C ARDINAL S TRITCH U N I V E R S I T Y SYLLABUS OF COURSE Course No: RL 509 Title of Course: Assessment and Instruction of Literacy Difficulties Practicum Credit Hours: 3 Scheduled Class Time: Wednesdays Hours: 4:00 – 7:30p Instructor: Lichelle McElroy Semester: Spring Year: 2011 Syllabus Outline a. Course title b. Course description (should match the University Catalog) c. Measurable course objectives d. Methods of assessment linked to each course objective e. Criteria for assessment that describe how the performances f. Outline of the sequence of topics and content covered in the course. will be judged and ultimately graded. Assessment criteria must be clearly specified in a list, paragraph or scoring rubric format. A suggested grading scheme, which includes weighting of assignments, assessments or other measured performances, must be included here as well. g. Required materials and other relevant supportive references cited in APA, MLA, or other style appropriate to the discipline. h. Textbook(s) used i. Writing and speaking across the curriculum j. Policy on class attendance k. Policy on cheating and plagiarism (reference the Institutional Policy on Academic Integrity) l. Policy on late assignments m. Policy on missed exams and assignments n. Office hours o. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which don’t last 15 weeks) p. Policy statement for Rehabilitation Act 504 Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum Committees and the assessment requirements of NCA. Cardinal Stritch University
Transcript
CARDINAL STRITCH U N I V E R S I T Y
SYLLABUS OF COURSE
Course No: RL 509 Title of Course: Assessment and Instruction of Literacy Difficulties Practicum
Credit Hours: 3 Scheduled Class Time: Wed nesdays Hours: 4:00 – 7:30p Instructor : Lichelle McElroy Semester : Spr ing Year : 2011
Syllabus Outline a. Course title b. Course description (should match the University Catalog) c. Measurable course objectives d. Methods of assessment linked to each course objective e. Criteria for assessment that describe how the performances
f. Outline of the sequence of topics and content covered in the course.
will be judged and ultimately graded. Assessment criteria must be clearly specified in a list, paragraph or scoring rubric format. A suggested grading scheme, which includes weighting of assignments, assessments or other measured performances, must be included here as well.
g. Required materials and other relevant supportive references cited in APA, MLA, or other style appropriate to the discipline.
h. Textbook(s) used i. Writing and speaking across the curriculum j. Policy on class attendance k. Policy on cheating and plagiarism (reference the Institutional Policy on Academic Integrity) l. Policy on late assignments m. Policy on missed exams and assignments n. Office hours o. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which don’t last
15 weeks) p. Policy statement for Rehabilitation Act 504 Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum Committees and the assessment requirements of NCA.
Cardinal Stritch University
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RL/RD 509: Assessment and Instruction of Literacy Difficulties Urban Literacy Centers Three Credits
Prepracticum Planning Seminars: January 10, 13, 18; 5:00 p.m. to 8:00 p.m. Instructional Sessions: Varies according to graduate’s schedule Seminar: Varies according to graduate’s schedule Supervisor: Lichelle McElroy Cell Phone: (414) 899-9323 Office Phone: (414) 410-4963 Email: [email protected]; [email protected] Office Hours: By appointment
This course offers the opportunity to apply the knowledge base acquired in previous course work to literacy assessment and intervention for elementary, middle, and high school students. Graduate students will assess reading patterns, develop appropriate instruction, assess and document progress. Collegial discussion of instructional issues will take place during seminars.
By the end of this course, students will be able to do the following: Program Outcomes and Measurable Course Objectives___________________
Objective #1: Administer, score and/or interpret norm and criterion-based assessments. Tied to Program Outcome V: Evaluate a student’s level of reading proficiency and motivation with regard to prior knowledge, word recognition accuracy, fluency, comprehension, and study strategies.
Method of assessment for objective #1: Initial report and final report Cr iter ia for assessment #1: See checklist and rubric
Objective #2: Design, administer, and evaluate classroom-based instruments for measuring K-12 student learning/motivation (journals, anecdotal records, pencil and paper measure, portfolios, etc.). Tied to Program Outcome V: Evaluate a child’s level of reading proficiency and motivation with regard to strengths in prior knowledge, word recognition accuracy, fluency, and comprehension and study strategies.
Method of assessment for objective #2: Initial report and final report Criteria for assessment #2: See checklist
Objective #3: Recognize the multiple causes of reading difficulty and provide instructional interventions to address these. Tied to Program Outcome VI: Create positive and supportive environments and design instruction that is appropriate to student needs.
Method of assessment for objective #3: Lesson plans, video/audio tapes Criteria for assessment #3: See checklists
Objective #4: Implement instructional experiences that support the different stages of literacy development. Tied to Program Outcome IV: Understand the nature and purposes of the reading/writing process, its relationship to listening and speaking, stages of language and literacy development, and factors that impinge upon this development.
Method of assessment for objective #4: Lesson plans, audio tapes Criteria for Assessment: #4: See checklists
Objective #5: Analyze or develop an instructional plan that demonstrates the interrelationships among reading, writing, listening and speaking. Tied to Program Outcome IV: Understand the nature
and purposes of the reading/writing process, its relationship to listening and speaking, stages of language and literacy development, and factors that impinge upon this development. Method of assessment for objective #5: Lesson plans, video/audio tapes, final report
Criteria for Assessment #5: See checklist and rubric Objective #6: Implement and/or evaluate teacher and student instructional strategies according to the need of the class/group/student. Tied to Program Outcome VIII: Recognize the importance of teaching reading as a process within a meaningful context and how the difference between teacher strategies and student metacognitive strategies apply to assessment and instruction of word recognition, vocabulary meaning, comprehension, and study strategies. Method of assessment for objective #6: Instruction, audiotapes
Criteria for Assessment #6: see checklist Objective #7: Demonstrate competence in modeling instructional strategies. Tied to Program Outcome VIII: Recognize the importance of teaching reading as a process within a meaningful context and how the difference between teacher strategies and student metacognitive strategies apply to assessment and instruction of word recognition, vocabulary meaning, comprehension, and study strategies. Method of assessment for objective #7: Instruction/ audiotapes
Criteria for Assessment #7: see checklist Course Texts: Required: Caldwell, J. S., & Leslie, L. (2009). Intervention strategies to follow informal reading
Grace, K. E. S. (2007). Phonics and spelling through phoneme-grapheme mapping. Longmont, CO: Sopris West Educational Services. ISBN: 1-59318-499-9 Recommended: Cunningham, P. M. (2000). Systematic sequential phonics they use. Greensboro, NC: Carson-Dellosa. ISBN: 0-88724-581-0 Duffy, G. (2009). Explaining reading (2nd
60623-075-6 ed.). New York: Guilford. ISBN: 978-1-
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The Practicum Experience___________________________________________ You will work with two students during this practicum experience. Students will generally be struggling readers: one student still at the learning-to-read stage and one student at the reading-to-learn stage. The practicum teacher is responsible for planning, delivering instruction, and reflecting on the progress of each student. The practicum teacher should follow the lesson plan format that he or she creates to match the students’ needs. There will be one assessment session before the instructional sessions begin. The final two sessions will be about one-half assessment and one-half instruction. The practicum supervisor will support you throughout this experience and scaffold your professional skills in literacy assessment and intervention. You will be required to demonstrate your competence in specific areas of instruction. Your supervisor will determine your satisfactory performance in these areas. In order to demonstrate your performance, you will be required to audiotape at least three of your lessons for each student for coaching and assessment. You will organize your lesson plans, work samples, observations, checklists and any other pertinent information in a three-ring binder. Each plan will describe your activities for each lesson. In addition, your observations and reflections during and after each week’s class should be included. You will need a separate binder for each student which will be turned in for your final portfolio project. We also recommend purchasing a binder for your own references. Course material will be organized to fit a practicum reference binder for materials from the three training/planning sessions and from seminars. A 3” binder with the following 12 tabbed dividers is suggested: 1) Basic practicum documents; 2) Student assessment; 3) QRI-5; 4) Lesson planning; 5) Proposal, home extensions, and final report; 6) Inquiry/interest based intervention model/text selection; 7)Word recognition (phonemic awareness, phonics, high frequency words, decoding by analogy, WR strategies, word analysis) 8) Fluency; 9) Vocabulary; 10) Comprehension; 11) Code switching; and 12) Writing. Grading Scheme or Weight Attached to Different Assessments____________ Rubrics or assessment checklists are provided for major assignments and activities. It is expected that the student complete these checklists before turning in the work. A grade of "A" presupposes careful attention to the following components: clarity of writing style; specificity of examples; attention to required format; neatness of presentation; absence of typos; and accurate use of APA guidelines. Word processed work is expected unless otherwise indicated. It is expected that work will be turned in on the assigned date. If there is a problem, please contact the instructor. Individual Assignments: Proposals: Initial Assessment and Repor ts 10% each (total of 20% ). Set aside time
during your assessment session and first instructional session to complete formal and informal assessments. You will administer the Woodcock Reading Mastery Tests-Revised nu and QRI-5, a phonic screening device, writing sample and interest inventory and any other assessments you feel are important for your student. You will use the information that you collect to identify independent, instructional, and frustration levels of proficiency. You will need to write an initial summary report of your findings and begin to formulate a lesson plan format meeting the needs of each student. Your plan must include the components listed on
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pages 13-29 in this module. At the end of your report, prepare a proposal that defends your lesson plan citing current research and the readings discussed in class regarding best practices. These proposals are each 10% of your grade and will be turned into and approved by your advisor before you begin your second instructional session with your students.
Lesson Plans and Observations 10% each (total of 20% ). Opportunities to discuss lesson planning, material selection, reflections, and on-going assessment with your supervisor are available at any time and also during two specific appointments during the semester. We highly suggest that you audiotape your lessons to assist you during your reflections and assessment analysis. You must furnish your own tape recorder and audiotapes. Evaluation of yourself and your interactions with students is expected as a way to demonstrate your growth as a diagnostic teacher. Self-evaluation may be achieved by critically reviewing your audiotapes and noting instructional language, successful elements, appropriate materials choices, teacher-student(s) interactions, etc.
Final Por tfolio 5% each (total of 10% ). Organize your initial proposal, assessments, lesson plans with observations/reflections, home extensions, work samples, writing samples, final report and any other pertinent information in a three-ring binder for each student. The plans containing your activities for all lessons should be included as well as your observations and reflections during and after each lesson. You need a binder for each student, which you will turn in for your final portfolio project.
Final Assessments and Repor ts 10% each (total of 20% ). At the end of the practicum experience, you will administer another set of assessments. Again, you may choose from the presented assessments and others that you feel will be appropriate to use with your student. You should organize this information into a report related to word recognition, fluency, comprehension and writing. Pre and post-test results should be cited in the report. Information regarding instructional activities, student participation, performance, achievement and materials used should be included in the report. Recommendations for further instruction should be included as well.
Audiotapes/ observations 15% for each student (30% total). You will be required to audiotape at least three of your lessons to share with your advisor, one for each student in the first week, third week, and to pass the Audiotape rubric. Passing the rubric criteria may entail additional tapes. Again, you must furnish your own audio recorder and tapes. Label your tapes clearly.
Depar tment of Literacy and Language Development Grading Scale: 100-95 A 84-83 B- 72-71 D+ 94-93 A- 82-81 C+ 70-65 D 92-91 B+ 80-75 C 64-0 F 90-85 B 74-73 C- A grade of B or better is necessary in order to apply for the 316 Reading Teacher License through C.S.U. Your assessment and instructional skills as a literacy professional will increase as you progress through practicum. Due to this natural progression, your later work will carry more weight toward your grade than your initial work.
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Grade Sheet: RD/RL 509 Student __________________________________ Initial Proposal/Assessments (Due 1/31) Learning to Read Reading to Learn
(10 points per student) _____ _____ Total_____/20
Lesson Plans, Observations, and Reflections Learning to Read Reading to Learn
Session One (week of 1/31) _____ _____ Session Two (week of 2/7) _____ _____ Session Three (week of 2/14) _____ _____ Session Four (week of 2/21) _____ _____ First tapes, observations/reflections (1 set per student due week of 2/28) Session Five (week of 2/28) _____ _____ Session Six (week of 3/7) _____ _____ Session Seven (week of 3/14) _____ _____ Session Eight (week of 3/21) _____ _____ Second tapes, observation/reflections (1 set per student due week of 3/28) Session Nine (week of 3/28) _____ _____ Session Ten (week of 4/4) _____ _____ Session Eleven (week of 4/11) _____ _____ Third tapes, observations/reflections (1 set per student due week of 4/18) Session Twelve (week of 4/18) _____ _____ Session Thirteen (week of 5/2) _____ _____ Session Fourteen (make up session done prior to 5/2) _____ _____ Week of 5/2 Final conferences Total ____/20
Final Por tfolio (Due 5/9 or ear lier ) Learning to Read Reading to Learn
(5 points each) _____ _____
Total _____/10 Final Assessment and Reports (Due 5/9) Learning to Read Reading to Learn
(10 points per student) _____ _____
Total ____/20
Performance-based Assessment (Due dates above) Learning to Read Reading to Learn
(Audiotapes/Reflections 15 points each) ______ ______ Total_____/30 Final Grade Total _____/100
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NOTE: A grade of B or better is necessary in order to apply for the Reading Teacher License (#316) through Cardinal Stritch University. All other required coursework for the 316 must be satisfactorily completed before the student takes the 509/352 practicum.
Licensing Procedure for Application for 316/17
All applications for licenses can be downloaded and printed from the DPI website. You will need the Initial In-State Administration or Reading (PI 1602-AD).
www.dpi.state.wi.us
PART I – APPLICANT INFORMATION • Completely fill out biographical information, including city, state, zip and phone numbers in case DPI
needs to contact you.
PART II – WHICH INITIAL LICENSE BEING REQUESTED? • Check the appropriate box for your certification
PART III – EXPERIENCE • List your past employers and send a PI 1613 Employment Verification form to them (within
reason).
PART IV – GRADUATE EDUCATION PROGRAM & INSTITUTIONAL ENDORSEMENT • List only degree bearing institutions • Include both undergraduate and graduate
CONDUCT AND COMPETENCY REVIEW FORM
• Fill out Conduct and Competency Review Form and sign in front of a notary (your bank will probably notarize for free)
• If you have worked, lived or gone to school outside of Wisconsin since the age of 17 fingerprint cards are required.
• Fingerprint cards must be obtained directly from DPI. Call 1-800-266-1027 or e-mail DPI at [email protected] to request cards.
When you have fully filled out the application it can be submitted to the certification office for signature required in the institutional endorsement section. The application fee is $100 and can be paid with either a credit card or a check made out to DPI. Your license application can only be processed after your last grade has been posted to your transcript. *If you wish to renew your existing license, you need to fill out the 5-Year Renewal Application Form (PI 1602-5R). Attach a transcript or grade report showing proof of your six credits for renewal (your coursework from your 316/17 certification can apply). Include an additional payment of $100 and it can all be sent to the certification office with your 316/17 application forms If you have any questions please feel free to contact me at 414-410-4337 or by email at [email protected]
Sequence of Classes, Topics and/or Content Or ientation January 2011 • Orientation to Cardinal Stritch University Literacy Centers • Syllabus • Discuss Practicum Expectations • Strategy Survey • Course Terminology Click and Clunk • Review QRI and Woodcock Reading Mastery Test-R
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Reading suggested pr ior to Planning Seminar Session One: Article: Clark, 2004/Binder Sect. 7 “What can I say besides sound it out? Coaching word recognition in beginning reading” Caldwell & Leslie: Chapters 4, 5, 6, 13 Duffy: Read/Review Examples (Word Recognition) 16, 18, 20 Cunningham, p. 3-8 Planning Seminar Session One-January 10, 2011 • Interest-based model (inquiry, narrative/non-fiction text selection, semantics)
o The role of language in creating a lesson plan • Course Terminology Click and Clunk • Exploring the Learning to Read and Reading to Learn Stages • Word Recognition Component (phonological awareness, phonics, high frequency words,
context)/integrate plan • Fluency component/integrate plan • Vocabulary component/integrate plan • Comprehension component/integrate plan Readings for Planning Seminar Session Three: Background for intervention planning (Read prior to assessing students or reviewing records): Caldwell & Leslie, 2009, Chaps 1-3; 1) Chapters 1 & Chapter 2 (pp. 1-24) include basics for effective intervention and guidelines for determining stages and patterns of reading difficulty and designing intervention session emphasis accordingly. 2) Chapter 3 (pp. 25-43) describes a variety of well-researched intervention designs. Duffy, Read/Review Chapters 2, 3, 4
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If you have a copy of Qualitative Reading Inventory 5—The following reading is helpful background for analyzing the QRI-5 for intervention. QRI-5 copies are available at centers for loan. Review from the Qualitative Reading Inventory-5 (QRI-5; Leslie & Caldwell, 2011):
1) Section 3 (pp. 22-26) offers grounding in intervention use of reading levels and a series of questions probing students’ strengths and needs based on QRI-5.
2) Section 4 (pp. 28-36) and Section 12 (pp. 86-90) cite guidelines for analyzing students’ QRI-5 data as a guide for intervention instruction.
Ar range assessment session with student. Planning Seminar Session Three-January 18, 2011 • Writing Component/integrate plan • Lesson plan overview for an older student • Principles for effective intervention/determining severity/own students • Lesson Plan Demo • Home Extensions • Review strategy survey
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Tentative Seminar Topic Schedule Instructional concerns and problem solving will be a priority on the Seminar agenda. Topics are subject to change based on teacher needs and discretion of the supervisor. Each week as we examine the following seminar topics we will discuss our specific student language needs as it relates to these topics. Week of: 1/31 Initial observations/problem solving/student backgrounds Time management tips
For 2/7, please read Caldwell & Leslie, Chapter 9 (Narrative Retelling) Please review Clark, K. F (2004). What can I say besides “sound it out”? Put in Binder Sec. 7. The Reading Teacher, 57(5), pp. 440-449 if you do not have a copy.
2/7 Coaching word recognition strategies
High Frequency Word Banks For 2/14, please read Hudson, R. F., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us? The Reading Teacher, 60(7), pp. 506. Place in Binder Sec. 3.
2/14 Dyslexia Phoneme/Grapheme Mapping
2/21 Introducing the CTOPP
2/28 Student sharing: Learning to Read and Reading to Learn *(bring lesson observations and reflections)
For 3/14, please read Wheeler, R. S., & Swords, R. (2004). Code switching: Tools of language and culture transform the dialectically diverse classroom. Language Arts, 81(6), pp. 470-480. Binder Sec. 11
5/2 Give QRI-5/Writing the final report and observation report Individual final conferences
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General Course Expectations___________________________________ Because of the accelerated nature of this program, it is crucial that students attend all classes.
If an absence is necessary, it will be handled on an individual basis. Active class participation is an important component. Word processed work is expected unless otherwise indicated. All work is to be in the student’s own words unless quotation marks and referenced pages are
provided. APA style should be used for documentation of references. It is expected that work will be turned in on the assigned date. If there is a problem, please
contact the instructor. Cardinal Stritch University and this instructor wish to positively affirm the intent of Federal
Law, Section 504 of the Rehabilitation Act of 1974. Any person enrolling in this course who may require alternative instruction and /or evaluation procedures due to handicapping conditions should feel free to discuss these needs with us so that appropriate arrangements can be made.
Urban Literacy Center Site Practicum Expectations __ In order to receive DPI certification, all graduate students must have at least 24 hours of
contact time with K-12 students. Therefore, if the graduate student is absent, s/he is responsible for arranging to make up this time. If an emergency arises, it is your responsibility to contact the parents/students to cancel your classes. Then, contact the Practicum Supervisor. Exchange contact cards with the family the first session.
You will have an assigned teaching area. Provide a friendly atmosphere reflecting a literacy
focus through relevant charts, sound boards, strategies, and interest motivators. Your appearance should reflect your role as a professional educator.
Before each instructional session, place 1) a copy of complete lesson plans, homework
memos, and other preparation for instruction and 2) your observations/reflections from the prior session in your designated folder before leaving the Center for the day, or email by 7 pm. The supervisor will provide notations after each teaching session.
Please include critical review of your audiotapes. Include observations and reflections on
instructional language, student language and response, successful elements, level of difficulty with activity, challenging words, characteristics of oral reading (accuracy, rate, expression, use of word recognition strategies), material choices, teacher-student interactions, the pace of the lesson, and the future direction of lesson, etc. See the observation guidelines on pp. 34-38.
Following the first tape, please turn in audio tapes cued to the section(s) which you’d like the
supervisor to assess; please star that section(s) on your lesson plan. The supervisor will use these tapes to complete the audiotape rubric. (See p. 5 for dates.)
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Meet with parents briefly following each class to review student progress and lesson extensions for the week.
Initial Student Assessment and Intervention Profile
During the assessment-only session (determined by graduate instructor and parent) and the first practicum session, we will assess students’ literacy strengths, needs and interests in order to plan an individual intervention. The assessment chart below diagrams the clusters of literacy abilities that we assess and the instruments used to assess them. Required assessments are in italics; these will vary by literacy stage as listed on the following page. All assessments have been covered in Stritch graduate literacy classes or the practicum.
Word Ident:WRMT-R WI, *TOWRE SWEQRI-4, Word Lists & Accuracy
Phonics:WRMT-R WA, *TOWRE PDEDr. Seuss, Power Pattern, Names
Word Recognition:Phonics
Word Identificaiton
WRMT-R Word Comprehension*Peabody Picture Vocabulary Test-4
VocabularyAssessment
QRI-4 WPM Rates*TOWRE Composite Score
Fluency
WRMT-RPassage Comp.
QRI-4 Comp, Retelling,Listening Comp.
ComprehensionMeasures
National Reading Panel Assessment Clusters
Interest InventoryBook selections
PhotographsReading Inventory
Interest /Inquiry
Concepts about PrintCTOPP for 5-6 yrs.
*WRMT-R VAL, LI, SLCPASS
**Emergent StageAssessment
*Diagnostic Evaluation ofLanguage Variation
(DELV)
Additional LinguisticAssessments
509 Writing Assess. Rubrics,Assess.Writing Development,Test of Written Language, orBear et al. Spelling Inventory
***Writing Assessments
Supplementary Assessment Battery Clusters
Key to Abbreviations: CTOPP=Comprehensive Test of Phonological Processing (PA-Phonological Awareness, PM-Phonological Memory, RN Rapid Naming) The CTOPP and DELV will be introduced dur ing practicum. QRI-5=Qualitative Reading Inventory-4 (Leslie & Caldwell, 2006) RAN/RAS (Rapid Automatized Naming/Rapid Alternating Stimuli) TOWRE= Test of Word Recognition Efficiency; (SWE) Sight Word Efficiency, (PDE) Phonemic Decoding Efficiency WRMT-R=Woodcock Reading Mastery Tests-Revisednu
(LI)Letter Identification, (SLC) Supplementary Letter Checklist, (WI) Word Identification, (WA) Word Attack, (WC) Word Comprehension, (PC) Passage Comprehension
(VAL) Visual Auditory Learning,
*Use as needed for clarification, may be modeled by supervisor. **Options for Emergent Readers: Phonemic-Awareness Skills Screening (PASS); An assessment of student’s knowledge of concepts about print (Bader, 2005; Clay, or Morrow, 2001); Woodcock Reading Mastery Tests-Rnu
(WRMT-Rnu) Letter Identification; CTOPP for 5-6 years; WRMT-Rnu supplementary letters checklist.
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***Writing: Evaluate using a measure of your choice such as 509 Writing Sample Assessment rubrics, Assessing Writing Development Checklist (Morrow, 2001); Test of Written Language TOWL-2 selected subtests only; Bear et al. developmental spelling inventories
A minimal list of required assessments for three stages of literacy is given below. For additional information feel free to discuss your observations and further assessment with the supervisor.
Emergent Reader Interest and attitude survey An assessment of student’s knowledge of concepts about print A phonological assessment (PASS, PALS, or Wright Phonological Assessment) Oral language assessment Assessment of alphabetic knowledge (WRMT-Rnu Supplementary
Writing sample (evaluated using a measure of your choice) Letter Checklist)
Beginning Reader Interest and attitude survey If early beginning reader, assessment of student’s knowledge of concepts about print If rhyming and oral syllabication awareness are questionable, administer a phonological
assessment (PASS, PALS, or Wright) QRI-5 Word List, Passages, Listening Comprehension Woodcock Reading Mastery Test-Rnu
Assessment of known phonic elements (Dr. Seuss Words or Power Patterns)
subtests: Word Identification, Word Attack, Passage Comprehension
Writing sample (evaluated using a measure of your choice) Reading-to-Learn Student Interest and attitude survey QRI-5 (including think alouds and look backs) If WRMT-R Word Attack subtest is at or below level, administer an assessment of known
phonic elements (Power Patterns, Pat Cunningham’s Names Test) Woodcock Reading Mastery Test-Rnu
Writing sample (evaluated using a measure of your choice)
subtests: Word Identification, Word Attack, Word Comprehension, Passage Comprehension
Following these assessment sessions, analyze your findings and determine a plan for instruction (see p. 30-33). Submit all of this information to your supervisor. Wait for approval to proceed. Initial Assessment and Proposal Checklist Reading-to-Learn Learning-to-Read All required assessments were administered. (.1-.5 points) ______ ______
Additional assessments were appropriate for student. (.1-.5 points) ______ ______
Assessments were administered and scored correctly. (.1-2.0 points)______ ______
Lesson plan is supported by current research.(.1-2.0 points) ______ ______
The lesson plan is appropriate for the student’s needs. (.1-2.0 points)______ ______
Student’s strengths, needs and interests are discussed. (.1-2.0 points)______ ______
Report is professionally written. (.1-1.0 points) ______ ______
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TOTAL ______ ______ Your plan has been approved. _______ Your plan needs revision. _______ Supervisor’s signature: ________________________________________________
Format for Student Assessment and Intervention Proposal
Section One: The Student (Format: narrative) Introduction to the student, including school background, parent and teacher input, previous school/clinical testing, and information from the interest and attitude survey
Section Two: Findings from Initial Assessment Measures • This section is divided into subsections based on major literacy components: Word
Identification, Phonics/Decoding, Comprehension, Writing. Instructors may add Vocabulary and Processing subsections as needed for individual students.
• (Format: table) Present the findings of the pre-intervention assessments (data) in an
Assessment, Analysis, and Intervention tables for each major literacy component similar to those shown in the sample proposal. In the first column, list the names of assessments. In the second Pretest column, list the pretest scores, GE (Grade Equivalent), PR (Percentile) and SS (Standard Score). In the third column, enter the level of intervention Intensity (Tier 1, Tier 2, Tier 3) that student data indicate is needed. In the Analysis column make brief notes about your observations during assessment and the strengths and needs the results suggest. Using information from the prepracticum planning seminars and previous courses, enter the primary Intervention strategies prioritized in the far right column of the Assessment, Analysis, and Intervention table.
• (Format: narrative following table) Include two paragraphs:
o Using the Description of testing subsections in the sample report, introduce the assessment tools in the first paragraph. These are completed for most assessments in the sample.
o In the second Student results and intervention paragraph: Briefly summarize and discuss data: What strengths and areas for growth do these findings suggest? What are prioritized areas for intervention?
• (Format: modified checklist) At the end of each subsection, modify the bulleted descriptions of intervention strategies to fit your intervention. Prioritize the most important strategies to which you’ll devote the most time.
• (Format: narrative) Conclude Section Two with a brief Summary of Pre-assessment Results
and Analysis as modeled in the sample using the tables for your information.
Section Three: The Intervention Plan (See sample) • (Format: numbered list) Based on the tables and summary in Section 2, list your objectives for
your student. See sample. • (Format: narrative and outlined plan) Also, allocating minutes to the most important
intervention area, design a daily intervention plan along the lines of the model in the sample. Briefly describe the intervention lesson plan and support it with research and student data.
• Include suggestions for parent/school support throughout the year.
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Section Four: References
RLA 352: Assessment and Instruction of Literacy Difficulties Practicum
SAMPLE STUDENT ASSESSMENT AND INTERVENTION PROPOSAL
Student: Micah Rock D.O.B.: June 22, 2000
Parents: Joshua and Ruth Rock Age: 7 years 5 months Date: June 18, 2008 Grade: 2.9 Examiner: Patricia Practicco Instructional Level: Grade One (according to the QRI-5)
Section One: The Student
Micah Rock (pseudonym) is a 7-year, 5-month-old second grader at Avenue Q Elementary
School. Micah is a kind boy who relates well to other children and puts forth a good effort in school.
In second grade, his mother reports he is academically behind in all areas, especially in reading and
writing. His classroom teacher reports that he contributes well to oral discussions but struggles to
blend words. His oral reading is choppy and slow, generally sound by sound. Often his spelling does
not reflect accurate sound/symbol correspondence. She also noted that Micah recalls most of what he
has read in stories unless he has been unable to recognize many of the words. However, he cannot
always identify the story elements and retelling is often not in sequence. He struggles to remember
and organize most nonfiction content. He has been receiving speech and language services and
Learning Disabilities services guided by his special education IEP since preschool. Micah receives
small group and in-class support for remedial reading, writing and math.
According to the Burke reading interview, Micah does not like to read aloud to his class or
friends, but does enjoy reading to his teachers. When he comes to an unknown word, he says he
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always tries to guess from the sentence meaning. He said he sometimes has trouble remembering
what stories or articles were about. He likes to listen to and own books, but does not read for
enjoyment. Micah feels that he is a good reader and thinks reading and writing are important.
However, Micah does not feel like he is a good writer. He likes writing at school, but not at home.
He feels that sometimes he has good ideas for writing.
An interest inventory revealed that Micah enjoys skateboarding, gymnastics and video games.
He likes cartoons, such as “The Grim Reaper”, “Sponge Bob” and “Jimmy Neutron”. He is
interested in science and fast cars and cited the principal of his school as his favorite teacher. Micah
has a wide variety of interests when it comes to books. He enjoys adventure, comic, series, sports,
mystery, non-fiction and fantasy books.
Section Two: Findings from Initial Assessment Measures
Micah was given a number of informal and formal assessments to gain information about his
reading, writing and language needs. Section Two presents the results of this testing in table and
formats.
Processing Assessment, Analysis, and Intervention
Description of testing. The Phonemic-Awareness Skills Screening (PASS), is a screener that
identifies specific areas of phonological weakness including rhyming, sentence segmenting (breaking
a sentence into separate words), syllabication, blending, syllabication segmenting (breaking a word
into syllables), deletion, phoneme isolation, phoneme segmentation and phoneme substitution
(removing one sound from a word and replacing it with another).
Total Raw Score 43/50 Rhyming 5/6 Sentence Segmentation
Specific Intervention In any areas Showing Difficulty
Since Micah is in second grade, continuing phonological difficulties, even when a single item are a concern. He has strengths in sentence
Explicit instruction and phonological activities such as picture sorts and auditory activities in related literature in rhyming, sentence and syllable segmenting, phoneme segmentation and
segmenting, blending, mild difficulty with rhyming, syllable segmenting, phoneme segmentation and phoneme substitution. He is below the cut-off on Deletion.
substitution. More explicit instruction and modeling with tokens at syllable level and Elkonin boxes without letters at phoneme level.
Student results and intervention. Micah’s testing results are printed in the table above.
Processing assessment on PASS indicated that Micah continues to need help with some underlying
phonological skills. On the PASS, Micah was able to efficiently blend syllables and sounds into
words as well as identify the beginning and ending sounds in words. Micah displayed some difficulty
with rhyme, syllable segmentation, phoneme segmentation and phoneme substitution. He was below
the 20% cut-off on the Deletion tasks, which require removing a syllable or phoneme from a word.
Since rhyming, segmenting words into syllables, and deleting phonemes (sounds) and blending words
back together are important in reading and second grade is late to be developing these skills, these
appear to be areas which should be specifically addressed in intervention.
In summary, processing assessment results from the PASS indicate Micah Tier 2, or moderately
intense intervention, addressing phonological awareness skills including rhyming, syllable
segmentation, as well as phoneme segmenting, deleting, and substituting. Specific intervention
strategies are listed on the right hand column in the table above and described below:
Focus phonological awareness processing strategies for student in this practicum session. (Leave in word study strategies you will use, delete those you won’t, and add any you will use that are not here)
Exposure to oral rhyming, songs, rhythms, segmenting words into syllables with body motion. Direct explanation and modeling of needed phonological skills Clapping, stomping, etc. syllables.
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Picture sorts by meaning, rhyming, or number of syllables Sound (Elkonin) boxes without letters (manipulatives for breaking words into sounds and
putting them in order) Move-It and Say-It (move markers from picture to long right-pointing arrow) Activities from previous coursework and Phonemic Awareness in Young Children by Adams,
Foorman, Lundberg, & Beeler. Word Identification Assessments Results, Analysis, and Intervention
Description of testing. The Qualitative Reading Inventory-4 (QRI-5) is an informal reading
inventory designed to yield diagnostic information about a student’s ability to identify words, decode
and comprehend. Word identification is measured in two ways on the QRI-5: 1) lists of high
frequency words by grade level that the student reads aloud while timed for 1 second recognition, and
2) the percent of oral reading errors in the grade level passages. The Woodcock Reading Mastery
Tests-Revisednu
is an individually administered battery of tests with nationally standardized norms
which measure basic reading achievement components. On the Word Identification (WI) test,
students read a graduated list of single high-frequency words with a 5 second time limit per word.
Word Identification Assessments, Analysis, and Intervention Assessment Scores Intensity Analysis Intervention QRI-5 Accuracy on Word Lists Preprimer Primer Level 1
XXX Tier 3 Intervention At Grade One-one year below level Passage Accuracy Instructional
Continuing b-d reversals PP-oh for who, otter for other, mack for make, pack for place Difficulty with: short, silent e and double vowels and diphthongs, th, initial blend pl, Sounded breathe Word Lists at Instructional Level at Grade 1-one Automaticity instructional Level is at Primer Self-correcting at lower levels, overuses context, not decoding sound by sound Difficulty with
Use Tier 3 intervention techniques for high frequency words; prioritize them in the word recognition block. Use 1200 word high frequency list and miscues from reading with See-It, Say-It, Trace-it, Write-It in context. Stress full analysis—look carefully at each part of a word, Broad independent
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Grade 1 Nar rative Grade 2 Nar rative
Accur: 90% Instructional Accur. 80% Frustration
At Grade 1 XXX Tier 3 Intervention
many, people, behind. Does not use decoding by analogy or chunking Miscues often had orthographically similar beginnings or ending as the words in the text. Level 2-Missed even, once, v+r, silent e, See green QRI-5 analysis sheet For further analysis
reading 20 minutes Per day. BED technique for reversals
Woodcock Reading Mastery Tests-R Word Identification
GE: 2.2 AE: 7-6 PR: 12 SS: 82
Moderate Risk XX Tier 2 Intervention
Called/table Woke/work Response often over 2 seconds-few decoding attempts Although GE near level, PR and SS are in moderate risk range
Student results and intervention. The QRI-5 indicated that Micah’s total reading
instructional level is at Grade One level with Word Recognition instructional level and
Comprehension instructional level both at first grade level. The detailed scores from and observations
about from the QRI-5 Word lists and passage accuracy and Woodcock Reading Mastery Tests-R-
Word Identification are given in the table above.
If a separate QRI-5 Miscue Analysis was done, overall results from the Miscue Analysis
would be reported here.
Micah’s scores on the WRMT-Rnu
In summary, when automaticity is factored into Micah’s sight word recognition ability, his
level drops to a severe risk level which warrants Tier 3 intervention. Errors and automaticity on the
QRI-5 Word Lists and Passage Accuracy and WRMT-Word Identification test reflected a strong need
for improved recognition of high frequency words. See right hand Intervention Column in the table
above for proposed intervention and descriptions of strategies in the bulleted list below.
-WI test indicated moderate risk in high frequency word
recognition. He tended to take close to the 5 second limit to pronounce higher level words.
Focus high frequency word identification instructional strategies for this practicum session:
(leave in word study strategies you’ll used, delete those you won’t, and add any you plan to use
that are not here)
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Word bank review box for learning high frequency words.
Personal word wall
See-It, Say–It, Spell-It, Chant-It, Trace-It (strategy for learning sight words)
Full analysis of unknown words (look carefully at all parts of the word before pronouncing) Broad shared and independent reading
Phonics/Decoding Assessments Results, Analysis, and Intervention
Description of testing. The Woodcock Reading Mastery Tests-Revisednu
Phonics/Phonemic Decoding Assessments, Analysis, and Intervention
is an individually
administered battery of tests with nationally standardized norms which measure basic reading
achievement components. On the Word Attack (WI) test, students read a graduated list of single non-
words with a 5 second time limit per word. The Dr. Seuss Words task consists of graduated lists of
one syllable words for each short vowel that increase from cvc to cccvcc closed vowel patterns.
Moderate Risk XX Tier 2 Intervention First work on these patterns and rime families
Difficulty with Reversals, th digraph, Diphthong, v+r vowel patterns dud’s/bug Pim, pate correct, very labored decoding CVC and CVCe patterns familiar but slow Knows a, i, o basic rime at CVC level families Errors with digraphs in CCVC, etc. patterns Unsure of e and u in closed syllables
Full analysis of words Explicit, systematic Phonics with sound board stressing missed sounds on assessments. Elkonin boxes, Phoneme-Grapheme mapping, Making Words, Sorts, Spelling by sound, decodables Use Vowel pattern chart Teach word families on vowel/syllable pattern Chart Application of phonic elements with word recognition strategy coaching. Include th, ch digraphs in CCVC words for a, i, o Full units on e and u in cvc patterns Later asses for silent e, vowel teams
Student results and intervention. The detailed scores from and observations about the
Woodcock Reading Mastery Tests-R-Word Attack subtest and Dr. Seuss Words are given in the table
above. Micah’s assessments measuring decoding and phonic abilities followed a similar pattern to his
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high frequency word patterns mentioned above. That is, scores tended to be in a moderate risk
category but his responses were slow and labored. These scores indicate moderate risk on WRMT-R
Word Attack. Add results from the WRMT-R Word Attack Error Inventory here if you completed it.
He tended to require close to the 5 second limit to pronounce most non-words. He did not apply
word families or use context, chunking, or decoding by analogy. To summarize, Micah’s ability to
apply decoding principles efficiently is hampered by both 1) limited knowledge of vowel patterns, as
indicated by the WRMT-R-WA and Dr. Seuss patterns and 2) limited efficiency and strategies for
applying decoding skills. When timing and limited strategy use are factored into Micah’s decoding
ability, his level drops to a severe risk level which warrants Tier 3 intervention in his
decoding/phonic abilities. See right hand Intervention Column in the table above for proposed
intervention and the bulleted list below for descriptions of the proposed phonic/phonemic decoding
strategies.
Focus phonic/decoding instructional strategies for this practicum session: (just leave in decoding strategies you will use, delete those you won’t, and add any you will use that are not here) Explicit instruction and connection to sound chart of phonic elements including: list phonic
elements to be taught based on Dr . Seuss Words/Power Patterns and miscues. Phoneme/Grapheme mapping units Elkonin boxes (manipulatives for breaking words into sounds and putting sounds in order) Lists of words with common phonic element for oral automaticity and dictation. Making words (using letters to make words in patterns and blend sounds together) Word sorts by meaning and/or vowel/syllable or other phonic patterns Decoding by analogy (using known words or word parts to pronounce unknown words) Full analysis of unknown words (look carefully at all parts of the word before pronouncing) Vowel/syllable pattern chart (organization for presenting seven vowel Spot ‘n’ Dot syllabication strategy Decodable readers (readers at student’s level stressing phonic element being taught or
reviewing phonic elements taught) Writing by sound (moving chips to represent sounds and using sound chart to make
connections between sounds and letters,
Fluency Assessments Results, Analysis, and Intervention
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Description of testing. As examiner, I used the same QRI-5 passages described in earlier
sections to assess Micah’s fluency in connected text by timing his Words Per Minute (WPM) and
rates Primer narrative Level one – narrative Level two – narrative
Rates: 50 WPM 20 WPM 15 WPM
Level one and two rates are extremely slow. Comparable to very early first grade rates
Major priority for intervention Labored, reads word by word, flat expression, little phrasing.
Explicit instruction, modeling on fluency Assisted oral reading 4X per week Add extra independent reading to protocol See word identification, phonics intervention for word parts automaticity Independent reading 20 min. per day. Build semantic (vocabulary, schema, language structure)knowledge
Student results and intervention. Although primer rates are cited as within average range
for primer level in the QRI manual, the reading level of the material is 1 year below Micah’s grade
placement. On the primer narrative passage, Micah read 50 words per minute, which is high average
for this level. When Micah was given a grade one narrative passage, he read 20 words per minute,
which is considered below the average range. Finally, Micah read 15 words per minute on the level
two, which is considered below average range on this passage. Micah’s reading was labored and
choppy, characterized by sound-by-sound decoding attempts. Given this informal fluency measure in
the at-risk range, fluency intervention at a Tier 3 level will be a priority in Micah’s intervention
design. Strategies to be used are listed in the right column and described in the bulleted list below.
Focus fluency instructional strategies to be used in this practicum session: (Leave in fluency strategies you will use, delete those you won’t, and add any you will used that are not here) Modeled oral reading Shared reading (teacher/parent read together with student, adult in lead) Echo reading (teacher or parent reads sentence, student reads same sentence) Repeated assisted oral reading (ROAR) (teacher reads sentence, both read same sentence until
smooth, student reads same sentence; student rereads whole paragraph) Strategies like word families, vowel/syllable pattern recognition, syllabication to help
recognize parts of worlds more quickly Word bank review for 1 second recognition of high frequency words Extensive independent reading
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Vocabulary Assessments Results, Analysis, and Intervention
Description of testing. To assess Micah’s vocabulary, or semantic knowledge, level, I
administered both the WRMT-Rnu Word Comprehension subtests. The WRMT-Rnu
Vocabulary Assessment, Analysis, and Intervention
Word
Comprehension subtests requires that the subject read a word then give an antonym, synonym, or the
final word in a pair of analogies.
Assessment Scores Intensity Analysis Intervention WRMT-R Word Comprehension
GE 3.4 AE 8-6 PR 37 SS 96
Average range X Tier 1 Basic Instruction
Strong oral receptive vocabulary Errors were result of decoding Strong semantic knowledge of and interest in words and their meanings
Continue semantic/vocabulary development to facilitate decoding and comprehension. Continue broad exposure to oral vocabulary, experiences, reading language-rich books four levels or more above his reading level aloud to Micah
Student results and intervention. As the score on the table above demonstrate, Micah’s
knowledge of word meanings is a learning strength. Micah’s scores, although limited by his ability to
decode stimulus words, were higher than his Woodcock word recognition scores (WI & WA). His
instructional plan will include further development of this important strength through strategies listed
on the right side of the table above and described below.
Focus instructional vocabulary strategies to be used in this practicum session: (Leave in vocabulary strategies you will use, delete those you won’t, and add any you will use that are not here) Select fiction and non-fiction texts with enriched and Tier 2 (common in adult language and
books but not student language) vocabulary for use during student sessions. Focus on 5-6 new words within a topic to expand oral vocabulary for each session presented
in context sentences. Focus on topics of high student interests. Use colored vocabulary cards with special section in review box. Include vocabulary activities with these words in home extensions. Design meaning and definition sorts. (sorting words by meaning or matched to definitions) Studies of meanings and use of affixes and roots. Graphic organizers used included: List and briefly describe if not below.
o Words in my life (square with categories for definition, personal meaning) o Frayer model (four square with word, definition, example in life, antonym, synonym)
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o Definition/concept map (branches for examples, descriptors, definition, related words, opposites, context sentence, etc.)
o Other examples in Caldwell & Leslie, 2009 and previous course work
Comprehension Assessments Results, Analysis, and Intervention
Description of testing. For each QRI-5 passage, prior knowledge was measured through
questions about concepts important to the story or article. A score of 55% or more indicates the
student is “Familiar,” with the topic and concepts in the passage. Following the passages, the
examiner asks the student to retell the story/article and asks five or six oral questions, equally divided
between implicit and explicit inquiries. On the WRMT-Rnu
Passage Comprehension test, students
read a sentence or short paragraph and supply a missing word.
Comprehension Assessment Results, Analysis, and Intervention Assessment Scores Intensity Analysis Intervention QRI-5 Retellings and Questions Primer Familiar Level One – narrative Familiar Level Two – narrative Familiar WRMT-Rnu
Severe risk XXX Tier 3 Intervention About one grade level below school placement Average X Tier 1 Basic Instruction
No difference between responses to implicit/explicit questions. Decoding difficulty seemed to impact comprehension Does not recall in sequence or all story elements (problem, setting) Total QRI Passage level- Grade 1 Instructional Reading slowly with long pauses. Does not try to decode words or use chunking or decoding by analogy. Uses context to determine words.
Explicit instruction and modeling-story elements, sequencing, summarizing. Fiction: Use story cards, Graphic organizers before and during reading. Retelling with narrative graphic organizers, Non-fiction:-move to text coding, main idea, stressing inference and self-monitoring. Quantity engaged, Interactive reading
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Student results and intervention. The results of the two measures used to assess Micah’s
comprehension (WRMT-R Passage Comprehension and QRI-5 retellings and questions) are given in
the table above. The two measures of comprehension yielded different results with the QRI-5 passage
comprehension instructional at first grade level, about a year below his current 2.9 school grade level
placement, and the WRMT-Rnu
Focus instructional comprehension strategies for this practicum session: (Leave in comprehension strategies you will use, delete those you won’t, and add any you will used not here.)
Passage Comprehension subtest indicating average scores. The QRI-5
indicated that Micah’s Comprehension instructional level, Level 1, was the same as his QRI-5 Word
Recognition level. On both tests, his reading was very slow with long pauses. Possibly the difference
in the scores might be explained by the length of passage; while Micah could retain information and
sentence meaning enough to respond correctly to the brief Woodcock passages, he could not integrate
reading skills to effectively read and comprehend the longer, more authentic QRI passages. Since the
QRI-5 more closely resembles the classroom experience, this score appears the wisest by which to
gage intervention level. However, since Micah’s numerous miscues and lack of fluency in the QRI
passage seemed to be the main factor limiting his reading proficiency, I will plan a Tier 2
intervention for comprehension while reserving Tier 3 intervention for word recognition and fluency.
The intervention will also build metacognitive comprehension strategies such as summarizing,
predicting, and self-monitoring through explicit instruction and modeling.
Explicit modeling and explanation of metacognitive comprehension strategies including predicting, inferring, self-monitoring, clarifying summarizing, questioning, main idea, visualizing (indicate the two main strategies you will teach and delete the others)
Think-alouds (the teacher models her own thinking as she applies comprehension strategies like predicting or inferring in actual reading)
Reading informational (non-fiction) text Reading narrative (story) text Graphic organizers used included: List and briefly describe if not below.
o Story map with story structure elements characters, setting, problem, events, outcome, or beginning, middle, end
o Expectation grid (to help student predict what categories he may read about in nonfiction)
o Text coding (text coded to identify whether ideas are new, important, etc.) o Topic, detail, main idea strategy
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ReQuest (teacher-student questioning after each sentence to increase comprehension)
Writing Assessments, Analysis, and Intervention
To obtain a writing sample, I asked Micah to write a paragraph about his favorite animal, who
turned out to be his English Bulldog, Bertram. According to the Student Writing Sample Assessment
from RLA 352/RL 509, Micah demonstrated strengths in Organization, Voice, and Word Choice. He
offered a detailed description organized around a main idea sentence. He chose personal descriptive
words to characterize his pet’s appearance. He had more difficulty with Sentence Fluency and
Conventions. His sentences tended to be brief, sometimes fragments with little variety in punctuation.
Spelling was highly inaccurate both phonetically and orthographically (use of correct spelling
patterns). Micah often uses initial and final consonants correctly in phonetic spelling. He also
attempts to use vowels; he does not differentiate between long and short spelling patterns. It appears a
focus on Anderson’s spelling by sound during the writing block to strengthen phonological memory
and constructing more mature sentences, possibly using the Phelps sentence builder will be
appropriate writing intervention foci at a Tier 2 level.
Summary of Pre-assessment Results and Analysis
In summarizing Micah’s literacy profile, it is important to first note his considerable learning
strengths, his solid oral vocabulary and background knowledge, effective use of context for decoding,
writing abilities in organization, word choice and voice, persistent work ethic, positive peer and adult
relationships, consistent home support. Micah’s assessments, as summarized above, indicated that
his greatest (Tier 3) needs were in the Word Recognition, including phonological awareness, and
Fluency areas with secondary (Tier 2) concerns in Comprehension and Writing. As outlined in the
Analysis and Intervention columns, intervention should emphasize foundational phonological
awareness ( rhyming, syllable and phoneme segmenting, phoneme substitution, and especially
deletion); sequenced word recognition phonic skills at cvc, ccvc level; basic irregular high frequency
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words; word recognition coaching strategies; fluency at word part, word, sentence, and passage level;
sequential retelling stressing story elements, especially story problem; and writing instruction
addressing spelling by sounds, sentence construction and reinforcing the areas above.
Section Three: Intervention Plan
After analyzing the results of the assessments, I chose specific strategies addressing those
needs and prioritized their order in the lesson and time allowance according to degree of severity.
Chapter three suggested balancing all components of reading, while placing a greater focus on the
areas of need (Caldwell & Leslie, 2009). More time was allocated to lesson components dedicated to
more severe needs. The intervention column in the preceding tables displays strategies corresponding
to assessed needs.
According to current assessments, especially his levels on the more classroom- authentic QRI-
5 passages, Micah is reading and writing about a year below his late second grade placement.
Research has shown that “students often thrive in a consistent framework” (Caldwell & Leslie, 2009,
p.5). A consistent intervention is necessary to increase Micah’s success in the following areas of
literacy: phonological awareness, word study, fluency, comprehension and writing. These are my
objectives for Micah for this year: (bullet or numbered format):
1. Phonological awareness: Micah will develop phonological awareness skills such as rhyming and segmenting at the syllable and phoneme level so that he is able to recognize rhyming words and orally identify the number of syllables in 2-4 syllable words.
2. High frequency words: Micah will increase his store of automatic high utility words and their meanings to facilitate fluent reading with comprehension through See-It, Say-It, and review box.
3. Phonemic decoding: Micah will become more phonemically aware by segmenting and blending phonemes in common vowel syllable patterns (cvc-short vowels e and u, digraphs th, sh; silent e, vowel team/talkers, and apply that knowledge to the decoding of unfamiliar
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words) through sound boards, Elkonin boxes, making words, word sorts, decodables. He will also increase his ability to add and delete phonemes from words through these activities.
4. Metacognitive word recognition strategies: Micah will be able to apply and verbalize the sound-symbol, chunking, decoding by analogy, and context word recognition strategies appropriately to decode words.
5. Fluency: To develop fluency, Micah will read with increased accuracy, adjusting his rate to allow for reading with expression and comprehension through modeling, ROAR reading 4 times per week, and increased independent reading.
6. Vocabulary: To empower both efficient word recognition and comprehension, Micah will expand his listening and speaking vocabulary through learning meaning, phonology, and orthography of Tier 2 and Tier 3 words related to inquiry units.
7. Comprehension: Micah will increase comprehension of narrative text read by the application of metacognitive strategies, story element knowledge, and graphic organizers, which facilitate his interaction with the text. Metacognitive strategies that I will explain, model, and scaffold his internalization of include prediction, sequencing, and summarizing, making connections, and retelling. In nonfiction text bases on his interests, I will explain, model, and scaffold inference and self-monitoring through use of text coding and the main idea strategy graphic organizer. My goal will be his independent use and verbalization of these strategies.
8. Writing: Micah will use spelling-by-sound while writing to become more phonemically aware. He will also construct more complex sentences in his writing through Phelps Sentence Builder and scaffolding.
Each component of instruction within the 90-minute block will be given a set amount of time
based on Micah’s needs. Micah’s phonological awareness, phonic knowledge, high frequency word
recognition, and fluency appear to need the most support at this time. Micah’s plan balances all
components of reading, while placing a greater focus on the areas of need (Caldwell & Leslie, 2006).
Therefore, I chose to give the area of word study, which includes phonological awareness, 40 minutes
of instruction per lesson. Fluency development (20 minutes) is needed to help him use his skills
more efficiently. Micah will need comprehension strategies (15 minutes) to build on his strong
vocabulary and to be successful as he enters intermediate grades. Since reading and writing are
reciprocal processes, I chose to use 15 minutes of our time for writing in order to increase his literacy
skills. The lesson plan outline, based on the table and set in reading blocks, follows:
1. Rereading of familiar instructional level text (30 minutes) a. Choral and independent reading of familiar text (5 min/fluency) b. Retell familiar article or story with graphic organizer (5 min comp) c. Spelling by sound writing in response to story using GO, reread (15 min/writing) d. Brief activity with book at independent level for recreational reading. (5 min)
2. Word recognition work (40 min)
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a. Phonological awareness tasks (5 min.) b. High frequency words from upcoming story/word lists and review (10 min.)
c. Phonic elements sequence (explicit instruction, Elkonin boxes, phoneme-grapheme mapping, word sorts, decodables) (15 minutes)
d. Rime/word families (sliders, stories, vowel pattern cards for onset/rime activities) (10 min.) 3. Introduction of new text (20 min.)
a. Connect to prior knowledge, new vocabulary in context sentences (5 min/comp) b. Explicit instruction, modeling metacognitive strategies (story grammar, summarizing) begin graphic organizer (5 minutes)
c. Assisted oral reading of new story/article (10 min fluency) d. Independent read ing of new text with word recognition strategy coaching
Because Micah’s literacy-related academic skills are low for his age, he will benefit from a
balanced, consistent lesson plan. It will also help me pay more attention to Micah’s needs, as I will
know how to plan his lessons more easily and effectively. Oral vocabulary and metacognitive
strategies will be stressed in all lesson components. Micah and I will choose reading material together
that is motivating for him. All lesson components will be grounded in inquiry questions related to
Micah’s interests.
Micah’s parents and school staff can support this intervention in the following ways:
• Completing weekly home extensions assigned.
• As Micah writes, have him stretch words out listening carefully for the sounds and writing the sounds as he hears then. Do not have him stretch and sound words that do not fit normal phonic patterns (such as there, does)
• When he sounds words out, have him look carefully at each sound before he says the word unless the word has an irregular spelling (such as bright)
• Have a set of magnetic letters on the refrigerator and practice sliding sounds together to make
new words changing one sound at a time. Refer to sounds rather than letter names.
• Possibly have a set of “refrigerator words.” This is a list of current and non-automatic. high frequency words from Stritch or school posted on the refrigerator with a magnet. She reads through them when she gets a snack.
• Continue broad exposure to spoken vocabulary, experiences that involve new ideas and
words, and reading language-rich books four levels or more above his reading level aloud to Micah such as Call of the Wild, Big Red, the Shiloh trilogy, Bud not Buddy, and non-fiction in his broad range of interests.
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• ROAR read (you read a sentence, read together, then Micah reads the same sentence) school assignments, center materials, or other reading at about high second grade and low third grade level before Micah reads them aloud—this should be about four times per week for 15 minutes.
• Be sure Micah reads from 15 to 20 minutes per day in material that is comfortable for him.
(No more than one error for every ten words.) Early chapter series may be an option here such as Ricky Ricotta. Have him read silently and stop after each page as he reads to tell you what has happened.
• Use strategies we describe on the homework/extension sheets whenever possible as he reads
and does other homework. Continue intense tutoring in reading.
References
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Paul Brookes. Caldwell, J. S., & Leslie, L. (2009). Intervention strategies to follow informal reading
assessment: So what do I do now?(2nd
ed.) Boston: Allyn & Bacon.
Leslie, L., & Caldwell, J. S. (2006). The qualitative reading inventory 4th
Edition. Boston:
Pearson/Addison-Wesley Longman, Inc.
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Lesson Plan Design In this practicum experience, you are required to design your own intervention program based on recent research on successful intervention programs and the needs of your students. Before you may begin your 14 instructional sessions, you must assess your students in a pre-practicum assessment, submit intervention proposals and lesson plans and have them approved by your supervisor. Intervention plan. In the Chapter 3, Caldwell and Leslie (2009) discussed the importance of using a consistent lesson structure. They indicated that all successful intervention programs address word study, fluency development and comprehension. In addition, since we know that reading and writing are reciprocal processes, writing should naturally be incorporated into all lesson plans. While you are not free to skip one entire aspect of literacy development, you are empowered to decide how much focus (time) you will give to each component. You will base this decision on the results of the assessments you conducted. You need to consider the structure of your lesson, the time devoted to each component and the sequence. Once you design your structure, you should stick to it. If you need ideas of how to create this structure, revisit the Chapter 3 for ideas based on successful intervention programs. General Patterns for Intervention Plan Focus by Literacy Stage and Reading Level Literacy Stage/ Reading Level
Word Recognition Fluency Development
Comprehension
First Three Stages: Learning to Read
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Emergent/ Prealphabetic RL: Below PP
XX Phonological Awareness Letter names Letter sounds
X Shared Reading Beginning sight words
XX Concepts of print Familiar text/ fiction/nonfiction
Beginning/Partial Alphabetic
RL: PP through 1.9
XX Letter sound patterns Rime families Decoding strategies
XX Choral/Echo Reading Basic sight vocabulary
X Use prior knowledge Familiar text/ fiction/nonfiction Language Experience Approach
Transitional/ Full Alphabetic RL: 2.0-2.9
XX Letter-sound patterns Rime families Decoding strategies
XX Sight vocabulary Extension Repeated Readings Wide Independent. reading
X Familiar text/fiction non-fiction Retelling strategies
Stages Below: Reading to Learn
Fluency/ Consolidated Alphabetic RL: 3.0-3.9
X Multisyllable words Decoding strategies Syllabication
XX Sight vocabulary; Transition to silent Reading Repeated Readings Wide Independent. reading
XX Question-answer strategies; general comprehension strategies; beginning focus on unfamiliar text and writing
Strategic/ Mature Reader RL: 4.0 and above
X Multisyllabic words; prefixes, suffixes, roots
X Increase and/maintain silent reading rate
XX Unfamiliar/ Expository Text/ Coding Expectation chart Main idea strategy
XX indicates a strong intervention focus—Depending on student assessment XXX may also be used to indicate an even stronger, severe need. All components should integrate language scaffolding and oral vocabulary in an inquiry/interest-based approach. Adapted from Caldwell, J. S., & Leslie, L. (2005) Intervention strategies to follow informal reading assessment: So what do I do now? Boston: Allyn & Bacon.
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The lesson plan At the literacy centers, the format of your intervention plan will be an individual pullout format. Your intervention plan lesson plan should include three components: objectives, structure and activities for meeting the objectives. The overall objectives should change only slightly throughout the semester of instruction, and the structure should stay the same from beginning to end of this experience; however, your specific meeting-to-meeting materials used during your activities will change. Approval for plan Submit your intervention proposal with sample lesson plan to your supervisor for approval. Do not begin working with your student until your supervisor has approved your plans. Use the ideas below as your create your plan. Decide which aspects are most needed by your student and do not try to work too broadly. A consistent and focused program will yield better results than one that jumps around from activity to activity.
Reading Work Format For an emergent reader this may include echo reading, shared reading, language experience stories providing support for independent reading and modeling appropriate reading for fluency and good reader strategies. These activities may be done by using new books or books that have already been read and are known to the student. For a beginning reader this may include encouraging prediction based on story elements, encouraging personal response, using shared reading, monitoring independent reading of new material, using echo reading, ROAR reading, assessing times for independent reading, reviewing story structure and modeling appropriate reading for fluency and good reader strategies. These activities may be done by using new books or books that have already been read. For a maturing reader this may include using modeled oral reading effectively, supporting shared and independent reading, encouraging student verbalization of strategies, providing appropriate support, providing support during independent reading times, assessing time of independent reading, effectively models and provides support for practice of a variety of reading comprehension strategies. During each lesson, the child should have the opportunity to read familiar and unfamiliar texts in order to practice and strengthen his or her reading abilities. At some point during the lesson, the tutor should read to the child, modeling what the child is focusing on and sharing his/her joy of reading. Tutor should model, teach and check for the following strategies and behaviors especially at the emergent and beginning reader stages: self correcting, rereading, self monitoring and cross checking. In addition, one should be watching the types of miscues made during oral reading. Taking a running record would be beneficial when working with students in order to plan for meaningful instruction. Word Recognition Depending on the reader’s development stage and results of assessment, the word recognition portion of the lesson should include two to four of the following sections: phonological awareness activities, systematic and sequential phonics, high frequency words, decoding by analogy, and word analysis. These lessons should include explicit instruction and modeling, sound boards/personal word walls,
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manipulative activities, guided practice and application in writing and reading, and systematic review. Four metacognitive word recognition strategies should be coached (sound/symbol decoding, chunking/decoding by analogy, use of context, word analysis (syllabication, prefixes, suffixes). Activities will generally be chosen from the following: making words, word sorts, picture sorts, make and break words with magnetic letters, rainbow writing, writing words in the sand or in the air with specific description of motions, bringing a word to fluency through See-It, Say-It, Spell-it, Trace-It, Visualize-it and review boxes, using Elkonin boxes, phoneme/grapheme mapping, word wall activities, chunking activities, focusing on beginnings of words and endings, masking words, onset and rime activities, vocabulary activities and any other activities specific to the student’s needs. Writing Because reading and writing are connected, the lesson plan must contain a writing segment. A careful tutor will analyze a student’s writing in order to gather information. Often, what a student does in his or her writing connects to what he or she is doing in reading. Gathering and analyzing this information helps to create the most meaningful instruction. Writing may be imbedded into one or more components of your plan or it may be a separate component. When working with early readers and writers, the type of writing that might take place will be very short and focused on the use of appropriate letters to represent sounds in developmental spelling, writing by sound, using a capital letter at the beginning of a sentence, the use of appropriate punctuation, the use of return sweep and directionality. If a child is secure in these beginning traits then the focus shifts to appropriate spelling and content selection/depth of ideas such as the six traits. Finally, when working with a mature reader, the focus of writing shifts to the ability to put together sentences in complete thoughts or paragraph form that convey meaningful ideas, while also using proper mechanics. In a tutoring session, the writing activities will probably center on the reading work being done and may pertain to comprehension, main idea, character analysis and summarizing. Metacognition Good tutors are constantly striving to help children become independent readers and writers. This requires that students become aware of their thinking processes. At the beginning of your sessions, you will need to model the language of metacognition. In other words, how does one think about what one is doing while successfully reading? As the sessions move on, the responsibility for this oral thinking should be shifted to the student. This should be evident in your taped lessons. If you think you may forget to do this during the lesson, add it to your lesson plan. Observations and Reflections As a careful and conscientious educator, one should always be noting observations of what the student is doing and not doing during the course of the lesson. After each activity listed on the plan, leave ample space to note these observations. Jot down these observations during the course of the lesson. After working with the student, reflect on the overall lesson and begin to think about the next steps to take. Within the lesson plan, leave space for observations and reflections to be noted.
Lesson Plan Format (Please see actual template on p. 45-48) Objectives: List major objectives for the practicum based on proposal. Plan structure outline with activities: 1. Rereading of familiar text (30 minutes)
a. Choral and independent reading of text (5 min/fluency)
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b. Retell article or story with graphic organizer (10 min/comprehension) c. Spelling by sound writing in response to story using GO, reread (15 min/writing) d. Check-in on recreational reading book, response, GO? Observations: (Include timing of independent reading of story) What did you observe from your student? Reflections: What do you notice about your teaching and language? How will you change as a result?
2. Word recognition work (40 min) a. (Emergent/Early Beginning) Phonological awareness tasks (5 min.)
Observations: What did you observe from your student? Reflections: What do you notice about your teaching and language? How will you change as a result?
b. High frequency words from upcoming story/word lists and review (10 min.) Observations: What did you observe from your student? Reflections: What do you notice about your teaching and language? How will you change as a result?
c. Phonic elements sequence (explicit instruction, Elkonin boxes, word sorts, phoneme-grapheme mapping, decodables) (15 min.)
Observations: What did you observe from your student? Reflections: What do you notice about your teaching and language? How will you change as a result?
d. Rime/word families (vowel pattern chart, apply to new story vocabulary using decoding by analogy) (5 min.) Observations: What did you observe from your student? Reflections: What do you notice about your teaching and language? How will you change as a result? e. (Later stages) Word analysis (syllabication w/vowel pattern chart, affixes/roots, decoding by analogy) (5 min.) Observations: What did you observe from your student? Reflections: What do you notice about your teaching and language? How will you change as a result?
3. Introduction of new text (20 min.) a. Connect to prior knowledge, new oral vocabulary (5 min/comp) b. Explicit instruction, modeling metacognitive strategies (story grammar, summarizing) (5 min/comp) c. Assisted oral reading of new story/article (5 min/fluency) d. Independent read with word recognition strategy coaching (5 min.)
Observations: What did you observe from your student? Reflections: What do you notice about your teaching and language? How will you change as a result?
Guidelines for Lesson Plans and Observations
Before your practicum session, submit one lesson plan for each student, star any portion you would like the supervisor to observe. After the practicum, take your audiotape and note observations, reflections, and future teaching implications as you listen. These plans and reflections should be turned in electronically or the next practicum session. Do not fall behind on these. They should be submitted on a regular basis, not at the end of the semester. Failure to turn these lessons in regularly may result in a student being required to repeat the practicum course. Acceptable and unacceptable samples of observations and reflections are included below. Your supervisor will rate your work as acceptable (+) or not acceptable (-).
Observation and Reflection Considerations Please include critical review of your audiotapes. Include observations and reflections on instructional language, student language and response, successful elements, level of difficulty with activity, challenging words, characteristics of oral reading (accuracy, rate, expression, use of word recognition strategies), material choices, teacher-student interactions, the pace of the lesson, and the future direction of lesson, etc. The considerations suggested below do not begin to cover all the possible observations and reflections made while working with students. They are basic questions addressing some of the major factors in literacy acquisition. Instructors should respond to questions relevant to student growth, but not feel limited by these topics. Mindful practitioners carefully observe student’s comments, thinking aloud, problem solving, and print behavior throughout the lesson and give examples of student
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comments and incidents. Sample reflections and observations follow below. Reflections should discuss why these developments occur, how to address them through modeling, scaffolding, and possible modifications or alternative approaches. Consider whether it is possible to move on to a new part of the student’s objectives or more work needed in this area. General: What did you observe and learn from working with your student? What can your student do? What seemed easy or difficult for your student in this part of the lesson? What skills need reinforcement? What is s/he ready to learn? What comments did the student make that gave you insight into literacy growth or difficulty? What do you notice about your teaching? What about your use of language for modeling and scaffolding? How is your language supporting the child’s progress? What changes do you need to make? Rereading of familiar text and introduction of new article/story:
• Describe the student’s interact with text—Is s/he engaged, responding, asking questions, using strategies like text coding or the graphic organizer effectively? Rereading following errors or self-corrections?
• Describe student’s independent reading of the familiar text—expression, accuracy (%
accuracy), phrasing, smoothness, rate (WPM [words per minute])? Self-correction? Can emergent readers match oral and print words one-to-one? Miscue analysis? What word recognition strategies did the student seem to use (sound-by- sound, chunking, decoding-by-analogy, using context, full analysis)? Could s/he verbalize the strategies?
• Describe student’s use of metacognitive strategies in meaning construction— Could the student verbalize and use the comprehension strategy? Describe the quality of retelling. What stories elements were known or unknown? Could student add information to the graphic organizer? Describe his/her contributions. Could the student verbalize the what, why, and how of the graphic organizer?
Word work: General question to ask student—what did you learn from this activity about this skill, strategy, word or word part? Phonological awareness: Listen for articulation of sounds, is your student reproducing the sounds and patterns taught? What progress is occurring in her/his capacity to recognize or produce rhyme, segment/blend at all levels, or other phonological objectives? Can the student verbalize his/her understanding of these concepts? High frequency words: Does the student know the high frequency words worked on to fluency (within one second)? Which high frequency words continue to be difficult? Which high-frequency techniques seem to be effective for the student? Does s/he retain the words from week to week? Does s/he recognize these words in context? Phonic elements: Does the student recognize and pronounce the sound or word family in new words? In Elkonin boxes and making words, does your student move chips or letters for sounds while saying the sounds? Can s/he blend easily? Does the student verbalize using phonic elements? Can he/she apply them to the vowel pattern chart?
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Decoding-by-analogy, chunking: Can your student recognize the new word families in unfamiliar text? Does your student use a known word family/rime to decode an unknown word? Are you modeling or encouraging him to verbalize as he does so? Word Analysis: What do you notice about your student’s use of other word parts—plurals, prefixes, suffixes? Does your student seem able to break longer words into decodable parts efficiently? How does s/he verbalize this? Can your student apply the patterns in the vowel syllable chart through spot n’ dot or other syllabication strategies? What does the student verbalize in using word analysis strategies? Writing: Is the student using developmental spelling appropriate for his/her stage of literacy? Can s/he hear sounds accurately as s/he writes? Can the student read his/her own writing easily? If not, what seems to be difficult? Is the student taking risks in trying new sound patterns, high frequency words, conventions, sentence structures, six traits, and forms of writing? Does the student generate his/her own ideas while writing? How does the student’s progress related to the writing goals in the objectives? What does the student verbalize about his/her growing understanding of writing?
Checklist for Reflections Reflection is detailed _____ Reflection includes numerous specific examples of student responses _____ Reflection includes numerous specific examples of teacher language _____ Plans for modifications for future lesson are included _____ Professionally presented _____ (E=exceeds expectations, X =adequate, N=needs development)
Acceptable Observations and Reflections
The following is a sample containing detailed observations and reflections. This is a sample of what your supervisor will be looking for when you complete your observations and reflections.
Observations on Reading Work (Including fluency, comprehension, and application of word recognition skills and metacognitive strategies. Emma was struggling with her one to one match while reading The Picnic, however, she had
no trouble with this while she read Let’s Go. This was her first time reading The Picnic. Emma used the rereading and self-correcting strategy we have been focusing on while
reading both books. Emma used picture clues to help her figure out an unknown word in Let’s Go. Emma did not ask for my help during this portion of the lesson and was self-motivated to do
the thinking herself even when she appeared to be struggling. Emma scored a 94% accuracy rate on the running record I scored for Let’s Go. Emma and I discussed how my voice sounded when I read to her today. She reminded me to
use a voice that has enthusiasm so the story sounds interesting. Reflections: I think Emma is becoming more secure in 1:1 match during reading. I think she struggled with The Picnic because of the print placement. After looking at that book, again, I probably would not use it in the future. The words are very close together which is difficult for children who do not have secure 1:1 match.
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I am thrilled to see Emma using rereading and self-correcting. This tells me she is realizing when something does not make sense and she is attending to the print because something does not look right. My only concern is that I do not want her to rely on this strategy too much in the future. This will interfere with her fluency and may create difficulties with comprehension. She is using picture cues appropriately and is not over relying on this strategy. This tells me she is ready to move on to other strategies. Her self-motivation is good and tells me that she is a risk taker. Her accuracy is right at the instructional level for her running record. As I analyzed her errors, I noticed that she is relying on her meaning and visual cueing systems. I am pleased that she is not omitting or inserting words, which again tells me that she is attending to the print.
Observations on Word Work Emma came to the lesson and knew her words to fluency that we worked on yesterday. I
asked her to write the work like on the board when she came in and she did without any trouble.
Emma was able to identify the word like consistently when we masked the word in The Picnic.
When working on the s ending, Emma was able to verbalize that it is important to look through the whole word when reading it. We used magnetic letters and she was able to tell me the differences in the following words, bike/bikes, home/homes, cat/cats. I asked her to spell the first word in each pair then I asked her to spell the second word. The only one that was a bit challenging was home/homes.
When we did Elkonin boxes, Emma clearly pointed to each letter as she blended the sounds together. Before she just repeated the sounds but did not connect them to physically blending the manipulatives.
When Emma came to the word flat, she said, “I see a part I know, the –at family. So if a-t is at, then f-l-a-t must be flat.”
Reflections: Emma’s mastery of some important known words is helping her build a solid bank of words. This will help as we begin to read books that are more challenging. Knowing the easier words will allow us to focus on decoding harder words. I mentioned to her again the importance of fluency and how knowing words helps to keep the flow of the story going in order to understand the meaning.
Since she seems secure with the word like, during our next lesson, I plan to extend that knowledge and focus on some new words with the same rime – ike. I was delighted to see that she’s using some decoding by analogy at the cvc level. In addition, I am pleased with her progress of the s endings. We have been working for a great deal of time on this as she was omitting them from every word where they were present. I am now ready to move onto the ed and ing endings.
Observations on Writing Emma came up with a sentence full of many known words today. She had trouble with her spacing between words. She was able to reread her sentence back to me, but with difficulty. She did use a capital letter and period. She wrote the word brake and realized she needed an e at the end so that the a would say its
own name.
Reflections: I am concerned about Emma’s risk taking in writing. She feels comfortable to take risks while reading, but I think she is relying too much on known words when creating sentences, so
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she does not make any errors. We talked about this and, during our next lesson, I am going to encourage her to use some new words during our writing portion. Her spacing is a concern here again. Perhaps there is still confusion on her part because I am seeing this in her writing and her 1:1 match in reading. I think I will pick a book for our next lesson that has very deliberate spacing in order to help secure this skill. I will continue to encourage her to put her pointer finger up on her paper when she is writing a new word. This will help her to visualize appropriate spacing. Obviously, the spacing concerns played into her difficulty when reading the sentence back to me.
Unacceptable Sample Observations and Reflections
The following is a sample is one of minimal response and effort. This is an example of what NOT to do. Observations on Reading Work Katie read well. Katie enjoyed reading the book, Spot. Katie liked when I read to her. Katie is ready for harder books.
Reflections: I am really enjoying working with Katie. She is such a nice little girl, who is making fine progress. She read her book today without any trouble. She expressed that she likes reading and being read to. I am going to keep doing what we are doing, but use more challenging books next time.
Observations on Word Work When we did letter writing in the sand, Katie commented on how much she liked this
activity. Katie did great using the magnetic letters to practice known words. Katie is really showing growth in this area.
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Reflections: I am pleased Katie seems to know all her letters and feels comfortable working with words. Since she expressed pleasure in using the magnetic letters, I think we will try that activity again during our next session.
Observations on Writing Katie used appropriate spacing when writing her sentence today. Katie is a good writer. Katie is using a capital letter at the beginning of a sentence consistently when writing. Katie made no mistakes when writing her sentence today.
Reflections: Katie is using good ideas when writing and coming up with creative sentences. She has great penmanship and forms her letters very well. I plan to encourage her to extend her ideas during our writing portion of the lesson.
Guidelines for Final Por tfolio
At the end of the practicum experience turn in one portfolio for each student with whom you worked. Include all reports, lesson plans, observations and reflections.
Checklist for Por tfolio Learning-to-Read All work has been included. (.1-1.0 points) _____ The portfolio has a clear organization. (.1-1.0 points) _____ The portfolio is professionally presented. (.1-1.0 points) _____ The self-assessment demonstrates careful thought and reflection. (.1-2.0 points) _____ Total _____
Reading-to-Learn
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All work has been included. (.1-1.0 points) _____ The portfolio has a clear organization. (.1-1.0 points) _____ The portfolio is professionally presented. (.1-1.0 points) _____ The self-assessment demonstrates careful thought and reflection. (.1-2.0 points) _____ Total _____
Guidelines for Final Repor t Write a final report for each student with whom you worked. Use parent-friendly language and share the results with the parents. After final review by the supervisor, THESE REPORTS SHOULD BE SUBMITTED TO LINDA GORDY ELECTRONICALLY AT lmgordy@str itch.edu. IN ADDITION, A HARD COPY SHOULD BE ADDED TO THE PORTFOLIO. Please send a final electronic copy to the literacy center secretary who will print two copies, one for the student’s file at the center and one to mail to parents. For the Center file, please include a copy of the Student Profile Sheet from the QRI-5 and copies of all pages used in the Woodcock Reading Mastery Test- R Student Booklet.
Regarding post-testing, you must use the QRI-5 and WRMT-Rnu for your post-test; otherwise, you are free to make your own decisions about which post-tests you think are now pertinent for your final report. You may build on the template of your initial proposal using the sample table below for each lesson plan component subsection. Your report should include the sections listed below:
Discuss differences reflected in Pre and post testing
Modify to reflect actual intervention. Explicit instruction, modeling on fluency Assisted oral reading 4X per week Add extra independent reading to protocol See word identification, phonics intervention for word parts automaticity Independent reading 20 min. per day. Build semantic (vocabulary, schema, language structure)knowledge
Section I: Introduction to the student: strengths, needs, interests
Add new information you have discovered throughout the practicum. Here you would briefly summarize any processing testing completed at the beginning of or during practicum.
Add post test scores in the “post-testing “column of the table.
In the Analysis column, briefly discuss differences in the pre and post test scores.
Modify the Intervention column to reflect the interventions you actually used.
In a paragraph below the table, provide a synthesis of your instruction and a discussion of the most pertinent observations you made during your sessions stressing the student’s independence and, when appropriate, use of metacognitive strategies. This paragraph should include the degree of detail you would have appreciated when you began with the student. (The phonics subsection may be divided into separate paragraphs for phonological awareness, phonic elements, decoding by analogy)
Section 3: Brief summary of strengths and continuing intervention needs updated from Summary of Pretest Results and Analysis paragraph at the end of Section 2 of the proposal.
Section 4: Recommendations for home and school (including future Center instructors) Use a bulleted format if you like with a few sentences explaining why you are making each recommendation.
Rubr ic for Final Repor t
Reading-to-Learn Cr iter ia Points Possible Points
Introduction Strengths Needs Interests
.5
Word Recognition Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
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Fluency Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
Comprehension Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
Writing Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
Recommendations Clearly discussed Home School Match findings
1
Professionalism Parent friendly language Free from errors Well organized
.5
Total 10
Comments:
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Rubr ic for Final Repor t
Learning-to-Read Cr iter ia Points Possible Points
Introduction Strengths Needs Interests
.5
Word Recognition Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
Fluency Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
Comprehension Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
Writing Pre test findings Instruction clearly described Post test findings Metacognition and independence
2
Recommendations Clearly discussed Home School Match findings
1
Professionalism Parent friendly language Free from errors Well organized
.5
Total 10
Comments:
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Audiotape Rubric The following is a list of teaching attributes your supervisor must see you demonstrate while viewing your lessons. You will need to continue to submit tapes until you demonstrate competency in each area. You will need to submit two sets of three tapes, one for each student. You must earn a pass or high pass in each area for both children before you can complete this practicum. The first tape for each student should be submitted within the first two instructional sessions (before session 3). Although you will strive to teach highly effective lessons, this will not happen immediately. Be patient with yourself as you grow. When you submit your tapes, cue them to specific areas that you want your supervisor to observe. It’s not necessary for each tape to show competency in all areas. Thus, if the word study component of your second lesson is remarkable, but the writing portion didn’t go well, submit the tape and cue your supervisor to watch the word study portion. S/he can mark you off for that portion and you can submit another tape in which the writing aspect went more smoothly. It is in your best interest to begin submitting even small portions of tapes early on so that you can have your competencies documented. Student Name:___________________________ Date:__________________
Audiotape submission number : _____________ High Pass Demonstrates a high level of competency in this area. Pass Meets expectations. Unacceptable Does not meet expectations, more practice is needed
Learning to
Read
Reading to
Learn Word Study (Word Recognition and Vocabulary)
Instructional focus based on specific student objective is explicit in the language of instruction.
Teacher’s use of language/modeling makes use of the strategy/component explicit for the learner.
Teacher facilitates student’s explicit use of instructional language to problem solve and/or apply strategies or skills.
Scaffolded sequences are modified to meet the needs of the learner.
Reflection demonstrates ability to professionally reflect and plan instruction based on the student’s responses.
Fluency Instructional focus based on specific student objective is explicit in the language of instruction.
Teacher’s use of language/modeling makes use of the strategy/component explicit for the learner.
Teacher facilitates student’s explicit use of instructional language to problem solve and/or apply strategies or skills.
Scaffolded sequences are modified to meet needs of learner. Reflection demonstrates ability to professionally reflect and
plan instruction based on the student’s responses.
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Comprehension Instructional focus based on specific student objective is explicit in the language of instruction.
Teacher’s use of language/modeling makes use of the strategy/component explicit for the learner.
Teacher facilitates student’s explicit use of instructional language to problem solve and/or apply strategies or skills.
Scaffolded sequences are modified to meet the needs of the learner.
Reflection demonstrates ability to professionally reflect and plan instruction based on the student’s responses.
Writing Instructional focus based on specific student objective is explicit in the language of instruction.
Teacher’s use of language/modeling makes use of the strategy/component explicit for the learner.
Teacher facilitates student’s explicit use of instructional language to problem solve and/or apply strategies or skills.
Scaffolded sequences are modified to meet the needs of the learner.
Reflection demonstrates ability to professionally reflect and plan instruction based on the student’s responses.
TOTAL Pass or high pass for all areas earns 15 points
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Cardinal Stritch University RL/RD 509: Assessment and Instruction of Literacy Difficulties Practicum
1. The graduate student is able to administer, analyze and synthesize
a range of formal and informal instruments assessing student processing, strategy use, and achievement. _____
2. The graduate student is able to select and create appropriate text
materials and other learning resources based upon students’ reading levels, interests, needs, and stage of literacy development. _____
3. Recognizing the multiple causes of reading difficulty, the graduate student
is able to plan appropriate intervention at an intensity level that specifically matches students’ assessed needs. _____
4. The graduate student’s use of language/modeling/scaffolded sequences
makes strategies and learning components explicit to the learners. _____
5. The graduate student facilitates students’ explicit use of instructional language problem solve and/or apply strategies or skills. _____
6. The graduate student is able to use written reflection on each lesson for
evaluation of instruction and planning for the next lesson in order to promote continuous student learning and professional growth. _____
7. The graduate student is able to communicate and collaborate with parents and school personnel to co-ordinate the students’ intervention, home support, and school literacy program. _____
8. The graduate student is able to provide documented evidence of K-12 student learning. _____
TOTAL SCORE ______ out of 32 Student signature: ________________________________________________ Signature indicates that the student was given an opportunity to view his/her profile and received a copy of the profile. It does not indicate that the student agrees with the evaluation of the instructor. Instructor signature: _______________________________________________
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Cardinal Str itch University Urban Literacy Centers 509 Lesson Plan Template
Summary of Lesson Plan with Phonics and Spelling through Phoneme/Grapheme Mapping Lesson Components Materials/Strategies in Lesson Instructor & Student
Language 1. Reread familiar
book: Title:
Echo read/ROAR # words X 60/# of seconds Review story map
GO /retell with GO Type of GO/Metacognitive Strategy
Observations: Reflections:
Writing activity Writing by sound? (phoneme segmenting words with chips and blending three times) Sentence construction? Six traits? Response?
Purpose?
Observations: Reflections:
Check on “Easy Read”
Retelling
Book title: Activity: GO? Story cards? Journal?
Observations: Reflections: 2. Word study block:
A. Phonological Awareness Review if needed
Activities, source:
B. High frequency words: Review box, See it, Say-it, Spell-it, Act-it
HFW:
Observations: Reflections:
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C. Phonic element sequence for (new phonic decoding skill): Review known
sound-symbol correspondences
1)Use 3 x 5” cards with pictures on one side. Add new sounds covered this week. focus u vs. y 2) Do sort with previously covered vowels. Other?
Observations: Reflections:
Teach/review new decoding skill:
Which skill? Do three “days/steps” in Phon/ Grapheme Mapping. Word list: (10-12 unfamiliar words with this decoding skill; use for all activities.)
Connect to closed vowel jingle in vowel pattern chart. Need tiles, pencil, mapping paper 1. Teach concept and segment sounds with tiles as I dictate. 2. Students read words, find circle and say target sound. Read words again. 3. Phoneme grapheme-mapping, dictate word, student says sound and positions tile in grid-one tile per square; point to first tile,
3.“What sound do you hear?” students say sound.
“What letter do you write?” students say
grapheme, move tile up and write in letter(s).
Continue for each letter in each word.
Observations: Reflections:
Making words-
Stress sounds-not letters.
Which words? (Sys. Phonics Lesson # ), Letters needed:
Read decodable Highlight words with pattern
Title:
Add____,_____, ______, ______families to word box, (from 7-33 in binder)
Review onset/rime activity.
Observations: Reflections:
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3. Introducing New Text: Name of text: Language
Story vocabulary cards/sentences
Building prior knowledge:
Which vocabulary words? Make blue cards and write context sentences on sheet of paper to introduce words with meaning. Vocabulary activities:
Decoding by analogy with new vocabulary words? Stress meaning.
Observations:
Reflections:
Explain & model comprehension strategy/GO
Which comprehension strategy? Which graphic organizer?
(Duffy, 2009)
Observations:
Reflections:
Assisted reading of
new text ROAR—pause at end of page for RCRC (Read, Cover, Recite, Check)
Student reads new text with coaching
Coaching strategies used? Sammy Sound-it-out snake, Chunky (look for parts you know) Monkey, Decoding by analogy.
Observations: Reflections:
Updated CSU Attendance Policy Attendance at classes is a key component in the learning process. All classes have attendance policies. It is critical that you are aware of the policies. Be advised that due to the “swine flu” warnings, it is more critical than ever that you attend class unless you either have the flu or an emergency of the most critical level. Individual
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modifications will be made for those having H1N1, just as they would for anyone with any serious illness. IF
YOU DO GET THE FLU, PLEASE STAY IN CONTACT WITH YOUR INSTRUCTORS FOR INSTRUCTIONS REGARDING MAKING UP MISSED OPPORTUNITIES FOR LEARNING. THIS SHOULD BE ACCOMPLISHED IN A TIMELY MANNER.
