Portfolio Langauge Arts Case Study

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Case Study Carleene Bennett University of Northern Colorado Denver, Colorado May 31, 2013
EDSE 442: Language and Literacy for Students with Severe Delays Instructor: Lorna Idol, Ph.D.
cbennett 1 Part 1 Assessment Introduction Date of birth: 1/17/2005 Grade Level: 2.7 Name: Tony Special Education List: Official Identification: Cognitive Disability Services: Reading, Writing, Spelling, and Math support in the Integrated Learning Center (ILC); Occupational Therapy; Speech/Language Therapy.
Tutor: Carleene Bennett Strengths: Tonys strengths, gathered from his current Individualized Educational Program (IEP) and an interview with the special education teacher, are as follows: IEP (Appendix A) Shows good letter formation; Visual memory skills are a strength; Once he learns information visually, he is able to recall information; Eager to behave well and to please his teachers; He is easily able to change or to improve his behavior when asked; Transitions from event to event are not difficult for him; Does well with unexpected changes to schedule.
Special Education Teacher Interview (Appendix B) Strength is learning sight words; Learns routines easily and quickly; Typically polite, however, this is regressing this year; Has a daily living routine that he knows and follows with minimal prompting.
Challenges: Tonys challenges, gathered from his IEP and an interview with the special education teacher, are as follows: IEP Educational Impacts: Very difficult time with all phonemic awareness activities; vocabulary and comprehension are areas of need; oral reading fluency has improved to 12 words per minute (significance in this improvement is mostly due to him learning sight words and Edmark words (Johnston, 2009)); Communication Impacts: Severity rating is a four (severe impairment) in language. Has weaknesses in both expressive and receptive language skills;
cbennett 2 Cognitive Impacts: o Welchsler Preschool and Primary Scale of Intelligence (WPPSI-III) results: Verbal first percentile Performance first percentile Processing Speed fourth percentile Full Scale IQ Score second percentile; Social Emotional Impacts: Significant amount of instruction and learning in the ILC program due to a cognitive disability. Can be withdrawn and uninvolved in what is happening around him. Does not interact with most children. Speaks in short phrases. Does not volunteer even in small group settings. Very kind and considerate child. Physical Health Impacts: 7 years 10 months old. Second grade student. Healthy with no issues except for asthma. In the process of working with medical doctor to get a nebulizer versus an inhaler. Immunizations are up to date. Passed vision screening. Passed hearing screening. Physical Motor Impacts: Impaired fine motor planning and fine motor coordination lead to difficulty with complex motor tasks that require planning and executing sequences of movement. Has difficulty spacing between words and placing letters on the line when writing sentences.
Interview with Special Education Teacher Cannot tie his shoes; Does not brush his own teeth; Cannot handle himself like a typical second grade student in emergencies, (i.e., Does not know his address or his moms phone number; would not know how to find help if he needed it or was lost); Theres a whole list of learning and behavior challenges from his regression this year. He has become a disturbance in class. His behavior was one of his strengths until the last two months or so. He has recently shown regression in gross motor, fine motor, behavior, and academics that is concerning. We have mentioned these concerns to Tonys parents and have encouraged them to make an appointment with a specialist (doctor) to perform a full assessment to pinpoint a cause of the regression. Our concern is that there is something medical interfering with Tonys progress. Assessments IEPs (Appendix A) Tonys initial IEP, dated December 18, 2008, is from when he was 3.11 years old. The medical history in the IEP reveals that Tony was a full-term birth by C-section, due to fetal intolerance of labor, and he weighed 8 pounds, 11 ounces. He hit all of his developmental milestones until age three. When he turned three, Tony attended a Montessori preschool. Tonys teachers immediately expressed concern regarding his social and communication skills. From there, Tony began seeing doctors and therapists to be assessed for
cbennett 3 possible delays or disabilities. The data gathered identified delays in areas of fine motor, speech/language, and social and play skills. The specialists also suggested possible cognitive delays, impacting development in a global way. Tonys standardized testing scores qualified him for special education services. Tonys current IEP, dated October 11, 2012, states that his only health issue is asthma, and he is in the process of getting a nebulizer instead of an inhaler to control his symptoms. His current identification label is a cognitive disability. He is showing improvements in the area of measurement. He is experiencing negative impacts, and even regression, in reading, writing, and math fluency. Tonys language rating is a 4 severe impairment, indicating weakness in both expressive and receptive language skills. Other impacts indicated in the IEP include social emotional impacts and physical motor impacts mostly fine motor skills. Specific literacy impacts include difficulty with all phonemic awareness activities, needs in the areas of vocabulary and comprehension, an oral reading fluency of 12 words per minute, and a Developmental Reading Assessment (DRA) (Beaver, 2004), reading Level Two. Interview with Special Education Teacher (Appendix B) The special education teacher is concerned with the regression she has seen recently (within the past two months) in Tony. He is significantly regressing academically, socially, and behaviorally. The teacher is not sure if there are underlying medical issues that have yet to be identified impacting Tonys ability to progress. Having noted this, the teacher would like Tonys one-on-one tutoring in literacy to focus on phonemic awareness, specifically, long vowel sounds, diagraphs, and consonant-vowel-consonant (CVC) blending. She would also like to continue developing his sight vocabulary, as this is Tonys strength. Tony enjoys anything having to do with cars, specifically the movie Cars, and musical instruments. These hobbies and interests can be used to set personal goals and as teaching tools when working with Tony. Tony has attention and behavior issues and often struggles to make eye contact. His core strength is also weak. He is typically a polite student and does very well with set routines. The reading program that Tony has been the most successful in recently is Edmark. The reason for this success is believed to be the association between pictures and words. The visual cues are creating connections for him better than other programs that are not as picture oriented. Tony is currently reading on a DRA Level Two and has a Lexile (Smith, 2013) level of BR beginning reader. Student Assessments (Appendix C) The assessments I administered to Tony include a Basic Reading Inventory (BRI) (Johns, 2008) sight word assessment, a BRI Pre-Primer one passage, a word list from the Edmark Reading Program Level one (Johnston, 2009), a reading interest inventory given to students by Professor Bridget Matthews in the Elementary Reading Diagnosis and Individualization (EDRD
cbennett 4 411) class at the University of Northern Colorado in Denver, CO, the Burkes Reading Interview (Goodman,1987), and a Monster Spelling Test (Gentry, 1985). Tony scored at an instructional level when I assessed him with a preprimer BRI word list. His BRI oral reading level score is an instructional/frustration level when reading a pre-primer level passage, and a frustration level when answering comprehension questions for the pre -primer reading passage. The pre-primer level is the lowest level offered by the BRI, so, there is no opportunity for Tony to indicate his independent level of reading or comprehension. Tony has received direct instruction in Edmark and knows 118 sight words from the Level one word list. The answers Tony gave on the interest inventory and the Burkes Reading Interview indicate a minimal level of receptive and expressive language. The Monster Test shows Tony possibly at a semi-phonetic spelling level; however, this leveling is dubious due to the fact that semi-phonetic is the lowest spelling level from which to choose. Tony is able identify most of the onsets for each word given on the Monster Test, but then, resorts to an unassociated word-family pattern for the rime. Summary Per Minskoffs Six stages of learning to read (Minskoff, 2007), Tony is considered to be in the pre-reading stage. He is also reading at a DRA Level Two and has a Lexile level of beginning reader. There are believed to be auditory processing issues, and a team has recently diagnosed Tony with autism, as well. His official label on the IEP is cognitive disability. Regardless of his diagnosis, it appears that Tony is a very visual learner who needs pictures and motor movement when learning sounds and words. His hobbies and motivators include cars, anything having to do with the movie Cars, musical instruments, and time on the computer. Tony is generally a polite and sweet-natured student who wishes to please and do what is right or good. Conclusion Tony is a student who is in need of one-on-one intervention. Even with smallgroup interventions in the ILC, he is still regressing in most academic areas. I will be working with Tony on long vowel sounds, digraphs, CVC blending, and sight vocabulary. My key to choosing strategies is to select those that incorporate verbal, visual, and motor movement combined. Tony is in need of all three modalities (verbal, visual, and kinesthetic) in order to advance in his literacy. I will also be talking with Tony about his personal goals. One book he loves is a specific Cars book that is in the ILC. Each time he sees it, he gets excited and wants to read it. Even though it is a level 1 reading book, Tonys literacy limitations prevent him from actually reading the book independently; instead, he looks at the pictures. I would like to suggest to Tony that we make it our goal for him to read this book independently by the time we are finished with our one-on-one tutoring.
cbennett 5 Part 2 Statement of Intervention Plan The intervention plan for Tony focuses on phonics, vocabulary, and comprehension the three areas specified as areas of need in his Individualized Education Program (IEP.) The interview with Tonys teacher and Tonys IEP specify his reading level as a Developmental Reading Assessment (DRA) (Beaver, 2004) level two. Tony has had minimal progress since; therefore, the intervention will begin with a DRA level three book and progress according to his readiness. The vocabulary lessons will relate directly to the words from the DRA book used for comprehension. It is important to note that Tony will be receiving vocabulary instruction through Edmark (Johnston, 2009) lessons in a different setting; for this reason, the decision to focus on vocabulary from the book only is intentional to avoid confusion. The five initial lessons with Tony are as follows: Activities Phonics and Blending (10 minute warm-up) Lesson 1 Pre-assess Tonys knowledge of all basic consonant and vowel sounds using F.A.S.T. (Tattum, 2002) board. -Choose a DRA level three book for Tony to read. -Perform a picturewalk. -Discuss what Tony thinks the book is going to be about. -Talk about and capture Lesson 2 Begin blending CV and VC syllables together using Say It Faster, Move It Closer method (Birsh, 2011.) -Revisit the tree map from the previous lesson, reminding Tony of the topics in the book. -Read the story aloud together. (See vocabulary lesson for additional steps Lesson 3 Blend CVC words together using the Say It Faster, Move It Closer method. The words used will be from F.A.S.T., Concept One. -Read aloud checking for comprehension as reading by creating a graphic organizer of details within story. Lesson 4 Blend more CVC words (from F.A.S.T.) together using the Say It Faster, Move It Closer method. Lesson 5 Blend more CVC words (from F.A.S.T.) together using the Say It Faster, Move It Closer method.
Comprehension (20 minutes)
-Read aloud -Review Tree maps created in previous lessons for meaning.
-Read aloud -Assess comprehension through student retell - asking for three details from the book.
cbennett 6 what he knows about each item in the book using a tree map. Do a picturewalk of a level 3 book. Read through the book and note unknown words. during the readaloud.)
Vocabulary (10 minutes)
Use F.A.S.T. board to decode unknown words from the book. Refer to the pictures in the book to determine the meaning of each word as they are decoded.
Use word strips with unknown words and pictures representing each word. Have Tony match the words with the pictures.
Use a Circle Map for each unknown word. Show Tony a picture representation of a word, have him write the word in the middle of the organizer, and then, have Tony write characteristics / descriptions of each word in the circle around the word.
After reading the book, note any words that are still unknown. Ask Tony to sound out the words using the F.A.S.T. board let him do this independently. As he figures out each word, have him find the word in the book and tell me what the word means.
To assess Tonys progress in phonics at the end of the week, Tony will spell the F.A.S.T. (Tattum, 2002) words used in this weeks lesson on the F.A.S.T. board. A checklist will be kept showing his accuracy. To assess Tonys comprehension, he will read the Level Three book and then tell three facts from the book. Tonys vocabulary will be assessed through his ability to read the words during the final read-aloud of the book. The interventions chosen for Tony are specific to his strengths and needs. The IEP, teacher interview, and assessments from Case Study Part One explicitly state the need for lessons that include auditory, visual, and kinesthetic activities. Each lesson includes at least two of the three learning modalities (auditory, visual, and kinesthetic.) Tony also works best in a one-on-one setting; therefore, the lessons will be taught oneon-one. The focus of the lessons are to teach Tony the skills he needs to achieve the goals set out in his IEP and to meet the reading standards laid out by the Colorado Department of Education for second grade students. The phonics and blending activities will run about 10 minutes and will be used as a warm-up. The comprehension
cbennett 7 and vocabulary sections are partnered so they build from one another. The strategies used in the lessons are research based and taken directly from F.A.S.T. and Judith Birsh (2011.) State Standard: Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Second Grade Concepts and skills students master: 1. Discussions contribute and expand on the ideas of self and others. Student can: d. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5) Standard: 2. Reading for All Purposes Grade Level Expectation: Second Grade Concepts and skills students master: 2. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can: a. iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) b. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) The standards listed above, from the Colorado Department of Education, will be the main focus of Tonys lessons. Because Tony is not ready for specific two -syllable words with long vowels and common prefixes and suffixes, the focus will be the process of decoding according to his reading level and readiness. The goal is to work up to the specifics of the standards, building a solid foundation of decoding through the use of vocabulary from level-appropriate books. The two standards that refer to recounts of situations and stories will be met through the use of graphic organizers during the lessons. There are no second-grade standards specific to phonics or blending; however, this is a need for Tony and a foundational skill needed for successful reading. Therefore, phonics and blending are a warm-up so that Tonys needs are met, and the state standard requirements remain a focus throughout the five lessons.
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Lesson Preparation
Teacher Candidate: Carleene Bennett Title of Lesson: Reading Lesson 1 Grade Level: Second Grade Subject Area: Reading: Phonics, Blending, Comprehension, and Vocabulary Lesson Topic (What is the big idea?): The focus of this lesson is to pre-assess Tony on phonics, his reading vocabulary, and his reading comprehension to guide direction of future lessons for the week. To activate background knowledge using a graphic organizer (tree map.)
What standard(s) and/or IEP goal(s) will it address? http://www.cde.state.co.us Standards according to actual grade level of student: (Note: Standards must be broken down to specific words in order to meet needs of student. The words from the standards that the lesson is based on are underlined. Additional standards specific to lesson relevancy follow.) Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Second Grade Concepts and skills students master: 3. Discussions contribute and expand on the ideas of self and others. Student can: d. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5) Standard: 2. Reading for All Purposes Grade Level Expectation: Second Grade Concepts and skills students master: 4. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can: a. iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) b. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2)
Relevant Standards at lower grade level:
Content Area: Reading, Writing, and Communicating
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Standard: 1. Oral Expression and Listening Grade Level Expectation: Kindergarten Concepts and skills students master: 1. Oral communication skills are built within a language-rich environment a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4) h. Express words and word meanings as encountered in books and conversation j. Relate new vocabulary to prior knowledge
Standard: 2. Reading for All Purposes Prepare Graduates to: Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Grade Level Expectation: Kindergarten Concepts and skills students master: 3. Decoding words in print requires alphabet recognition and knowledge of letter sounds d. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) i. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) ii. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b)
Main Objective of Instruction (What do you want the student(s) to learn?): The main objectives over a five-set lesson plan are as follows: At the end of a five-lesson unit, the student will blend ten CVC words with 95% accuracy, At the end of a five-lesson unit, the student will read a DRA Level Three book with 95% accuracy one time, At the end of a five-lesson unit, the student will blend five vocabulary words from a DRA Level Three book using the Say it Faster, Move it Closer method (Birsh, 2011) with 85% accuracy.
Supporting Objectives The supporting objectives for this lesson are focused on informal pre-assessment and accessing background knowledge through the use of a tree map. Specific Strategies to be taught/modeled:
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The strategy to be modeled is how to use of a tree map (a type of graphic organizer / semantic map) to capture background knowledge and personal association with the main idea of a book. We will first talk about what the book is about and then relate that to what the student knows and has experienced. The main topic will be listed at the top with sub-topics branching out under the main topic, followed by specific details listed under each sub-topic. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will need to have the F.A.S.T. board (Tattum, 2002) to have Tony move the letters as he says the sounds during the letter/sound pre-assessment. (A F.A.S.T. board is a metal cookie sheet with small individual magnetic squares with a letter of the alphabet on each square. All consonants are listed in a row along the top of the cookie sheet on white squares and the vowels are listed on individual green squares under the consonants in a vertical column in the order of i, e, a, u, and o.) I will need to have Tonys on task chart available to show him whether or not he is on task throughout the lesson.
Assessment: How will you assess students learning pre, during and post? The student will be pre-assessed on the following skills: Phonics specific to basic consonants and short and long vowel sounds, Predicting based on a picture walk, Reading accuracy on a DRA Level Three book, Reading comprehension on a DRA Level Three book, Background knowledge through the use of a tree map. The student will be assessed during the lessons on the following skills: Ability to blend CVC words using a F.A.S.T. board, Knowledge of content and understanding in the book through the use of a tree map, Ability to blend vocabulary words using a F.A.S.T. board, Knowledge of vocabulary words through the use of circle maps. The student will be post-assessed on the following skills: Ability to blend CVC words using a F.A.S.T. board, Reading accuracy on a DRA Level Three book, Reading comprehension on a DRA Level Three book.
Advanced Organizer: Link the target skill to previously learned skill or relevant prior knowledge. Tony has used tree maps in other literature lessons with other teachers. I will remind him of previous lessons using tree maps as we move into this part of the lesson. What student management/grouping issues do you need to consider?
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This will be a one-on-one lesson, so there are no grouping issues to consider. I will need to have Tonys on task chart to help manage behaviors throughout the lesson. Materials and Resources: F.A.S.T. Board with alphabet only on the board (i.e., No digraphs, blends, prefixes, or suffixes.) DRA Level Three book. Paper to draw tree map. Marker for tree map. Notebook paper to track vocabulary words for future lessons. Birsh, J. (2011). Multisensory Teaching of Basic Language Skills (3rd ed.). Say It Faster, Move It Closer (p. 222). Baltimore, MD: Paul H. Brookes Publishing Co. Tattum, S. (2002). F.A.S.T. Teachers Resource Guide. Denver, CO: F.A.S.T. Learning, LLC.
Generalization: How/where will students be able to integrate (generalize) this learning? The generalization of this lesson will be to activate background knowledge and personal connections to the story through the use of a tree map. How will you evaluate the lesson (judicious review)? I will evaluate the lesson through the assessments and discussions with Tony to make sure we are using the correct level of book and that he is making personal connections to the story. I will reflect and analyze to identify vocabulary, comprehension, background knowledge, and personal connection needs of the student to guide future lessons.
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Lesson Title: Reading Lesson 1 Main Objective of this lesson: To pre-assess Tony on his letter/sound recognition, background knowledge, and vocabulary knowledge. The student will create a tree map to make connections with a DRA Level Three book. Each branch of his tree map will have a minimum of three details per sub-topic.
(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Hi Tony! Today we are going to go over a few things together so I can see what you know so that I know what to teach you. First, we are going to do is go over our letter sounds. After our letter sounds, we are going to look through a book together. Do you remember going through the books with me before, when we looked at the pictures before we read anything? Well, that is what we are going to do again today. Only, today, after we go through the pictures, and before we read anything, we are going to talk about what you know about what the pictures are showing in the book. When we talk about this, we are going to draw a tree map that shows what you know. Do you remember doing tree maps with Ms. Colleen? They look like a tree. (Walk Tony over and point to the tree map on the cabinets in the room showing Words We Know.) They have the subject (point at the top) and then they have branches coming down from the subject that shows a few details (point to the nouns, pronouns, verbs, and adverbs branches.) Then, under each main detail, sub-details (point to the specific words.) After we look through the book and draw our map, we are going to read through the book.
Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This is an informal presentation to perform pre-assessments to guide future lessons and to activate background knowledge and make personal connections to the text. It also includes some direct instruction around the creation and use of a tree map to make personal connections. I will assess Tony on sounds attached to each consonant and the long and short vowel sounds. Next, I will perform a picture-walk through a DRA Level Three book and ask Tony to predict what he thinks the book will be about. I will model how to create a tree map to make personal connections by making my own tree map. I will then teach Tony how to make his own tree map to make his own personal connections. We will talk through the first two branches of the tree map and I will have him do the final branch on his own to monitor his understanding of the concept. Tony will read through the DRA Level Three book while I create a running log to show what words he does and does not know. The words Tony does not know will be words we use for future vocabulary lessons.
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Once Tony has read the book, I will ask him four comprehension questions to assess his comprehension of the book.
Modeling Strategies (I Do): Modeling: For the first part of the lesson, I will model by pointing to a few letters, such as m and r, and say the sounds, explaining to Tony that I am not wanting the letter names, but their sounds. Pre-assessment setup: For the second part of the lesson, I will point to different parts of the first few pictures and ask Tony questions to get him into the groove of the picture walk. Modeling: When we do the tree map, I will tell a few stories about my own connections. As I share my own connections, I will create a tree map with my own information and talk about each part of the tree map and how to break it down. The top line is the main idea or our topic. Draw a line and write the topic on the line. Draw branches down from the main line and talk about how each branch is a sub-topic. After labeling my sub-topics, draw three lines under each and explain that the lines I am drawing are to add details about my sub-topics. Then, write details as I talk about them. Explain that this is how we draw a tree map and that a tree map is a tool that can give us a quick look at a bigger topic. It can also help us think through a big topic and pick out the important details so the topic is less overwhelming.
Check for UnderstandingThe pre-assessments will be information gathering specific to Tonys knowledge of phonics, understanding of pictures and how they can tell a story, and in Tonys ability to make personal connections. Also, drawing the tree map together will be a check for understanding, background knowledge, and personal experiences / exposure to the topic. Differentiation: Having the F.A.S.T board and letters helps incorporate visual and kinesthetic movement into the first part of the lesson. I will have Tony move the letters up as he says their sounds so he actually controls the visual of the letters through kinesthetic movement as he is saying the sounds. The second part of the lesson includes visual, audio, and kinesthetic movement through pictures, talking through the pictures together, and turning the pages as we talk. Again, I will have Tony turning the pages so he has the movement throughout the activity. The tree map adds another level of visual once we do the picture walk together. The third part of the lesson will also include visual input and kinesthetic movement, as Tony will be reading and turning the pages as he reads.
(PRODUCT) Guided Practice: (We Do): The we do product will be the tree map that Tony and I work on together to access his background knowledge and as a visual aid that will be used in future lessons to serve as a review tool to open the lessons and prepare him for learning.
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Just like I did the tree map in the modeling section, Tony and I will create a tree map together using his personal experiences / knowledge. I will draw a line for the main topic and ask Tony to write the main topic on the line. After this, I will draw the branches and then ask Tony what his sub-topics are one at a time. As we talk about them, I will ask him to write them on each line. To finalize the tree map, we will talk about details of his sub-topics one topic at a time. I will ask Tony to write his details on each line under the first two sub-topics. Independent Practice: (You Do). The you do portion of this lesson is having Tony finish the details of the final sub-topic in his personal tree map to make sure he understands the concept of sub-topic details. Assessment: The final part of the lesson will be Tony orally reading the DRA Level Three book as I track his reading accuracy to use for future vocabulary lessons. Closure: Student(s) summarize, demonstrate learning of lesson. To close the lesson, I will thank Tony for his hard work and, if he stayed on green on his on task chart, I will give him a sticker at the end. I will also tell him that, the next time we are together, we will be looking at some words and learning how to blend them together. We will also be looking at what words he may have found challenging when reading our book and learning what those words are and what they mean. Formally END the lesson. Great day, buddy! Knuckles (Bumping knuckles is often how we end our time together as a good job gesture.)
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Lesson Preparation
Teacher Candidate: Carleene Bennett Title of Lesson: Reading Lesson 2 Grade Level: Second Grade Subject Area: Reading: Phonics, Blending, Comprehension, and Vocabulary
Lesson Topic (What is the big idea?): The focus of this lesson is to begin working with Tony on blending words from F.A.S.T. Concept one and to begin learning vocabulary from the DRA Level Three book used in Lesson One. What standard(s) and/or IEP goal(s) will it address? http://www.cde.state.co.us Standards according to actual grade level of student: (Note: Standards must be broken down to specific words in order to meet needs of student. The words from the standards that the lesson is based on are underlined. Additional standards specific to lesson relevancy follow.) Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Second Grade Concepts and skills students master: 5. Discussions contribute and expand on the ideas of self and others. Student can: d. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5) Standard: 2. Reading for All Purposes Grade Level Expectation: Second Grade Concepts and skills students master: 6. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can: a. iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) b. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2)
Relevant Standards at lower grade level: Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Kindergarten
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Concepts and skills students master: 2. Oral communication skills are built within a language-rich environment a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4)
h. Express words and word meanings as encountered in books and conversation j. Relate new vocabulary to prior knowledge Standard: 2. Reading for All Purposes Prepare Graduates to: Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Grade Level Expectation: Kindergarten Concepts and skills students master: 3. Decoding words in print requires alphabet recognition and knowledge of letter sounds d. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) i. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) ii. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) Main Objective of Instruction (What do you want the student(s) to learn?): The main objectives over a five-set lesson plan are as follows: At the end of a five-lesson unit, the student will blend ten CVC words with 95% accuracy, At the end of a five-lesson unit, the student will read a DRA Level Three book with 95% accuracy one time, At the end of a five-lesson unit, the student will blend five vocabulary words from a DRA Level Three book using the Say it Faster, Move it Closer method (Birsh, 2011) with 85% accuracy.
Supporting Objectives: The supporting objectives for this lesson are as follows: Begin teaching Tony how to blend words,
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Build Tonys vocabulary and comprehension through the use of a graphic organizer (reviewing the tree map created in Lesson One) and magnetic letters for the words he is not familiar with in the DRA Level Three book.
Specific Strategies to be taught/modeled: How to blend CVC words through the Say It Faster, Move It Closer method (Birsh, 2011, p. 222.)
Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will need to have the F.A.S.T. board (Tattum, 2002) to have Tony move the letters as he says the sounds during the letter/sound pre-assessment. (A F.A.S.T. board is a metal cookie sheet with small individual magnetic squares with a letter of the alphabet on each square. All consonants are listed in a row along the top of the cookie sheet on white squares and the vowels are listed on individual green squares under the consonants in a vertical column in the order of i, e, a, u, and o.) I will need to have Tonys on task chart available to show him whether or not he is on task throughout the lesson.
Advanced Organizer: Link the target skill to previously learned skill or relevant prior knowledge. For this lesson, we will be using the tree map that we created in Lesson One. I will ask him questions about our first lesson to remind him of what we talked about and to remind him of his personal
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connections with the topic so we can continue to build Tonys connections and knowledge regarding the topic. What student management/grouping issues do you need to consider? This will be a one-on-one lesson, so there are no grouping issues to consider. I will need to have Tonys on task chart to help manage behaviors throughout the lesson. Materials and Resources: F.A.S.T. Concept One words. F.A.S.T. Board with alphabet only on the board (i.e., No digraphs, etc.) DRA Level Three book. Tree map created in Lesson One. Birsh, J. (2011). Multisensory Teaching of Basic Language Skills (3rd ed.). Say It Faster, Move It Closer (p. 222). Baltimore, MD: Paul H. Brookes Publishing Co. Tattum, S. (2002). F.A.S.T. Teachers Resource Guide. Denver, CO: F.A.S.T. Learning, LLC.
Generalization: How/where will students be able to integrate (generalize) this learning? Tony will be able to use the blending method from our warm-up using the F.A.S.T. board to blend unknown words from the book we are reading. This is a strategy he will be able to put into his toolbox for later reference as he begins to read books outside of this setting. How will you evaluate the lesson (judicious review)? I will evaluate how successful Tony is with blending CVC and unknown vocabulary words when using the F.A.S.T. board and the Say It Faster, Move It Closer method. I will keep track of the words he is blending and how may tries it takes him to blend them accurately.
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Lesson Title: Reading Lesson 2 Main Objective of this lesson: By the end of this lesson, the student will verbally blend five CVC words with 75% accuracy. By the end of this lesson, the student will blend unknown vocabulary words from a DRA Level Three book with 65% accuracy.
Note: The numbers represented in the main objectives of this lesson are meant as goals for the lesson and progress monitoring to reaching the final objectives of the overall unit.
(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Today we are going to work on blending sounds to make words using the F.A.S.T. board. We are also going to work on some words from the book we read yesterday. The first thing we are going to do is work on blending some small words. After that, we will go back through the book you read yesterday and sound out the words you are not familiar with using the F.A.S.T. board. (A F.A.S.T. board is a metal cookie sheet with small individual magnetic squares with a letter of the alphabet on each square. All consonants are listed in a row along the top of the cookie sheet on white squares and the vowels are listed on individual green squares under the consonants in a vertical column in the order of i, e, a, u, and o.)
Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This lesson is an informal presentation with constant interaction between Tony and me. There will also be direct instruction about how to use the Say It Faster, Move It Closer (Birsh, 2011) method for blending words. I will teach Tony how to use the Say It Faster, Move It Closer (Birsh, 2011, p. 222) method for blending F.A.S.T. from Concept One of the F.A.S.T. teachers manual (Tattum, 2002.) Tony will read the DRA Level Three book and we will review the tree maps created in previous lesson. Last, Tony and I will use the F.A.S.T. board to blend the sounds together of the words he did not know on the first read-through of the DRA Level Three book to figure out what the words are and how to pronounce them.
Modeling Strategies (I Do): Blending: The only part I will be modeling for Tony is how to blend letters together to make a word. I will do this with one or two words using the Say It Faster, Move It Closer method (Birsh, 2011.)
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Check for UnderstandingI will ask Tony to move the letters together for me as I point to them and say the sounds. I want to make sure he understands how to move them closer and closer and say the sounds faster as he moves them so he can do it on his own with unknown words. Part of the key to doing this is the movement of the letters appropriately closer. Differentiation: Having the F.A.S.T board and letters helps incorporate visual and kinesthetic movement into the first part of the lesson. If I find the movement is too difficult with the recall of sounds, I will have him move to sounds and we will try to bring the movement of the letters back in later. (PRODUCT) Guided Practice: (We Do): Blending: I will have Tony say the sounds with me as he moves the letters closer together. We will do this with one or two words. Comprehension: I will put the book on the table and ask Tony if he remembers the book and which details he remembers. Once we review his memory of the book, we will revisit the tree map we created together the day before. If we need to finish the map, we will. Vocabulary: We will use the F.A.S.T. board to blend the words from Lesson One that Tony did not know while reading the DRA Level Three book. Independent Practice: (You Do). Blending: I will put the letters of CVC words out separated on the F.A.S.T. board. Tony will move the letters himself and blend them to figure out the words. (I want Tony to have this skill so he can do it when a TA or teacher is not around to help him.) Closure: Student(s) summarize, demonstrate learning of lesson. To close the lesson, I will thank Tony for his hard work. I will also tell him that, the next time we are together, we will be looking at some bigger words and learning how to blend them together. We will also create a tree map (just like the maps we created together in Lesson One) about the story while reading our book to help us better understand what we are reading. Formally END the lesson. Work hard today and Ill see you again tomorrow. Give high fives.
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Lesson Preparation
Lesson Topic (What is the big idea?): The focus of this lesson is to continue working with Tony on blending words from F.A.S.T. and to explore the meaning of the vocabulary from the DRA Level Three book used in Lesson One and Lesson Two. What standard(s) and/or IEP goal(s) will it address? http://www.cde.state.co.us Standards according to actual grade level of student: (Note: Standards must be broken down to specific words in order to meet needs of student. The words from the standards that the lesson is based on are underlined. Additional standards specific to lesson relevancy follow.) Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Second Grade Concepts and skills students master: 7. Discussions contribute and expand on the ideas of self and others. Student can: d. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5) Standard: 2. Reading for All Purposes Grade Level Expectation: Second Grade Concepts and skills students master: 8. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can: a. iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) b. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) Relevant Standards at lower grade level: Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Kindergarten Concepts and skills students master:
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3. Oral communication skills are built within a language-rich environment a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4) h. Express words and word meanings as encountered in books and conversation j. Relate new vocabulary to prior knowledge Standard: 2. Reading for All Purposes Prepare Graduates to: Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Grade Level Expectation: Kindergarten Concepts and skills students master: 3. Decoding words in print requires alphabet recognition and knowledge of letter sounds d. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) i. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) ii. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) Main Objective of Instruction (What do you want the student(s) to learn?): The main objectives over a five-set lesson plan are as follows: At the end of a five-lesson unit, the student will blend ten CVC words with 95% accuracy, At the end of a five-lesson unit, the student will read a DRA Level Three book with 95% accuracy one time, At the end of a five-lesson unit, the student will blend five vocabulary words from a DRA Level Three book using the Say it Faster, Move it Closer method (Birsh, 2011) with 85% accuracy.
Supporting Objectives: The supporting objectives for this lesson are as follows: The student will blend CVC words with 85% accuracy Build Tonys vocabulary and comprehension through the use of a graphic organizer (tree map) and magnetic letters for the words he is not familiar with in the DRA Level Three book.
Specific Strategies to be taught/modeled:
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How to blend CVC words through the Say It Faster, Move It Closer method (Birsh, 2011.) How to use a tree map to pull information from a text for better information.
Advanced Organizer: Link the target skill to previously learned skill or relevant prior knowledge. For this lesson, we will be using the tree map that we created in Lesson One to recall personal connections to the story. I will ask him questions about our first two lessons to remind him of what we talked about and to remind him of his personal connections with the topic so we can continue to build Tonys connections and knowledge regarding the topic. We will also be using a tree map to build an understanding of the details within the book. We will talk about the map, how to create it using information from the DRA Level Three book, and bring in background knowledge using the tree map created in Lesson One.
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What student management/grouping issues do you need to consider? This will be a one-on-one lesson, so there are no grouping issues to consider. I will need to have Tonys on task chart to help manage behaviors throughout the lesson. Materials and Resources: F.A.S.T. Board with alphabet only on the board (i.e., No digraphs, etc.) DRA Level Three book. Paper and pencil to create a tree map for story comprehension. Tree map from lesson one. Vocabulary word strips. Pictures to match vocabulary word strips. Birsh, J. (2011). Multisensory Teaching of Basic Language Skills (3rd ed.). Say It Faster, Move It Closer (p. 222). Baltimore, MD: Paul H. Brookes Publishing Co. Tattum, S. (2002). F.A.S.T. Teachers Resource Guide. Denver, CO: F.A.S.T. Learning, LLC.
Generalization: How/where will students be able to integrate (generalize) this learning? Tony will be able to use the blending method from our warm-up using the F.A.S.T. board to blend unknown words from the book we are reading. This is a strategy he will be able to put into his toolbox for later reference as he begins to read books outside of this setting. How will you evaluate the lesson (judicious review)? I will evaluate how successful Tony is with blending CVC and unknown vocabulary words when using the F.A.S.T. board and the Say It Faster, Move It Closer method. I will keep track of the words he is blending and how may tries it takes him to blend them accurately. I will also monitor Tonys understanding of the use of a tree map to organize thoughts and information he is reading through watching him fill it out on his own, listening to his thought process, and talking through information as we read. I will take notes regarding what words Tony matches with what pictures when doing the vocabulary portion of the lesson matching vocabulary words to pictures.
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Lesson Title: Reading Lesson 3 Main Objective of this lesson: By the end of this lesson, the student will blend five CVC words with 85% accuracy. By the end of this lesson, the student will blend unknown vocabulary words from a DRA Level Three book with 75% accuracy.
(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Today we are going to do a few things together. The first thing we are going to do is work on blending some small words. After that, we will go back through the book you read yesterday and sound out the words you are not familiar with using the F.A.S.T. board. We will also create a tree map to help us understand what is in the book and what it is about. Finally, we will do a little exercise to match words to pictures. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This lesson is an informal presentation with constant interaction between Tony and me. There will also be direct instruction around the use of a tree map for understanding the content of a book. Tony will blend CVC words as a warm-up activity. Next, I will read a DRA Level Three book, different from the book Tony and I are reading, and model how to create a tree map using the information from the book to help us comprehend the meaning of and details within the book. Tony will read the DRA Level Three book and we will review the tree maps created in previous lessons. Last, Tony and I will create a tree map to using details from the DRA Level Three book in Lesson One.
Modeling Strategies (I Do): Modeling - Comprehension: I will read a short book to Tony and demonstrate how to create a tree map from the contents of the book as I am reading. I will explain to him that creating this tree map while I read, or after I read, a book helps me understand better what the book is about. The tree map also helps me remember what the book is about if I forget later while I am working on worksheets and other assignments related to the book. Check for Understanding-
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I will ask Tony to help me pick out a few extra details from the book I read that I may have forgotten to put into my tree map. This will help me identify if Tony understands the concept of creating the map and what information should go into the map. Differentiation: Having the F.A.S.T board and letters helps incorporate visual and kinesthetic movement into the first part of the lesson. (PRODUCT) Guided Practice: (We Do): Blending: I will have Tony say the sounds with me as he moves the letters closer together. We will do this with one or two words. Comprehension: I will put the DRA Level Three book from Lesson One on the table and ask Tony if he remembers the book and what details he remembers about it. Once we review his memory of the book, we will revisit the tree maps we created in Lesson One. At this point, we will begin to create a tree map about the story. We will begin to build a tree map and go through the first two pages of the story, adding information to the tree map together. Vocabulary: After Tony reads through the book, we will go back and work on vocabulary words (words he missed while he was reading through the book during Lesson One) using the F.A.S.T. Board and the Say it Faster, Move it Closer method (Birsh, 2011, p. 222.) Independent Practice: (You Do). Blending: Tony will move the letters himself and blend the words together using the Say It Faster, Move It Closer method (Birsh, 2011, p. 222.) I want Tony to have this skill so he can do it when a TA or teacher is not around to help him. Vocabulary: Tony will match word strips (strips of paper with vocabulary words on them) with pictures that represent the vocabulary word. I will note what words he is matching to what pictures to monitor and track his understanding of the words. Comprehension: After filling out the tree map together for the first two pages of the story, I will ask Tony to fill the tree map out with verbal self talk as he writes into the tree map for all but the last two pages. With the last two pages of the book, I will ask Tony to fill out the tree map with the information he thinks belongs. I will watch and, once he is done, we will talk through what he wrote and why. Closure: Student(s) summarize, demonstrate learning of lesson. To close the lesson, I will thank Tony for his hard work. I will also tell him that, the next time we are together, we will be looking at some bigger words and learning how to blend them together. We will also create circle maps of the words he may have found challenging when reading our book and learning more about what those words are and what they mean. (The circle map is a small circle in the middle with the vocabulary word written. Then, there is a larger circle drawn around the small circle where
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details and/or characteristics of the vocabulary words are written. This helps with understanding the meaning of the word and not only the pronunciation.) Formally END the lesson. Work hard today and Ill see you again tomorrow. Give high fives.
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Lesson Preparation
Teacher Candidate: Carleene Bennett Title of Lesson: Reading Lesson 4 Grade Level: Second Grade Subject Area: Reading: Phonics, Blending, Comprehension, and Vocabulary Lesson Topic (What is the big idea?): The focus of this lesson is to continue working with Tony on blending words from F.A.S.T. and to explore the meaning of the vocabulary from the DRA Level Three book used in Lessons One, Two, and Three. What standard(s) and/or IEP goal(s) will it address? http://www.cde.state.co.us Standards according to actual grade level of student: (Note: Standards must be broken down to specific words in order to meet needs of student. The words from the standards that the lesson is based on are underlined. Additional standards specific to lesson relevancy follow.) Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Second Grade Concepts and skills students master: 9. Discussions contribute and expand on the ideas of self and others. Student can: d. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5) Standard: 2. Reading for All Purposes Grade Level Expectation: Second Grade Concepts and skills students master: 10. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can: a. iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) b. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) Relevant Standards at lower grade level: Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Kindergarten Concepts and skills students master: 4. Oral communication skills are built within a language-rich environment
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a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4) h. Express words and word meanings as encountered in books and conversation j. Relate new vocabulary to prior knowledge
Standard: 2. Reading for All Purposes Prepare Graduates to: Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Grade Level Expectation: Kindergarten Concepts and skills students master: 3. Decoding words in print requires alphabet recognition and knowledge of letter sounds d. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) i. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) ii. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) Main Objective of Instruction (What do you want the student(s) to learn?): The main objectives over a five-set lesson plan are as follows: At the end of a five-lesson unit, the student will blend ten CVC words with 95% accuracy, At the end of a five-lesson unit, the student will read a DRA Level Three book with 95% accuracy one time, At the end of a five-lesson unit, the student will blend five vocabulary words from a DRA Level Three book using the Say it Faster, Move it Closer method (Birsh, 2011) with 85% accuracy.
Supporting Objectives: The supporting objectives for this lesson are as follows: The student will blend CVC words with 90% accuracy Build Tonys vocabulary and comprehension through the use of graphic organizers (circle maps) and magnetic letters for the words he is not familiar with in the DRA Level Three book.
Specific Strategies to be taught/modeled: How to blend CVC words through the Say It Faster, Move It Closer method (Birsh, 2011.)
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How to use circle maps to explore the meaning of unknown words.
Advanced Organizer: Link the target skill to previously learned skill or relevant prior knowledge. For this lesson, we will be using the tree map that we created in Lessons One and Three to recall personal connections to the story and the details within the story. I will ask him questions about our first three lessons to remind him of what we talked about and to remind him of his personal connections with the topic so we can continue to build Tonys connections and knowledge regarding the topic. We will also be using a circle map, a graphic organizer, Tony has used in other reading groups with Ms. Colleen. We will talk about the map and how to create it using words Tony did not know from the DRA Level Three book. (The circle map is a small circle in the middle with the vocabulary word written. Then, there is a larger circle drawn around the small circle where details and/or characteristics of the
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vocabulary words are written. This helps with understanding the meaning of the word and not only the pronunciation.) What student management/grouping issues do you need to consider? This will be a one-on-one lesson, so there are no grouping issues to consider. I will need to have Tonys on task chart to help manage behaviors throughout the lesson. Materials and Resources: F.A.S.T. Board with alphabet only on the board (i.e., No digraphs, etc.) DRA Level Three book. Paper and pencil to create circle maps for vocabulary comprehension. Tree map from Lesson One. Tree map from Lesson Three Birsh, J. (2011). Multisensory Teaching of Basic Language Skills (3rd ed.). Say It Faster, Move It Closer (p. 222). Baltimore, MD: Paul H. Brookes Publishing Co. Tattum, S. (2002). F.A.S.T. Teachers Resource Guide. Denver, CO: F.A.S.T. Learning, LLC.
Generalization: How/where will students be able to integrate (generalize) this learning? Tony will be able to use the blending method from our warm-up using the F.A.S.T. board to blend unknown words from the book we are reading. This is a strategy he will be able to put into his toolbox for later reference as he begins to read books outside of this setting. How will you evaluate the lesson (judicious review)? I will evaluate how successful Tony is with blending CVC and unknown vocabulary words when using the F.A.S.T. board and the Say It Faster, Move It Closer method. I will keep track of the words he is blending and how may tries it takes him to blend them accurately. I will also monitor Tonys understanding of the use of circle maps to understand vocabulary words.
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Lesson Title: Reading Lesson 4 Main Objective of this lesson: By the end of this lesson, the student will blend five CVC words with 90% accuracy. By the end of this lesson, the student will blend unknown vocabulary words from a DRA Level Three book with 80% accuracy.
(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Today we are going to do a few things together. The first thing we are going to do is work on blending some small words like we did in our last lesson. After that, we will go back through the book you read yesterday and sound out the words you are not familiar with using the F.A.S.T. board. We will also create a circle map to help us understand what each word means. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This lesson is an informal presentation with constant interaction between Tony and me. There will also be direct instruction around the use of circle maps for understanding the meaning of the vocabulary words. For this lesson, I will begin with the blending of CVC words as a warm-up activity. Next, Tony will read the DRA Level Three book and we will review the tree maps created in previous lessons. Last, Tony and I will create circle maps to define the vocabulary words he did not know from his first read-through of the DRA Level Three book in Lesson One.
Modeling Strategies (I Do): Vocabulary: I will model how to use a circle map with a word Tony knows from the DRA Level Three book. I will draw a small circle and write the word in the middle. Then, I will draw a larger circle around the outside. After that, I will use verbal self-talk to fill in the details around the circle, including characteristics, details, and meaning of the word. Check for UnderstandingI will ask Tony for details about the vocabulary word I am modeling as I am demonstrating how to write the information into the circle map. This will tell me whether or not he understands the concept of defining the vocabulary word. Differentiation:
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Having the F.A.S.T board and letters helps incorporate visual and kinesthetic movement into the first part of the lesson. (PRODUCT) Guided Practice: (We Do): Comprehension: I will put the book on the table and ask Tony if he remembers the book and what details he remembers about it. Once we review his memory of the book, we will revisit the tree maps we created in previous lessons. Vocabulary: Tony and I will create a circle map together with a word Tony knows from the DRA Level Three book. I will draw a small circle and ask him to write the word in the middle. Then, I ask Tony to draw a larger circle around the outside so that I can help him understand the size of the circle he needs to draw (large enough to write detail words.) After that, Tony and I will talk with each other about the word and Tony will fill in the details around the circle, including characteristics, details, and meaning of the word. Independent Practice: (You Do). Blending: Tony will move the letters himself and blend the words together using the Say It Faster, Move It Closer method (Birsh, 2011, p. 222.) Vocabulary: Tony will create circle maps for each of the words he did not know in Lesson One from the DRA Level Three book. He will draw a small circle and then write a vocabulary word in the middle. Then, Tony will draw a larger circle around the outside - large enough to write detail words. After that, I will ask Tony to talk out loud about the word and fill in the details around the circle, including characteristics, details, and meaning of the word. He will repeat this process for the remaining unknown vocabulary words. Closure: Student(s) summarize, demonstrate learning of lesson. To close the lesson, I will thank Tony for his hard work. I will also tell him that, the next time we are together, we will be looking at some different words and learning how to blend them together. We will also do a final read-through of our DRA Level Three book and talk about the complete meaning of it.
Formally END the lesson. Work hard today and Ill see you again tomorrow. Give knuckles.
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Lesson Preparation
Lesson Topic (What is the big idea?): The focus of this lesson is to continue working with Tony on blending words from F.A.S.T., to check for overall comprehension of the book through a student retell, and to do a final lesson-based check (prior to the final unit assessment) of the vocabulary from the DRA Level Three book used in Lessons One, Two, Three, and Four. What standard(s) and/or IEP goal(s) will it address? http://www.cde.state.co.us Standards according to actual grade level of student: (Note: Standards must be broken down to specific words in order to meet needs of student. The words from the standards that the lesson is based on are underlined. Additional standards specific to lesson relevancy follow.) Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Second Grade Concepts and skills students master: 11. Discussions contribute and expand on the ideas of self and others. Student can: d. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.2.5) Standard: 2. Reading for All Purposes Grade Level Expectation: Second Grade Concepts and skills students master: 12. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can: a. iv. Decode regularly spelled two-syllable words with long vowels. (CCSS: RF.2.3c) b. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2) Relevant Standards at lower grade level: Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Kindergarten
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Concepts and skills students master: 5. Oral communication skills are built within a language-rich environment a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4) h. Express words and word meanings as encountered in books and conversation j. Relate new vocabulary to prior knowledge
Standard: 2. Reading for All Purposes Prepare Graduates to: Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Grade Level Expectation: Kindergarten Concepts and skills students master: 3. Decoding words in print requires alphabet recognition and knowledge of letter sounds d. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) i. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) ii. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) Main Objective of Instruction (What do you want the student(s) to learn?): The main objectives over a five-set lesson plan are as follows: At the end of a five-lesson unit, the student will blend ten CVC words with 95% accuracy, At the end of a five-lesson unit, the student will read a DRA Level Three book with 95% accuracy one time, At the end of a five-lesson unit, the student will blend five vocabulary words from a DRA Level Three book using the Say it Faster, Move it Closer method (Birsh, 2011) with 85% accuracy.
Supporting Objectives: The supporting objectives for this lesson are as follows: The student will blend CVC words with 95% accuracy The student will read-through of the DRA Level Three book and perform an oral retell, including three details within the story with 100% accuracy.
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The student will independently use the F.A.S.T. board and the Say it Faster, Move it Closer method (Birsh, 2011) to blend unknown vocabulary words from the DRA Level Three book with 85% accuracy.
Specific Strategies to be taught/modeled: How to blend CVC words through the Say It Faster, Move It Closer method (Birsh, 2011.) How to blend unknown vocabulary words using the Say It Faster, Move It Closer method (Birsh, 2011.)
Advanced Organizer: Link the target skill to previously learned skill or relevant prior knowledge. For this lesson, we will also be using the circle maps created in Lesson Four, to help Tony recall details of vocabulary words he still does not know or understand.
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What student management/grouping issues do you need to consider? This will be a one-on-one lesson, so there are no grouping issues to consider. I will need to have Tonys on task chart to help manage behaviors throughout the lesson. Materials and Resources: F.A.S.T. Board with alphabet only on the board (i.e., No digraphs, etc.) DRA Level Three book. Circle maps from Lesson Four. Birsh, J. (2011). Multisensory Teaching of Basic Language Skills (3rd ed.). Say It Faster, Move It Closer (p. 222). Baltimore, MD: Paul H. Brookes Publishing Co. Tattum, S. (2002). F.A.S.T. Teachers Resource Guide. Denver, CO: F.A.S.T. Learning, LLC.
Generalization: How/where will students be able to integrate (generalize) this learning? Tony will be able to use the blending method from our warm-up using the F.A.S.T. board to blend unknown words from the book we are reading. This is a strategy he will be able to put into his toolbox for later reference as he begins to read books outside of this setting. How will you evaluate the lesson (judicious review)? I will evaluate how successful Tony is with blending CVC and unknown vocabulary words when using the F.A.S.T. board and the Say It Faster, Move It Closer method. I will keep track of the words he is blending and how may tries it takes him to blend them accurately. I will also monitor Tonys understanding of the DRA Level Three book through a student retell requiring three details from the story.
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Lesson Title: Reading Lesson 5 Main Objective of this lesson: The student will blend CVC words with 95% accuracy The student will read-through of the DRA Level Three book and perform an oral retell, including three details within the story with 100% accuracy. (Note: Given that this is a student retell, requiring three details and not a teacher-made end-of-unit assessment, I am requiring 100% accuracy, versus the 95% accuracy noted in the overall unit assessment objectives.) The student will independently use the F.A.S.T. board and the Say it Faster, Move it Closer method (Birsh, 2011) to blend unknown vocabulary words from the DRA Level Three book with 85% accuracy.
Note: The numbers represented in the main objectives of this lesson are meant as goals for the lesson and progress monitoring to reaching the final objectives of the overall unit. (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Today we are going to be wrapping up our lessons prior to our final assessment for the book we have been reading together. The first thing we are going to do is work on blending some small words like we did in our last several lessons. After that, you will reread our book and then you will tell me some details from the story. The final task we will perform today will be using the F.A.S.T. board to blend words from our book that are still a challenge. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This lesson is an informal presentation with constant interaction between Tony and me. There will also be direct instruction around the use of circle maps for understanding the meaning of the vocabulary words. For this lesson, I will begin with the blending of CVC words as a warm-up activity. Next, Tony will read the DRA Level Three book. After this, Tony will perform a retell including three details from the book. Last, Tony will blend words from the book that he still finds challenging using the F.A.S.T. board and the Say It Faster, Move It Closer method (Birsh, 2011, p. 222.) Once he blends the words, he will use the pictures from the book and the circle maps created in Lesson Four to discuss and define the vocabulary words.
Modeling Strategies (I Do): Comprehension: I will read a small book out loud to Tony. After reading the book, I will model how to do a retell of the story, talking through how I am recalling information and pulling details from memory. Check for UnderstandingI will ask Tony for additional details I have left out of my retail of the story. This will tell me whether or not he understands the concept of retelling.
cbennett 39
Differentiation: Having the F.A.S.T board and letters helps incorporate visual and kinesthetic movement into the first part of the lesson. (PRODUCT) Guided Practice: (We Do): Comprehension: Tony and I will read another small story together and then talk through details of the story to create a retell. Independent Practice: (You Do). Blending: Tony will move the letters himself and blend the words together using the Say It Faster, Move It Closer method. Comprehension: Tony will reread the DRA Level Three book followed by a verbal retell including three details from the book. Vocabulary: Tony will use the F.A.S.T. board and the Say It Faster, Move It Closer method to independently blend vocabulary words that he still finds challenging from the DRA Level Three book. After blending the words, he will use the book, pictures in the book, and the circle maps from Lesson Four to talk about what the words mean. Closure: Student(s) summarize, demonstrate learning of lesson. To close the lesson, I will thank Tony for his hard work. I will also tell him that, the next time we are together, we will be we will be taking a final assessment on some of the strategies we have been learning together and the book we have been reading. It will be our final task using this book; so, we will also celebrate how hard you have worked. Formally END the lesson. Work hard today and Ill see you again tomorrow. Give knuckles.
cbennett 40 Part 4 Proposed Summative Assessments The student will be post-assessed on the following three skills: blending, word recognition, and reading comprehension.
Ability to blend CVC words using a F.A.S.T. board (See Appendix D)
Tony will be given the following 20 new CVC words to blend. The words he will blend are: rib, wit, leg, tam, sap, hum, bus, jog, yip, wet, cad, fun, rot, vet, lox, zip, fed, van, nut, hop. Tony will use the F.A.S.T. board (a cookie sheet with magnetic letter tiles) and the Say It Faster, Move It Closer method (Birsh, 2011, p. 222) he has been taught through our literacy lessons together. (The strategy Say It Faster, Move It Closer begins with the letters in the word spread about 3 inches apart (in order) on the cookie sheet. The student points to each letter and says the sound each letter makes. Then, the student moves the letters closer together and says each letters sound faster. The student continues this process until the letters are all touching to make a word and the student blends the sounds to make the word.) The goal of this final blending assessment is that Tony be able to blend the words with 95% accuracy (See the Blending portion of Part Four Assessment Checklist and Data). Tonys blending of the 20 new CVC words, as a final assessment, using the tools and methods we have been working on during our lessons, will evaluate the effectiveness of the strategies and the teaching throughout the five-lesson-unit.
Reading accuracy on a DRA Level Three book (See Appendix D)
A running record will be kept to assess Tonys oral reading accuracy of the DRA Level Three book we have been using for our lessons. For his post-assessment, he will orally read the same book used for the lessons with 95% accuracy (See the Reading Accuracy portion of Part Four Assessment Checklist and Data for running record setup). Note: We are using the book from our lessons in the post assessment because it is a unit centered on this book, the vocabulary within the book, and the comprehension of the book. The final assessment is to assess whether or not we have reached our overall objectives of the unit. The final running record will be used to evaluate the effectiveness of the vocabulary lessons we have been working on in each lesson. If he knows his vocabulary, he will be able to read all of the words accurately, including those he missed when reading the book for the first time in Lesson One.
Reading comprehension on a DRA Level Three book (See Appendix D)
Tony will be able to answer seven questions related to the reading with 85% accuracy (one of the questions is worth two points.) The questions will include a variety of TE (text-explicit,) TI (text-implicit,) and SI (script-implicit) questions (Idol, 1997, p. 12.) I will ask Tony each question one at a time verbally, and he will
cbennett 41 respond verbally. I will write his answer and then score the accuracy of his answers. (See the Comprehension Questions section of the Part Four Assessment Checklist and Data.) Answering comprehension questions accurately evaluates the effectiveness of the vocabulary lessons and the comprehension strategies used throughout the fivelesson-unit (i.e., The use of a tree map to help make personal connections and activate background knowledge, mapping the details of the book using a tree map, matching vocabulary words to pictures, and mapping the meaning of the vocabulary words using circle maps.)
cbennett 42 Evaluation of Student [10 possible points of the 60 points] Due to Tonys frequent and extended absences, I have not been able to complete my lessons or perform the assessments I had planned. Therefore, my summary will be focused on the lessons I was able to teach Tony prior to his extended absence. Lesson One went very well. Tony was fully engaged for the majority of the lesson and seemed excited about what we were doing. The only time he disengaged was when a service provider came in and started listening to part of the lesson. He withdrew and became shy at that point. Tony knows all of his sounds, but does the typical /uh/ on the end of several letters. After I assessed him, I went back and addressed these sounds, and he was able to easily correct his pronunciation of each of them. I think he will just need frequent reminders as we go through this process together. When we looked at the book, Tony picked up the theme quickly. He was also able to associate his activities and the details of those activities with little prompting while we created the tree map together. He is missing some vocabulary words with his reading and his comprehension score was very low when I asked him questions about what he had read. So, there is definitely room for learning, and I think we will definitely see some progress through the lessons I plan to teach. Lesson Two also went well, overall. Again, Tony was fully engaged and responded well to the strategies introduced in Lesson One and now reviewed as part of Lesson Two. I was a little nervous about the blending vocabulary portion of the lesson, due to the difficulty of the vocabulary words in the DRA Level Three book versus the CVC words we have been blending during the first part of our lessons; however, Tony pleasantly surprised me and picked up on it immediately. Once he figured out each word, he excitedly found it in the book. We then talked about what each word meant, looking at the word and the pictures associated to each word. Towards the end of the lesson Tony began to wear down and started saying his throat was scratchy and he did not feel well. This is a common communication devise Tony uses when he either does not want to do something or is tired of working. We were able to complete the lesson as planned. Evaluation of Your Teaching [10 possible points of the 60 points] I felt like Lesson One went well. Tony was engaged and excited for the majority of the lesson. The only time Tony disengaged was when a service provider came in and started listening to part of the lesson. He withdrew and became shy at that point. I would like to think of ways to help him through this behavior, as it is something I have seen him do often when working with me and with others. I also want to learn some strategies to help him and other students through this withdrawal as it will become a
cbennett 43 barrier in their lives as they get older and have to be observed while working with others or just while working in a job, in general. The part I think I like best about Lesson One is the use of the F.A.S.T. board. I think this is going to come in handy throughout my lessons because it provides the visual and kinesthetic movement Tony needs to fully engage in his learning. I will definitely continue to incorporate the F.A.S.T. board into all future lessons with Tony. This will most likely be a tool I use in the future with quite a few students. I also like the use of the graphic organizer to think through the concepts of the story and how they relate to the students personal life (i.e., likes and dislikes.) With this lesson, I drew the tree map and had Tony write the words we discussed. If I were to teach this lesson again, I would have Tony draw the map (instead of me) so he receives the experience in creating the map and not just in filling it in. I think another way I could have done the map a little differently would have been to draw a map of the details of the book and then have branches from those details to personal details of the students likes and dislikes. This way, he has a big picture of what is in the book and how he personally connects with the contents of the book. Lesson Two also went very well. I feel like the pacing of the lesson, the content, and the length of the lesson were all appropriate. Tony was engaged until the last four minutes, when he began to communicate his desire to be done. I do not see this as a negative point, as it is important to stretch students a little whenever possible, without breaking them. I do feel, however, that Tonys disengagement could have been completely avoided with the use of a daily schedule. I need to get into the habit of having a schedule for each lesson, even if it is a quick write-up on a dry-erase board, so that the student can check off tasks as we complete them. A visual schedule helps set expectations from the beginning of the lesson, and it gives students a visual of how many tasks are left before we are finished. This is my big take-away from Lesson Two.
cbennett 44 Appendix D Case Study Part 4 Assessment Checklist and Data
Blending Assessment: Date: _____________________ Student: __Tony___

rib wit leg tam sap hum bus jog yip wet cad fun rot vet lox zip fed van nut hop
Comments: _________________________________________________________
Reading Accuracy Running Record: DRA Level Three, 64 words: What I Like at School p. 1 p. 2 p. 3 p. 4 p. 5 p. 6 p. 7 p. 8 When I go to school I like reading. When I go to school I like writing. When I go to school I like painting. When I go to school I like counting. When I go to school I like drawing. When I go to school, I like singing. When I go to school I like acting. We like going to school. School is fun. Total /8 /8 /8 /8 /8 /8 /8 /8 /64 %
cbennett 45 Comprehension Questions: Retell (TE) What are two activities the students in the book like to do at school? + /2
Inference (SI)
What is your favorite activity to do at school?
+ /1
Inference (SI)
How long do you think the students in the book are at school each day?
+ /1
Character (TI)
Name someone in the book performing an activity they like at school.
+ /1
Retell/Inference Do the students in the book like or dislike school? (TI) Inference (SI) Do you think the students in the book go to school during the day or at night? At the end of the story, the students say, We like going to school. School is _____. What do they say school is?
+ /1
+ /1
Retell (TE)
+ /1
Total: + /8 %
Note: TE = text-explicit; TI = text-implicit; SI = script-implicit (Idol, 1997, p. 12).
cbennett 46 References Beaver, J. (2004). Developmental Reading Assessment. Parsippany, NJ: Celebration Press. Birsh, J. (2011). Multisensory teaching of basic language skills (3rd ed.). Baltimore, MD: Paul H. Brookes Publishing Co. Colorado Department of Education (2011). Colorado Academic Standards: RWC Extended Evidence Outcomes. Content Areas Extended Evidence Outcomes. Retrieved April 3, 2012, from http://www.cde.state.co.us Gentry, J. (1985). You can analyze developmental spelling. The early years (9). Norwalk, CT: Early Years. Goodman, Y., Watson, D., & Burke, C. (1987). Reading Miscue Inventory. New York, NY: Owens. Idol, L. (1997). Reading Success: A specialized literacy program for learners with challenging reading needs. Austin, TX: PRO-ED. Johns, J. (2008). Student word lists, passages, and early literacy assessments: Basic Reading Inventory. Dubuque, IA: Kendall/Hunt Publishing. Johnston, D. (2009). Edmark Reading Program, Level 1. Austin, TX: PRO-ED. Mathews, B. (2012). Interest Inventory. Greeley, CO: University of Northern Colorado. Minskoff, E. (2007). Teaching reading to struggling readers. Baltimore, MC: Brookes Publishing.
cbennett 47 Smith, M. (2013). Lexile measures and grade levels. MetaMetrics. Retrieved March 14, 2013, from http://www.lexile.com/about-lexile/grade-equivalent/. Tattum, S. (2002). F.A.S.T Teachers Resource Guide. Denver, CO: F.A.S.T. Learning, LLC.

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Comprehension (20 minutes)

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Content Area: Reading, Writing, and Communicating

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cbennett 44 Appendix D Case Study Part 4 Assessment Checklist and Data

Blending Assessment: Date: _________________ Student: Tony_

What is your favorite activity to do at school?

Name someone in the book performing an activity they like at school.

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