Summary and Recommendations

Summary: From observing Nicks work in the classroom and from performing a retelling and early literacy assessment, it has been established that Nick is at the beginning stage of reading and writing. He was one of the first students in his class to completely know his sight worm words. He is building 10-100 sight words, uses story language when retelling, sounds out simple words, reads word by word, points to words while reading, and is aware of beginning, middle, and ending sounds of words. He can orally identify and manipulate phonemes in syllables and multi-syllable words, he makes few grammar errors when speaking, he is able to retell a story after it is read, and his vocabulary is growing. Nick also displays many beginner writing characteristics such as writing letter by letter and left to right. He can read what was written and uses sound or phonetics to write. He uses basic sentence formation and can write high frequency words. Beginner writers should be producing 1-2 sentences on their own and based off classroom observations, he does not produce text at all. His teacher never prompts for her students to free-write. The early literacy assessment that performed on Nick showed that he is good at hearing beginning and ending consonants and writing them down correctly but that Nick has not mastered hearing and writing down long vowels and blends and diagraphs ( pl, ch, sh, sk, fl, tr). The collection of Nicks morning work that was collected throughout this semester shows that he is gradually getting better at writing neatly and within the proper lines. What did MAVA reveal about Nicks vocabulary knowledge? Nick is above average for his expressive and receptive vocabulary. Receptive vocabulary: Nick understands 100% of the words in Tier 1, 72% of the words in Tier 2, and 46% of the words in Tier 3 Expressive vocabulary: Nick understands 100% of the words in Tier 1, 50% of the words in Tier 2, and 9% of the words in Tier 3 His Tier 1 words (early reading words, sight words, nouns, verbs, and adjectives) are very much used and understood. His Tier 2 words that play a large role in speaking and reading vocabulary need a little bit of work. Tier 2 words are the most important ones to directly teach to students because they are assumed to be known as students progress through school (Super Duper Publications, 2014). Examples of Tier 2 words include masterpiece, preference, fortuitous, glean, and measure and there are about 7,000 word families in English in Tier 2 (Super Duper Publications, 2014). Nick only knows a small percentage of expressive Tier 3 words, however he is above average and has the expressive vocabulary knowledge of a 7 and 6 months year old. The teacher should still attempt to enhance his vocabulary and begin to use bigger words with this student. Examples of Tier 3 words include things like ukulele, asphalt, genome, crepe, and cornice and they comprise the remaining 400,000 words in the US language fall in this tier.

Recommendations for monitoring the childs progress over the course of the year: Nick demonstrated some of the beginner writing characteristics; however some of the characteristics were difficult to assess because they werent seen enough in the classroom. Some beginner writing characteristics that I didnt see enough of include the following; uses basic sentence formation; uses upper and lower case

more consistently; uses beginning letter in capital and a period or question mark at the end. The students literacy activities involve copying words and cutting and pasting things, not actually coming up with things themselves or writing by phonetically sounding out words. Nick included periods and question marks and exclamation points when he copied sentences from off the board, but this doesnt show that he understand the use of these punctuation marks. When it comes to vocabulary, Nicks is above average for children his age; however the teacher should begin incorporating new words into her conversations with the student. For the rest of the year: The teacher needs to incorporate more free-writing into her lessons. Free writing will help Nick establish a good foundation for sounding out words and allow him to work with more difficult words. He has trouble with blends and diagraphs because he isnt subjected to them at all in his class. If he comes up with a sentence on his own and wants to write the word chip, which has the diagraph ch, then he will gain more experience with these combined letters. The teacher needs to work with this child twice a week on free writing. She or the teacher assistant needs to sit with the Nick and help him write into a journal. The journal entries should be dated so progress can be seen. Teacher should also incorporate more words, besides sight words, into the childs reading folder so they can practice them at home. The teacher should put a bag of note cards in the folder that contains more challenging words- words with blends and diagraphs. The teacher should add one word every other day into the childs folder.

Scaffolded lesson plans for your specific child based on the assessment data collected and your knowledge of meaningful and developmentally appropriate curriculum. The lesson plan is centered on Nicks stage of reading and writing development. The lesson will cover: Fluency Comprehension Writing Word Study

Fluency Learning Objectives: Objective Students will practice reading a book word-for-word

Standard of Learning K.5- The student will understand how print is organized and read e) Match voice with print (concept of word)

Assessment Focus on one child and hone in on their reading. Teacher should fill in a running record (located below). Running record will show what words the child struggled with, self-corrected, or repeated. Teacher should make comments about childs ability to follow words from left to right and from top to bottom on a printed page and on the childs ability to follow the book word for word with the pointer.

Materials needed: o Level B book: One Bee Got on the Bus by Nancy Dowd Dowd, N. (1996). One bee got on the bus. Parsippany, New Jersey: Modern Curriculum Press o Pointers-

Preferably use the finger nail slip-ons (shown on the right). There will be more stability in where the child points. Using these pointers needs to be a common occurrence in the classroom or else the students will be more interested in their new fingers than in the book they are reading.

1) 2) 3)

Time for this part of lesson: 12 minutes

Procedure: Pull aside three children in the class that are all at the level b in reading. Hand out the book, One Bee Got on the Bus, to each of them. Teacher should introduce the book to the students. a. The group should discuss the front cover together and what the book might be about. 4) Children should all begin reading aloud- this makes them hear themselves, hear how things sound, and ask themselves if what they said makes sense.

a. They will use their pointers to make sure they are reading every word. b. **While the children are all reading during group time, the teacher should pick one child to focus on and informally assess. After the lesson, when the teacher debriefs, she or he can decide what the best thing to do is in order to help that child accelerate. 5) When students finish reading the book, they should reread it 6) After they have read it a few times, the teacher should instruct the whole group to flip to page 6 and read the words all together. a. Typically when a child has read a book a few times, they begin to read it by retelling what happened- not focusing on every word. Retelling is an important skill; however this part of the lesson is on practicing concept of word so having the students flip to a random page makes them focus more on the individual words, rather than just spitting out what they memorized. b. Teacher should then ask them to flip to page 8 and read it together. 7) After the students read the book twice, the teacher should ask the students what the book was about and if they enjoyed it.

Reading Running Record Students Name: ____________________________ Date: _____________________

Book: One Bee Got on the Bus Dowd, N. (1996). One bee got on the bus. Parsippany, New Jersey: Modern Curriculum Press Book Level: B E= errors S-C= self correction R = repetition (R1= repeated once, R2= repeated twice, etc.) M= child is using meaning cues to read words and gather meaning S=child is using structural cues to read words and gather meaning. V= child is using visual clues visual cues to read words and gather meaning Page Words on the page Errors SelfCorrections Repetitions MSV (circle if used) MSV

Front Cover 2

One Bee Got on the Bus MSV Six bears got on the bus. MSV

3 Five bunnies got on the bus. MSV 4 Four butterflies got on the bus. MSV 5 Three bats got on the bus. MSV 6 Two bugs got on the bus. MSV 7 One bee got on the bus. MSV 8 Buzz! One bee is on the bus. Total # __________ (out of 49) Total # __________ (out of 49) Total # __________ (out of 49) Most frequently used cue to read words and gather meaning: ___________

Comments:_______________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

Comprehension Learning Objectives: Objective Students will practice retelling and being able to relay to the listener the beginning, middle, and end of the book.

Standard of Learning K.9- The student will demonstrate

comprehension of fictional texts f) Retell familiar stories, using beginning, middle, and end.

Assessment
Anecdotal record showing how the child retells the beginning, middle, and end of the book (look for story language). Checklist of main characters.

Materials needed: o Frequently read book-- Grandpa Toads Secrets. Kasza, K. (1998). Grandpa toads secrets. London, England: Puffin Time for this part of lesson: 6 minutes.

1) 2) 3) 4) 5) 6)

Procedure: Teacher will do this part of the lesson with each of the three children individually. The teacher will pull out the frequently read classroom book, Grandpa Toads Secrets. The teacher will read the book to the student. After the read-aloud, the teacher will ask the student, What happened during the book? The student will hold the book as they go from page to page retelling the story. The teacher will then ask who the main characters were and the student will look through the book and identify all the main characters Assessment---Anecdotal record of retelling Beginning:_________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Middle:___________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ End:______________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Main Characters Checklist: (write a check mark if student points out and names the character) Grandpa Toad Little Toad Snake Snapping Turtle Monster

Writing Learning Objectives: Objective

Practice drawing pictures and/or using letters and phonetically spelled words to write about experiences.

Standard of Learning K.12- The student will write to

communicate ideas for a variety of purposes

Assessment Anecdotal record: should show which words the child used, misspelled, self-corrected, or asked for help with (the teacher needs to encourage the student to do the journal entry on their own). Teacher will also collect the journal entry and attach anecdotal record form to the back.

Materials needed: o Reading/writing/drawing journal for each individual child in the group o Pencils o Crayons o Grandpa Toads Secrets Kasza, K. (1998). Grandpa Toads secrets. London, England: Puffin.

Time for this part of lesson: 6 minutes

Procedure: 1) After child has practiced retelling, instruct child to write about their favorite part of Grandpa Toads Secrets. a. Allow the student to draw pictures along with their writing. b. Ask the student to use words to describe their favorite scene. 2) Have the student explain their words and picturesteacher should jot down what student was trying to portray. 3) Collect journal entry and attach anecdotal record form to it.

Word Study Learning Objectives: word families- short vowel sounds Objective Standard of Learning Practice sorting words by short K.4- The student will identify, vowel sounds. say, segment, and blend various units of speech sounds

Assessment Have the child do the word sort completely on his or her own. Document how the child sorted (take a picture of the first try). Anecdotal record: should show which word cards the students sorted incorrectly, or selfcorrected and the teacher should take notes on the childs ability to sound out the I and A vowel sounds. Record what words the child comes up with for the blank cards.

Materials needed: o Word sort already cut out (located below) o Pencil Time for this part of lesson: 6 minutes

Procedure: 1) Teacher will pull off one child from the group that she is assessing that day. 2) Teacher will present the child with the word cards a. The teacher will point at each card and say what the word is. b. The teacher will then instruct the student to sort the words by their short vowel sounds; I and A. 3) Teacher will show that two of the cards are blank. The student is to come up with one word with the short vowel I, and one word with the short vowel A and put these cards in the correct spot.

Cat Cab Chip Sad Pig

Sit Win Bat Pink Map

PLACE CARDS HERE