Reading

Around the
Known
M’s Assessments
● Read 6 words a minute
● Press phonemic awareness assessment
○ 3/3 initial sounds
○ 3/3 final sounds
○ 6/6 segmenting
○ 4/6 blending
○ 3/6 manipulation
K’s Assessments
● Reed 6 words per minute
● Press phonemic awareness assessment
○ 3/3 initial sounds
○ 0/3 final sounds
○ 4/6 segmenting
○ 4/6 blending
○ 0/6 manipulation
M’s Writing
K’s Writing
What does my student know now?
● M
○ Use her knowledge of the letters in the alphabet to try and decode words
○ Capitalize letters at the beginning of sentences
○ Add periods at the end of sentences
○ Can form all of her letters correctly, except for the s
○ Knows the ch, sh, th, and ing chunks
● K
○ Knows all of the letters in the alphabet but y and q
○ Can decode some CVC words
○ Write sentences related to the text that was read
○ Identify the initial sound in a word
What does my student need to know and be able to do?

● M
○ Form the letter s correctly when writing
○ Understand the CVCe (silent e) pattern
○ Know the vowel teams (oo, oi, aw, ar, ier, er, ur, or, ow, ou)
○ Know more chunks
● K
○ Sound out words in order to decode them
○ Know all of the letters in the alphabet
○ Identify the final sounds in words
○ Segment words and then blend them together
What strategies did I use during RATK?
● M
○ I have been giving her examples of silent e words, and then connecting it to the CVCe pattern
○ I have used texts at her reading level to help her read
○ I have had her write sentences connected to the reading to extend her thinking
● K
○ I have used finger stretching words with her
○ I have used texts at her reading level to help her read
○ I have had her write sentences connected to the reading to extend her thinking
What has happened as a result of my teaching?
● M
○ She has done better at decoding the words in the text she is reading
○ She has done better at writing a sentence that is connected to the text
○ She has done better at comprehending what happens in the book
● K
○ She has worked on connecting her reading with her writing
○ She has worked on knowing all of the letters in the alphabet and their sounds
○ Has improved on sounding out CVC words to decode them
What are the implications for my future teaching?

● M
○ Try and move up a text level or two to challenge her
○ Continue to have her write sentences
○ Do word work with vowel teams
● K
○ Continue to have her write sentences
○ Continue to finger stretch words to help her decode words
○ Model decoding the words to assist her in decoding words
Is there something I need to change?
● M
○ I plan to start using elkonin boxes when working with words to help her better identify sounds
● K
○ I plan to start using more modeling of decoding words
○ I will emphasize the finger stretching of words
 Targeted
Reading
Lesson Plans
M’s Assessments
● CVCe words
○ 3/15 first attempt
○ 10/13 second attempt
● Fluency reflections
○ Mentioned she wanted to improve on her rate
● Press phonemic awareness assessment
○ 3/3 initial sounds (same)
○ 3/3 final sounds (same)
○ 4/6 segmenting (-2)
○ 6/6 blending (+2)
○ 5/6 manipulation (+2)
K’s Assessments
● CVC words
○ 9/11 correct at end of tutoring
● Press phonemic awareness assessment
○ 3/3 initial sounds (same)
○ 2/3 final sounds (+2)
○ 3/6 segmenting (-1)
○ 5/6 blending (+1)
○ 2/6 manipulation (+2)
M’s Writing
K’s Writing
What is my student able to do now?
● M
○ Identify initial and final sounds
○ Blend words together
○ Sound out words in order to decode them
○ Manipulate sounds in words
○ Decode most CVCe words
● K
○ Identify initial and final sounds
○ Blend words together
○ Decode most CVC words
○ Use her knowledge of letter sounds to try and decode words
What strategies helped the students the best and were the most effective?

● M
○ Comparing words on the board
○ Elkonin boxes with magnets
○ Direct instruction of CVCe words
○ Having her write the words
● K
○ Comparing words on the board
○ Direct instruction and modeling of sounding out words in order to decode them
○ Finger stretching words
○ Having her write the words
What happened as a result of my teaching?
● M
○ Was able to decode CVCe words
○ Could use elkonin boxes to sound out words
○ Sounding out words when reading an unknown word
○ Became a more fluent reader
● K
○ Was able to decode most CVC words
○ Could finger stretch words to figure out their sounds
○ Sounding out words when reading an unknown word
○ Less guessing when reading an unknown word
What are the implications for my future teaching?

● M
○ Direct instruction was a powerful tool
○ Identifying sounds in letters was a helpful strategy
■ Elkonin boxes
○ Multiple exposures to reading and writing is important
○ Manipulatives can be useful tool
● K
○ Direct instruction and modeling was a powerful tool
○ Identifying sounds in letters was a helpful strategy
■ Finger stretching
○ Multiple exposures to reading and writing is important
○ Paying attention to each letter in the word will be beneficial for sounding out the word
What needs to be changed?
● M
○ Start to move from a focus on decoding to a focus on fluency
○ I did a few of the fluency worksheets, but including more of these would be helpful
● K
○ I think having her re-read texts could be beneficial
■ Decoding words
■ Fluency
○ Use elkonin boxes
What do the students still need to learn?
● M
○ Work on segmenting words
○ Vowel teams and the sounds they make
○ Fluency
■ Rate
● K
○ Work on segmenting and manipulating words
○ Vowel teams and the sounds they make
○ Chunks
Foundational Skills of Literacy
● Print concepts:
○ M
■ Understood movement goes from left to right
■ Capitalized letter at the beginning of the sentence in writing
○ K
■ Understood movement goes from left to right
■ Capitalized letter at the beginning of the sentence in writing
● Phonological awareness:
○ M
■ Understood letter sounds
■ Working on letter teams that make one sound
○ K
■ Understood some letter sounds
■ Would often guess when unsure of the letters and their sounds
Foundational Skills of Literacy
● Fluency:
○ M
■ Is working towards becoming automatic in her word recognition
■ Often times will need to sounds out the word in order to decode the word
○ K
■ Needs to sound out most words in order to decode them
■ Can recognize some words automatically
● Semantics:
○ M
■ Often understood words and their meaning in the text
○ K
■ Would sometimes need clarification about words and their meaning
Foundational Skills of Literacy
● Syntax:
○ M
■ Capitalizes letters at the beginning of the sentence
■ Writes from left to right
■ Understands periods, and is working on exclamation points and question marks
○ K
■ Normally capitalizes letters at the beginning of the sentence
■ Writes from left to right
■ Understands periods, and is working on exclamation points and question marks
Foundational Skills of Literacy
● My feedback:
○ M
■ Direct
■ Modeling of how to decode words
■ Emphasis on capital letter at the beginning of the sentence and a period at the end of the
sentence
■ Focus on making sure her letter s was formed correctly
■ Questions to check for comprehension
○ K
■ Direct
■ Strong modeling of how to decode words
■ Emphasis on capital letter at the beginning of the sentence and a period at the end of the
sentence
■ Making sure her letters were formed correctly
■ Questions to check for comprehension
How did I meet the developmental needs of the students?

● M
○ Worked on common letter patterns
■ CVCe
■ Chunks- er, ir, ar, or, ur, etc.
○ Using correct punctuation in sentences
○ Reading through sentences after they are written to make sure they make sense
○ Included writing and reading in each lesson
○ Worked on fluency when reading
● K
○ Worked on common letter patterns
■ CVC
■ Vowels- a, e, i, o, u
○ Using correct punctuation in sentences
○ Reading through sentences after they are written to make sure they make sense
○ Included writing and reading in each lesson
Which prompts were used most frequently and why were they beneficial?

● M
○ Try that again and think what would sound right. (7)
○ Does that sound right and look right? (9)
○ You said _____. Does that sound right? (13).
○ You said _____. Does that look right? (13).
○ Leave space to help your reader. (23)
○ Say the word slowly. What do you hear first? Next? (27)
○ Write the letter for the first sound you hear, the next sound, the last sound. (27)
○ Think about how you always start the sentence. (31)
● These were beneficial because:
○ Had her go back to check to make sure the word she read was right
○ Had her look at the word and think about the sound
○ Had her leave space in between words when writing sentences
○ Had her hear the sounds in the words in order to spell them
○ Had her check the first letter in her sentence to make sure it was capitalized
Which prompts were used most frequently and why were they beneficial?

● K
○ What sound does it make? (8)
○ Look at all the letters. (8)
○ Does that sound right and look right? (9)
○ Something wasn’t quite right. See if you can fix that. (14)
○ Leave space to help your reader. (23)
○ Say the word slowly. What do you hear first? Next? (27)
○ Write the letter for the first sound you hear, the next sound, the last sound. (27)
○ Think about how you always start the sentence. (31)
● These were beneficial because:
○ Had her go back to check to make sure the letter sounds she said were correct
○ Had her look at all of the letters in the word to make sure she was reading the word correctly
○ Had her leave space in between words when writing sentences
○ Had her hear the sounds in the words in order to spell them
○ Had her check the first letter in her sentence to make sure it was capitalized