Staton 1
Reader Case Study – Phase II
Administration of Screening Assessment
The researcher will work to improve the phonics of a fourth grade male. The
researcher administered a Wilson Assessment and a benchmark. Both assessments
took place in the resource room with no other children around during the tests. For the
Wilson Assessment the student was shown all consonant letters and asked to say each
consonant sound aloud. He was then shown digraphs and trigraphs (sh, ck, ch, ect)
and asked to say each sound aloud. Next the student was shown vowels and asked to
repeat all possible sounds each vowel can make. The student was asked to say the
sounds of additional letter combinations such as am, an, all ect. Lastly the student was
given a list of words and asked to say each word aloud. If the student mispronounced 5
words in a row he did not move on to the rest of the lists. During this time the
researcher tracked the sounds that were said correctly and marked which sounds he
produced with difficulty. Those that were left blank the student did not attempt to say.
The researcher also used a benchmark for a Level K book. The researcher noted the
student’s average WPM and marked words that the student mispronounced or skipped
over. A fluency score was then given at the end of the assessment.
Interpretations of Assessment
Following the assessments, the researcher reflected on the scores. The student
was able to state at least one sound of each vowel and only mixed up the consonant
sounds of b and d. After looking at the assessments the researcher concluded that the
Staton 2
problem was not based solely on phonics but on putting words together. She was able
to conclude this from the list of words the student verbally said at the end of the Wilson
Assessment. The researcher feels that the student needs one-on-one help to increase
his phonics skills and fluency. This will be done through a series of five lessons, which
the researcher will conduct during the morning from 9:05-9:30 in the resource room.
Plan of Action
Based on the background knowledge of the student the researcher was able to
pick out mystery books to incorporate in the lessons. The student seemed to get
excited about chapter books so the research was able to choose books at his reading
level that had small chapters. This seemed to motivate the student to continue to read.
It is noted in student’s IEP that he often got frustrated when reading and it was the
researcher’s intention to be able to use books to keep student engaged and motivated
throughout the lesson. The books were borrowed from a cooperating teacher that is the
school’s resource teacher. The researcher will chose a graphic organizer, review
games, and appropriate worksheets to use during the lessons. The researcher also
plans on using the mystery books to motivate that student to get through the lessons
quickly and efficiently. The researcher will develop lessons on phonics and have a
slight focus on fluency. The lessons will include strategies to differentiate between b
and d, the silent E rule, and beginning, middle, and ending sounds. Increasing speed is
not a goal in the researcher’s instruction but the researcher will incorporate the
importance of accuracy and help guide the student into re-reading until the words or
sentences make sense.
Staton 3
Lesson Plans
Lesson 1

Teacher will allow student to read for 15 min in the book, The Silver Buckle.

Teacher will record how the student did and any problems that the student faced
while reading the book.

Next a worksheet will be introduced that worked on the silent E rule.

Teacher will show student the rule and use the worksheet to practice making the
long vowel sound with the silent E at the end.

Student will then look at the worksheet and read the different vowel sounds and
teacher will track if student is able to remember the silent E rule.
Lesson 2

Give student a cube that has either a B or a D on each side.

Have student roll cube and place the B or D on a word that starts with the
appropriate letter.

Teach student the “hand” strategy. (Make a B with the left hand and a d with the
right. Tell student that the B is the left hand because it comes before in the
alphabet.)

Teach reviews silent E rule and ask if he remembers the rule.

Show the student the worksheet with the difficult words on the bottom and
introduce chunking.

Have student read the first row and use chunking to figure out the word that is
written.
Staton 4

Ready The Silver Buckle- throughout reading if B and D are reversed have
student use hand strategy to figure out the appropriate letter.
Lesson 3

Show student silent E flashcards and separate into piles. Which words did
student say incorrectly and which words did student say correctly.

Go over worksheet that was introduced in previous lesson and go over at least
one question in each section. Tell student to complete homework and bring it
back next week.

Introduce game- tell student that we are now going to work on beginning, middle
and ending sounds. Using chunking we can figure out the beginning middle and
ending sound. Go over multiple cards from game and have student say each
word and then the beginning middle and ending of each word. Tell student next
lesson we will play a matching game with these cards.

Ready The Silver Buckle- throughout reading if B and D are reversed have
student use hand strategy to figure out the appropriate letter.

Assess student using Benchmark for Level K and Wilson Assessment
Lesson 4

Collect student’s homework

Go over homework and ask student to say what he did for at least one question
in each section

Go over silent E flashcards and separate into piles of which words student was
able to say correctly and which ones he said incorrectly.
Staton 5

Ready The Silver Buckle- throughout reading if B and D are reversed have
student use hand strategy to figure out the appropriate letter.

Play the game that matches beginning, middle or ending sounds with student

Note if student has grasped the silent e and sounds that were previously
introduced.
Lesson 5

Pull out silent E cards and have student run through the flashcards.

Next play the game that has to do with the beginning, middle and ending sides
along with the silent e rule.

Introduce the graphic organizer and have student complete as much as he can
do

Ready The Silver Buckle- throughout reading if B and D are reversed have
student use hand strategy to figure out the appropriate letter.

At the end of lesson do final assessment. Have student complete Wilson
assessment. Student has been working on sound recognition and using
literature to accurately read words. See what improvement student has been
able to make through the lessons that you have instructed. Administer
Benchmark for Level K book.
Staton 6
Dear Parents/Teachers,
Hello, I have been working with your child to determine what areas in reading he needs
additional help. After assessing your child, we have determined that he would benefit
from one-on-one instruction. The instruction will concentrate on fluency and sound
recognition. During our lessons we will focus on review of sounds, and reading to
increase fluency.
Within the 5 one-on-one intervention lessons, I will use different teaching strategies to
focus on the previously listed areas. If there is a book from home that the child would
like to read, please feel free to send it along with him. During our lessons your child will
be introduced to new strategies that will aid him in becoming a proficient reader. I ask
however, that at home when reading with the child you ask him to continue
demonstrating the skills that he is being taught. I will not additional reading for the child,
and ask that he complete the appropriate papers that are to be sent home with him
throughout our lessons.
I would like to thank you for allowing me to work with your child. During our time
together I am confident that he will benefit tremendously and with the extra one-on-one
instruction learn strategies that he will be able to use throughout his schooling career. If
you have any questions or concerns, please feel free to contact me at 765-404-3401 or
email me at kstaton@spartans.manchester.edu
Sincerely,
Miss Kristi Staton
Staton 7
Information Page: Graphic organizer is not over a book since lessons are practicing
phonics rather than comprehension strategies.
Type of Graphic organizer: Working with middle sounds
This graphic organizer is designed to help student recognize that different letter
combinations can make the same sound. Student will write down words that have the
same sound as the ou in loud and ow in cow. Student will say all the words allowed and
underline the part of the word that has the same sound.
Philosophy: This graphic organizer is designed to be incorporated after the student has
been able to recognize the different sounds that come at the beginning, middle, or end
of words. Student will have practiced the matching sounds game multiple times before
this will be introduced. This will help the reader recognize words that may be spelled
differently but have the same sounds.
Graphic Organizer to be used:
Loud Cow
Staton 8