage QRI Passage- Scoring Guide Sticker

Evaluation/Reflection:

Based on Noah’s performance on the QRI-5 Word List assessment, a passage from Level 1 and a passage from Level 2 was conducted. At the beginning of the session, my tutee was not cooperative to directions and seemed irritated to read. It is unclear whether he was irritated due to a dislike towards reading or just having a bad day. Since he was feeling irritated, and it took some time to finally get him to read the passage, the concept questions and the prediction question were not asked. In oral reading section, the tutee scored 7 miscues, and 2 meaning-change miscues. Some mistakes Noah made were reading animal care shelter instead of animal care center, took for thought and seems for seemed. In the retelling part of the assessment, the tutee recalled 7 out of the 44 ideas. Overall, Noah answered three out of four explicit questions correct and one out of the two implicit questions. It is clear that Noah comprehends and recalls details directly from the story, but struggles to answer questions that require further thinking

about the details in the passage. In Level 1, Noah scored in an instructional level in the oral reading total accuracy, and instructional level in the comprehension questions.

Since it was originally planned to conduct both assessments, although Noah reached instructional level at Level 1, Level 2 was performed in order to obtain more information regarding his comprehension skills. During this oral reading, Noah had six miscues, and one meaning-changing miscue. Based on the amount of miscues, the tutee scored under an instructional level. In the retelling section, the tutee recalled 7 out of the 38 ideas. Similar to what was noted during Level 1, Noah was able to correctly answer explicit questions and unable to answer implicit questions correctly. For example, Noah correctly noted that at the beginning of the story John wanted new toys to play with, but was unable to explain that in the future in order for trading to make both boys happy, they both would need toys the other wanted instead he said the boys would need sweet stuff for trading to occur. In Level 2, Noah scored under a frustration level in the comprehension questions.

TUTORING LESSON PLAN

Student’s Name (first name only): Noah Student’s age/grade: 9 /3 rd Grade Date: March 7, 2016 Session #: 1Start time: 4:30 End time: 5:15

Lesson Objectives(By the end of the lesson, what do you want the student to be able to DO for each of the steps?)

Format your objectives as follows: “Student will be able to (observable verb)…

Be sure to indicate a lesson objective for each of the steps of the Road to Reading (RTR) program and any additional required lesson components (e.g., added comprehension lesson/task).

RTR Step 1: Student will be able to verbally identify the sound-symbol correspondences and a word that starts with that sound for the short vowels: a, e, i, o, the consonants: s, b, t, m, c, the digraphs: wh, ch, and with support the short vowel u.

RTR Step 2: Student will be able to build phonetically regular words with the short vowel sounds: a, i, u, the diagraph ch, and the consonants: s, h, m, and t.

RTR Step 3: Student will be able to independently and orally read the phonetically regular words Dad, Path, Kid, Kick, Pop, Shop, Bed, Deck, That, and Chop, with short vowels, digraphs, and consonants with fluency; and the high frequency words, What, All, Were, We, When, with fluency.

RTR Step 4: Student will be able to independently and orally read the decodable book, “Bud the Bug” with fluency.

RTR Step 5: Student will be able to independently spell and sort the following phonetically regular words: fish, pot, shop, shut, much and win, with the corresponding short vowel, i, o, or u, in that word, then write a sentence being dictated with the spelled words.

Materials NeededList materials needed for each step.

RTR Step 1: White index cards with the following letters written in black: s, wh, b, t, ch, m, c and the following letters written in red: a, e, i, o, u

RTR Step 2: Sound board with the following letters: s, h, m, ch, u, m, i, a, t; and notebook. Black and red pen for instruction.

RTR Step 3: White index cards with the following words: Dad, shop, Rush, Path, Bed, kid, deck, kick, that, pop, chop. Vowels will be written in red and consonants in black. Yellow index cards with the following words: What, all, were, we, when. All words will be written in black.

RTR Step 4: The short story “Bud the Bug”RTR Step 5: Pencil and notebook with the sections i, o, u.

Assessment

List assessment for each step. (Often it will be observation

RTR Step 1: Tutor will observe and complete anecdotal notes to record student’s sound-symbol correspondences accuracy.

RTR Step 2: Tutor will observe and complete anecdotal notes to record student’s

with anecdotal record. Be sure to explain precisely what you will be looking for. It should align directly with your objectives.

construction of phonetically regular words, noting any hesitation, mistakes, and self-corrections.

RTR Step 3: Tutor will observe and use anecdotal notes to record words student required support to read, identified automatically, and identified but not automatically.

RTR Step 4: Tutor will observe and use anecdotal notes to record student’s fluency, in specifically pace, tone, and expression, as well as words student required support to read, words student identified but not automatically, and words substituted.

RTR Step 5: Tutor will observe, use anecdotal notes, and student’s work to record student’s independency sorting PRWs, and spelling of PRWs and HFWs, noting moments of hesitation, questioning, mistakes, and self-corrections.

Procedures and Skill(s) Targeted

Include a detailed description of what you and the tutee will do for each activity and the amount it will likely take. If you are providing direct instruction, be sure to describe that as well.

“Skills Targeted” includes: word recognition, decoding, fluency, vocabulary, comprehension, etc.)

RTR Step 1: Tutor will hold and show the student index cards with vowels, consonants, and digraphs one by one, then ask the student for the letter name, sound, and word that starts with that sound. If student makes an error, tutor will provide the correct letter name, sound, and word that starts with that sound, and then have the student repeat the correct response.

RTR Step 2:

Instruction/Review: Tutor will review the short vowel u, by repeating the sound, and providing the student with the following three examples: rub, cup, and hug. For this review, a notebook will used to write the words (consonants in black and vowels in red). Then, tutor will ask the student to repeat the short vowel sound.

Soundboard: Consonants will be placed on the top row and vowels in the middle row. Tutor will ask student to create the words being dictated by the tutor on the third row one by one. Once student has created the word, student is to repeat the word and pronounce the sounds as a unit. After pronunciation of the word, the next word will be dictated, until all of the words on the list have been built on the soundboard.RTR Step 3: Tutor will show index cards with PRWs and HFWs one by one and student will read the words on the index cards.

RTR Step 4: Student will read, “Bud the Bug”, while teacher observes and takes anecdotal notes.

RTR Step 5: Tutor will explain that words will be dictated that the student needs to categorize based on the short vowel sound he hears: i, o, or u. Tutor will check and assist the student with errors or hesitations. Tutor will then dictate a sentence to the student, in which the student will write on a separate line, underneath the columns with the short vowels. Student will read the sentence back when finished. Tutor will provide assistance during student hesitations and errors and check student work.

Review and/or Closure

Tutor will remind the student the short vowel u, through questioning. Student will be praised verbally and with a sticker for cooperation and hard work.

Road to Reading Lesson Planner

Step 1: Review Sound-Symbol Correspondences. Notes:a e i o s whb t ch m c u*

Step 2: Teach or Review New Decoding Skill. Notes:Letters needed: s, h, m, ch, u, m, i, a, t, Will use: Cup,

Rub, and hug to instruct/review u short vowel

Sum Hum Him Ham Hat MatSat Chat

Step 3: Review Phonetically Regular Words (PRWs) and High Frequency Words (HFWs)

Notes:

PRWs HFWsDad Shop Rush What

Path Bed All

Kid Deck Were

Kick That We

Pop Chop When

Step 4: Read orally in context (decodable text and/or trade book).

Notes:

Book/Text Title(s):Bud the Bug

~Read dig for dug.

Step 5: Dictation (PRWs and sentence with PRWs and HFWs)

Notes:

Headings (Must be vowels/vowel patterns): i, o, u ~Required support for shed.~wrote well for will.

Fish Pot Shop Shut Much win

Sentence: He will shut the shed.

Lesson Reflection Log

Tutor’s Name: Liliana Bermejo Student’s Name (First Name Only): Noah Student’s Age and Grade: 9 /3rd grade

Insights about my student’s learning, progress, and needs:

Be specific about each of the RTR steps and added components.

During step one, the student immediately identified all of the letter and sound correspondences to the short vowels, consonants, and digraphs. However, he hesitated to find words that started with the short vowels. After a few seconds, I assisted Noah with thinking of words that started with the short vowels. In this lesson, the short vowel u was reviewed based on Noah’s spelling inventory. When it came to identifying the short vowel sound for u, Noah confidently and verbally attributed the short vowel sound for o to the u. I corrected his mistake and provided the example of umbrella. Once I corrected his mistake, I made him repeat the letter and sound correspondences for the short vowel u.

During the instruction/review in step two, Noah repeated the u sound when asked. While using the soundboard, Noah did not seem to hesitate when he was building the PRWs, and he quickly realized that he was changing one letter at a time, and guessed the last word. However, I had to remind Noah a few times to repeat the word and pronounce the sounds as a unit, once the word was built.

In step three, Noah quickly started reading the words on the index cards, before I had the chance to explain the directions. Once the directions were explained, he quickly read all of the words, identifying the words automatically.

In step four, while I was explaining the instructions, Noah started to get aggravated, that he had to read, but once I showed him the length of the story he seemed to be okay with it. As I pick decodable books for Noah for upcoming lessons, I will gradually increase the length of the story, as he gets comfortable with me as a tutee and with reading as well. Furthermore, I will continue to work with Noah on fluency. I’m unclear if Noah’s tone and engagement while reading the story was due to his lack of interest in the story, reading, or if that’s his present fluency skills, but I will continue to take anecdotal notes on his fluency in this step. In regards to miscues, in the story, Noah read the following sentence, “He did not run in the mud” as follows “He did not running in the mud”. This pattern is similar to one noted during the assessments, Noah seems to begin reading the decodable word, then finishes the word based on words he recalls learning. Although his readings did not change the meaning, it is still considered a miscue. Addressing these types of miscue now, will prevent mechanical and grammatical writing errors in the future, as well as improve his writing skills this moment. As tutoring session continue, I will specifically try to slow Noah down when reading and remind him to look at the letters, decode, then read the words. Another miscue Noah made was reading dig for dug. Again this does not change the meaning of the

text, but it is a miscue that may affect his writing in the future.

In step five Noah completed the spelling and sorting part of this step without any hesitation or miscues. However, an error made when writing the sentence, being dictated to him, was writing well for will. So with my support he was able to fix it. Additionally, he required support to spell the word shed.

Ideas for the next session:(What changes & adjustments need to be made? What might you do differently? Is your student ready for some new material?)


For the next session, we will continue to work on sound-symbol correspondence for short vowel u, and the others short vowels as well, in step one. Since the first lesson was focused on making sure Noah had the short vowel u sound, before moving on to blends, it is evident that he still requires support with this vowel, so it will remain in step one. Additionally, I will remove the consonants used and replace them with other consonants Noah is familiar with, that Noah has grasped and is evident based on the assessments performed previously. I am considering reviewing the sh sound or possibly introducing the r blend, in specifically dr.

In step 2, we will continue to work on short vowel u, and build words based on the skills I review or introduce in step one (either sh sound or r blend).

In step 3, I will change the HFWs, and include PRWs with short vowels u, in closed syllabus with digraphs, since the student has mastered his digraphs sounds.

For step 4, I plan to pick a decodable book still focusing the short vowel u. Since Noah seemed aggravated to read, I will continue to select decodable books that are shorter. Next session I plan to show Noah how to slow down when reading, and ask comprehension questions after the reading. However, since I would like to work on Noah’s fluency, I am considering using the same decodable story from this session.

And in step 5, I plan to select words utilizing the short vowel u sound again, with digraphs.

Connect your insights and understandings to course readings.

Be specific, for example, “According to Jennings, Lerner, & Caldwell (2013), to help my tutee with ____, I should…” or “Blachman et al. (2004) says it is common for struggling readers to…”

According to Musti-Roa, Hawkins, and Barkley’s “Effects of Repeated Readings on the Oral Reading Fluency of Urban Fourth-Grade Students: Implications for Practice”, in order to increase a student’s fluency repeated readings is a strategy that can be utilized. Musti-Roa, Hawkins, and Barkley’s explains that, “although reading fluently is not the sole purpose of reading, higher order reading and comprehension cannot be developed with a strong foundation of accurate and efficient word recognition” (2009). Based on what these authors are saying, repeating this sessions reading next time, or perhaps two sessions from now, may increase Noah’s fluency, increasing his comprehension and high order reading skills.

Other Important Thoughts:Any thoughts and concerns not yet discussed? How are things going overall?(e.g, setting, student, “bigger picture” thoughts/concerns?

This week the noise level of the tutoring session setting was appropriate. Noah seemed engaged during the lesson, and cooperating the entire time. The multiple activities involved in the lesson, seemed to engage Noah and he quickly wanted to move on to the next one excited that he was reading the words correctly, especially in step three. I am working on establishing a rapport with the student, and hoping it gets better as sessions progress.


Student’s Name (first name only): Noah Student’s age/grade: 9 /3 rd Grade Date: March 14, 2016 Session #: 2Start time: 4:30 End time: 5:15

Lesson Objectives(By the end of the lesson, what do you

RTR Step 1: Student will be able to verbally identify the sound-symbol correspondences and a word that starts with that sound for the short vowels: a, e,

want the student to be able to DO for each of the steps?)



o, u, and the consonants, t, g, s, and k, and the sound-symbol correspondence for the digraphs ch, sh, ck, th.

RTR Step 2: Student will be able to build phonetically regular words, with short vowels a, e, i, o and u, by blending the s and k consonants.

RTR Step 3: Student will be able to independently and orally read the phonetically regular words, Thud, Chug, Shut, Duck, Seth, Rich, Hush, Shed, Pack, Thick, Jock, Deck That, Chat, with short vowels, digraphs, and consonants with fluency; and the high frequency words, other, about, out, many, and these.

RTR Step 4: Student will be able to independently and orally read the decodable book, “Pug the Pup” with fluency.

RTR Step 5: Student will be able to independently spell and sort the following phonetically regular words: Fun, Chick, Chip, and Such, with the corresponding short vowel, i, or u, in that word, then write a sentence being dictated with the spelled words.


RTR Step 1: White index cards with the following letters written in black: ch, sh, ck, th t, g, s, k, and the following letters written in red: a, e, i, o, u

RTR Step 2: Sound board with the following letters: i, k, t, s, n, p, l, l, d; and notebook. Black and red pen for instruction.

RTR Step 3: White index cards with the following words: Thud, Chug, Shut, Duck, Seth, Rich, Hush, Shed, Pack, Thick, Jock, Deck That, Chat. Vowels will be written in red and consonants in black. Yellow index cards with the following words: other, about, out, many, and these. All words will be written in black.

RTR Step 4: The decodable short story “Pug the Pup”RTR Step 5: Pencil and notebook with the sections u and i

Assessment

List assessment for each step. (Often it will be observation with anecdotal record. Be sure to explain precisely what you will be looking for. It should align directly with your objectives.


RTR Step 2: Tutor will observe and complete anecdotal notes to record student’s construction of phonetically regular words, noting any hesitation, mistakes, and self-corrections.


RTR Step 4: Tutor will observe and use anecdotal notes to record student’s fluency, in specifically pace, tone, and expression, as well as words student required support to read, words student identified but not automatically, and

words substituted.





RTR Step 1: Tutor will hold and show the student index cards with vowels, consonants, and digraphs one by one, then ask the student for the letter name, sound, and word that starts with that sound. If student makes an error, tutor will provide the correct letter name, sound, and word that starts with that sound, and then have the student repeat the correct response.

RTR Step 2: Tutor will introduce the blend sk, by using student’s knowledge of the sound and letter correspondence of the consonant s, and k, and by providing the student with a following three examples: Skull, Skit, and Skip. For this part of the instruction, a notebook will used to write the words (consonants in black and vowels in red). Then, tutor will ask the student to repeat the blend sk.

Soundboard: Consonants will be placed on the top row and vowels in the middle row. Tutor will ask student to create the words being dictated by the tutor on the third row one by one. Once student has created the word, student is to repeat the word and pronounce the sounds as a unit. After pronunciation of the word, the next word will be dictated, until all of the words on the list have been built on the soundboard.

RTR Step 3: Tutor will show index cards with PRWs and HFWs one by one and student will read the words on the index cards.

RTR Step 4: Student will read, “Pug the Pup”, while teacher observes and takes anecdotal notes, comprehension questions will be asked once the student is done reading.

RTR Step 5: Tutor will explain that words will be dictated that the student needs to categorize based on the short vowel sound he hears: u or i. Tutor will check and assist the student with errors or hesitations. Tutor will then dictate a sentence to the student, in which the student will write on a separate line, underneath the columns with the short vowels. Student will read the sentence back when finished. Tutor will provide assistance during student hesitations and errors and check student work.


Tutor will remind the student the short vowel u, and the blend sk, through questioning. Student will be praised verbally and with a sticker for cooperation and hard work.


Step 1: Review Sound-Symbol Correspondences. Notes:a e i o u sh g is also included

th ch ck t s* k*

Step 2: Teach or Review New Decoding Skill. Notes:Letters needed: i, k, t, s, n, p, l, l, d *introduce the

blend sk by using the following three examples: skip, skull, skit,

Kit Skit Skin Spin Spill Skill

Skid


Notes:

PRWs HFWsThud Rich Jock Other

Chug Hush Deck About

Shut Shed That Out

Duck Pack Chat Many

Seth Thick These


Notes:

Book/Text Title(s):Pug the Pup


Notes:

Headings (Must be vowels/vowel patterns): u and iFun Chick Chip Such

Sentence: Chuck had a chip





In step one, tutee identified the letter and sound correspondences to all of the short vowels, and the consonants. However, it took him a few seconds to recall a word that began with the short vowels. The tutee defaulted to using the words on the posters around the room that used short vowels in CVCs. However, with redirection he was able to recall words that started with the short vowels. Tutee also identified the digraphs.

During the instruction section in step two, tutee recalled the sounds for the consonants s and k, and easily created the sk sound by blending. During the soundboard, Noah correctly build all of the PRWs using the sk, sp and sp blends. It is important to note, that Noah put forth tremendous effort, after each word was dictated, he kept repeating the blend to himself. In addition, after a few reminders he pronounced the sounds as a unit, once the word was built without me asking him too.

In step three, Noah identified the following words automatically: shut, duck, rich, hush, shed, pack, thick, dock, that and chat. However, he required assistance decoding the words: Thud, Chug, Seth and Jock. For the work Jock, he read Joke, and for Chug he decoded Chug using the long vowel u. The tutee correctly identified the following HFWs’ About, Many, These and Out. However, Noah automatically read “another” rather than “other”.

Similar to last session, in step four, Noah seemed annoyed to have to read. But, his annoyance quickly went away. While reading, I noted that Noah’s fluency was better this time compared to last session. Therefore, I’m unclear if Noah’s fluency during the first session was due to his discomfort and dislike towards reading, or if its his fluency skills. In terms of miscues, Noah required assistance reading the word “Gus”, other than that, he identified all of the words automatically. The tutee also answered two comprehension questions after the story appropriately.

In the last step, Noah correctly spelled and sorted the PRWs to the corresponding short vowel, without assistance. During this step, Noah made one mistake, and that was during the sentence, instead of writing Chuck, he wrote Cuck. However, with guidance he was able to recognize the Ch sound and corrected his mistake.

Ideas for the next session:(What changes & adjustments need to be made? What might you do differently? Is your student ready for some

In step one I will keep all of the short vowels, digraphs, and include new consonants. Additionally, I will introduce a new blend, while still going over the sk blend as well.

Next time, in step two, I will focus on introducing the new blend and focus the soundboard activity on the new blend. Additionally, based on Noah’s reading

new material?)


during step three and writing on step 5 on digraphs, I will create an additional soundboard activity focusing on the digraph –ch and ck. So next session, two different sound board activities will be conducted.

In step three, I will keep the PRWs, “Thud, Chug, Seth, and Jock” and HFWs “other and out”. Furthermore, since Noah had difficulties decoding certain vowels, I will include fake words with all of the short vowels and digraphs in a different colored index card. Since Noah understood and created words with the sk blend correctly in step 2, I will include PRWs in this step with the blend sk.

During step four, a short decodable book will be selected at Noah’s instructional level.

In step 5, I plan to select words utilizing the short vowels, with the digraphs Noah has mastered.



According to Blackman et. al, (2004), the recommended order to introduce initial blends is, “1. bl, cl, fl, gl. 2. sk, sl, pl. 3. cr, dr, gr. 4. Br, fr, pr, tr”. Based on the assessments conducted, it is evident that Noah has the first set of initial blends. Since, I was unaware if Noah could read or write words using blends in number 2, this session focused on introducing that blend. However, based on his performance, it is clear the Noah is comfortable reading and creating those blends. Therefore, next session I will introduce the r blends, and include the s blends in step 3.


Overall, this session went well. Noah is becoming comfortable with the 5 steps RTR program. After each step, I give Noah the privilege of checking it off in the lesson template. He seems to enjoy that job, so I will continue to do that throughout the sessions. Although, this is only the second session, he recalls the steps and the directions and procedures to each step.


Student’s Name (first name only): Noah Student’s age/grade: 9 /3 rd Grade Date: April 4, 2016 Session #: 3Start time: 4:30 End time: 5:15




RTR Step 1: Student will be able to verbally identify the sound-symbol correspondences and a word that starts with that sound for the short vowels: a, e, i, o, u, and the consonants, c, g, d, and r, and the sound-symbol correspondences for the digraphs ch, sh, -ck, th.

RTR Step 2: Student will be able to build phonetically regular words, with short vowels a and i, by blending consonant r sound with the, c, g, d consonants.

Additional Component: Student will be able to build phonetically regular words with the short vowels u, e, and i, by using the digraphs ch, ck, and th, and the consonants n, d, and w.

RTR Step 3: Student will be able to independently and orally read the phonetically regular words,:Thud, Chug, Clash, Flush, Seth, Skim, Skip, Plan, Slush, Glass, Jock, Flesh, Blob, Plot, with short vowels, digraphs, and consonants with fluency; and the high frequency words: other, so, out, some, and her.

RTR Step 4: Student will be able to independently and orally read the decodable book, “Meg and the Wet Pet” with fluency.

RTR Step 5: Student will be able to independently spell and sort the following phonetically regular words: Chuck, Tack, Hut, and Kick, with the corresponding short vowel, a, i, and u, in that word, then write a sentence being dictated with the spelled words.

Additional Component: Student will be able to learn with support the word “antonym”, by defining it, understanding its characteristics, and by identifying examples and non-examples, using a Frayer model.


RTR Step 1: White index cards with the following letters written in black: ch, sh, ck, th c, d, g, and r, and the following letters written in red: a, e, i, o, u

RTR Step 2: Sound board with the following letters: r, g, d, c, i, l, l, p, b, and a. A notebook, black and red pen for instruction.

Additional Component: Soundboard with the following letters: d, u, ck, ch, e, i, n, th, w.

RTR Step 3: White index cards with the following words: Thud, Chug, Clash, Flush, Seth, Skim, Skip, Plan, Slush, Glass, Jock, Flesh, Blob, Plot. Vowels will be written in red and consonants in black. Yellow index cards with the following

words: Other, So, Out, Some, and Her. All words will be written in black.

RTR Step 4: The decodable short story “Meg and the Wet Pet”

RTR Step 5: Pencil and notebook with the sections a, i, and u

Additional Component: Pencil, Frayer Model

Assessment




Additional Component: Tutor will observe and complete anecdotal notes to record student’s construction of phonetically regular words, in specifically noting mistakes and self-corrections.




Additional Component: Tutor will observe, use anecdotal notes, and student’s word, to record student’s comprehension of the new vocabulary word.



“Skills Targeted”

RTR Step 1: Tutor will hold and show the student index cards with vowels, consonants, and digraphs, one by one, then ask the student for the letter name, sound, and word that starts with that sound. If student makes an error, tutor will provide the correct letter name, sound, and word that starts with that sound, and then have the student repeat the correct response.

RTR Step 2: Tutor will introduce r blends, by using student’s knowledge of the sound and letter correspondence of the consonant r, g, d, and c, and by providing the student with a following six examples: drum, drip, grim, grab, crab, crop. For this part of the instruction, a notebook will used to write the words (consonants in black and vowels in red). Then, tutor will ask the student to repeat the r blends.

Soundboard: Consonants will be placed on the top row and vowels in the middle

includes: word recognition, decoding, fluency, vocabulary, comprehension, etc.)

row. Tutor will ask student to create the words being dictated by the tutor on the third row one by one. Once student has created the word, student is to give each of the phonemes in order, while pointing, and then read pronouncing the word as a unit. After pronunciation of the word, the next word will be dictated, until all of the words on the list have been built on the soundboard.

Additional Component: Consonants will be placed on the top row and vowels in the middle row. Tutor will ask student to create the words being dictated by the tutor on the third row one by one. Once student has created the word, student is to give each of the phonemes in order, while pointing, and then read pronouncing the word as a unit. After pronunciation of the word, the next word will be dictated, until all of the words on the list have been built on the soundboard.


RTR Step 4: Student will read, “Meg and the Wet Pet”, while teacher observes and takes anecdotal notes, comprehension questions will be asked once the student is done reading.

RTR Step 5: Tutor will explain that words will be dictated that the student needs to categorize based on the short vowel sound he hears: a, i, or u. Tutor will check and assist the student with errors or hesitations. Tutor will then dictate a sentence to the student, in which the student will write on a separate line, underneath the columns with the short vowels. Student will read the sentence back when finished. Tutor will provide assistance during student hesitations and errors and check student work.

Additional Component: Tutor will explain that now tutee, using the Frayer Model, will learn a new word. The new word is Antonym. Teacher will give the student the definition of the word, and then ask for examples and characteristics. Together the student and teacher will complete the Frayer model.


Tutor will remind the student of the new initial r blends he learned today, through questioning. Student will be praised verbally and with a sticker for cooperation and hard work during the session.


Step 1: Review Sound-Symbol Correspondences. Notes:a e i o u sh

Initial r blends will be introduced

th ch ck c d g

r

Step 2: Teach or Review New Decoding Skill. Notes:Letters needed: r, g, d, c, i, l, l, p, b, a Introduce the r

blends using the following six examples: drum, drip, grim, grab, crab, crop

Grill Drill Drip Rip Rib Crib

Crab

Additional Component: Review of Ch and –Ck digraphsStep 2: Teach or Review New Decoding Skill.

Letters needed: d, u, ck, ch, e, i, n, th, w

Duck Deck Check Chick Chin Thin

Win


Notes:

PRWs HFWsThud Skim Jock Other

Chug Skip Flesh So

Clash Plan Blob Out

Flush Slush Plot Some

Seth Glass Her


Notes:

Book/Text Title(s):Meg and the Wet Pet


Notes:

Headings (Must be vowels/vowel patterns): a, i, and uTack Chuck Hut Kick

Sentence: Chuck sat on the tack.

STEP 6: Vocabulary ComponentFrayer Model

Notes:

Vocabulary Word: Antonym

Definition:A word opposite in meaning to another

Characteristics:

“What’s the opposite of..”

Examples Bad and good Hot and Cold Clean and Dirty Small and Large

Non-examples Quiet and Silent Big and Large Small and tiny





In step one, Noah correctly named the sound-symbol correspondences to most of the letters. He remembered words, reviewed in the previous lesson, that starts with the short vowels, a, e, i and o; for example: igloo for i. However, Noah incorrectly remembered the sound symbol correspondences to the short vowel u and the consonant g. For the vowel u, Noah required assistance identifying the sound correspondence and naming a word that started with the vowel u. The word umbrella was given to him, so he could remember the short

vowel u sound. Instead of saying the sound correspondence to g, Noah said the sound correspondence to the letter J.

In step two, Noah was introduced to the r blends, and during the instruction part in the notebook, Noah started giving examples before I had the chance to give it to them. In regards to the soundboard, Noah correctly build all of the words using r blends with the consonants g and d, but he required assistance with the word: crib.

Additional Component: In the additional soundboard, focused on the digraphs ck and ch, Noah correctly build all of the words except “Chick”. Instead of forming the word “Chick” after “Check”, Noah removed the Ch and the I, and formed the word “cick” for “Chick”. After pronouncing the word “Chick” multiple times, Noah was able to identify the ch digraph.

Since Noah had difficulties decoding certain PRWs in the last session, the words he had difficulties with were kept in step 4. The words Noah struggled decoding last session were “Thud, Chug, Seth and Jock”. During this session Noah correctly decoded Chug, but still required assistance with the others. For the word Jock Noah read Joke and fhe refused to try the “Seth” on his own. Furthermore, Noah decoded “skim” as “swim”. Additionally, Noah decoded the word “Blob”, but repeated it to himself a few times before letting me hear it. Noah correctly decoding all the HFWs.

In step four, Noah read the short story Meg the Wet Pet. He read the story without showing annoyance, like in the past session, but his tone/fluency remains an area that needs improvement. However, there was a section in the story where Noah demonstrated good fluency, which was at the end of the story, and it read, “Ben was sent to bed, too”. The only word Noah incorrectly read during this step was “mess” for “messy”.

In step five, which was focused on the –ck digraphs, Noah correctly identified the vowels in all of the words and placed it under the correct heading. He identified and spelled correctly the words “Hut” and “Kick” without assistance. However, for the word “Tack”, Noah wrote “Ta-” then stopped and looked at me seeking help. For the word “Chuck”, he initially wrote “chuk”, and then corrected himself when I repeated the word. In regards to the sentence, Noah looked back for the word “tack”, and wrote “cuck” for “Chuck”. However, like previously, he corrected himself when I repeated the word emphasizing the ch. Looking at all the words Noah was incorrectly decoded throughout the lesson, it is evident that Noah is gets confused when a word has both the ch and ck digraphs.

Additional Component: In this step, the new vocab word, “Antonym”, was introduced. When I introduced this component and the word we would be learning, Noah happily said, “I know that word”. I asked him, if he could give me the definition, and he responded, “something that’s the same”. I corrected him, and wrote the definition on the Frayer model. Once I gave Noah an example, he provided me with two additional examples. When I asked Noah for non-examples, he provided three examples of his own.

Ideas for the next

session:(What changes & adjustments need to be made? What might you do differently? Is your student ready for some new material?)


In step one, Noah will continue to review all of the short vowels and digraphs sounds. Since Noah incorrectly identified the sound correspondence for g, I will keep that consonant. Since we were working on the r blends this session, I will also keep the r consonant and add new consonants.

In step two, I will introduce a new blend and focus the soundboard on the new blend.

In step three, I will keep the PRWs, “Thud, Chug, Seth, Jock, Blob, and Skim”. Although Noah correctly read the word “Thud” in this session, I want to keep the word “Thud” for one more session to make sure Noah is correctly decoding such letters. Since Noah correctly blended the “sk” sound, in session two, I will include PRWs with s blends, and include a few PRWs with the r blends, since he correctly blended them in step 2. For the next session, new HFWs will be chosen.

For step four, a short decodable book, focusing on s blends in CVC form will be selected.

Lastly, in step five since Noah is still working on s blends and r blends, I plan to focus this dictation step on digraphs like previous session. I plan to select words utilizing short vowels with digraphs.



For the additional vocabulary component included in this session, the Frayer model was chosen since it is an evidence-based practice. According to Reed (2014), the Frayer model is a consistent evidence-based practice used for explicit vocabulary instruction. However, for the model to be effective, teachers need to be purposeful, and complete parts iteratively as students build and deepen their conceptual knowledge (Reed, 2014). As explained by Reed (2014), at the opening of the instruction, the definition should be provided with attempts to build background knowledge. Using the research found, the Frayer model was selected to teach Noah a new vocabulary. As shown by research, the word was introduced, and then the word was iteratively used with the student. The model was then completed with the student as the student built his knowledge of the word.

Additionally, the r blends introduced in this lesson were selected based on Blackman et. al’s recommendation. According to Blackman et. al, (2004), the recommended order to introduce initial blends is, “1. bl, cl, fl, gl. 2. sk, sl, pl. 3. cr, dr, gr. 4. Br, fr, pr, tr”. Since Noah demonstrated mastery of the first set of blends, and the previous session was focused on determining whether Noah could properly decode s blends, the second set of blends; this lesson was focused on introducing r blends in Step 2.

Works CitedReed, D. (2014). Delivering Explicit Vocabulary Instruction: Using the Frayer Model. Retrieved from http://www.meadowscenter.org/middle-grades-research/item/march-2014

Other Important Thoughts:Any thoughts and

Overall, the session went well. As we were completing the additional soundboard activity, Noah’s parents stopped by the center for early dismissal. I was able to finish the entire lesson, but had to rush through step 3, 4, 5, and

concerns not yet discussed? How are things going overall?(e.g, setting, student, “bigger picture” thoughts/concerns?

the additional component. It seems like Noah is becoming comfortable with the five-step lesson, which is good. At the end of this session, I was able to talk to Noah’s mentor and thank him for data collecting. Since his mentor is cooperative and wants to data collect, I was able to give him some things to look out for next lesson.


Student’s Name (first name only): Noah Student’s age/grade: 9 /3 rd Grade Date: April 11 , 2016 Session #: 4Start time: 4:30 End time: 5:15



RTR Step 1: Student will be able to verbally identify the sound-symbol correspondences and a word that starts with that sound for the short vowels: a, e, i, o, u, and the consonants, r, b, f, g, p, and t, and the sound-symbol correspondences for the digraphs ch, sh, -ck, th.

RTR Step 2: Student will be able to build phonetically regular words, with short vowels o and i, by blending the consonant r sound with the consonants, b, f, p, and t.

RTR Step 3: Student will be able to independently and orally read the phonetically regular words: Thud, Chug, Cluck, Seth, Skim, Grin, Brat, Grim,


Skid, Jock, Slug, Blob, Slab, Plan, with short vowels, digraphs, and consonants with fluency; and the high frequency words: would, make, like, into, and time.

RTR Step 4: Student will be able to independently and orally read the decodable book, “Todd Fox” with fluency.

RTR Step 5: Student will be able to independently spell and sort the following phonetically regular words: Fluff, Glad, Lad, and Flush, with the corresponding short vowel, a and u, in that word, then write a sentence being dictated with the spelled words.


RTR Step 1: White index cards with the following letters written in black: ch, sh, ck, th r, b, g, f, p, and t, and the following letters written in red: a, e, i, o, u

RTR Step 2: Sound board with the following letters: p, r, o, m, i, t, d, l, l, and g. A notebook, black pen and red pen for instruction.

RTR Step 3: White index cards with the following words: Thud, Chug, Cluck, Seth, Skim, Grin, Brat, Grim, Skid, Jock, Slug, Blob, Slab, and Plan. Vowels will be written in red and consonants in black. Yellow index cards with the following words: Would, Make, Like, Into, and Time. All words will be written in black.

RTR Step 4: The decodable short story “Todd and Fox”

RTR Step 5: Pencil and notebook with the sections a and u, written in red.

Assessment







Procedures and Skill(s) Targeted RTR Step 1: Tutor will hold and show the student index cards with vowels,



consonants, and digraphs, one by one, then ask the student for the letter name, sound, and word that starts with that sound. If student makes an error, tutor will provide the correct letter name, sound, and word that starts with that sound, and then have the student repeat the correct response.

RTR Step 2: Tutor will continue to work on r blends, by using student’s knowledge of the sound and letter correspondence of the consonant b, f, p, and t, by providing the student with a following six examples: brush, from, print, and trim. For this part of the instruction, a notebook will used to write the words (consonants in black and vowels in red). Then, tutor will ask the student to repeat the r blends.

Soundboard: Consonants will be placed on the top row and vowels in the middle row. Tutor will ask student to create the words being dictated by the tutor on the third row one by one. Once student has created the word, student is to give each of the phonemes in order, while pointing, and then read pronouncing the word as a unit. After pronunciation of the word, the next word will be dictated, until all of the words on the list have been built on the soundboard.


RTR Step 4: Student will read, “Todd Fox”, while teacher observes and takes anecdotal notes. Comprehension questions will be asked once the student is done reading.

RTR Step 5: Tutor will explain that words will be dictated that the student needs to categorize based on the short vowel sound he hears: a, or u. Tutor will check and assist the student with errors or hesitations. Tutor will then dictate a sentence to the student, in which the student will write on a separate line, underneath the columns with the short vowels. Student will read the sentence back when finished. Tutor will provide assistance during student hesitations and errors and check student work.


Tutor will ask the student to remind the tutor of the initial r blends he learned today. Student will be praised verbally and with a sticker for cooperation and hard work during the session.



*continue r blendsth ch -ck r b f

g t p

Step 2: Teach or Review New Decoding Skill. Notes:Letters needed: p, r, o, m, i, t, d, l, l, g, *introduce the

following r blends, using previously acquired knowledge from past sessionbr, fr, pr, and tr

Prom Prim Trim Trip Drip Drill

Grill


Notes:

PRWs HFWsThud Skim Jock Would

Chug Grin Slug Make

Chuck Brat Blob Like

Crush Grim Slab Into

Seth Skid Plan Time


Notes:

Book/Text Title(s):Todd Fox


Notes:

Headings (Must be vowels/vowel patterns): u and a Dictation exercise focused on l blends

Fluff Glad Lad Flush

Sentence: Ben is glad to sell the fish.



In step one, like previous sessions, Noah correctly identified the sound and letters to all of the short vowels and digraphs. He also correctly identified the letter-sound correspondence to the consonants, “r”, “b”, “f”, “t” and “pt”. The only sound he mistaken was “g” for “j”.

In step two, and during instruction, we continued to work on r blends. While I was reviewing the blends, Noah started giving examples of his own. During the soundboard activity, he correctly built all of the words using r blends. However, when he had to build the word “prom”, which was the first word, he hesitated and required multiple repetitions.

In step three, Noah correctly decoded all of the words, including the words he had difficulties with last session, like “Thud”, “Chug”, “Skim”, and “Blob”. When the word “Seth” came up, he read “Sith”, but self-correct. He also correctly read all of the high frequency words.

In step four, Noah read the story, “Todd Foxx”, in order to prepare for the comprehension piece that will be included next session, I asked Noah to tell me what happened during the story. He responded that, Todd was sitting on a rock then he got hot, so he moved. Noah’s fluency still requires improvement, however, I noticed that there are certain sections, where he reads with fluency, and others, especially in the beginning of the story, he does not. He did not misread, omit, or insert any words during the reading.

In step five, Noah correctly placed all of the words in their short vowel subheading. During the sentence dictation piece, instead of writing “Ben is glad to sell”, Noah wrote, “Ben is glad to sale”. This mistake could have been my fault, and the way I pronounced the word sell. When Noah made this mistake, I explained the difference between then, and repeated the word, “sell”, he ten exclaimed, “oh, e-l-l”.



In step one, we will continue to work on all of the short vowels, digraphs, as well as the consonant g since Noah continues to confuse the sound to the consonant j sound. In addition, I will also include the consonant j. Since I will introduce a new blend, in specifically the s blends, I will include the following consonants: s, m, n and w.

Like previously mentioned, a new blend will be introduced in step two. The new blends introduced will be sm, sn, and st. However, since based on Noah’s assessments, it seems like he is able to identify these blends, they will be a reviewed for reinforcement. The soundboard will be focus on the new blend.

Since Noah is showing comprehension of r blends, step three will focus on r blends, and include a few sl and sk blends, from session 3. Also, Noah has mastered the words I have continuously kept in this step, such as Chug, Thud, Seth, Jock, Skim, and Blob, will be removed. The high frequency words will be changed as well.

In step four; a decodable book focusing on the r blends will be selected.

In step five, since Noah has been working on s blends I plan to focus this dictation step on s blends.



As the session with Noah continue, I cannot help but notice that Miuan is improving his phonemic awareness, which is clear in Step 2 and Step 5 of the past sessions. At the beginning, and during assessments, it was clear that Noah had a greater strength in reading than spelling. However, according to Blachman (2004) who conducted a study on a group of poor readers and explicitly performed a program that emphasized the phonologic and orthographic connections in words and text-based reading, such explicit instruction improves students spelling skills. By explicitly teaching Noah phonologic and orthographic, and forcing him to give each of the phonemes in order, while pointing, then read pronouncing the word as a unit, when he creates a word, it is improving his spelling skills.

Word Cited:Blachman, B. A., Fletcher, J. M., Schatschneider, C., Francis, D. J., Clonan, S. M., Shaywitz, B. A., & Shaywitz, S. E. (2004). Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up. Journal Of Educational Psychology, 96(3), 444-461.


Overall, this session went well. It is clear that Noah is developing his phonemic awareness. Our rapport is also improving. Thus far, there are no concerns.






RTR Step 1: Student will be able to verbally identify the sound-symbol correspondences and a word that starts with that sound for the short vowels: a, e, i, o, u, and the consonants, s, g, j, m, n, and w, and the sound-symbol correspondences for the digraphs ch, sh, -ck, th.

RTR Step 2: Student will be able to build phonetically regular words, with short vowels u and a, by blending the consonant s sound with the consonants, m, g, n, t, and the digraph ck.

RTR Step 3: Student will be able to independently and orally read the phonetically regular words: Crop, Drill, Grin, Brad, Brass, Fret, Prop, Prom, Prod, Skit, Fluff, Slop, Slick, Trip, and Trot, with short vowels, digraphs, and consonants with fluency; and the high frequency words: Look, Two, More, Write, See.

RTR Step 4/Added Comprehension Component: Student will be able to independently and orally read the decodable book, “Seth’s Pet” with fluency. Student will be able to make a predication before reading the decodable book, “Seth’s Pet”. Then given a feelings chart, the student will be able to independently generate words that describe the characters’ and student’s feelings in two given events that occurred in the book, in the middle of the story. Student will then be able to share in picture form in a Sketch to Stretch activity.

RTR Step 5: Student will be able to independently spell and sort the following phonetically regular words: Skip, Sled, Plan, and Lip, with the corresponding short vowel, a and u, in that word, then write a sentence being dictated with the spelled words.


RTR Step 1: White index cards with the following letters written in black: ch, sh, ck, th r, b, g, f, p, and t, and the following letters written in red: a, e, i, o, u

RTR Step 2: Sound board with the following letters: p, r, o, m, i, t, d, l, l, and g. A notebook, black pen and red pen for instruction.

RTR Step 3: White index cards with the following words: Crop, Drill, Grin, Brad, Brass, Fret, Prop, Prom, Prod, Skit, Fluff, Slop, Slick, Trip, and Trot. Vowels will be written in red and consonants in black. Yellow index cards with the following words: Look, Two, More, Write, See. All words will be written in black.

Added Comprehension Component: Notebook, feelings chart, pencil.

RTR Step 4: The decodable short story “Seth’s Pet”.

RTR Step 5: Pencil and notebook with the sections a, i and e, written in red.

AssessmentRTR Step 1: Tutor will observe and complete anecdotal notes to record student’s


sound-symbol correspondences accuracy.



RTR Step 4/Added Comprehension Component: Tutor will observe and use anecdotal notes to record student’s fluency, in specifically pace, tone, and expression, as well as words student required support to read, words student identified but not automatically, and words substituted. Tutor will observe, use anecdotal notes, and student’s work to record student’s comprehension skills, and strategies.






RTR Step 2: Tutor will review s blends, by using student’s knowledge of the sound and letter correspondence of the consonant m, n, p, t, and w, by providing the student with examples. For this part of the instruction, a notebook will used to write the words (consonants in black and vowels in red). Then, tutor will ask the student to repeat the s blends.



RTR Step 4/Added Comprehension Component: Tutor will ask student to make a prediction based on the title of the story. Student will read, “Seth’s Pet”, while teacher observes and takes anecdotal notes. Tutor will then stop student after the word, “No”, in the middle of the story and ask the student to complete a feelings chart. Tutor will provide assistance if student requires extra support. After the feelings chart, tutor will ask the student to finish reading the short story. At the end of the short story, the student will complete a Sketch to Stretch on how the

characters feel now that they have reconciled.

RTR Step 5: Tutor will explain that words will be dictated that the student needs to categorize based on the short vowel sound he hears: a, i or e. Tutor will check and assist the student with errors or hesitations. Tutor will then dictate a sentence to the student, in which the student will write on a separate line, underneath the columns with the short vowels. Student will read the sentence back when finished. Tutor will provide assistance during student hesitations and errors and check student work.


Tutor will ask the student to remind the tutor of the initial s blends he learned today. Student will be praised verbally and with a sticker for cooperation and hard work during the session.



Review s blendsth ch -ck s g j

m n w

Step 2: Teach or Review New Decoding Skill. Notes:Letters needed: m, u, g, s, n, a, ck, t, *Review s blends:

sm, sn, sp, st, sw,,, specifically sn, based on assessments.

mug smug snug snag snack tack

smack


Notes:

PRWs HFWs *focus on r blends, few sl and sk blends

Crop Fret Fluff Look

Drill Prop Slop Two

Grin Prom Slick More

Brad Prod Trip Write

Brass Skit Trot See


Notes:

Book/Text Title(s):Seth’s Pet

*Brought the word, “Seth” down into step 4.


Notes:

Headings (Must be vowels/vowel patterns): i, e, and aSkip Sled Plan Lip

Sentence: We will skip to class.



In step one, Noah correctly identify the sound-symbol correspondences to all of the short vowels, digraphs, and consonants, including g and j. In the past session, Noah has confused the consonant g sound, with the consonant j sound. Also, Noah came up with most of the words that started with that sound on his own. For example he said E for edge, g for goat, and j for jug. It is clear that

In the instruction/review section of step two, the following s blends were reviewed: sm, sn sp, st, and sw. However, based on the assessments performed at the beginning it was clear that Noah was correctly identifying and writing the sm, sp, and st. Since I was unclear about sn, and sw, the soundboard activity was intended to focus on those blends. He correctly built all of the words given and did not hesitate with any.

In step three, Noah correctly and fluently read most of the PRWs correctly. Noah read the words, “Fret”, “Prod”, “Trot”, using the long vowel sound. After explaining to him, that the short vowel is used when a word is in a CVC form, he tried the words again, after finishing all of the index cards and correctly decoded them. When we finished the stack of index cards with the PRWs, and before he tried “Fret”, “Prod”, “Trot” again, Noah was worried about how many words he got wrong. I had to remind him, that I was counting how many words he got wrong, but that we were going to try the third he had trouble with again.

In step four, which included the added comprehension component, started off rough, but ended well. I begin this step by showing Noah the title of the story, “Seth’s Pet”, and asking him to tell me what type of pet he thought Seth’s Pet was. Noah quickly said, “I don’t know” and started acting silly. He quickly started skimming the text looking for an answer. When I removed the text from in front of him, and explained that he’s simply making a prediction, that I wasn’t looking to see if his answer was right or wrong, just to hear what he thought, Noah responded, “Bunny”. Thinking back now, I should’ve made a prediction myself as a model. After the predication, Noah read the story, and we stopped midway to complete a Feelings Chart. The first event in the feelings chart was “Hip-Hop isn’t on this mat”. I specifically choose a feelings chart, because during his assessments it was clear that Noah understood explicit details, but struggled to think about implicit details. To this event, Noah wrote that Seth was Sad and Hip-Hop (Seth’s Pet) was happy, and that he was feeling Happy. When I asked him why he thought Hip-Hop was happy, he answered because the pet was being left alone. When I asked him to explain why he felt happy about this event, he said because it’s a funny story. Presumably, Noah means that the story wasn’t necessarily funny but that he was enjoying it. For the second event, which was “Is this Hip-Hop?” where Seth thought he found his pet, Noah said Seth was feeling “sad” and “happy!” and for himself he said he was feeling happy. Once he finished reading the entire story, which he did not show any hesitations, he completed a sketch to stretch activity. The only hesitation Noah showed during the reading was at the beginning reading the word “Seth”. However, after properly decoding it,

he read it fluently throughout the story.

In the last step, which focused on sk and sl blends, Noah correctly identified the vowels in the words dictated, and placed it under the correct subheadings. He correctly spelled all of the words. The only word he self-corrected was “will” when he was writing the sentence; instead of writing “will” he started by writing “weill”, stopped himself and said, “w-i-l-l, right?” No other mistakes or hesitations were made during this step. However, as our sessions continue, I cannot help but notice that Noah’s handwriting needs improvement. He is not writing his sentences on the line. Next session this will be addressed.



In step one, short vowels, and all digraphs will be kept. The consonants g and j, will also be kept despite the fact that he correctly identified the sound-symbol correspondence to each. New consonants will be added as well.

In step two, a new blend will be introduced and the soundboard activity will focus on that.

In step three, the words he decoded using long vowels will be kept. So the PRWs, “Fret”, “Prod”, and “Trot” will remain in this step. Since Noah seemed to do well with the s blends, such words will be included here, as well as r blends from two sessions ago. Sl and Sk blends will be faded out of this step and moved down to the next step. New high frequency words will be chosen.

In step four, a decodable book using sl an sk blends will be chosen.

And in step, a dictation activity on blends he has mastered will be chosen.Connect your insights and understandings to course readings.


In order to enhance Noah’s comprehension strategies, a Prediction, Feelings Chart and a Sketch to Stretch activity were included in this lesson (Bear et. all, 2008). These activity were selected from the Words Their Way book, which focuses on selecting activates before, during and after a reading to promote comprehension skills in students. As previously mentioned, during the leveled passages assessment, Noah answered explicit questions correctly but needed further instruction on implicit questions, which requires students to take the explicit details from the story and make connections. So since he required further instruction in implicit questions, I selected a Feelings Chart as a during activity to allow Noah to take that extra step and make connections on what he thought characters were feeling during events in the book. The Sketch to Stretch activity was also selected from the Words Their Way book.

Work CitiedBear, D.R., Invernizzi, M., Templeton, S, & Johnson, F. (2008). Words their way (5th ed.). Upper Saddle River: Pearson/Merrill Prentice Hall


This session went very well. I can tell that Noah is improving, and that he seems to enjoy the five-step process. He is also opening up a lot to me. Often, if a word reminds him of something in his personal life, he stops to share what he’s thinking. An example during this session was, he stopped to share that he and his dad are going to Oregon over the summer. Noah is definitely becoming more comfortable, and that’s clear when he hesitates or self-corrects and looks at me for reassurance.






RTR Step 1: Student will be able to verbally identify the sound-symbol correspondences and a word that starts with that sound for the short vowels: a, e, i, o, u, and the consonants, s, g, j, t, and w, and the sound-symbol correspondences for the digraphs ch, sh, -ck, th.

RTR Step 2: Student will be able to build phonetically regular words, with short vowels i, by blending the consonant s and t sound with the consonants, w, p.

RTR Step 3: Student will be able to independently and orally read the phonetically regular words: Smack, Swell, Stash, Trim, Fran, Fret, Spat, Speck, Prod, Sniff, Snuck, Smug, Stun, Staff, and Trot with short vowels, digraphs, and consonants with fluency; and the high frequency words: Number, Could, People, Been, and Made.

RTR Step 4: Student will be able to independently and orally read the decodable book, “Chad and his Chums” with fluency.

RTR Step 5: Student will be able to independently spell and sort the following phonetically regular words: Skid, Jack, Slick, Slug, Thud, and Skim with the corresponding short vowel, a, i and u, in that word, then write a sentence being dictated with the spelled words.

Added Expository Comprehension Component: Student will be able to fill outa K-W-L chart on Sharks, and answer comprehension questions at the end of the story.


RTR Step 1: White index cards with the following letters written in black: ch, sh, ck, th, g, j, s, t, and w, and the following letters written in red: a, e, i, o, u.

RTR Step 2: Sound board with the following letters: w, i, n, t, p, s, g, and r. A notebook, black pen and red pen for instruction.

RTR Step 3: White index cards with the following words: Smack, Swell, Stash, Trim, Fran, Fret, Spat, Speck, Prod, Sniff, Snuck, Smug, Stun, Staff, and Trot. Vowels will be written in red and consonants in black. Yellow index cards with the following words: Number, Could, People, Been, and Made. All words will be written in black.

RTR Step 4: The decodable short story “Chad and his Chums”.

RTR Step 5: Pencil and notebook with the sections a, i and u, written in red.

Added Expository Comprehension Component: KWL Chart, “Sharks” expository book, pencil, cube with comprehension questions.

Assessment





RTR Step 4/: Tutor will observe and use anecdotal notes to record student’s fluency, in specifically pace, tone, and expression, as well as words student required support to read, words student identified but not automatically, and words substituted. Tutor will observe, use anecdotal notes, and student’s work to record student’s comprehension skills, and strategies.


Added Expository Comprehension Component: Tutor will observe, use anecdotal notes, and student’s work to record student’s answers to comprehension questions before and after the reading.





RTR Step 2: Tutor will teach two blends, by using student’s knowledge of the sound and letter correspondence of the consonant s, t, and w by providing the student with examples. For this part of the instruction, a notebook will used to write the words (consonants in black and vowels in red). Then, tutor will ask the student to repeat the blends he learned.



RTR Step 4: Tutor will ask student to make a prediction based on the title of the story. Student will read, “Chad and his Chums”, while teacher observes and takes anecdotal notes.

RTR Step 5: Tutor will explain that words will be dictated that the student needs to categorize based on the short vowel sound he hears: a, i or u. Tutor will check and assist the student with errors or hesitations. Tutor will then dictate a sentence to the student, in which the student will write on a separate line, underneath the columns with the short vowels. Student will read the sentence back when finished. Tutor will provide assistance during student hesitations and errors and check student work.

Added Expository Comprehension Component: Tutor will explain to student that she will be reading a text on Sharks. Tutor will give a KWL chart before reading the story. When student has completed the K and W section, tutor will read the text demonstrating fluency. When the reading is over, student will roll a cube with comprehension questions and answer to the best of his ability. After answer four questions, student will complete the L section of the KWL chart.


Tutor will ask the student to remind the tutor of the initial sw and tw blends he learned today. Student will be praised verbally and with a sticker for cooperation and hard work during the session.


Step 1: Review Sound-Symbol Correspondences. Notes:a e i o u sh *continue s blends

(last set of initial blends)

th ch -ck g j s

t w

Step 2: Teach or Review New Decoding Skill. Notes:Letters needed: w, i, n, t, p, s, g, r, *Instruction on tw

and swWin Twin Tin Pin Spin Grin

Grip


Notes:

PRWs HFWs *focus on s blends

Smack Fret Snuck Number

Swell Spat Smug Could

Stash Speck Stun People

Trim Prod Staff Been

Fran Sniff Trot Made


Notes:

Book/Text Title(s):“Chad and His Chums”


Notes:

Headings (Must be vowels/vowel patterns): a, i and u *focus on sk and sl blends (included Thud and Skim)Skid Jack Slick Slug Thud Skim

Sentence: Jack can skid if the path is slick.



In step one, Noah correctly identified the sound-symbol correspondences to all of the short vowels, digraphs, and consonants. He remembered the words we associated to the sound from previous sessions, like o for “octopus”, i for “itchy”, ch for “chocolate”, -ck for “back”, and j for “jug”. For the words t, Noah said “towel”, which was a new and for the word g Noah said “giraffe”. Although, Noah correctly said the letter correspondence to g, he did not make the sound correspondence to g. “Giraffe” does not follow the consonant sound g makes instead it makes the j sound. Based on previous session, Noah has been consistency mistaking the g for j sound. So when we finished step one, I took the g and j index cards and asked Noah which letter made which sound multiple times, changing the sound I was giving him, and giving him words slowly increasing the speed.

In step two, and during part of instruction, we reviewed the tw and sw blends. Noah hesitated to build the first two words on the soundboard, “win” and “twin”, and required my assistance. For the remaining words, he built without hesitations and on his own. However, the remaining words did not use the blend we were reviewing, so for the next session it is recommended that he continue practicing the tw and sw blends.

In step three, Noah did an excellent job properly decoding all of the PRWs. He read the words he knew fluently and the words he did not, he gave each phoneme in order, then read pronouncing the word as a unit, like in step two. I praised Noah for doing this, and he smiled proud of himself.

In step four, which was a decodable story that focused on the ch digraph, Noah showed more fluency than in previous session. This could be due to the story’s use of dialogue. However, he required assistance to decode the words, “mum” and chums”. After his reading, I asked Noah a few comprehension questions, like “What three items did Chad and his chums buy”, “Who did they buy the three items for?”, and “Who did they forget to buy something for?”. He answered all of the questions correctly.

Lastly, in step five, Noah’s attitude seemed to change but he completed the step as instructed. He correctly identified all of the vowels in the CVC words, and placed them in the proper heading, without assistance. Since I noticed Noah required further instruction on his writing mechanics last session, I encouraged Noah to write on the line, which he did when he was told.

In the added comprehension component, Noah completely changed his attitude, and it got worse than in step five. Instead of following instructions and cooperating, he sat angry without answering questions. I’m unsure what triggered this behavior, my assumption is that he witnessed other students receive hot fries from their mentors and tutors, and wanted some, but I apologized because I did not have any. A KWL chart was originally planned, but based on Noah’s lack of cooperation we did not complete it. Thinking back, I could have ben proactive and planned for such interpretations. However, I read the expository text to him fluently and showing engagement, and he listened. Then when it came to the cube part of this step with comprehension

questions, his interest increased since he would be physically moving to roll the dice. He answered questions correctly and remembered important facts about sharks from the text.



Since next session is the last session, reassessments will be conducted. The Road to Reading Words Lists, Words Their Way Spelling test, and Elementary Reading Attitude Survey-Garfield will be performed. An engaging activity will be planned as well; focusing on the blends we have been working the past sessions.



Since there was an added expository comprehension piece added to thissession, a KWL chart and comprehension questions were incorporated.According to the National Education Association (n.d), a K-W-L chart isan instructional reading strategy used to guide students through a text. Additionally, such graphic organizers get students thinking about the topicand asking questions about the topic before doing the reading.Furthermore, with the cube that held comprehension questions,high order thinking was encouraged through the questions.According to Thomas and Thorne (2009), in order to encourage ahigher order thinking, there are six levels of higher order thinkingquestions. During this session, I encouraged Level 4: VoiceEncouragement to Seek Response Through Authority.Whenever, I asked a question, for example: What are all the parts of ashark, I encouraged Noah to think about what section of the expositorytext he would find that information. Asking Noah what section he couldfind that information, provided him with authority to his response,encouraging a high order thinking.

Works CitiedK-W-L (Know, Want to Know, Learned). (n.d.). Retrieved from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.htmlThomas, A., and Thorne, G. (2009). How To Increase Higher Order Thinking.Metarie, LA: Center for Development and Learning.


It is clear that the things we are working on are sticking to Noah. I am glad that he is using what we do in step two in step three. I hope that he is using what he is learning during these sessions outside of the Youth Life center as well. Towards the end of the session, it was difficult to get Noah to cooperate, but Amber helped in convincing Noah that he didn’t need the hot fries. This is something I am grateful for; I believe the center does a great job at getting students to behave by giving them a reason to behave well, and by helping students see the bigger picture. Amber pointed out that although I do not have hot fries, I was giving him the ability to read well. After that, Noah’s attitude

http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html

changed and we continued the session.

Reassessments

Purpose:

During this lesson, the Words Their Way Elementary Spelling Inventory, an Elementary Reading Attitude survey and the Road to Reading Phonetically Regular Word Lists will be performed and scored on a student to reassess student’s current knowledge. The Words Their Way’s Elementary Spelling Inventory will allow administrator to identify the student’s current spelling stage level and determine the student’s instructional level based on the analysis of the inventory. The Elementary Reading Attitude survey will be performed to provide a quick indication of the student’s attitude towards reading. The RTR Phonetically Regular Word List will determine the student’s current level by identifying the words the student can decode.

Objectives:

Given the three assessments, Words Their Way Elementary Spelling Inventory, Reading Attitude Survey, and the Road to Reading Phonetically Regular Word Lists, the student will perform the assessments to the best of their ability.


Teacher will explain to the student that today he will be taking three different assessments and they will be playing a game using what the blends he learned previous sessions.

DevelopmentAssessments will be performed in the following order: RTR Phonetically Regular Word

Lists, WTW Elementary Spelling Inventory, Reading Attitude Survey. Teacher will explain the directions for each of the assessments before conducting them. For the WTW Elementary Spelling Inventory teacher will explain that the spelling inventory is similar to a spelling test; the teacher will say the word then a sentence using the word. For the RTR Phonetically Regular Word-Lists, the teacher will ask the student to read the letters from left to right. For the attitude reading survey, teacher will explain the four Garfield faces. After explaining that, teacher will read each question to the student. In between the assessment, and whenever the tutee desires a break, the teacher and student will play a memory card game. The memory card game focuses on matching a picture with its initial blend.

SummaryTeacher will give the student a sticker after completing all assessments and a prize if he

wins the memory card game.

Materials: Pencils Words Their Way Elementary Spelling Inventory Reading Attitude Survey RTR Phonetically Regular Word Lists Memory Card Game Stickers Prize

Evaluation/Reflection:In this last tutoring session, reassessments were conducted to determine Noah’s growth

after the Road to Reading program. Since the same assessments conducted in this session were conducted at the beginning of the semester, it is inevitable to note Noah’s growth academically and behaviorally. In contrast to the beginning of the year, Noah did not break concentration and constantly sounded out words while reading or writing the word during the assessment in this session.

For the WTW Spelling Inventory, Noah correctly spelled six out of twenty five words. Noah previously answered three out of twenty five words. Based on the WTW Spelling Inventory, Noah’s spelling instruction should begin in Within Word Pattern spelling stage, focusing on other vowels. On the RTR Phonetically Regular Word Lists Noah improved on all of the levels conducted. On the Red Level he improved from a 90% to a 95%. In the Orange Level,

Noah improved from a 60% to a 95%, only misreading “smoke” for “smock”. In the Yellow Level Noah improved from a 75% to an 85%. In the Green Level I, Noah scored a 90% this time, compared to an 80% in the first time. In the Green Level II, Noah improved from a 70% to an 80%; and lastly in the blue level Noah scored 85% compared to a 40% previously. Throughout this assessment, Noah constantly self-corrected himself and decoded each phoneme then blended the sounds correctly reading the word.

In the Garfield Attitude Survey, Noah scored similar to the first time he took the survey. Based on his answers, it seems like Noah enjoys reading but still does not like reading during free time, summer time, and/or instead of playing. Overall, this was a smooth session. At first, Noah was annoyed and reluctant when the memory game was introduced, but that quickly changed when he started playing. I definitely saw Noah’s competitive side, but enjoyed seeing it since it was related to literacy. Overall, it’s been great seeing Noah improve through the RTR program.

Summary Report

After conducting a variety of assessments, the Road to Reading (RTR) intervention

program was done with Noah. Based on the assessments conducted in earlier weeks, and data

collected from those assessments, it was recommended that Noah’s instruction begin by

reviewing the short vowels. Therefore, Noah’s instruction begin at the end of the Red level on

the RTR reading program. In order to follow the intervention program with fidelity, technology

was not used during any of the lessons. Also, since Noah’s first language is English, his English

proficiency’s skills were not considered during planning, nor addressed in the lessons.

Tutoring Summary

The red level of the RTR program addresses reading and spelling closed syllable words

with short vowels and digraphs. Since the WTW Spelling Inventory data concluded that Noah

knows his digraphs, the first lesson was focused on reviewing the short vowels, in specifically

the short vowel u, with digraphs in a CVC form. Furthermore, since Noah missed the digraph ch

in the spelling inventory, instruction during the first few lessons focused on the diagraph ch and

ck. For example for the first lesson, the soundboard was focused on creating phonetically regular

words with the short vowels a, i, u, and the digraph ch, such as hat, and chat. The short vowels

and digraphs, in addition to consonants, were constantly reviewed throughout the tutoring

sessions, in step one of the RTR program, in order to help Noah remember the sound

correspondences in words used throughout the lesson.

After reviewing the short vowels and digraphs, lessons began to move into the Orange

Level. Based on the assessments conducted, it was recommended that Noah receive instruction

on blends after a review of the short vowels and digraphs. The Orange level focuses on syllables

with double final consonants, initial and final blends, as well as s and –ing ends. Instruction in

the Orange level began with initial blends. The order of instruction on initial blends was chosen

based on RTR’s recommended order; so instruction began with l blends, then r blends, and after

that s blends. However, some blends were explicitly retaught due to Noah’s evidence of

understanding on assessments, such as bl, cl, fl, gl, pl, cr, sm, sp, st, and sw. Although they were

not retaught, they were reviewed and included during multiple steps in the RTR lessons, for

example in lesson four r blends were introduced in step two but in step three words such as blob,

plan, and slug were included as a phonetically regular word.

Based on observations during lessons, RTR lessons required accommodations based on

Noah’s processing profile, skills, and unique interests. For the first RTR lesson, in step four a

picture book was selected, focusing on short vowels; however immediately after being

introduced, Noah’s behavior completely changed. Therefore based on this observation, for the

following lessons decodable books with minimal pictures, and on one page were selected. Stories

were also selected based on Noah’s interest, like dogs, insects, sharks and etc. Additionally,

since digraphs were reviewed during the first RTR lesson, by the second lesson it was clear that

Noah continued to misread the ch digraph; so, in order to help Noah, an additional soundboard

was created in lesson three focusing on the digraphs ch and –ck. Furthermore, during

assessments, and the first RTR lesson, observations and anecdotal notes showed that Noah read

unfamiliar words without segmenting sounds, and by quickly reading them as words he did

know. As a result, when Noah came upon an unknown word he did not use his decoding skills,

so uncommon phonetically regular words were chosen during step four, such as Fran, Seth,

Prod, Fret, Smug, Trot, Slab, and more.

Comprehension in narrative and expository texts, and vocabulary were literacy

components that were worked on during RTR lessons as well. For the vocabulary added

component, Noah completed a Frayer Model, defining, explaining characteristics, and giving

examples and non-examples of the word “antonym”. For the narrative comprehension piece,

Noah completed a Feelings Chart and a Draw to Sketch activity in the middle and end of the

reading, respectively. Lastly, for the expository text comprehension piece, the tutor read a book

to Noah on sharks modeling fluency, then Noah answered questions at the end of the passage

retelling, and applying the information read to him.

Future Instruction

In order to determine Noah’s growth after completing six RTR lessons, the WTW

Spelling Inventory, Elementary Reading Attitude Survey, and the RTR Phonetically Regular

Word lists assessments were performed again on Noah. Based on the new assessments, Noah has

demonstrated growth. On the WTW Spelling Inventory, scores demonstrated that Noah’s

spelling instruction should begin in the middle or late other vowels word patterns, such as er, ew,

ar, ow and more. Based on the RTR Phonetically Regular Word lists, Noah improved on all of

the colored RTR levels. But based on the scores, his instruction should begin at the Yellow level,

since he scored 85% accuracy on words read correctly, if instruction is proceeding with the RTR

intervention program. The Yellow level focuses on final e words with single consonants, blends,

digraphs, open one-syllable words ending in y, compound words and two syllable words with

two consonants between two vowels. On the Elementary Reading Attitude Survey, testing his

recreational and academic attitude towards reading, Noah scored in the 38 percentile ranks for

recreational and 41 percentile rank for academic. Overall, Noah’s attitude is within the 38-

percentile rank for overall.

In regards to fluency, comprehension, and vocabulary, future instruction should also

focus on the mentioned literacy components. Throughout sessions, it was unclear especially in

step four whether Noah’s current fluency was a result of his dislike towards reading or story, or

of his fluency abilities, but often Noah read in a monotone. Therefore, Noah can benefit from

instruction on fluency, such as Reader’s Theatre, Repeated Readings, and Choral Reading. As

Noah’s reading skills increase, instruction should also be focused on vocabulary. As previously

mentioned, in order to encourage Noah to use the decoding skills he was learning, uncommon

words were selected for Noah to read. However, since these words were uncommon, like prod,

chug, thud, and fret, Noah was unfamiliar to what they meant, and often the tutor had to explain

what the word meant in order for Noah to recall the word the following sessions. So instruction

in vocabulary recommended with activities such as the Frayer model, and others. Based on the

assessments conducted before the RTR lessons, it was concluded that Noah required instruction

on comprehension, in specifically applying information obtained to make explicit inferences, and

connections. Therefore, future instruction should focus on comprehension skills as well, with

activities such as Teacher Think Aloud, questioning, story maps, and retelling.

Reflection

If tutor were to begin tutoring this student again, there would be a few things done to

circumvent any caveats from happening. The first thing would be asking the tutor what his

interest are, then using that information to select books and activities throughout the session.

Furthermore, to improve the tutoring experience, a positive behavior plan would be created to

diminish any disruptive behavior. In regards to instructional suggestions, if the RTR program

were to be continued with this student again, tutor would create an additional section in step

three with nonsense words. The purpose of this instructional suggestion is to encourage Noah to

read unknown words, while giving each of the phonemes in order then reading the word while

pronouncing it as a unit. However, Noah would be informed that the nonsense words in this

section were nonsense words, in order to prevent Noah from memorizing such words, and adding

it to his vocabulary.

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