R.T.

I Report
By: Taylor Hawkins

Student Basics
Name: B.P
Age: 6
Gender: Female
Race: White
Grade: 1st
Struggling Area: Phonemic Awareness
B.P is a well behaved student who does not cause any disturbances in class. They are also engaged in the
classroom when their focus is intentionally captured by the teacher. Their developing areas are phonemic awareness,
mainly focusing on the Word Blending, Word Segmentation, and Rhyme Recognition. I administered the first 10
lessons in the book which covered all three of her developing areas. The different areas of focus were covered at
different points throughout each lesson.
Intervention: S.R.A Phonemic Awareness Teacher Edition written by Mary Eisele
Evaluation: Daily segmenting, blending, and rhyming recognition exercises
Data: Collected through accuracy of verbal informal assessments.

What were the results?

Intervention/Assessment outcome

Data During Intervention:*Scores are calculated on 5 point scale

explained in write-up at the end.
Activity
Assesse
d

Week
Of

Monda
y

Tuesda
y

Wednes
day

Thurs
day
(Revie
w)

Friday

Syllable
Blending

10/17

------

-------

--------

-------

-------

Word
10/17
Segmenti
ng

3/5

5/5

4/5

5/5

3/5

Rhyme
Recogniti
on

10/17

Poem
recited

4/5

4/5

5/5

3/5

Syllable

10/17

4/5

3/5

4/5

5/5

5/5

Continued Results
Activity
Assesse
d

Week
Of

Monda
y

Tuesd
ay

Wednesd Thursd
ay
ay

Friday

Syllable
Blending

10/24

3/5

4/5

4/5

5/5

5/5

Word
10/24
Segmenti
ng

4/5

4/5

5/5

4/5

4/5

Rhyme
Recogniti
on

4/5

4/5

4/5

5/5

4/5

------

-------

-------

-------

------

10/24

Syllable
10/24
Awarenes
s

Week of 10/17 Data

6
5
4
W. Seg
Rhyme R.
S. Aware

3
2
1
0

Monday

Tuesday Wednesday Thursday

Friday

Week of 10/24 Data

6
5
4
S.Blending
W.Seg
S.Aware

3
2
1
0

Monday

Tuesday Wednesday Thursday

Friday

What did the R.T.I Activities look like?

Rhyme Recognition: The teacher and student would first read a short poem together, and
then the student would repeat after the teacher. Lastly, the student would say the poem
individually. The teacher would then ask what words rhyme in the poem (two words).

Syllable Blending: A way in which syllables were blended together was by forming
compound words. For example, the student would hold out two fists straight in front of them.
If the word was flapjack, the student would first say flap, opening one hand. Then, jack,
opening the other. Then, clap as they say flapjack, bringing the word together.

Word Segmentation: A sentence is read by the teacher, and the student is to say the first
and last words in the sentence. As the lessons progress, the student will then repeat the
sentence after the teacher, and then proceed with the remainder of the activity.

Syllable Awareness: An activity provided in the book was a white sheet with an arrow
that went across the paper. The teacher then provides five chips (markers) to represent words
in a sentence. As the teacher reads the sentence, and the student moves a marker on the arrow
each time they hear a word.

Reflection

According to the data retrieved from two weeks of initiating the R.T.I, I felt as though the
project was a great start toward sustained success. B.P was very responsive to the lessons
within the S.R.A Phonemic Awareness Teacher Edition, and she displayed a willingness to
learn and improve. Since the R.T.I consisted of 3 to 4 areas of instruction under the umbrella
of Phonemic Awareness (view charts), a lot of the instruction was connected and at times,
intertwined.

In the assessments given, there was no true scoring scale. The book work was set up more as
practice and less as to take in data of what the child knows. To give my grading scale integrity,
I took 5 activities from each instructed area each day. I then used these 5 activities to collect
data (See the 5 point grading scale). Also, I did not just grade on if the students was 100%
right or not. If they were able to adjust their thinking without prompting, they received full
points. For those parts of the graph that do not show data, there was not an opportunity on that
day to observe understanding in that area.

Continued Learning
What Did I learn?

Even though I have been reminded again

and again of this fact, I was reminded on a
consistent basis that children truly want to
learn! They are just in need of a teacher
who recognizes the best way to teach them.
Also, an R.T.I setting must be consistent! If
the instruction is initially in a quiet place
out of the classroom, keep it in the same
setting. This will help with the learning, and
teaching process. I tend to do a lot of
directive teaching, more than I should at
times. This procedure really gave me a spy
glass into the importance of letting a child
think, and to cultivate their own thinking
process. Even though I wanted to jump in
and help at times when B.P was challenged,
I did not. This allowed her to adjust her
thinking, and gain a true understanding of
her learning goal.

Continuing on

Before I left my student teaching

placement, B.P was placed into a phonics
group that will continue instruction. The
group they were placed in was a few
lessons ahead of where we left off, but I
have no doubt that they will continue to
grow in their understanding and content
knowledge.

Just as B.P will take what they learned to

their new group, I will also take with me
the power of one-on-one or small group
instruction.