Caitlin Misurale

RED 4519

AIP #1
Student Background: The student assessed was an eight-year-old boy who is in the 2nd grade.
Assessments Chosen and Summary of Area Assessed: Motivational Tools
Reading Attitude Survey: The questions given throughout the Reading Attitude Survey are
great tools to target a student's interests. The questions on the survey are relevant to the student
and will better allow the teacher to understand how they can help with their reading abilities.
Educators can utilize the responses on the survey to incorporate the student's interests into their
readings. The survey touches on favorite hobbies, favorite animals, favorite subjects, and more.
The reasoning for it is to allow a teacher to provide accurate recommendations that will spark
curiosity in the student's reading. Children frequently find books discouraging or tiresome
because either it is outside their reading level, or it is not something they are interested in.
Motivational tools for reading are crucial due to these negative characteristics. Creating the time
for students to explain why they are not interested in reading can help the teacher solve what
might be causing the disengagement.
Elaborating with the student on specifics can encourage the student to find their interests and
difficulties in the subject. Surveying your students based on interests and their reading habits can
provide teachers with the ability to build a good relationship with their students. The survey
gives the teacher the information to incorporate various books that are within the interest of
multiple students in the class. For example, in elementary education, teachers frequently
incorporate read-aloud time with their class. They want to ensure their students are engaged with
the book they are reading. The Reading Attitude Survey would be a great help in finding
materials to read during class. The survey is also vital with upper elementary students through
grade 12, as students start to have assigned reading groups. Educators want to be prepared with
books that are aligned with the criteria, as well as find books that will be engaging for group
discussions within the reading level. Implementing motivation is vital for educating and fostering
classroom engagement for any grade and every subject.

Reading Attitude Survey Assessment Protocol

A one-on-one setting was used to administer the Reading Attitude Survey. The student was
informed that he would be responding to several questions. The student will be questioned about
the items on the inventory, and I will listen to record his answers. There are twenty open-ended
questions in the survey that address their individual interests. This evaluation is neither timed,
nor does it need a final score. The evaluation is finished after all the questions have been
answered.
Reading Attitude Survey ESOL Accommodations
Depending on the students' level of English ability, the Reading Attitude Survey may be
simplified or administered in their mother tongue. You can alternatively work with
a paraprofessional who is fluent in the student's native language and English to finish the
assessment.

Reading Attitude Survey Assessment Observations & Results

When asked about his hobbies, the student was eager to answer. We were able to establish a
connection and talk about his reading habits. He was candid in admitting that he didn't like to
read. I could see the connections between his hobbies and his preferred genres. I was able to
learn more about the student and develop a strong student-teacher connection as a result of this
survey, which he appeared to find interesting and appreciated. Being forthright about his reading
skills, he admitted to me that he reads slowly and misses words.
I discovered after reading the student's responses that he is passionate about his pastime of
playing video games. Right now, he wants to make a profession out of playing video games. He
plays with his friends as well as by himself. He does karate too. Along with learning, he likes to
play a variety of sports. In addition, he enjoys reading adventure novels, and he is pretty insistent
on traveling. He is also interested in the following genres:

Likes a lot Likes a little Doesn’t like Not interested in

reading
 Adventures  History  Romance  Magazines
 Comic Books  Historical  Horror  Biography
 Mysteries Fiction  Poetry  Science
 Science  Sports
Fiction/Fantasy
 Realistic Fiction
 Short Stories
 Picture Books

The student appears to have a strong interest in the following genres: science fiction/fantasy,
mysteries, comic books, adventure, realistic fiction, short stories, and picture books. He
occasionally enjoys reading books about sports, history, and historical fiction. He dislikes poetry,
horror, and romance. In addition, the student has little interest in reading science books,
biographies, or magazines. In my opinion, for being a second grader I he has a good variety of
reading in his range. The student does not enjoy reading because of the time it takes. The student
also becomes distracted when the teacher is reading. He does not use any strategies. However, he
may need help understanding what reading strategies are. He prefers to read at home alone
because it is quiet, and he can pay more detail to the stories. He enjoys imagining the stories in
his head to create pictures. Therefore, he is a visual learner. He does have a wide range of
interests. Nevertheless, books that can be relatable to him would help him stay focused.

Reading Attitude Survey Interpretation

Strengths: The student takes pleasure in a range of pursuits, such as karate and video gaming.
He enjoys taking physical education classes at school. He reads a lot of fiction, especially works
of science fiction, fantasy, and realistic fiction. Though he doesn't read much, he likes to see the
stories in his head when he does. Being able to read at his own pace and without interruptions is
why he enjoys reading alone.
Needs: The student may benefit from having more exposure to other literary genres such as
magazines, poetry, and biographies. Doing so would give him a good foundation for the
following grade levels that are full of these literary genres. When asked if he likes to read, the
student answered no because it takes a lot of time, and by not having that motivation, he fails in
certain areas. For example, if he does not understand something, he skips it without having a
strategy or making an educated guess. The student also admitted that he only reads at home and
not at school since the read-aloud distract him. However, he would like to learn to read faster.
The student could use instruction and practice in metacognitive strategies.

Assessments Chosen and Summary of Area Assessed: Phonics Mastery Survey

I decided to utilize the Pre-Assessment Phonics Mastery for this part. The content in each of the
eight sections of this survey is focused on the student's comprehension of phonics. The first
section focuses on consonant sounds and assesses the student's accuracy in pronouncing them.
The second section requires the child to be able to come up with words that rhyme. The third
section focuses on CVC words, allowing the teacher to work with the student's pronunciation and
understanding of reading nonsensical words. Sections four and five discuss consonant blends,
long vowel sounds, consonant digraphs, and other vowel sounds, correspondingly. Sections six
and seven address different vowel and long vowel sounds, respectively. The eighth and last
section asks the student to determine how many syllables the provided words have. These
sections are designed to assist teachers in identifying potential areas of trouble for their students
and, ideally, to identify a common problem. With this information, a post-survey may be
conducted to determine what advice is still needed. For the Phonics Mastery Survey, a section is
stopped, and the following part is moved to if a student misses five or more items in that section.

Phonics Mastery Survey Protocol:

To administer the Phonics Mastery Survey, the teacher prints a copy of the assessment for
themselves. Each section of the survey tests a different phonics skill. The teacher must review
the assessment prior to any student being assessed. This allows the teacher to understand both the
instructions for the test itself and predict any needs the student might have. The teacher's copy
allows for the teacher to take notes and check which answers the student got correct. Each
section should be printed into note cards, and the student is tested orally. The student should be
able to read the words and letters on the notecards. Therefore, the text should be in large print.
The survey should be administered in a one-on-one intervention. The teacher should take notes
and reflect on which sounds the student has difficulty with to reflect and reteach the skills. There
are a total of 128 questions, with each question worth one point. This survey can distinguish
which skills the student needs further intervention with.

Phonic Mastery Survey ESOL Accommodations:

During the evaluation, students will have access to simplified teaching based on their English
proficiency level, along with a dictionary or guide in their home tongue if necessary. Since the
Phonics Master Survey is already working one-on-one with a teacher, they receive individualized
guidance and support as needed. It's also critical to remember to support them and move on when
a mistake is made in order to maintain their drive and avoid making them feel hampered or self-
conscious.

Phonemic Awareness Assessment Results:

Consonant Sounds: 16/19 Consonant Digraphs: 11/18
Rhyming Words: 10/10 Long Vowel Sounds: 16/20
CVC Words: 20 /20 Other Vowel Sounds: 8/13
Consonant Blends: 19/20 Number of Word Parts: 5/8
Total: 100/128

We did a few simple warm-up exercises and discussed the instructions before administering the
test. This ensured that the student was prepared for the test and understood what was being asked
of them. The Phonics Mastery Survey Pre-Assessment provided exact and insightful data. The
assessment tested the student in eight phonic categories to spot strengths or weaknesses.
Consonant Sounds were the first section tested, which received a 16/19. He had a little trouble
distinguishing the 'b' and 'd' letters but overcame the issue during the test. It was more of a
writing issue than a phonics issue due to the student's understanding of the sounds themselves.
The student received a perfect 10/10 score during the Rhyming Words section and had fun
creating nonsense words that rhyme with what was provided. He also received a 20/20 in the
CVC Words section. The student received a 19/20 in the Consonant blends portion. The one
word that posed an issue included 'b' or 'd' letters, but he noticed and corrected his mistake. After
this first portion, we took a small break so the student could get food and walk around. We
continued with the assessment about fifteen minutes later. The second portion involved vowel
questions, which posed a more prominent issue for the student. He received an 11/18 on the
Consonant Digraphs, with most issues appearing with r-controlled vowels. The Long Vowel
sounds also challenged him, specifically the long 'o’ sound. He received a 16/20 on this portion.
The Other Vowel Sounds section was challenging because it utilized many words with r-
controlled elements, so he received an 8/13. Lastly, the Number of Word Parts section ended up
with a 5/8. He was confused with this section but understood the directions with some help.

Explanation of the student's phonics development to parents/caregivers:

Dear parents or guardian of (child’s name)
I am writing you to tell you about your child’s test score on a phonemic awareness assessment. I
want every one of my students to be successful and get the support they need from the ones
around them. Your child is on grade level (2nd grade) due to his scoring but will still need some
additional support in certain areas to keep them on track.
Your child has scored a 16/19 on the “consonant sounds” portion meaning your child is still
developing that skill.
Your child scored a 10/10 on the “rhyming word” portion meaning your child mastered that skill.
Your child scored a 20/20 on the “CVC” word portion meaning your child mastered that skill.
Your child scored a 19/20 on the “consonant” portion meaning your child mastered that skill.
Your child scored a 11/18 on the “consonant digraphs” portion meaning your child is having
difficulty with this skill.
Your child scored a 16/20 on the “long vowel sounds” portion meaning your child is still
developing that skill.
Your child scored an 8/13 on the “other vowel sounds” portion meaning your child is having
difficulty with this skill.
Your child scored a 5/8 on the “number of word parts” portion meaning your child is having
difficulty with this skill.
I would like to work with you to ensure that your child has a successful school year. If you are
able to work with your child at home for extra practice that would help improve some skills that
still need to be worked on. One way you can practice with your child at home is to make flash
cards on grade appropriate words and have your child point out the consonant digraphs, the long
vowel sounds, the other vowel sounds, and the number of word parts if the word contains any of
these things. Have them practice each of these skills for at least 30 minutes a night to get them to
grasp the meaning of each section.
I appreciate you taking the time to help your child be successful! If you have any questions,
please don’t hesitate to ask.
Interpretation of Results:
Strengths: Hearing that he had mastered two of the eight sections—the CVC words and rhymes
—satisfied the student. He believes that extra practice would have helped him perform better in
the other parts.
Needs: The student needs assistance with all eight phonemic awareness tasks, but in particular
with Other Vowel Sounds (where he answered 8 out of 13 questions correctly) and Long Vowel
Sounds (16 out of 20).

Instructional Plan Description:

My student needs support with r-controlled vowels. The student needed help determining how
the vowel sound changes when the r controls the sound. The game reinforces vowel
identification by allowing the student to choose the correct vowel when a word is spoken. The
student can independently work, and a score is shown throughout the process. The game is
interactive and engaging because the student has to pick the correct "key," which has the vowels
labeled, to make the car move. The teacher can observe and take notes while the student plays
the game. For example, this can include the student's mistakes for further intervention. Once the
student has mastered the skill, we will move towards the second part of the lesson.

Activity link and example:

https://mrnussbaum.com/r-control-races-online#google_vignette

The student needed help with reading vowel sounds

as well. Working on long vowel sounds can help the student and rectify the issues. I used an
activity that breaks up words where the long vowel sounds must be addressed. The student then
determines what vowels need to be added to the word. This activity also has pictures in it to
assist the student with their understanding. This will improve the student's memory of core
vocabulary in future writing and reading assessments. Typically, when reading, educators prefer
the students to be able to think in their head to visualize what they are reading. However, when
they struggle to pronounce certain essential phonics elements, teachers must step back and give
them helpful tools to strengthen their skills. Of course, this will also depend on the grade or age
of the student the teacher is working with.
Activity link and example:
https://i.pinimg.com/originals/cf/3e/20/cf3e2067f3109ea43be48abbcefc5549.jpg

Another excellent resource that educators may utilize to evaluate their students is
https://www.istation.com. This resource is ideal for pinpointing the precise areas in which a
learner needs assistance to further their learning. The site contains a number of games and
comprehension exercises that improve pupils' general English proficiency.
Because playing video games helps players understand words in context, it's a helpful tool for
improving language proficiency. For this reason, this lesson plan might also be utilized with
ESOL kids. While studying, the player is simultaneously exposed to lexical objects, which aids
in vocabulary improvement. This makes it possible to link words to images.

Multi-Sensory Component:
Multisensory phonics instruction includes activities that require training the letter-sound link
through seeing, hearing, doing, and practicing in order to improve phonological awareness, a
crucial component of reading. Multisensory approaches to phonics teaching can increase literacy
acquisition by providing students with several ways to process information and boost its
retention in memory.
Kinesthetic Activity: The student can imitate the letter shapes that produce the sounds he is
struggling with using clay. Consider the controlled vowel sounds of r.
Auditory Activity: Numerous appealing songs may be found online to either introduce or
review letter sounds.
Visual Activity: Aid the student in compiling data from his assessment results into an anchor
chart. To assist the youngster in improving in that area, the anchor chart, for instance, can include
examples of consonant digraphs.

Common Core Standards Related to Instructional Plan:

B.E.S.T Standards:
ELA.2. F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode
words.
a. Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy,
ow).
b. Decode regularly spelled two-syllable words with long and short vowels.
c. Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop)
syllables and consonant -le (e.g., purple, circle, stumble).
d. Decode words with common prefixes and suffixes.
e. Decode words with silent letter combinations (e.g., knight, comb, island, ghost).
Common Core Standards:
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.

ELL Accommodations:
Technology is a good tool to use for English learners. Computers allow the students to be able to
hear the sounds on the platforms listed in the instructional plan. Pictures can also be
incorporated. Photos of the mouth movement for the graphemes can allow the student to visually
see how their mouth moves to say those sounds, a mirror can also be involved for the student to
see themselves while speaking. Accents will be a limitation while assessing phonics, the
understanding of this limitation is necessary. Students with accents should be able to choose a
written version of the sound, while they are being assessed.
Simplified instruction and access to a dictionary or instructions in their original tongue are
necessary for ESOL students. To encourage and guide the ESOL student, it would also be
advantageous to pair them with a classmate who speaks both English and their original tongue
well.
UDL:

The Universal Design for Learning is guidelines to follow while the student is building
knowledge, internalizing information, and their access to materials through multiple means of
engagement, representation, and action and expression. The instructional plan for the student is
providing multiple means of action & expression by using multi-sensory activities and
engagement through technology. The websites and games provide the student with learning
activities that have images and are aligned with the interests of the student. The third website
includes a self-regulated platform that provides instructional materials through videos, stories,
and questioning strategies that are determined by the student’s strengths and weaknesses. The
last activity incorporated kinesthetic learning. The student is able to do these activities
individually, which the student prefers.

Post-Assessment:
I'll give the student a post-assessment once they've used the activities to their fullest potential.
Before this evaluation, I will make sure the student has enough time to practice his phonics
abilities on the offered websites and activities. To succeed in his classroom, it is critical that the
student be given the time to properly comprehend the phonics concepts he is struggling with. I'll
then give out the Phonemic Awareness Post Assessment. The evaluation covers the same eight
phonics skills as the first examination, but it gives distinct examples for every component. This
will provide me updated results that I can contrast with the outcomes of the last test.

Reflection: