Karl's reading level was one of the things that improved the most while we were working. Even more impressively, he was able to grow from a Fountas and Pinnell reading level of E to a level of L (Table 2). At the beginning of the year I assessed him and found that he was in the middle of the letter name alphabetical stage.
However, I suggested to Ms. R that Karl continue to work on his understanding of long vowel patterns using letter tiles or other manipulatives that would allow him to deepen his knowledge of long vowel patterns. his primary spelling inventory was that he could spell all words using "sh" and "th" but could not spell any words with "ch" in his final assessment. see Appendix D2). With this progress, he was able to elaborate on the problems he was having with our material. Through our practice with these samples, Karl was able to develop a deep understanding that allowed him to distinguish between short and long vowels, as shown on his final Primary Spelling Inventory score (see Appendix D2).
In isolation, Carl could tell me what each of the short vowel sounds sounded like. At his mid-term formative assessment (see Appendix C) he was only able to pronounce words with short vowels. However, after our practice, he was able to pronounce all short vowel words but only one short 'i' word on our final Beginning Spelling Inventory (see Appendix D2).
He could recognize the patterns as he read so he could read the word.
Appendix A
Instructional Action Plan
Word study will be our main focus to work on vowel patterns and build on consonant blends. Teaching reading strategies will also play a role in our teaching as we will be working on reading books that are at the students' learning level. Possible texts to use (identify at least 5-7 that touch on interests and are in
Ricky RIcotta's Mighty Robot by Dave Pilkey and Martin Ontiveros (340L) - student loves superheroes and will enjoy this book. However, it will push him to rely less on illustrations as there are fewer than his typical books. Commander Toad and the Planet of the Grapes by Jane Yolen (Guided Reading K) This is above Karl's reading level, but I foresee him growing rapidly this year.
Buzz Boy and Fly Guy by Ted Arnold (Guided Reading: J) The student will be interested in his book because we are reading comic books or graphic novels. Area for development and strategies/techniques (be sure to discuss areas of strength and need). Word Study Notebook: The student and I have been working with a word study notebook where he can keep soundboards as well as any work he completes.
This will be one strategy that the student already does well and that I will build upon through comprehension strategy instruction. As a pre-read: The Tiger Rising by Kate Dicamillo (sticky notes to mark comprehension questions and other strategies) - provides a student with an example of fluency and reading comprehension goals beyond his reading level. Development of Language Plan (Identify one or two goals and the strategies/techniques and materials you will use to work toward the goals that address some of the language needs you mentioned earlier in your discussion.
Routine for the Teaching Time: 30-45 minute sessions; how you will allocate the time for each of the tutoring areas. Warm-up: (3 minutes) The student and I will sit down and review our goals from the previous sessions. Read aloud: (5 minutes) I will read one short chapter of the book, The Tiger Rising, aloud to my student.
Appendix C
Appendix D
Appendix E
Although he could only spell one word with long vowels correctly, he showed signs of familiarity with long vowel patterns in his spelling. We delved into our book The Tiger Rising and were able to practice critical character analysis. Karl seemed to really like this because most books at his independent reading level don't have enough character development to do activities like this.
I was explaining the vowel teams and the boss "e" and tried to show him that the "e" at the end was making the "a" in the middle do all the work. So, I explained that he was the boss of 'e' who made his sister, 'a', do all the work. got really excited about this and seem to have a good grasp on this and the other patterns now. Next, I asked Karl to find all the patterns we had covered in words from the chapter we read in The Tiger Rising.
I realized that many of the things I had worked on with her were the same things she had been. She gave me the reading levels of all the students and I was able to form groups, choose texts and use the lesson plan template from the book. Some of the other things I've been working on with my coach have been introducing the book bags to the same new teacher as well as seeing my coach's plan to implement all the required DPs she needs to have by at the end of the semester.
Unfortunately, the snow days put a bit of pressure on the planning and some of the days were pushed into the following week. It was very interesting to see how the weather affected all the plans my coach had made. week I was able to catch up with her and get a sense of how she was handling all the extra work. In the meantime, I'm brainstorming some of the lessons I'm going to implement when Karl and I can meet on a more regular basis.
I also think I'll use some of the readers' plays we learned about in Dr. She and I started by catching up on all the things she has been working on since my last visit in November. However, she has added a few things and wants to make sure all materials are accounted for.
What word work does the child need, and how does it connect to the rest of the teaching (Warm-up Reading, New Reading and or Writing). What will the child write, and how does it connect to the rest of the lesson. We will then begin reading our next chapter in The Tiger Rising by reviewing our questions from the previous week.
I want Karl to put a card on the table when we come to the word he wants to know the meaning of. When he lays down the card, we will stop our reading and write in the notebook, discovering its meaning together. After reading the chapter, Karl and I will each come up with a question from the chapter and write it on a sticky note.
I will then ask Karl to look back at the chapter we read to find five words that match this pattern and write them in his word study notebook.
Karl and I will go back to our goals worksheet and fill out a form that will allow us to make a clear connection between all of our learning activities. Second, we will go over our New Vocabulary flashcards so he will remember how to use them throughout our lesson. Karl and I are going to review the questions we brainstormed in the final chapter of The Tiger Rising.
He will follow his copy of the text. keeping in mind the new vocabulary cards that allow him to stop me and add new words to our word bank in his word study notebook. When we add a new word, Karl will read the sentence that comes from hearing me read it out loud. After reading the chapter, each of us will ask questions we have about the chapter.
Then we will play a board game that requires Karl to correctly identify which vowel pattern individual words have. Karl and I will go back to The Tiger Rising and find one word from the chapter to match our vowel pattern categories from the board game. Karl and I will review the goals worksheet and determine if we met our goals for the session.
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
How do you know what the student learned during this session? Please share formal and informal forms of assessment) Formal assessment: Objectives and finding the words from our text worksheet. I will start modeling and use the guided release model to give Karl the best chance to take ownership of the activity.
Appendix G
