Individual Instruction Assignment-1

8/2/2019 Individual Instruction Assignment-1

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STUDENT SUMMARY

Student’s FIRST Name Only: __Klara__________________ Grade level : __5_______

Examiner: ___Meagan Taylor Date: __10/06/11 _____

PERFORMANCE LEVELS ON SENTENCES FOR INITIAL PASSAGE SELECTION

___3_ Highest level with zero (0) errors __4__ First level with two (2) or more errors

OVERALL PERFORMANCE ON READING PASSAGES (Fill in the grid below with the results of the protocols at each

level you administered - i.e. easy, adequate, frustration. After filling in the chart, look across each of the levels in the grid to

determine which level is easy, adequate and frustrational for the student. Fill in the grade level for each level -i.e. 1, 2, 3, etc.)

Passage

Level

Silent Reading

Comprehension

Oral Reading

Accuracy

_3-4___Easy reading level

(independent)

_____ Adequate reading level

(instructional)

__5___Too hard reading level

(frustration)

1

23 Easy Easy

4 Easy Easy

5 Too Hard Too Hard67

8910

1112

MISCUE SUMMARY CHART (Fill in the top of the chart below with the total number of miscues the student had from all of

the protocols administered. From that total, decide how many of each type of miscue were substitutions and how many were

meaning disruptions and fill in those sections of the chart. The “totals” section of the chart should equal the total number of

miscues the student made from all of the protocols administered).

Level 3

Mispronunciation Substitution Insertion Teacher Assistance Omission TOTALS

TOTALS 1 0 0 0 0 1Self-corrections 0 0 0 0 0 0

Meaning

disruptions0 0 0 0 0 0

Level 4



Meaning




Level 5



Meaning


Error Analyses (Cueing Systems) Directions: Enter total number of times (all passages) the student used each of the cueing systems when a miscue was made.(Purpose: To determine the extent to which cueing systems are used to identify unknown words in print.)

Level 3:

Meaning Cues (M) _____ Syntax Cues (S) _____ Visual Cues (V) 1__

Level 4:

Meaning Cues (M) _____ Syntax Cues (S) _____ Visual Cues (V) 1__

Level 5:Meaning Cues (M) _____ Syntax Cues (S) _1__ Visual Cues (V) 8_

ORAL READING SKILLS

Directions: Place an X by the characteristic(s) evident during this assessment. All characteristics should be marked in one

column or the other.

__X_ Reads in phrases (not word by word) _____ Word-by-word reader _X_ Reads with expression

_____ Reads with little expression _X _ Attends to punctuation _____ Ignores punctuation

__X_ Uses word identification strategies _____ Weak word identification ability

Information for marking the above characteristics should be based on observed needs/abilities while listening to the child read

the protocol(s). This information should be used to complete the Summary of Abilities and Needs in Oral Reading below as wellas addressed in the First Intervention Strategies section.

SUMMARY OF ABILITIES AND NEEDS IN ORAL READING (be sure to address abilities AND needs)

Klara is good at phrasing and using expression in oral reading. Her struggles arise primarily in decoding words she

does not know. Klara is less likely to be able to effectively use meaning cues as an English Language Learner

whose vocabulary is still growing. Klara does attempt to use visual cues when reading, but often focuses on initial

sounds, sometimes replacing medial and final sounds with unrepresented phonemes. She exhibits some confusionof fricatives w and v and though she is mostly accurate in decoding vowel sounds she often uses replaces short

vowels with long vowels. Klara would benefit from phonemic exercises focusing on vowel sounds and phonemic

awareness exercises to help her distinguish the v and w sounds.



COMPREHENSION RESPONSE SUMMARY CHART (Fill in each section of the chart below from all of the protocols

administered. The total % recalled can be calculated by dividing the number recalled (unaided + aided) by the total number of

questions for each story element

Level 3Story Grammar Element Unaided Recall Aided Recall Number Not Recalled % Recalled

Character

Characterization

1 1 0 100

Setting

0 1 0 100

Story Problem

1 0 100

Problem

Resolution Attempt

2 1 0 100

Problem Resolution

0 0 0 NA

Theme/Moral

0 1 0 100

Level 4Story Grammar Element Unaided Recall Aided Recall Number Not Recalled % Recalled

Character

Characterization

1 2 0 100

Setting

0 1 0 100

Story Problem

2 0 0 100

Problem

Resolution Attempt

0 0 0 NA

Problem Resolution

1 1 0 100

Theme/Moral

0 0 0 NA

Level 5

Story Grammar Element Unaided Recall Aided Recall Number Not Recalled % Recalled

CharacterCharacterization

0 1 1 50%

Setting

1 0 0 100%

Story Problem

0 0 1 0%

Problem

Resolution Attempt

0 1 1 50%

Problem Resolution

0 1 0 100%

Theme/Moral

0 0 1 0%

The total number of questions you marked in all three areas above should match the total number of questions from each of the protocols administered. This information should be used to fill in the Summary of Abilities and Needs in Reading

Comprehension below and then addressed in the First Intervention Strategies section.

BRIEFLY DESCRIBE WHAT YOU DISCOVERED ABOUT THE STUDENT IN THE INTEREST/ATTITUDE

INTERVIEW.

Klara is an English Language Learner who moved to Williamsburg from Prague with her mother

about a month ago. Her mother speaks English fluently and works as a professor at William and Mary.Klara highly values school and cites learning English as the primary reason she came here with her mom

while her sisters remained in Prague with her father. Klara’s native language is Czech, and she says that she

is a good reader of Czech texts, but she does not like writing in Czech. She is eager to become a better



reader in English and says she really enjoys writing in English. Her mother is wholeheartedly supportive of

these efforts and works with Klara a lot on her English.In terms of Klara’s interests, Klara enjoys reading funny books and said that her favorite books are

from the American Girl series. She says she enjoys reading these books because she likes learning about

life in the United States. Outside of school, Klara likes basketball, volleyball, and dancing. She takes dancelessons and passes her free time watching TV, playing Wii, and going shopping with her friends. She

describes herself as funny and joyful and she likes expressing this through writing and through art.

SUMMARY OF ABILITIES AND NEEDS IN READING COMPREHENSION (be sure to address abilities AND needs)

Klara did not score at the Adequate level for any passage. Rather, she scored perfectly on Comprehension at Level 3

and 4. Level 5, however, she found very hard. This may be because the passage included humor, which is harder for English

Language Learners to comprehend due to cultural variations in humor. This may also because the questions for passage 5

tapped into non-literal understandings and required inferential thinking. Though Klara is good at answering questions about

the literal elements of a text, she struggles to comprehend non-literal cues. Klara’s answers focused on details that understood

such as the fact that the main characters wore different types of shoes, but she struggled to contextualize these details according

to central themes and ideas in the passage.

As an English Language Learner, Klara is still building a vocabulary in English and therefore may not understandwords that would be easily comprehended by a native English speaker with a similar level of decoding skills. Level 4 would

likely be an ideal instructional level for practicing comprehension techniques. She would likely be familiar with most of thevocabulary at this level, enabling her to practice identifying main ideas and supporting details and using this context to draw

inferences. Ideally, I would be able to find texts at this that present a manageable amount of new vocabulary, so Klara can

continue to develop her vocabulary repertoire.

FIRST INTERVENTION STRATEGIES

Directions: Describe any intervention/teaching strategies you feel should be tried initially in the areas of oral reading and

comprehension that you identified in the above sections Summary of Abilities and Needs In Oral Reading and Summary of Abilities and Needs In Reading Comprehension. These strategies should help you learn more about the student’s reading

abilities and confirm or reject findings drown from this inventory and should also help the student continue to grow as a

successful reader. Please see the table on page 16 for strategy suggestions. Include the context for which this instruction would

take place (i.e., guided reading groups, literature circles, reading workshop, small group word study, etc.)

If this is the child you will be tutoring this semester, remember you will soon be writing a detailed lesson plan for your first

tutoring session to be completed by 10/18. (See the lesson plan format for 1:1 sessions for specific guidance on Blackboard).

I would likely begin one-on-one instruction with Klara by having her read an American Girl book

she has not read. In order to help build her vocabulary, I would have her identify 5-7 words she did not

know to add to a vocabulary list. I would teach her the meanings of these words, provide examples of usages, and have her write an original sentence using the word. I would then have her make flashcards for

these words that included picture cues as well as her original sentence. I would have her practice these

words throughout the week.

In order to develop Klara’s reading comprehension, I would have Klara practice making predictionsand explaining character’s actions to help her develop her inferential reading skills. I would have her fill in

a graphic organizer for each passage we read identifying the main ideas or events of the passage and two

details about each main idea or event. We could also use Venn diagrams and cause and effect diagrams tohelp her better conceptualize the non-literal meanings of the text.

I would also try to include a short word study activity at the end of every lesson. Based on Klara’s

spelling inventory and oral readings, Klara appears to be in the late Syllables and Affixes stage, though shestill confuses some vowel sounds as well as the sounds f and w. Klara would benefit from word sorts

distinguishing long- and short- vowel sounds. She would also benefit from word studies that focus on

consonant doubling, inflected endings, and some of the more difficult suffixes as these are the facets of



syllabic spelling she is currently confusing. I would try to draw Klara’s attentions words with these features

in texts we read, and use activities such as Double Scoop (described on page 221 of Words their Way) tohelp her practice discerning these features. As an English learner, she could also use some practice

accenting words. We could practice clapping words to show emphasis and using kazoos to help her hear

inflexion.

Reflections and Value of the RIC

Though I think that the Reading Inventory is useful in that it assesses both comprehension and oralreading ability, unlike the Observation Survey, I feel that there are several major limitations. One limitation

I noticed is that while the texts themselves seem to be appropriately leveled, there is a major leap in the

complexity of the questions from Level 4 to Level 5. The comprehension assessments at levels below Level

5 focus primarily on literal meaning, but the Level 5 assessment requires a lot of figurative and inferentialreasoning. I feel these assessments would more accurately reflect comprehension ability if figurative and

inferential questions were gradually phased in at earlier levels. Another limitation I noticed is that the

assessment calls for detailed recall, but does not allow students to look back at the text. Good readersgenerally read for main ideas the first time they read a text, and then look back at the text to find textual

evidence to support those main ideas and recall details. This assessment does not allow students to follow

these good practices, which I think is a significant limitation.Overall, I think this test is a helpful addition to my assessment toolkit. I must consider its

limitations critically, however, when basing instructional decisions on it. I hope to better familiarize myself

with the texts and comprehension questions at the different levels, including levels I did not administer, so I

have a better sense of the limitations and strengths of the assessment before administering it again. In futureuse, would consider adapting the assessment for students who struggle with a particular passage by allowing

them to look back at the passage and find textual evidence to shape their answers. I would also be sure to

always complement it with the administration of a spelling inventory, as the spelling inventory providedgreat insight in analyzing miscues of oral reading. When combined with other assessments, the RIC is able

to provide some valuable insight into the abilities of students to decode an comprehend texts.

Meagan Taylor



CRIN E0310/18/2011

Lesson Plan

Teacher: Meagan Taylor

Student: Klara Kotabocva

Grade 5

Session 1 of 6 Teaching Date: 10/20/2011 Teaching Time: 1 pm-1:45 pm

Outcome Objectives:

Given a list of key people, events, places, and vocabulary from Chapter 1, the student will use prior

knowledge and information from the book’s front and back cover to guess which story element the item

reflects (characters, setting, plot, problem, or resolution) and predict the relationship between the

items.

After reading, the student will evaluate and modify her initial sort to reflect knowledge gained from thestory.

After adjusting her original sort, the student will use each of the sorted words in a paragraph

summarizing the text read.

The student will sort 14 words with r influenced vowels into words that make /er/, /ar/, and /or/ sounds.Lesson Plan for Next Session

1. Familiar reading:As this is the first lesson, we have no prior readingto revisit.

2. The child reads a new book (K-2) or readsa section of a chapter book (3-6):

-Introduce The Amazing Days of Abby Hayes: ThePen Is Mightier Than the Sword by explaining thatit is a book from a series about a fifth grade girlnamed Abby.-Give Klara the plastic bag with the cut out itemsfrom the attached list for Chapter 1. Explain thatthese are key people, places, events, andvocabulary from Chapter 1.- Set out the five attached sheets with thecategories Characters, Setting, Problem,

Resolution, and Plot. Tell Klara that she will besorting the items into these categories. Ask Klarato explain what each category means to ensurethat she is familiar with these terms. Explain anythat are unfamiliar.- Direct Klara to look at the front and back coverof the book to help her sort. Allow up to 3 minutesfor her to do so-Ask Klara to explain her sort.-Have Klara read Chapter 1 aloud. Direct look outfor the words she sorted so she can see if she was

Notes



right. Direct her to acknowledge when a word isunfamiliar. Guide her in using context clues tofigure the word out. When she has finishedreading the section, ask her the followingquestions to help her clarify her understanding of the story

• Who is telling the story?

• What project is Abby excited about?

• How did the students decide what they willput in the newspaper?

• How will they decide who gets each job?

• What job does Abby want?

• Why does Abby want that job?

• How do you think she would feel if shedidn’t get that job?

3. Running record of student reading newbook or 100 words of a section of a chapterbook.

Take a running record of pages 1-2.

4. Strategy instruction based on runningrecord or observed needs.Klara struggles primarily with vocabulary anddiscerning main ideas within details. Guide in usecontext clues when she comes to a word she doesnot understand.

Help her to focus her attention on key points byasking her to look out for the terms she was givenahead of time. As she encounters these words,prompt her to identify what she thinks thesignificance of each is. Ask her if this matches her

original prediction.

After she has finished her reading, ask her tomodify her original sort of the key terms using theknowledge she gained while reading. Ask her toexplain any items she changed.

5. Word work Provide Klara with the attached cards. Show herthe cards in pairs, following the order on theattached sheet, asking her to contrast the soundsmade by the vowel in r-influenced context and the

sounds made by the vowel in non-r-influencedcontexts. Help her to identify that the r is “bossy”and changes the sound the vowel makes byblending the sound with r. After raising herawareness of the /ar/, /er/, and /or/ sounds, askher to sort the r-influenced vowels into thesethree groups.

6. Written response to book.Have Klara write a summary paragraph of the textshe read using the key terms provided to her



before reading.

at

art

bad barn



bit bird

stick stir

chip chirp



but

burn

hen her



lead learn

head heard

of or



fog

for

cold corn



Chapter 1

Star reporter

Ms. Bunder

School newspaper

Abby

Natalie

Jessica

Columnist

Brainstorm



Fifth grade classroom

Lottery

Article

Brianna



Setting



Characters

Problem



Plot



Resolution



Analysis of Previous Session

Teacher: Meagan Taylor Student: Klara Kotabova



Session 1_ of 6 Teaching Date: 10/20 Teaching Time: 1 pm – 1:45 pm

Outcome Objectives:


knowledge and information from the book’s front and back cover to guess which story element the

item reflects (characters, setting, plot, problem, resolution, or vocabulary) and predict the relationship

between the items.

After reading, the student will evaluate and modify her initial sort to reflect knowledge gained from the

story.


summarizing the text read.

The student will sort 14 words with r influenced vowels into words that make /er/, /ar/, and /or/ sounds.

• Briefly describe what you observed as the child reread familiar books or revisited the previousreading (increased fluency, knowledge of sight words, familiarity of concepts about print such asone-to-one, detailed summary, etc.). What prompting or support did you provide?

This was not applicable because we did not have a previous reading.

• Based on your analysis of the running record, how did the child do when reading the new book? Whatwas he able to do independently or with your help? What does he need to continue to work on?What supports do you need to provide (text level, higher/lower level of prompts, comprehensionstrategies)?

Though Klara struggled with some unfamiliar words, she maintained a consistent pace, shaped hersentences, and even stopped to make comments relevant to what she was reading, exhibitingcomprehension. Sometimes, when Klara struggles with a word, she will keep reading., rather thanfocusing on its meaning. While this practice is sometimes beneficial, it sometimes deters fullcomprehension of the text. Sometimes, she needs to be prompted to revisit the word after she readingbeyond it to see if she can decode it using context clues. Right now, Klara needs explicit prompting tonotice certain context clues, but my hope is that through guided practice with this strategy, she willbegin to use this strategy independently.

Because Klara struggles to apply inferential thinking to the text and discern nonliteral meaning, I thinkthat the text level is appropriate. At this level, she gets exposure to a small selection of newvocabulary, but is familiar with the majority of the words. This better enables her to think beyond theliteral meaning text, drawing inferences, making predictions, and identifying key themes.

• Briefly describe what you observed about the child’s writing. What does she control and what doesshe need to work on? What connections to reading do you see?

Klara’s writing did not reflect understanding of paragraph structure. She did not include a topicsentence. Some articles and some punctuation were missing. Several sentences were fragments. Shemay need instruction regarding paragraph and sentence structure. Spending time on articles andpronouns may also be helpful. Her use of brainstorm in the sentence “Children has differentbrainstorm” suggests that she is using the term to mean ideas. She needs to revisit this word. Thissentence also shows some issues with noun-verb agreement.

Overall, however, the errors in Klara’s writing do not interfere with communicating meaning, which isquite an accomplishment for an ELL learner who has only been in an English academic environment fora month.



• What has been rewarding so far? What has been frustrating?Klara really seemed to enjoy and benefit from the predictogram. I noticed a clear difference in herability to identify and express main ideas in the text, which I think can be attributed to the fact that sheknew where to focus attention.It is my hope that after practice identifying why each item is significant to the text, she will begin to

develop skills that will enable her to independently select terms from the text that are important tobuilding each story element. I really enjoyed seeing her noted improvement in this respect.

One frustration is that 45 minutes is a very small block of time to do reading, writing, and word study. This session, I ran out of time to complete the word study activity. As I felt the other activities weremore helpful to her, I decided to push the word study back to next time. Though I felt like Klara and Idid each task efficiently, it was difficult to devote the amount of attention she needs to comprehensionand vocabulary, while still allowing enough time for word study.



Lesson Plan for Next Session

Session 2 of 6 Teaching Date:10/25/2011 Teaching Time: 1 pm-1:45

Outcome Objectives:

Given a list of key people, events, places, and vocabulary from Chapter, the student will use prior

knowledge and information from the book’s front and back cover to guess which story element the itemreflects (characters, setting, plot, problem, resolution, or vocabulary) and predict the relationship

between the items.


story, providing text evidence to support her modifications.


summarizing the text read and predicting what will happen next.

While play an R-controlled vowel review game, student will name of pictures that depict r-influenced

words and classify the sound made by the vowel as an /ar/, /or/, or /er/ sound.


1. Familiar reading:Direct Klara to read her summary from last time.Ask her what she thinks will happen next. Prompther to justify her predictions using evidence fromthe text


-Give Klara the plastic bag with the cut out itemsfrom the attached list for Chapter 2. Explain thatthese are key people, places, events, andvocabulary from Chapter 2.- Set out the six sheets used in Lesson 1 with thecategories Characters, Setting, Problem,Resolution, Plot, and Vocabulary. Tell Klara thatshe will be sorting the new items into thesecategories like last time.--Ask Klara to explain her sort.-Have Klara read Chapter 2 aloud. Direct look outfor the words she sorted so she can see if she wasright. Direct her to acknowledge when a word isunfamiliar. Guide her in using context clues to

figure the word out. When she has finishedreading the section, ask her the followingquestions to help her clarify her understanding of the story

• What is Abby’s job?

• How do you think Abby feel about her job?Why?

• Do you think Abby thinks her job is a “plumassignment?” Why or why not?

• How would you describe Abby? Do you

Notes

10/25- Student was sick- reschedule for Thurs. at 1

pm

10/27 –Klara had just came in from running at

CBB’s walk-a-thon and seemed flushed and

distracted

Word sort

Started with word sort, tried to sort words by

spelling at first, rather than sound

Familiar reading-

Recalled last chapter accurately

Went over writing, so I could clarify what she

meant by a few confusing parts eg “Jessica said

this….Brianna that… “ She showed confusion of

the meaning of “brainstorm,” so we did abrainstorm about characteristics of Abby to try to

help her better understand the term

Did well with predictogram

Reading/ running record

Seemed to struggle more than usual, less fluent

shaping of phrases, perhaps because she was still



think she will be good at her job? Why orwhy not?

• What is Brianna’s job? How do you thinkAbby feels about this?


Turn in the running record of page 9-10.

4. Strategy instruction based on runningrecord or observed needs.

Prompt her to use the context clue strategies shelearned through guidance week, when she comesto a word she does not understand.

Help her to focus her attention on key points byreminding her to look out for the terms she wasgiven ahead of time. As she encounters these

words, prompt her to identify what she thinks thesignificance of each is. Ask her if this matches heroriginal prediction.

After her to modify her original sort of the keyterms using the knowledge she gained whilereading. Ask her to explain any items shechanged. Prompt her to use specific evidencefrom the text to support her changes.

5. Word work Activity from lesson 1.

6. Written response to book.

Have Klara write a summary paragraph using thekey terms from this Chapter. At the end of herparagraph, direct her to include a sentence thatpredicts what will happen in the next chapter.

recovering from walkathon and attention wasn’t

fully there

Struggled to understand that the students were

naming the newspaper in the book. Thought they

were picking roles so was confused by students

impatience

Asked what sympathetic and patient meant, Used

context clues with minimal prompting to figure out

the terms “sympathetic” and “patience”

Stopped at page 10 to make sure we got to some

writing done

WritingModified writing to be a 3 summary of what she

had read so far this chapter to help jog her

memory

Did not reflect clear understanding of the chapter,

had to be prompted to recall most important

event- the naming of the newspaper



Chapter 2

Lancaster Elementary

The Lancaster Lark

Photographer

Layout

People profile reporter

Current events reporter

Advice columnist



Draw names from a hat

Plum assignment

Name the paper





Session 2 of 6 Teaching Date: 10/25 Teaching Time: 1 pm – 1:45 pmOutcome Objectives:


knowledge and information from the book’s front and back cover to guess which story element the

item reflects (characters, setting, plot, problem, resolution, or vocabulary) and predict the relationship

between the items.


story, providing text evidence to support her modifications.

After adjusting her original sort, the student will use each of the sorted words in a paragraphsummarizing the text read and predicting what will happen next.

While play an R-controlled vowel review game, student will name of pictures that depict r-influenced

words and classify the sound made by the vowel as an /ar/, /or/, or /er/ sound.

Student was sick- 10/25, rescheduled for Thurs.


After reading what she wrote about Chapter 1, Klara was able to greatly elaborate on herwritten summary, telling more about the characters she mentioned in the paragraph and providingmore detail about key plot events. When I asked her to clarify what she meant by a few confusingportions of her summary, including the phrase “Jessica said this… Brianna that…” she exhibited anunderstanding of the text that was not conveyed in her writing, explaining that each of thestudents had very different ideas about what the newspaper should be like, so Jessica and Briannatold the class about their different ideas. When I asked Klara to clarify her use of “brainstorm” inher paragraph, she exhibited confusion about the meaning of the term. She seemed to think of “brainstorm” as a synonym to “idea.” To help explain the term “brainstorm” to Klara, I guided herthrough the action of brainstorming about characteristics of the main character Abby. In so doing,she identified most of the key characteristics of Abby that have been revealed so far, furtherevidencing her understanding of the first chapter.


Klara read with 98% accuracy on the portion of the text for which I took a running record.Despite this accuracy, there was a notable decline in her typical fluency. Though Klara is usuallygood at shaping phrases and following English patterns of intonation, today her reading was muchchoppier than usual and she paid much less attention to punctuation cues. Because Klara had just



come in from running at Clara Byrd Baker’s walkathon and seemed very flushed, it is possible thather physical condition was inhibiting her ability to read in English.

Despite this decline in fluency, Klara did show that she internalized some of the context cluestrategies taught last week. When she asked what “patience” and “sympathetic” meant, Iprompted her to look back at the text to see if she could figure it out. She was able to use contextcues with minimum prompting to figure these words out.

I had to stop Klara’s reading before the end of the chapter to allow enough time to get towriting. When I asked her the applicable comprehension questions and prompted her to describe

what she had read, she exhibited some confusion about what the teacher and students were tryingto decide in this section. She struggle to understand that the teacher wanted the students to namethe newspaper before picking roles. Because she lacked this understanding she struggled tounderstand why the students were so impatient. We went back to the text to look for evidence thatwould explain what the students were trying to describe.

Klara continues to need support in determining important information. Again, thepredictogram proved helpful in providing her with terms to focus her attention on, but she seemedto continue to struggle to identify the significance of the terms. She still needs support in usingcontext clues and reference materials to decode unfamiliar vocabulary that may be interfering withher overall comprehension.

• Briefly describe what you observed about the child’s writing. What does she control and what does

she need to work on? What connections to reading do you see?

I modified the original writing assignment in part because of time considerations and in partbecause we did not get to the whole passage I had hoped to cover. Therefore, I had her write threesentences about what happened in the first part of the chapter. She really struggled to come upwith what she should write. To help her, I had her describe verbally what happened and asked herwhat she thought would be most important to remember next time. Klara’s seems to struggle withwhen she should use infinitives and articles. Last session she wrote “Abby, fifth grader, want bestar reporter.” This time she wrote, “ The class is waiting for Ms. Bounder if she pick up the namefrom a hat.” She might benefit from instruction on how to use these features of English.

• What has been rewarding so far? What has been frustrating?

Working with Klara is immensely rewarding simply because she is eager to learn andseems to gain something each time, even if it is just a vocabulary word she did not knowbefore. Her English abilities continue to impress me. Though she still has a lot to work on interms of mastering English form and developing her aural and reading comprehension, she isdeveloping these skills rapidly. The fact that she is able to communicate and comprehend asmuch as she does even though she has only been using English in an academic sense for abouttwo months is quite impressive.

One frustration is that Klara needs a lot of work on grammar structures, which there issimply not time for in our sessions. I feel that our writing time is more beneficial when it is ameans for her to communicate what she has been reading rather than focusing writinginstruction on grammar and syntax. As mentioned last week, it is hard to accomplisheverything in such a short block of time.







Outcome Objectives:


knowledge and information from her readings thus far to resort the items according by the story

element they reference(characters, setting, plot, problem, or resolution) and predict the relationship

between the items.

After reading the remainder of Chapter 2, the student will evaluate and modify her initial sort to reflect

knowledge gained from the story, providing text evidence to support her modifications.

After adjusting her original sort, the student will add three more sentences to her summary of the first

half of the chapter and write an additional sentence predicting what will happen in the next chapter.

After doing a speed sort of the /ar/, /er/, and /ir/ words, the student will play the attached game to

review what she has learned and apply her knowledge to new words.


1. Familiar reading:Direct Klara to read her summary from last timeand verbally explain what was happening in thestory when we left off.


-Give Klara the plastic bag with the cut out itemsfrom the attached list for Chapter 2.- Set out the five sheets used in Lesson 1 and 2with the Characters, Setting, Problem, Resolution,and Plot. Ask Klara to reconstruct her sort fromlast time to reflect what she learned in the firstpart of the chapter.--Ask Klara to explain her sort.-Have Klara read the remainder of Chapter 2

aloud. Direct look out for the words she sorted soshe can see if she was right. Direct her toacknowledge when a word is unfamiliar. Prompther to use context clues to figure the word out.When she has finished reading the section, askher the following questions to help her clarify herunderstanding of the story thus far

• What is Abby’s job?

• How do you think Abby feel about her job?Why?

• Do you think Abby thinks her job is a “plumassignment?” Why or why not?

• How would you describe Abby? Do you

think she will be good at her job? Why orwhy not?

• What is Brianna’s job? How do you thinkAbby feels about this?



4. Strategy instruction based on running

record or observed needs.

Prompt her to use the context clue strategies she

Notes

Student was pulled for benchmark testing- lesson

had to be postponed until 11/3

Read summary from last time to refresh memory,

her retelling of the story reflected internalization

of some of the feedback I had provided her last

time

Eg. “she’s nothing” -> “she didn’t have a job yet”

Adjusted sort to reflect some of the problems she

sensed in the story

Klara still struggles with the v sound

Veterinarian pronounced weterinarian

Interviews pronounced interwoos

Had to guide her using context clues to figure out

the meaning of plum assignment, but then she

was able to do it on her own to figure out the

meaning of “rotten pear assignment”







AR R-Controlled

Vowels

OR

ER

IR UR



Rule:A player roles the dice and advances that number of spaces.

If the square that the player lands on has a picture, the player must say the name of

the picture and spell the word. If the player can't spell the word, the player moves

back. If the square is a card square the player must choose a card and answer the

riddle. If the player can't answer the riddle, the player moves back. If the square

has instructions on it then the student must follow the instructions.



The R-Controlled Vowel Game© 2009 Lanternfish ESL @ www.bogglesworldesl.com

http://www.bogglesworldesl.com/




These are the cards for the R-Controlled Vowels game. Teachers can cut them out and paste them onto

poster board.

What rhymes with

arm?

Name two words

that contain OR.

What rhymes with

park?

Name two words

that contain AR.

What rhymes with

horn?

Name two words

that contain IR.

What rhymes with

port?

Name two words

that contain ER.





















What rhymes with

skirt?

Name two words

that contain UR.

What rhymes with

car?

Name three words

that contain ER.

What rhymes with

jar?

Name three words

that contain IR.

What rhymes with

dirt?

Name three words

that contain OR.

What rhymes with

dark?Name three words

that contain AR.

What rhymes with

word?Name one word that

contains ER and UR.





























Session 3 of 6 Teaching Date: 11/1/2011 Teaching Time: 1 pm – 1:45 pm

Outcome Objectives:


knowledge and information from her readings thus far to resort the items according by the story

element they reference(characters, setting, plot, problem, or resolution) and predict the relationship

between the items.

After reading the remainder of Chapter 2, the student will evaluate and modify her initial sort to reflect

knowledge gained from the story, providing text evidence to support her modifications.

After adjusting her original sort, the student will add three more sentences to her summary of the first

half of the chapter and write an additional sentence predicting what will happen in the next chapter.

After doing a speed sort of the /ar/, /er/, and /ir/ words, the student will play the attached game to

review what she has learned and apply her knowledge to new words.

Student was pulled for benchmark testing- had to postpone session until 11/3


After Klara reread her summary from last time, she was able to retell the story usingdetails from the text to support the main ideas of her summary. Her retelling of the storyreflected internationalization of some of the feedback that I had provided on her writing last

time. I had mentioned that her use of “she’s nothing” to describe Abby was confusing inEnglish because it made it sound like Abby was nonexistent or feeling very unconfident, neitherof which would make sense in the context of the text. Klara clarified her meaning in theretelling explaining that Abby’s name had not yet been drawn, so she did not have a job yet.

When Klara resorted the key terms from Chapter 2, she adjusted them to reflect some of the problems she sensed in the chapter thus far. In explaining her resorting, she identified thatnaming the newspaper was a problem in two ways. First, it was a task that the class had tocomplete. Second, this task delayed the students from finding out their jobs and made themvery impatient. She explained that drawing names from a hat was the resolution to both of these problems as it made the decision quickly and efficiently.











































Overall, Klara shows a firm understanding of the text so far, and is showingimprovement in her ability to sequence events and identify the developing problems in thestory.

• Based on your analysis of the running record, how did the child do when reading the new book? Whatwas he able to do independently or with your help? What does he need to continue to work on?What supports do you need to provide (text level, higher/lower level of prompts, comprehension

strategies)?Klara read with 98% accuracy, but her mistakes are telling of areas of pronunciation sheneeds to work on.

She consistently mispronounced /v/ as /w/ and mixed up /th/ and /t/. Overall, however, sheshowed good inflection and shaping of phrases. When we came across the figurative language“plum assignment,” which the author used to refer to a good assignment, Klara struggled tounderstand that this was a figurative method. I guided her to consider whether it would makesense to be talking about fruit in this context and then guided her to consider how the authorcould be using fruit as a symbol. After we looked for cues regarding how the phrase was used,Klara was eventually able to recognize that it meant a good assignment. After this guidance,Klara was able to figure out the meaning of a rotten pear assignment on her own.

• Briefly describe what you observed about the child’s writing. What does she control and what does

she need to work on? What connections to reading do you see?Klara’s writing again shows some confusion of subject verb agreement. For example shewrites “She don’t know what she is.” But overall the other sentences she added to hersummary were well written, exhibiting good punctuation and impressive spelling when shewrote “congratulate.” She also does not seem to know when to apply the past progressive , asshe wrote “While she thinking,” Overall though, Klara communicated her meaning clearly,which is an improvement from prior writing she has done with me.

• What has been rewarding so far? What has been frustrating?

It has been rewarding to see even small improvements in Klara’s ability to discern mainideas and support them with text evidence. It has also been rewarding to see her applystrategies to decode figurative language. Overall, because Klara is eager and very quick to

learn, it has been great to see how even a small investment of time helps her grow in readingand writing skills.On area of frustration for me has been word study. Klara has many spelling features

and pronunciation features she needs to work on. Though a sort is supposed to be taught in avariety of ways over the course of a week, individual sessions once a week do not lendthemselves well to this trajectory. As such, I feel like if I focus on one feature over the courseof her sessions and enable her to fully master this feature, there are many other features thatwill go entirely unlearned as I am pretty sure that Klara does not do regular word study in herclassroom.

















































Outcome Objectives:


knowledge and information from her readings thus far to sort the items according by the story element

they reference (characters, setting, plot, problem, or resolution) and predict the relationship between

the items.

After reading Chapter 3, the student will evaluate and modify her initial sort to reflect knowledge

gained from the story, providing text evidence to support her modifications.

After adjusting her original sort, the student will write a short letter of advice to Abby telling her what

she should to to handle her problem.

Given 15 verbs with long -o and short -o sounds, the student will sort them according to the sounds she

hears.Lesson Plan for Next Session



-Give Klara the plastic bag with the cut out itemsfrom the attached list for Chapter 3. Tell her thatthese are key people, things, places, and eventsshe should look out for as she reads Chapter 3.- Set out the five sheets used in Lesson 1, 2, and 3with the Characters, Setting, Problem, Resolution,and Plot. Ask Klara to sort the items according tothe story element she thinks they reference. Thenask her to predict the relationship between theitems.--Ask Klara to explain her sort.-Have Klara read the remainder of Chapter 3aloud. Direct look out for the words she sorted soshe can see if she was right. Direct her toacknowledge when a word is unfamiliar. Prompther to use context clues to figure the word out.When she has finished reading the section, askher the following questions to help her clarify herunderstanding of the story

• Why is Abby unhappy with her job?

• How do you think Abby feels aboutBrianna? Why?

• What did you learn about Abby in this

chapter? Did your opinion of her changeat all?

• What do you think makes good advice?

• Do you think Abby could give couldadvice? Why or why not?

• What solution does Abby come up with toher problem? Do you think plan will work?



4. Strategy instruction based on running

Notes

Though the prediction does not align with the

actual story (Klara predicts that Abby has messy

hair and needs advice, and that Isabel gives her

advice)

Struggles to discern how Abby’s messy hair

supports the character trait of being unorganized

Had to stop at page 20 for time considerations

Klara initially sorts into four groups

-ock, -ow- oCe – ot/ost

had to prompt her to sort into 2 groups
















































































Chapter 3

Dear Abby

T-Jeff

Isabel

Messy hair

Calendars









Give advice

Need advice

lock homeodd ropeshot wokeclock boatshock soap

block loadlost throw












spot grow




Outcome Objectives:




the items.



















After reading Chapter 3, the student will evaluate and modify her initial sort to reflect knowledge

gained from the story, providing text evidence to support her modifications.


she should to to handle her problem.

Given 15 verbs with long -o and short -o sounds, the student will sort them according to the soundsshe hears.



After Klara reread her summary of the last part of chapter 2, she was able to recount thestory and add details from the text to support her summary, exhibiting thoroughcomprehension of the text thus far. When Klara sorted the terms from Chapter 3, she showedbetter understanding of story elements than she did in our first session and was able to weavetogether and elaborate story predicting what would happen in this chapter. Though herprediction was not necessarily close to the actual story, she showed that she is utilizing bestpractices of inferential thinking, applying background knowledge and understanding of storystructure.


Klara again read with 98% accuracy, still exhibited confusion of the /w/ and /v/ sounds.She also struggles with English names, like Jonathan and Natalie. She continued to show goodinflection, phrase shaping, and fluency overall. She struggled, however, to understand some of the key character development that was occurring in this chapter. She was unable to infer, forexample, that Abby’s messy hair and reliance on lots of calendars meant that she was a bitmessy and had to work very hard to keep herself organized. I had to ask her a lot of guidingquestions to get her to make these connections, which were important to understanding thechapter. As such we had to stop on page 20. I think filling out a character map may be ahelpful exercise next session to aid her as she reads the remainder of chapter 3 next session.


Her writing this time was almost entirely grammatically correct, and showedinternalization of my reminders about subject-verb agreement. She even remembered thecomplex grammatical rule for making others possessive and added the apostrophe after the s.Her summary also reflected understanding of our discussion as she explained, “…and if shecan’t fix her hair, she can’t fix others’ problems. Though it was a short writing assignment, I washappy with the improvement in her writing.

• What has been rewarding so far? What has been frustrating?It has been a bit frustrating that we have not been able to get through much of the book

yet, but I think the additional time we have spent working on fully comprehending each part of the text has been helpful in equipping Klara with useful strategies. I am only concerned thatbecause it is near my last session with Klara, that she will be disappointed if she does not get tofinish the text. I would like to continue working with her beyond the six hours, but I am not surehow much of a possibility this will be because of time other time commitments for practicumrequirements. Despite this concern, I feel like the time I have spent with Klara thus far has























































been valuable both in terms of my professional development and her growth as a reader. Shehas begun to utilize some key reading comprehension strategies that she did not have masteryof in English prior to our instruction and has showed small improvements in her writing and herability to decode new words. I hope that these skills only continue to grow over our next twosessions.











Outcome Objectives:

After reading the remainder of Chapter 3, the student will use information from the reading to adjust

her original sort of key people, events, places, and vocabulary from the chapter into groups that

reference characters, setting, plot, problem, or resolution.


she should do to handle her problem.

Given pictures that illustrate words that start with v and w, the student will sort the pictures according

to initial sounds, and spell each word.




-Have Klara read the remainder of Chapter 3aloud. Direct to continue look out for the wordsshe sorted so she can see if she was right in heroriginal sort. Direct her to acknowledge when aword is unfamiliar. Prompt her to use contextclues to figure the word out. When she hasfinished reading the section, ask her the followingquestions to help her clarify her understanding of the story

• Why is Abby unhappy with her job?

• How do you think Abby feels aboutBrianna? Why?

• What did you learn about Abby in thischapter? Did your opinion of her changeat all?

• What do you think makes good advice?

• Do you think Abby could give couldadvice? Why or why not?

• What solution does Abby come up with toher problem? Do you think plan will work?


Take a running record of pages 21 - 22.


Prompt her to use the context clue strategies shelearned through practice week, when she comesto a word she does not understand.

Help her to focus her attention on key points byreminding her to look out for the terms she wasgiven ahead of time. As she encounters thesewords, prompt her to identify what she thinks thesignificance of each is. Ask her if this matches heroriginal prediction.

Notes

Our session was condensed because Klara was

late getting back from a chorus field trip

Sorted pretty much the same way as last time, buther explanation of her sort reflected knowledge

gained during the last reading, e.g. that Abby was

worried that she couldn’t give good advice

Answers to questions-

✓1. wants different job; cannot give good advice

✓2. Jealous; Brianna has the job she wants

✓3. She has two sisters, she has a kitten, she is

worried about giving advice

✓4. Helps you fix your problems, personal

✓5. Yes, she is smart at school and a good writer

6. Struggled at first- we had to go back to the text

because she was confused about the sequence of

dialogue/ who was speaking when

Running record- 177/180 98%, continued

confusion of v/w

Also, inserted long o sound for u, and long e in

breath, long I sound for long a in lace

Had to explain Thomas Jefferson (cultural

reference)

Used context clues to figure out wiser and

SuperSib, doing better with minimal guidance

Ran out of time for word work and writing










































































































Outcome Objectives:

After reading the remainder of Chapter 3, the student will use information from the reading to adjust

her original sort of key people, events, places, and vocabulary from the chapter into groups that

reference characters, setting, plot, problem, or resolution.


she should do to handle her problem.





Klara resorted the words in almost the same way she did last session, but after readingher summary, she was able to explain her sort in a way that reflected knowledge gained fromthe last reading, including descriptions of characters and providing information about how itemsrelated to the plot. She made one key change in her sort by moving “Giving advice” to theproblem category. Klara explained this change, saying that giving advice was a problem forAbby because she did not feel she could do it well enough to be advice columnist. This showsthat Klara internalized one of the key ideas of the chapter.

• Based on your analysis of the running record, how did the child do when reading the new book? What

was he able to do independently or with your help? What does he need to continue to work on?What supports do you need to provide (text level, higher/lower level of prompts, comprehensionstrategies)?

Once again, Klara read with 98% accuracy. She still exhibited confusion of the /w/and /v/ sounds and showed a lot of vowel confusion. She inserted a long o sound for the shortu sound in dust. She also inserted a long e sound for the ea in breath and a long i sound forthe long a in lace. Klara continued to show good inflection, phrase shaping, and fluencyoverall.

Klara needed explanation of the Thomas Jefferson, but she was able to use context cluesto figure out two other unfamiliar words. After being prompted looking back at the text, Klarawas able to make an informed guess that “wise” meant smart. It took a little more guidance















































for Klara to understand Abby’s reference to her SuperSib, primarily because Klara was notfamiliar with the term sibling. She was, however, able to use context clues to guess that it wasreferencing Abby’s sister.

Klara showed good comprehension of the Chapter 3, as evidenced by her answers to thequestions I asked at the end of the selection. The one area of struggle was rooted in confusionabout the sequencing of a dialogue at the end of the chapter. Klara thought that Abby’s sistersaid something that Abby said, so she was confused about Abby’s plan. Once this was clarifiedby revisiting the text, however, Klara exhibited inferential thinking by saying that her sister

seemed to give good advice to Abby, so she may be able to give good advice to the studentsas well.


We were unable to get to the writing selection this time, because our time wascondensed to 20 minutes.

• What has been rewarding so far? What has been frustrating?I continue to find it frustrating to arrange time to work with Klara. As a learner who

needs a lot of supports, she is pulled in a million different directions. I am sometimesconcerned that I am wasting valuable classroom time, but her teacher reassures me that the

individual work helps her more. I find this reassurance rewarding because it seems that Klara’steacher is noticing an improvement in her reading comprehension skills. It is gratifying to thinkthat even the short time I get to spend with Klara is helpful to her.































Outcome Objectives:

Prior to reading Chapter 4, the student will write a short letter to Abby explaining how she should

handle her problem.




the items.




1. Familiar reading:Direct Klara to verbally explain what washappening in the story when we left off.

2. The child reads a new book (K-2) or reads

a section of a chapter book (3-6):

-Give Klara the plastic bag with the cut out itemsfrom the attached list for Chapter 4. Tell her thatthese are key people, things, places, and eventsshe should look out for as she reads Chapter 4.- Set out the five sheets used in Lessons 1-5 withthe Characters, Setting, Problem, Resolution, andPlot. Ask Klara to sort the items according to thestory element she thinks they reference. Then askher to predict the relationship between the items.--Ask Klara to explain her sort.-Have Klara read Chapter 4 aloud. Direct look outfor the words she sorted so she can see if she wasright. Direct her to acknowledge when a word isunfamiliar. Prompt her to use context clues tofigure the word out. When she has finishedreading the section, ask her the followingquestions to help her clarify her understanding of the story

- How did Isabel feel about Abby’s plan tohave her write the column?

- What do you think Abby means by callingherself the Storming Star Reporter? Whatmade her become a Storming StarReporter ?

- Who do you think Abby’s dad was talkingto on the phone? What do you think hemeant by assisted living?


Take a running record of pages 24 - 26.


Prompt her to use the context clue strategies shelearned through practice week, when she comes

Notes

Describes in adequate detail, but needed

prompting to recall Abby’s idea at the end of the

chapter

She sorted and explained reasonably, seemed

unsure about assisted living and “conversations

with brianna”

Klara answered all questions except the storming

reporter one accurately.

She illustrated inferential thinking about the

meaning of assisted living, saying that it issomething the dad seems unhappy about, so it is

probably something bad for the family

Klara continued to use context clues to figure out

unfamiliar words like discouraged and frowning

She also practiced using the prefix cue provided












































































Chapter 4Dad Assisted livingLaughed hysterically Storming Star ReporterIsabel “Conversations with

Brianna”Name the column












Outcome Objectives:

Prior to reading Chapter 4, the student will write a short letter to Abby explaining how she should

handle her problem.




the items.



v and w, the student will sort the pictures according to initial sounds, and spell each word.



Klara was able to recall and retell the story with impressive detail, even though it hadbeen a while since we were last able to meet and she had not had the opportunity to writedown a summary last time. She did, however, need prompting to recall one of the majordevelopments in the last chapter. Klara sorted and explained her sort in a very reasonableway, that reflected awareness of story components and reflected inferential thinking about thecharacters and their interactions with one another.









































Once again, Klara read with 98% accuracy. She continued to exhibit confusion of the /w/and /v/ sounds and struggled to decode word “admonition,” though she was eventually able tosound this out with no prompting.

Though Klara needed minimal prompting to figure out the unfamiliar words such asdiscourage and frowning, Klara struggled to understand the concept of someone who isstorming. She tried to link this to what we had learned previously about brainstorming, and Ihad to get her to close her ideas and imagine a thunderstorm and try to think about what aperson would look like and act like if they were storming.

Overall, however, Klara showed good comprehension of the Chapter 4, as evidenced byher answers to the questions I asked at the end of the selection. She illustrated inferentialthinking, particularly when she guessed what assisted living. She referenced the dads’behavior in talking about assisted living and said he did not seem to be happy about assistedliving. She guessed that assisted living was a problem that the dad was worried about.

• Briefly describe what you observed about the child’s writing. What does she control and whatdoes she need to work on? What connections to reading do you see?

Klara again made a few errors with subject- verb agreement. She wrote “She don’t.”We practice conjugating the verb do, and she was able to correct this recurring error in herwriting. She also used the word “wanna” instead of “want to.” We talked about academicwriting language as opposed to social language, and she was also able to correct this.

•

What has been rewarding so far? What has been frustrating?Again, my time with Klara was condensed because she was called to chorus. I find itvery frustrating to try to coordinate one-on-one time, but seeing the growth in Klara’sinferential thinking and ability to apply this thinking to determine the meaning of unfamiliarwords continues to be rewarding. I also really enjoyed seeing Klara think through how to correctthe errors she has been making in her writing. Hopefully she will continue to apply what wediscussed about subject-verb agreement and academic language.





























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