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Case Study
Reading Assessment 3600
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11/28/2011
Patricia Doty
Part A: Interview with teacher:
Student A needs help with reading, she is slightly behind. She has moved several
times during her elementary school years. Student A is not too low in her reading and
she is easy going. She will be a good candidate for tutoring.
Goals: Help bring Student A up to grade level reading.
Background information:
Student A is a seven year old white female student. She has moved several times
during her elementary school years. She is a middle child with an older brother who is
nine years old and a younger brother who is six years old. The teacher stated that
Student A has a good attitude toward reading, but is lagging behind her classmates. The
problem with Student A’s reading appears to be phonics but the severity is not known at
this point.
During the initial testing, Student A was friendly and very talkative. When using
the “Here’s How I Feel About Reading,” evaluation, Student A expressed that she liked
reading. She stated she like books such as books by Dr. Seuss and A Diary of a Wimpy
Kid. She also indicated that she liked to look at drawings such as the drawings in Dr.
Seuss books. Student A further expressed that she enjoyed getting books as gift but not
for birthdays or Christmas.
Student A’s scores on the “Elementary Reading Attitude Survey,” indicated that the
student enjoys reading while at school and home but she prefers playing much better
than reading. The test also showed that Student A prefers to read and enjoy a book but
doesn’t like to take test on books or read aloud.
Test Performed for Part A:
“Here’s How I Feel About Reading”
“Elementary Reading Attitude Survey”
Scale 64
Recreational 31/ Academic 33/ Full
Part B: Information learned about Student A
Student A is knowledgeable about the basic concept of print, such as the direction
of print, alphabet recognition, and understands the use of punctuation. Student A is very
good at doing a book walk through and making predictions and making a text to self
connection. Additionally, Student A understands the difference in fiction and non-fiction
books and can distinguish between the two. Lastly, Student A understands that the
purpose for reading can be for enjoyment or a specific purpose. However, Student A
struggles with decoding words accurately and fluently which keeps her from being a
fluent reader that allows her to understand the content.
Student A would benefit from developing a decoding ability. It appears that
Student A needs direct instructions on decoding unknown words. She would benefit
from reading with a tutor to develop strategies to decode words, such as chunking words,
comparing and contrasting words to words that she already knows, learning middle
vowels sounds and constants of words, and using illustration to help with decoding words
quickly and accurately. Student A would also benefit from reviewing the high frequency
word lists and learn these to help with her fluency while reading. Working with a tutor
would also help to cut down on the t invention of words to add to the story.
Student A would benefit from activities such as making words, compare and
contrast words, word sort for vowel and constants blends. Student A would also benefit
from some basic spelling rules. Student A likes animals, funny stories, and stories about
holidays, therefore reading material from one of these groups would be a great place to
begin with tutoring.
Informal Tutoring Part B
Day 1: What’s in the book box?
Today I spent my tutoring time exploring Student A’s book box with her. I talk to
my student about how I will be choosing books and helping her to become a better
reader. She and I got her class book box and we go through her books, one at a time and
talk about if the books are hard or easy and how she chooses the books from the class
library. She tells me she is supposed to choose at least two easy and one hard book to
keep in her box for silent reading and to read to someone. Student A has a variety of
books in her box, so it is hard for me to pinpoint exactly what she likes at this stage.
Student A is a delightful child and just needs a little help to get her on track. I would love
to know more about her family and their reading habits.
Day 2: The Little Red Hen by: Amy Helfer
I began to do some minor tutoring today with my student. I have no idea what
reading level she is on, so I blindly choose a book. I began by doing a walk through.
Student A talked about the characters on the farm. Student A likes to tell stories. It is very
interesting; no matter what I ask, she has a story to tell. Student A was able to read this
book without any problems. At the conclusion of the book, I asked her if she could tell
me if the book was fiction or non-fiction, which she was able to do so. There was no
vocabulary in this book that needed to be reviewed prior to the story being read. I asked
comprehension question about the beginning, middle, and end, which she is able to
answer.
Day 3: Horrible Harry and the Triple Revenge by: Suzy Kline
After choosing a book that was way too low for my student on yesterday, I have
chosen a chapter book to see how she does. I talk to the student about the table of
contents and about how the back of the book has a synopsis of what the book is about
before we began to read. We just look at the first chapter; I am not sure how this is going
to go. The student begins to read in her whispery voice. On the first page, she begins
struggling, it is very apparent that the book is too hard for this student. I try to get her to
sound out the words, she is shy and just sits there, either this is a bad habit or she is
overwhelmed by the book. I supply the word when she misses them, after she gives it a
try. I can now tell that the student is not ready for wordy chapter books. She and I
struggle through chapter 1. I tell her what a great effort she made but I feel that this book
is beyond her reading level at this time, but maybe we could revisit the book, if it is one
she is interested in. This was a great lesson for me. I can see why it is important for the
IRI and running records to decide where a child needs to be and what books to choose for
them. Since this informal tutoring is just for a few days, I will continue on and now
choose a book in between the first two.
What went right: The student was willing to go on.
What went wrong: The student struggle through each page of chapter 1.
There was no fluency and the words were choppy. The student didn’t have skills to
decode words that she was not familiar with.
Day 4: High Frequency Word List
I have noticed that the student doesn’t know the high frequency words. I tell her
about the frequency list and ask her if she will go over the words with me. Student A
really likes the extra attention that I am giving her. She also likes that I ask her will you
come with me and do this, instead of me telling her this is what she will do. I give Student
A the list and tell her she is to read one word at a time and if she doesn’t know a word
that it is no big deal, that this exercise doesn’t count against her in any way for school
grades. She acknowledges that she understands and begins to read the list. She misses 15
of the 100 words on the first list, therefore I stop. I tell her what a good job she has done
and tell her that we need to work on these words because they don’t fit the sounding out
rules. She seems to understand; she tells me something about her cat and returns to
class.
Day 5: Observe other students reading
My student is absent. I take the time to observe other student’s reading in the class. I
need to find my student’s level, therefore, I begin to plan test that may benefit Student A.
Day 6: Literacy Intervention Kit
My student is still absent, the teacher helps me to begin planning for tutoring the
student. She introduces me to the The Fontas & Pinnell Leveled Literacy Intervention Kit.
The teacher walks me through each of the teacher’s books and how to use the kit to help
students. I spend about 30 minutes looking through the kit and familiarizing myself with
the contents.
Part C: Anecdotal Notes
Physical observation:
Student A is a seven year old white female student. Student A has long
blond hair and blue eyes. She has normal size hands and feet. She is capable
of performing fine motor skills that are required in the classroom, such as
cutting and pasting. She walks and runs normal for a second grader and uses
her gross motor skills normally, such as playing jump rope. Student A is of
average height. She is overweight in comparison to her immediate
classmates. This attribute seems to mainly hamper her abilities on the
playground, such as endurance for exercise. Student A has no physical
disabilities. She is capable of moving around the room as instructed and she
is able to perform any sitting position that is required during class time.
Social Observation:
Student A is a friendly second grader. She enjoys talking and
interacting with adults. She gets along with her peers in the classroom. She
works well with both female and male students in her classroom. On the
play ground she prefers to play with males but will play with females if
asked. Female peers tend to pick on her or take advantage of her willingness
to give in then take a stance. She tends to be a student that fades in the
background, particularly since another child in the classroom has the same
first name as she does. If Student A has the choice of picking someone for an
in class task then she will pick someone that is below her academically. She
is in par with her classmates as far as economics.
Emotional:
Student A appears emotionally stable. She does not show anger or
aggression toward her classmates or peers. She works hard to please the
teacher and even her peers. She works independent but still likes the
teacher’s approval. Student A can become upset, tending to become
withdrawn when things aren’t fair. She likes the class to have structure and
likes things to not change in routine.
Part C: General Reading Level/Test Scores
CRCT or other test scores were not available for me to review for this
student.
Based upon my observations thus far I believe that my student is
between the emergent and early reader stage. I base my opinion on the fact
that the student was capable of reading a Level C book without any problems
but once given a Level J chapter book to read the student struggle beginning
with the first page. The student was able to properly read 85% of the first 100
words on the frequent word list.
Part C: Instructional Reading Level
The Rigby PM Benchmark reading level test was used to determine the
reading level of Student A. The Level 12 assessment was administered to
Student A. The student was given the book and the prior knowledge
statement was read to the student prior to the test. Additionally instructions
were given as to how the student was to begin reading and she would be
instructed when to stop. The student read the text, Buying a New House.
The student read the passage with a 96% accuracy rate. The student’s miscue
consisted of five error in substituting a word in place of the actual word in
the text, sometimes guessing and other times using the first letter of the
word, such as substituting went for want, looked for like, and when for with.
However, other times the student substituted we for I. The student read the
PM Benchmark at an independent level. The student’s score reading
accuracy was 116/121. Student A self corrected 2 miscues that were visual.
The student was given four comprehension questions, which she was capable
of answering all four questions. The student struggled with fluency. The
student read the passage in a whispery voice, quick and without expression.
The student was capable of retelling the story by providing a beginning,
middle, and an end. There were no identifiable miscues that lead to a certain
pattern throughout the passage.
Part C: Five Library Books
There Was An Old Lady Who Swallowed a Chick by: Lucille Colandro Call
number: Colandro, Fiction
The book is about an old lady who starts out swallowing a chick. She
continues to swallow different items throughout the book. All of the items
that she swallows have to do with the previous items swallowed and with the
holiday of Easter. In the end the little old lady is hopping along after
swallowing several items until she hops right up to the Easter bunny then up
comes an Easter basket for the bunny.
Activity: An activity could be to create an Easter basket adding each item as
the old lady swallows it, then have the students create a flip book or their
own Easter basket.
Five Little Monkeys Sitting in a Tree by Eileen Christelow, Call number:
43228, Fiction
The book is about five little monkeys, all brothers and sisters, walking
down to a river for a picnic with their mother. While mother is getting the
food and blanket ready for the picnic, the five little monkeys climb a tree
above the river and began to tease Mr. Crocodile that is swimming in the
river. The book has a nice rhythmic song about the five little monkeys sitting
in the tree and one by they disappear as they tease the crocodile. The mother
becomes frantic when she can’t find her babies thinking that Mr. Crocodile
has eaten them all. In the end the monkeys learn an important lesson about
teasing Mr. Crocodile down at the river.
Activity: The students could draw the five monkeys sitting in a tree in a flip
book and show how you can take one away using the song to guide the
pages. The first page 5 monkeys, the second 4 monkeys, etc.. This would be a
good way for students to practice predictions.
Froggy’s Halloween by: Jonathyn London Catalogue number: 34586 Fiction
The book is about Froggy who tries to decide what he should be for
Halloween. Froggy spends the week prior to Halloween preparing for what
he is going to dress up for the big day as. Froggy tries out several costumes
each day until Halloween. Froggy finally decides on dressing as Frog Prince.
Froggy’s decision causes him quite a scary Halloween thanks to Froglina who
desires a Prince.
Activity: Students could do a story that includes a self to text content.
If You Give a Moose a Muffin by: Laura Joffe Numeroff, Call number:
Numeroff, Fiction
The book is about giving a moose a muffin. After the moose has a
muffin then the moose in going to need jam to go with the muffin. The book
continues on in a repetition. The pictures and text go well together and
makes for a delightful book for prediction. Although, the moose is a
unrealistic breakfast guess, it allows the reader to identify with the need to
do just one more and ends right back where they begin.
Activity: Allow students to write the directions to making a peanut butter
sandwich and have a partner do just as the directions state. This will allow
the student to see how important directions are and to practice sequence.
Arthur’s Nose by: Marc Brown Catalogue number :16970 Fiction
Arthur is an aardvark and has a nose of an aardvark. Arthur’s nose
begins to causes him problem at school with his friends. Arthur decides in
order to be a better friend he will need a new nose. Arthur visits the doctor
to get a new nose. While trying on noses he makes an important discovery
himself.
Activity: Have students do a characters profile of Arthur as well as the other
animals in the book. Divide the students in the group and notice what is
different about each character. Let the students draw a picture of Arthur and
the other characters and write the things that they see. This activity will
allow students to notice the differences that each character possesses.
Part D: Test Administered
Ridgy’s PM Benchmark
Independent Level
Level 12
96%
Comprehension
4/4
Fluency
2
Informal Phonics Inventory
Constants
20/20
Consonant Digraphs
4/5
Beginning Consonant Blends
17/20
Final consonant Sound and ng
12/12
Short Vowels in CVC Words
10/10
The rule of Silent e
2/4
Long Vowel Digraphs
10/10
Dipthongs
5/6
R controlled vowels and al
2/6
Elementary Spelling Inventory
Emergent
2/7
Letter Name
9/11
Within Word Pattern
Blends
6/7
Long Vowels
0/5
Other Vowels
1/7
Syllables and Affixes
Inflected Endings
4/5
Syllable Junctures
3/5
Unaccented Final Syllables
0/5
Derivational Relations
Harder Suffixes
0/5
Bases or Root
1/5
Words Spelled Correctly
3/25
Fluency
Buffy’s Trick Level G
Expression
1/4
Phrasing
2/4
Smoothness
2/4
Pace
2/4
Emergent Storybook Reading Scale
Picture Governed/ Print Governed Stage 4/2
Oral Reading:
The oral reading consisted of the Rigby PM Benchmark test. Grade
scores are determined based upon miscues and the student’s ability to
answer the comprehension questions pertaining to the passage. Some of the
comprehension questions are found in the text, while others may need the
student to infer information from the text.
Student A read a level 12 passage. On the passage the student made 7
miscues, 5 pertaining to substitution and two which were self corrections.
The student was able to answer 4 out 4 comprehension questions correctly.
The student was also capable of retelling the story. The story was at her
independent level. However, the fluency was rated at a 2, the student
reading rate was sometimes fast then others slow and she felled to add
expression. The student was able to retell the student and make inferences
about the story.
Because of the fluency level of the student’s reading it was thought
that moving the student to the next level would be at her frustration level
and make it difficult for her to derive meaning from the content.
Word Recognition
The first 100 words of the Fry list was given to student A. The words
are grouped into three sections of 100 words each and then broken down to
four groups of 25 words. The words are grouped by difficulty.
The student was able to recognized 85 of the first 100 words. The
student missed three words out of the first 25 words, and the same for the
second and third list. However, on the fourth list the student missed 6
words. The missed words consisted of substitution and guessing, such as
with, substituting he for his, not, were, and use, were missed on the second
25 and she missed these, would, and has on the third group of words, lastly
on the last 25, she missed way, could, people, down made, part, and over.
Considering the high number of words missed on the last group of 25 words,
the second and third 100 words from Fry’s list were not administered.
Informal Phonics Survey
Given the differences in the informal readings, the Benchmark test, the
Fry list of sight words, the informal phonics survey was administered. This
test evaluates the student’s knowledge of letter sounds of isolations in words.
The student was able to identify most of the constants sounds. However, the
student struggled with short vowels and long vowel sounds, as well as the
silent e sounds. The student also struggled with the r controlled vowel
sounds.
Spelling
The student was given a list of words to spell. The word was read to
the student then in a sentence. It has been found that the student is in an
early phonemic stage in her spelling. Early phonemic stage is where the
student uses an initial consonant to represent a word. The student struggled
with vowels sounds, syllables, and roots. The student spelled 3 of the 25
words given correctly.
Fluency
The student was given a Level G book from the student’s book room. The
student’s rate and fluency lacked flow and even pace. The student was
capable of answering comprehension questions and is capable of inferring
and retelling the story. The student needs to work on expression,
smoothness, as well as the rate of her reading.
Comprehension
Student A has been tested on two separate occasions for
comprehension. The student is capable of answering comprehension
questions correctly after she reads a story. She is also capable of retelling the
story that she has read. She scores at a stage 2 on the Storybook Reading
Scale / Print Governed. The student likes to elaborate on her own stories
other than that which she has read.
Recommendations:
Assist Student A in developing decoding abilities and become a more
fluent reader. Assisting the student with activities that will help develop
Student A’s fluency, confidence, and sight-word recognition. Develop oral
reading abilities by providing materials and strategies in context as well as
lots of practice in reading to someone will help with fluency. Providing
materials below her instructional level as well as her independent level will
work toward improving oral reading skills.
Part E
Georgia Gwinnett College School of Education
Lesson Plan Organizer
Lesson #: 1
Topic of Lesson: Short Vowel Sounds a and e
Lesson Plan Elements
Learning Outcomes for Students*
State the learning outcomes you expect students to
demonstrate at the end of this lesson. (Include
outcomes for all students, some students, few
students)-Plans with every child in mind
Prerequisite skills/knowledge
use spelling patterns and word families to
recognize words (GPS) (1LA_D2009-38)
apply letter-sound knowledge to decode
accurately and quickly (GPS) (1LA_D2009-40)
Student will need to understand that vowels
make sounds and that every word has a vowel.
Clearly identify the prerequisite knowledge, skills, and
practices that students need to begin the lesson.
Individual Learner Characteristics.
Identify specific student needs that influence your
planning for this lesson.
Anticipatory Set
Introduction to the lesson is designed to engage
learners and activate a schema.
The student (s) did not meet the requirements
when given a test on the phonics portion of the
reading test. The student was not able to decode
the short vowel sounds in the middle of one
syllable words.
The teacher will read the short vowel song for
letters a and e.
Procedures/ Methods and Strategies
Describe how your lesson will proceed step-by-step.
Include teaching strategies that are appropriate to the
content, promote active engagement by all learners.
Include accommodations/modifications you will make
based on individual student characteristics.
1. The teacher will read the vowel song and then
she will go over the words that contain the short
a and e in the song then she will sing a line and
have the student echo sing after her.
2. The teacher will then give the student a plastic
baggie with the letters cut out that spell the word
planets.
3. The teacher will have the student arrange their
letters in front of them. First placing the vowels a
and e, followed by l, n, p, s, and t. The teacher
can use the white board or smart board to
demonstrate this step and the following steps.
4. The teacher will then explain to the student
that she is going to make many new words by
just changing the vowel.
5. Have the student spell “at” by dragging the a
and t down from the groups of letters. Use at in
a sentence. Have the student chorally spell at
and fix the word if they did not spell correctly.
6. Add one letter to spell pat. Now, use the word
pat in a sentence. Have the student repeat pat
and point out that if Pat was used as a name it
begins with a capital letter.
7. Change the vowel to an e. Use the word pet in
a sentence. Have the student repeat the word
pet.
8. Change the first letter to an n. Use the word
net in a sentence. Have the student repeat net.
9. Use the same letters to spell ten. Use the
word ten in a sentence. Have students repeat the
word.
10. Change the vowel to spell tan. Use the word
tan in a sentence. Have the students say the
word tan.
11. Have the students use the same three letters
and change tan into ant. Use ant in a sentence.
Have the students say the word ant.
12. Have the students return the words in their
original order. Now have the students use four
letters to spell spent. Use the word in a
sentence. Have the students repeat the word
13. Have the students use the same letters and
spell nest. Use nest in a sentence. Have
students repeat the word.
14. Have the students change the first letter to
spell pest. Use pest in a sentence and have the
students repeat the word.
15. Change the vowel to a to spell past. Use past
in a sentence. Have student repeat the word.
16. Have the students change just 1 letter to
spell pant. Use pant in a sentence. Have student
repeat pant.
17. Add 1 letter to spell plant. Use plant in a
sentence. Have student repeat plant.
18. Tell the students it is time for the secret word.
Tell the student she can use all of the letters to
make one word. Have the student raise her hand
when she thinks they have it. Give clues if she
does not get it within a minute or two. Continue
Instructional Accommodations/Modifications
Identify the accommodations and/or modifications you
will make to your general lesson based on individual
student characteristics.
This lesson was built around the student’s
specific reading skills and the fact that they did
not learn the short vowel sounds a and e, when
taught the traditional way. This lesson is a direct
approach using the word analogy approach
which allows the student to be hands-on.
Lesson-specific logistics
Before the lesson:
Describe a specific logistical plan for conducting this
lesson. How will you distribute materials, group
students, transition between activities, etc.?
Cut out letters for the word planets using one
color for the vowels and one color for the
constants. Place the letters in a baggie. Make a
second baggie of the same for a home
connection activity.
If possible this activity can be done using the
smart board.
Write the words to the song short a and e on
chart paper or on copy paper ahead of time.
During the lesson:
Call the student over to a table during guided
reading time. Administer the lesson.
After the lesson:
Provide the student with a baggie of cut out
letters and a baggie of index cards each ready to
be used. Put the instructions on the index cards
so that a parent or sibling can help the student
practice the activity. Go over the instructions with
the student so that she can do the activity at
home. Have student place the baggies in her
book bag.
Closure
Describe the closure activity you will use to provide a
comprehensive summary of the lesson.
Formative Assessment
How will you monitor student progress toward
achieving the lesson and unit outcomes?
Technology
Explain how technology will be used in the planning,
delivery, or assessment of the lesson, as appropriate.
Follow-up/ Extensions
Describe the variety of practice and extension activities
use will use to reinforce, remediate or enrich the
lesson.
The teacher will have the student to talk about
what they have learned using the word planets
and how they were able to make several words
out of one word. The teacher will ask the student
to repeat the vowel sounds for a and e.
Teacher will monitor student’s progress
throughout the lesson to make sure she spells
the word correctly and if not teach her how to
spell the word by sound.
The internet was used to plan activity for the
student. Microsoft word was used to type lesson
plan. Smart board could be used to demonstrate
lessons by dragging letters.
The teacher will provide a follow up lesson the
next day with sorting and rhyming words using
the same set of words and word families that
were used in this lesson. The teacher will bring
additional baggies for this lesson.
Georgia Gwinnett College School of Education
Lesson Plan Organizer
Lesson #: 2
Topic of Lesson: Short Vowel Sounds a and e
Lesson Plan Elements
Learning Outcomes for Students*
State the learning outcomes you expect students to
demonstrate at the end of this lesson. (Include
outcomes for all students, some students, few
students)-Plans with every child in mind
Prerequisite skills/knowledge
use spelling patterns and word families to
recognize words (GPS) (1LA_D2009-38)
apply letter-sound knowledge to decode
accurately and quickly (GPS) (1LA_D2009-40)
Student will need to understand that vowels make
sounds and that every word has a vowel.
Clearly identify the prerequisite knowledge, skills, and
practices that students need to begin the lesson.
Individual Learner Characteristics.
The student (s) did not meet the requirements
when given a test on word endings.
Identify specific student needs that influence your
planning for this lesson.
Anticipatory Set
Introduction to the lesson is designed to engage
learners and activate a schema.
The teacher will read the vowel song then the
student will echo read the song with the teacher
then they will sing the song together. The teacher
will then give the pointer to the student for her to
point out the words with the short a and e sound
Procedures/ Methods and Strategies
Describe how your lesson will proceed step-by-step.
Include teaching strategies that are appropriate to the
content, promote active engagement by all learners.
Include accommodations/modifications you will make
based on individual student characteristics.
1. The teacher will read the vowel song then the
student will echo read the song with the teacher
then they will sing the song together. The teacher
will then give the pointer to the student for her to
point out the words with the short a and e sound.
2. The teacher will then give the student a plastic
baggie with the words spelled out from the
previous day which were made using the letters
from the word planets. Each card will be in order
and have a notation as to what was changed to
create the word.
3. The teacher will have the student to sort out
the words that rhyme. The teacher will take one
of each or the rhyming words and then have the
student help find the others.
4. The teacher will then have the student line the
rhyming words up in a column.
5. Have the student pronounce each word and
notice that from the vowel to the end of the word
they have the same letters.
6. Give the student four index cards; tell the
student that you are going to say a new word and
that they are going to spell the word by figuring
out the rhyming pattern using the cards in front
of them.
7. Say the word west and use it in a sentence.
Have the student say the word west and ask her if
she hears the beginning sound. Once she has
identified w have her write w on the first index
card. Have the student repeat west again and see
if she can use the other groups of cards to identify
the last sound of west. Once she identifies the
sound have her right the est next to the w to spell
west. Next have her place the card with the other
est words.
8. Repeat the same procedure for grant, flat, and
vet placing each completed card in the correct
column. Have the student say each word in the
columns and identify what was changed.
Instructional Accommodations/Modifications
Identify the accommodations and/or modifications you
will make to your general lesson based on individual
student characteristics.
This lesson was built around the student’s specific
reading skill and the fact that they did not learn
the short vowel sounds a and e, when taught the
traditional way. This lesson is a word analogy
approach which allows the student to be handson.
Lesson-specific logistics
Describe a specific logistical plan for conducting this
lesson. How will you distribute materials, group
students, transition between activities, etc.?
Before the lesson:
Prepare the index cards with the words from
lesson one with instructions as to how each word
was changed.
Write the words to the song short a and e on
chart paper or on copy paper ahead of time.
During the lesson:
Call the student over to a table during guided
reading and administer the lesson.
After the lesson:
Provide the student with the baggie of index cards
with several blank index cards that were used to
make the columns of word families. Tell the
student to take this activity home and see if she
can add new words to the blank index cards to go
along with the word families.
Closure
Describe the closure activity you will use to provide a
comprehensive summary of the lesson.
Formative Assessment
How will you monitor student progress toward
achieving the lesson and unit outcomes?
Technology
Explain how technology will be used in the planning,
delivery, or assessment of the lesson, as appropriate.
Pick up all of the index cards and shuffle them
then give them back to the student and see if she
can place the cards in the proper word families.
This will allow the student to demonstrate what
she has learned from the lesson.
Teacher will monitor student’s progress
throughout the lesson and during the closure to
determine if student comprehends the material
taught.
Smart board can be used to model this lesson and
provide the closure as well as the extension
activity.
Technology is used in making the word cards,
assessing the activity and in creating extensions
for the activity
Follow-up/ Extensions
Describe the variety of practice and extension activities
use will use to reinforce, remediate or enrich the
lesson.
The student will be given a baggie with the index
cards along with the instruction for her to
practice at home. This can be done using the
computer.
Georgia Gwinnett College School of Education
Lesson Plan Organizer
Lesson #: 3 Fluency
Topic of Lesson: How the Tiger got His Stripes
Lesson Plan Elements
Learning Outcomes for Students*
State the learning outcomes you expect students to
demonstrate at the end of this lesson. (Include
outcomes for all students, some students, few
students)-Plans with every child in mind
Prerequisite skills/knowledge
Clearly identify the prerequisite knowledge, skills, and
practices that students need to begin the lesson.
Individual Learner Characteristics.
Identify specific student needs that influence your
planning for this lesson.
Anticipatory Set
Introduction to the lesson is designed to engage
learners and activate a schema.
read grade-level text orally with accuracy,
appropriate speed, and expression at a target
rate of 90 words correct per
minute (GPS) (2LA_B2009-10)
Student will need to read materials
at her independent level.
The student did not meet the
requirement when given a test on
reading to evaluate her fluency.
The student and teacher will read
the book How the Tiger got His
Stripes together.
Procedures/ Methods and Strategies
Describe how your lesson will proceed step-by-step.
Include teaching strategies that are appropriate to the
content, promote active engagement by all learners.
Include accommodations/modifications you will make
based on individual student characteristics.
1.
2.
3.
4.
5.
6.
Instructional Accommodations/Modifications
Identify the accommodations and/or modifications you
will make to your general lesson based on individual
student characteristics.
The teacher will have the
student join her for a guided
reading lesson.
The teacher will explain that
she and the student are
going to read How the Tiger
got His Stripes.
The teacher will do a guided
walk through with the
student.
The teacher will read the
first page then have the
student read the second
page. This provides
modeling for fluency.
Student and teacher will
alternate reading until the
book has been completed.
Once the book has been
completed the teacher will
discuss the book with the
student by asking Did the
book have a lesson? Where
did the wisdom come from?
Did the Water Buffalo have
wisdom?
The teacher will introduce
the student to a Reader’s
Theater script and explain
that the two of them are
going to practice reading the
script. The teacher will give
the student 1 part as her
lines and the teacher will
read the other parts.
This lesson was built around the
student’s specific reading skill
and the fact that she did not read
with fluency during the reading
tests.
Lesson-specific logistics
Before the lesson:
Describe a specific logistical plan for conducting this
lesson. How will you distribute materials, group
students, transition between activities, etc.?
Check out How the Tiger got his
Stripes or buy the book for the
class library.
Print off two copies of the play
from the teacher’s file How the
Tiger got his Stripes.
During the Lesson:
Call the student over to the table
for a guided reading lesson.
After the Lesson:
Provide the student with a copy
of the play to take home and
practice.
Provide the student with a copy
of the book for the student to
read for homework.
Closure
Describe the closure activity you will use to provide a
comprehensive summary of the lesson.
To assess whether or not the
student’s reading improved she
will observe the student during
her reading of the book and the
play.
Formative Assessment
How will you monitor student progress toward
achieving the lesson and unit outcomes?
Technology
Explain how technology will be used in the planning,
delivery, or assessment of the lesson, as appropriate.
Follow-up/ Extensions
Describe the variety of practice and extension activities
use will use to reinforce, remediate or enrich the
lesson.
The teacher will observe the
student while she is reading both
the book and her part of reader’s
theater for rate, accuracy, and
expression. If the student does
the reading incorrectly while the
teacher is reading she will
explain this is how I would like
you to read your part and model
fluency while the teacher reads
the book and play.
Microsoft word was used to write
the script for reader’s theater.
The teacher then made copies
for use in the classroom.
The teacher will provide a follow
up lesson of reading the same
book and use the Reader’s
theater to practice different
parts of the play.
Georgia Gwinnett College School of Education
Lesson Plan Organizer
Lesson #: 4 Fluency
Topic of Lesson: How the Tiger got His Stripes
Lesson Plan Elements
Learning Outcomes for Students*
State the learning outcomes you expect
students to demonstrate at the end of
this lesson. (Include outcomes for all
students, some students, few students)Plans with every child in mind
Prerequisite skills/knowledge
Clearly identify the prerequisite
knowledge, skills, and practices that
students need to begin the lesson.
Individual Learner Characteristics.
Identify specific student needs that
influence your planning for this lesson.
Anticipatory Set
Introduction to the lesson is designed
to engage learners and activate a
schema.
read grade-level text orally with accuracy, appropriate speed, and
expression at a target rate of 90 words correct per
minute (GPS) (2LA_B2009-10)
Student will need to read materials at her
independent level fluently.
The student did not meet the requirement when
given a test on reading to evaluate her fluency.
The student and teacher will make sock puppets for
the play How the Tiger got His Stripes.
Procedures/ Methods and Strategies
Describe how your lesson will proceed
step-by-step. Include teaching
strategies that are appropriate to the
content, promote active engagement by
all learners. Include
accommodations/modifications you
will make based on individual student
characteristics.
Instructional
Accommodations/Modifications
Identify the accommodations and/or
modifications you will make to your
general lesson based on individual
student characteristics.
1.
2.
3.
4.
The teacher will have the student join her for a guided reading
lesson.
The teacher will explain that she and the student are going to
make sock puppets for each of the characters in the play How
the Tiger got His Stripes.
The teacher will assist the student in cutting and using the hot
glue gun.
The teacher will ask the student which two characters would
she like to make and the teacher will make the other two.
Once the sock puppets are made the teacher and student will
use the puppets to read the play How the Tiger got his Stripes.
This lesson was built around the student’s specific reading skill and
the fact that she did not read with fluency during the reading tests.
Lesson-specific logistics
Before the lesson:
Describe a specific logistical plan for
conducting this lesson. How will you
distribute materials, group students,
transition between activities, etc.?
Check out How the Tiger got his Stripes or buy
the book for the class library.
Print off two copies of the play from the teacher’s
file How the Tiger got his Stripes.
Make a bag of crafts that can be used to decorate
the 4 socks as characters for the play.
During the Lesson:
Call the student over to the table for a guided
reading lesson.
After the Lesson:
Provide the student with a copy of the play to
take home and practice.
Provide the student with a website on an index
card so that she can see how to make a sock
puppet.
http://www.youtube.com/watch?v=gOmlkeLuEZg
Allow the student to take home her sock puppets
along with a copy of the play.
Closure
Describe the closure activity you will
use to provide a comprehensive
summary of the lesson.
To assess whether or not the student’s reading
improved, she will observe the student during her
reading of the play. She will observe the rate and
expression that the student provides to each
voice.
Formative Assessment
How will you monitor student progress
toward achieving the lesson and unit
outcomes?
Technology
Explain how technology will be used in
the planning, delivery, or assessment of
the lesson, as appropriate.
Follow-up/ Extensions
Describe the variety of practice and
extension activities use will use to
reinforce, remediate or enrich the
lesson.
The teacher will observe the student while she is
reading her part of reader’s theater for rate,
accuracy, and expression. If the student does the
reading incorrectly the teacher will continue on
with the play and revisit the play once the student
and teacher has completed the play. The teacher
will ask the student how she felt about the play
and about the different expressions she provided
to the characters. The teacher will observe the
students rate, expression, and accuracy while
performing the play but will also allow the
student to see that reading can be fun an
entertaining.
Microsoft word was used to write the script for
reader’s theater. The teacher then made copies for
use in the classroom. The teacher used the
internet to watch videos on how to make sock
puppets.
The teacher will provide a follow up lesson of by
performing the Reader’s theater to the class
during reading groups. The follow up lesson will
include using sock puppets for each of the
characters and performing each part for the
reader’s theater.
Georgia Gwinnett College School of Education
Lesson Plan Organizer
Lesson #: 5 Fluency
Topic of Lesson: How the Tiger got His Stripes Reading Theater
Lesson Plan Elements
Learning Outcomes for Students*
read grade-level text orally with accuracy, appropriate
speed, and expression at a target rate of 90 words
State the learning outcomes you
correct per
expect students to demonstrate at the
end of this lesson. (Include outcomes
for all students, some students, few
students)-Plans with every child in
mind
Prerequisite skills/knowledge
Clearly identify the prerequisite
knowledge, skills, and practices that
students need to begin the lesson.
Individual Learner Characteristics.
Identify specific student needs that
influence your planning for this
lesson.
Anticipatory Set
Introduction to the lesson is designed
to engage learners and activate a
schema.
minute (GPS) (2LA_B2009-10)
Student will need to read materials at her
independent level fluently.
The student did not meet the requirement when
given a test on reading to evaluate her fluency.
The student and teacher will make sock puppets for
the play How the Tiger got His Stripes.
Procedures/ Methods and
Strategies
Describe how your lesson will proceed
step-by-step. Include teaching
strategies that are appropriate to the
content, promote active engagement
by all learners. Include
accommodations/modifications you
will make based on individual student
characteristics.
Instructional
Accommodations/Modifications
Identify the accommodations and/or
modifications you will make to your
general lesson based on individual
student characteristics.
1. The teacher will have the student join her for
a guided reading lesson.
2. The teacher will explain that she and the
student are going to make sock puppets for
each of the characters in the play How the
Tiger got His Stripes.
3. The teacher will assist the student in cutting
and using the hot glue gun.
4. The teacher will ask the student which two
characters would she like to make and the
teacher will make the other two. Once the
sock puppets are made the teacher and
student will use the puppets to read the play
How the Tiger got his Stripes.
This lesson was built around the student’s specific
reading skill and the fact that she did not read
with fluency during the reading tests.
Lesson-specific logistics
Before the lesson:
Describe a specific logistical plan for
conducting this lesson. How will you
distribute materials, group students,
transition between activities, etc.?
Check out How the Tiger got his Stripes or buy
the book for the class library.
Print off two copies of the play from the teacher’s
file How the Tiger got his Stripes.
Make a bag of crafts that can be used to decorate
the 4 socks as characters for the play.
During the Lesson:
Call the student over to the table for a guided
reading lesson.
After the Lesson:
Provide the student with a copy of the play to
take home and practice.
Provide the student with a website on an index
card so that she can see how to make a sock
puppet.
http://www.youtube.com/watch?v=gOmlkeLuEZg
Allow the student to take home her sock puppets
along with a copy of the play.
Closure
Describe the closure activity you will
use to provide a comprehensive
summary of the lesson.
To assess whether or not the student’s reading
improved, she will observe the student during her
reading of the play. She will observe the rate and
expression that the student provides to each
voice.
Formative Assessment
How will you monitor student
progress toward achieving the lesson
and unit outcomes?
Technology
Explain how technology will be used
in the planning, delivery, or
assessment of the lesson, as
appropriate.
Follow-up/ Extensions
Describe the variety of practice and
extension activities use will use to
reinforce, remediate or enrich the
lesson.
The teacher will observe the student while she is
reading her part of reader’s theater for rate,
accuracy, and expression. If the student does the
reading incorrectly the teacher will continue on
with the play and revisit the play once the
student and teacher has completed the play. The
teacher will ask the student how she felt about
the play and about the different expressions she
provided to the characters. The teacher will
observe the students rate, expression, and
accuracy while performing the play but will also
allow the student to see that reading can be fun
an entertaining.
Microsoft word was used to write the script for
reader’s theater. The teacher then made copies
for use in the classroom. The teacher used the
internet to watch videos on how to make sock
puppets.
The teacher will provide a follow up lesson of by
performing the Reader’s theater to the class
during reading groups. The follow up lesson will
include using sock puppets for each of the
characters and performing each part for the
reader’s theater.
Lesson Plan Summaries
Part E
Lesson 1
The lesson went well; the student was engaged and eager to learn. The lesson was designed for
the individual learner’s need, which was to practice the short a and e vowel sounds. The student
was presented a vowel song that was designed with the ability to use as an echo or choral reading
in the classroom. The student also liked the fact that she was receiving additional attention by
the reading professor. The student responded positively to echo reading and choral reading. The
student also enjoyed using a pointer and having hands on activity to practice reading besides
using a book. The activity used synthetic phonics as well as word families. The overall idea of the
lesson was to have the student understand that word families exist in words and the onset of a
word can be changed as well as a vowel to make new words. After completing the lesson the
student was given a baggie along with instructions so that the activities could be practiced at
home.
Lesson 2
Lesson 2 was a follow up to lesson 1 with more of a focus on word families then individual sounds.
The student had a difficult time distinguishing how to group the words from the index cards.
However, after showing her an example of one word family she caught on very quickly. The
student was engaged and egger to learn. I would continue to write words on index cards then ask
the student to think of a word to add to the word family the longer that we practiced the activity
the better the student understood. I felt the student could use more instructions on the idea of
word families using the onset of constants changing and the rime being in the word. The student
was given the index cards that she and I made to practice at home and encouraged to add to the
word families.
Lesson 3
Lesson 3 was designed to work on the student’s fluency. The student enjoyed the folk tale and had
several stories of her own to tell. She obviously could make a self to text relationship with the
materials. She seemed to really like the book. The student enjoyed being introduced to a different
type of book then what she was accustom to and she enjoyed reading as book buddies with me as
the teacher. The student enjoyed the lesson and asked if she could have the book. Unfortunately, I
was not able to give her the book but explained to her that our next two lessons were designed as
a Reader’s Theater and we would be using the book again. The student is improving with
decoding words and with expression and realizing that when she sees a punctuation that she is to
slow take a breath then begin reading again.
Lesson 4
Lesson 4 turned out to be the funniest of the five lessons designed for the student. The student
loved being given parts of a play and being the main character. The student started out shy but as
the play went on she began to add expression to the voice and asked if she could be two of the
characters. I accommodated her and allowed her to pick another character of the play. We
practiced the play using different voices and she asked if she could take the play home to read. I
allowed her to take the play home and practice.
Lesson 5
Lesson 5 was designed for the student to make sock puppets as an extension of lesson 4. The
student wanted so much to do the play again and be other characters in the play that we repeated
lesson 4 during the allotted time. The student was more fluent and expressive then the first time
the play was read. The student was engaged and enjoyed knowing the ending so that she could
build her characters up for the ending. The student had a fun time and at the same time was
learning fluency. The student was given the play, instructions, and materials on how to make a
sock puppet so that she could practice using puppets.
Part F:
Test Administered
Ridgy’s PM Benchmark
Independent Level
Level 12
98%
Informal Phonics Inventory
Comprehension
4/4
Constants
20/20
Consonant Digraphs
5/5
Beginning Consonant Blends
20/20
Final consonant Sound and ng
12/12
Short Vowels in CVC Words
10/10
The rule of Silent e
2/4
Long Vowel Digraphs
10/10
Dipthongs
5/6
R controlled vowels and al
4/6
Z-test
36/37
Derivational Relations (The Best Runner)
Fluency
3
Expression
2/4
Phrasing
4/4
Smoothness
3/4
Pace
3/4
Oral Reading:
The oral reading consisted of the Rigby PM Benchmark test. Grade
scores are determined based upon miscues and the student’s ability to
answer the comprehension questions pertaining to the passage. Some of the
comprehension questions are found in the text, while others may need the
student to infer information from the text.
Student A read a level 13 passage. On the passage the student made 2
miscues, 1 pertaining to inserting a word which did not change the meaning
of the sentence and one which was a visual miscue. The student had two self
corrections. One of which was a visual and the other was a structural
miscue. The student was able to answer 4 out 4 comprehension questions
correctly. The student was also capable of retelling the story. The story was
at her independent level. The student’s fluency has improved and rated at a
3, the student’s reading rate was sometimes fast then others slow and she
added expression and she read the story accurately. The student was able to
retell the student and make inferences about the story.
Since the fluency level of the student’s reading has improved and she
has maintained accuracy in decoding, the student will be moved to the next
level. The student needs to continue to practice reading and be exposed to
new materials to continue to improve fluency.
Informal Phonics Survey
The student’s reading has improved tremendously since first beginning
the tutoring. The student was retested on the informal phonics survey and
the z-test. This test evaluates the student’s knowledge of letter sounds of
isolations in words. The student was able to identify most of the constants
sounds.The student was able to identify the short vowels and long vowel
sounds, as well as the silent e sounds. This was an improvement over the
first time the student was tested. The student also improved in identifying
the r controlled vowel sounds. The student was able to correctly pronounce
36 of the 37 words using the z-test; the student incorrectly pronounced Zest.
Comprehension
Student A has been tested on three separate occasions for
comprehension. The student is capable of answering comprehension
questions correctly after she reads a story. She is also capable of retelling the
story that she has read. The student’s comprehension is good.
Recommendations:
Assist Student A in becoming a more fluent reader. Assisting the
student with activities that will help develop Student A’s fluency, confidence,
and sight-word recognition. Develop oral reading abilities by providing
materials and strategies in context as well as lots of practice in reading to
someone will help with fluency. Providing materials below her instructional
level as well as her independent level will work toward improving oral
reading skills. The student enjoyed lessons using Reader’s Theater, which
would be a great activity for this student to use to improve her fluency skills.
Part G:
Providing Student A with hands on activities helped her to gain a
better understanding of vowel sounds. Using observations as a means of
assessment allowed me as the tutor to identify if the student was retaining
the information and if she could implement the skill once exposed to the
concept. Using one lesson to build upon another was a good strategy to help
build skills for this student. The lessons also helped Student A understand
how word families would assist her in accomplishing better reading skills by
means of decoding words. This student also benefited by having one on one
tutoring sessions to build on specific needs. Implementing test designed
around the initial reading test allowed for specific lessons that centered on
specific needs.
Looking back at the reflections, on lesson 2, I found that I had to go
into further explanation and provide visual examples. Assessing the student
by observation, provided me with the immediate knowledge that the student
was lost by the terminology of word families. The student also had a hard
time with identifying rimes in words. The lesson took additional instructions
and more examples then originally planned. The student enjoyed lesson 4,
Reader’s Theater, she continually wanted to be different characters in the
play. Since one of the main focuses of lesson 3, 4, and 5 were to focus on
fluency, I accommodated the student’s request, and allowed the student to
make sock puppets at home and practice the play which was the idea behind
lesson 5.
In order for teachers to be successful in providing struggling readers
with appropriate lesson plans, teacher must fist provide additional testing to
identify what skills the student has mastered and what skills the student still
lacks. The teacher must then identify students with like abilities and try to
plan appropriately in order to accommodate the majority of the class into
group lesson and then still have time for individualize lessons for those who
need one on one tutoring. My beliefs in literacy have not changed but my
knowledge and skills have grown. My goals for next semester is to learn as
much as possible and how to implement the knowledge that I learn in an
effective concise manner.