Week 7 Assignment # 5

This week I was able to sit with two different 2^nd grade students from the class that I am observing. I was unable to work with just one student because of timing.

Print Awareness:

I followed along with the assignment that was posted on the ReadingRockets website, with a few minor adjustments, particularly the vocabulary, because of the time constraints. We used a book that was suggested by the classroom teacher. North Country Night, by Daniel San Souci

Student 1 was able to:

1.     Tell me what an author and illustrator does

2.     She knew how to read the story; start with cover, left to right, ending with the back of the book

3.     She was able to identify all aspects of the book; but struggled to remember that the name of the book was called the title.

4.     We took turned reading the book. After each page we would discuss what had happened, what the images represented, and discussed words that she had not seen before. We used contextual clues to help decipher them. 

5.     She was able to retell the story, but was unable to describe the meaning of the story.

From this observation I was able to determine that this student is well versed in print awareness.

Phonological Awareness:

With student 1, we used the same book, North Country Night, by Daniel San Souci. We counted sentences on each page, noticing that each page had between 2-5 sentences. We then moved to counting words in each sentence, which were between 5-15 words. Finally, we focused on just 2 pages to count the syllables in each word. Student 1 had no trouble counting syllables with familiar words, however when we came to unfamiliar words (words that we defined together during the Print Awareness section), the student began to struggle and we stopped.

For additional help the student could visit the following site to practice their syllables. http://more2.starfall.com/m/level-k/word-machines-demo/load.htm?n=machine&y=1

Phonics:

I worked with student 2 for this section. I used flashcards provided by the classroom teacher to review words that the student was struggling with. The student was struggling with their sh, ch, th, and wh. For additional help the student can visit the following site to practice: https://www.education.com/game/digraphs-matching/

Fluency:

With student 2, I preformed a running record, using a book suggested by the classroom teacher. It took the student 3 minutes and 17 seconds to complete the running record, which included 234 words of the book. The student was able to read 71WPM according the running record scoring sheet provided. Also according the to provided scoring sheet, this student would receive a score of 3 for fluency: Reads primarily in larger, meaningful phrases or word groups; mostly smooth, expressive interpretation and pausing guided author’s meaning and punctuation; appropriate stress and rate with only a few slowdowns. The running record was provided by Fountas & Pinnell.

The fluency site that I found offers a verity of different ways to practice skills.

https://www.ixl.com/ela/

Week 6 Phonic Awareness

Below is the link to my mini lesson. Please pardon my voice as I am sick.

Mini Lesson

Candidate’s Name: Kylie Hubbard

Grade Level: 4td Grade

Title of the lesson: Verb Tenses

Length of the lesson: 5 15 Minute mini lessons

Central focus: Students will practice identifying words or phrases they are struggling with while reading short stories. Students will familiarize him or herself with tenses by utilizing ABCYA.com, Verb Viper and Word Cloud. Students who need more exposure to verb tenses will utilize the above games on a more frequent timetable. Knowledge of students: Student will use word from their word list to create their Word Cloud.

Key questions: What words do you find hard to remember? What words do you find hard to identify their meanings? What is a verb tense? When do we use them? Many students have experiences identifying words in and out of school. They should be familiar with the how to identify verb and word tenses.

Common Core State Standards Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.4.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency: CCSS.ELA-LITERACY.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.4.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.4.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-LITERACY.RF.4.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language This lesson will help to clarify when and how to verb tenses. Vocabulary ●     Words students were struggling with: thought, though, afraid, breathe, breath, brain, put, paired, pair, heard, head, hear, (this will be a growing list) Sentence Level ●       Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to identify plurals and similar looking words.

Learning objectives Students will be able to identify when to use verb tenses. Students will be able to use the vocabulary words in complete sentences. Students will be able to, by the 5th class, complete all stages of Verb Viper within 90% accuracy.

Formal and Informal assessment Were students to achieve the 90% accuracy in Verb Viper? (Provided via the website) Were students able to remove words from their Word Cloud, because they became familiar with them? Were students able to move past their current Level of Word Identification? Were students able to properly create sentences using their struggling words?

Instructional procedure: Review the meaning of a verb tense. Students will be instructed to log into their ABCYA accounts, which were set up in a previous lesson. They are access Verb Viper. Together, we will read the instructions. Students are to complete each level and wait for the teacher to check their accuracy level. The teacher will then print the screen to record as an assessment. The student will be directed to write sentences, on a piece of paper, using the phrases that were marked incorrect in the Verb Viper assessment. The student then can more onto the next level. Through Word Cloud, students will enter the words that they are struggling with. On a piece of paper, students will write sentences using the words from Word Cloud, which they have been struggling with. Struggling students will be instructed to continue with this practice, while other students take their word lists and create short stories.

Materials: ·       Level words ·       Computer ·       Internet ·       ABCYA.com ·       Pencil ·       Paper

Reflection Were students able to create complete sentences using the appropriate verb tense? Were students able to complete the task on time? Are students more comfortable with verb tenses? Were students able to navigate ABCYA- Verb Viper and Word Cloud?

Week 5 Assignments

Week 5 Assignments Below:

Assignment#1 Use p.106 examiner’s word list, QRI6, page 87, to calculate Mary’s level in word identification.

Decision examiner made: Since Mary was reading at independent level in Level 1 Word List (with 18 words correct, out of 18, 2 identified), she was given Level 2 Word List (see QRI5, p101, QRI6, page 87, subject word list and p.107, QRI6, page 93, examiner’s word list to read further (http://www.youtube.com/watch?v=gqj3ZVerm_g).

Results: In this passage Mary read 15 out of 20 words correctly. She did however skip words at the end, but when prompted she went back and answered 2 out of the 3 words correctly. This will put her at an instructional reading level.

Assignment#2 Use p.107, QRI6, page 93, examiner’s word list to calculate Mary’s level in word identification.

Decision examiner made: Since Mary was reading at instructional level in Level 2 Word List (with 17 words correct, on the borderline of instructional and frustration), so she was given Level 3 Word List (see QRI5, p102, QRI6, page 88, subject word list and p.107, QRI6, page 93, examiner’s word list to read further to make sure Level 2 is the right passage to begin the assessment (http://www.youtube.com/watch?v=TED2ZGSD0S8).

Results: It was clear that Mary struggled with the Level 3 Word List, only reading 3 out of 16 or 17 words. (I was unclear of which number Mary was instructed to stop one.) But, the instructor realized that Mary was having difficulties at this level. Mary would be better suited to continue to work with Level 2 Word Lists for now.

Assignment#3 Use p.107, QRI6, page 93, examiner’s word list to calculate Mary’s level in word identification.

Decision examiner made: Since examiner sensed that Mary started to struggle and was reading at frustration level in Level 3 Word List, the examiner immediately stopped and decided to begin comprehensive assessment with Level 2 (2^nd grade) passage.

What types of passages should I start with?  

Determining the student’s instructional level for familiar text is the first step. Within this parameter, an examiner can select either narrative (story) or expository (informational) text.

Decision examiner made: In this case, the examiner decided to start with Level 2 expository passage, Whales and Fish (see student text QRI5 p.209, and examiner copy p.223, QRI6, page 187, examiner's copy, page 198 ) because normally students do better with text with story structure. 

Part#1:Mary could only answer 1 of the 3 questions during the prior knowledge assessment

Part#2: Mary appeared to struggle with the same words. I also noticed that she lost her place more than once.

Part#3: Mary was able to recall a large amount of information from the story. Stating differences and similarities when prompted.

Assignment#4 Use examiner’s scoring sheet (pp.223-225) to calculate the scores and to determine Mary’s strengths and needs (I will share with you the examiner’s results and analysis next week, week 6)

Results:

Total Accuracy: 11 Miscues

Total Accept abilities: 3

From this evaluation, Mary is at an acceptable reading level.

WPM: 46, WCPM: 46

Conclusion: Mary demonstrates a weak ability to show prior knowledge on this particular subject. She is able to recognize and say words from the Level 2 Word List without a great struggle, however became frustrated with a Level 3 Word List, indicating she is still reading on target as a Level 2. Mary’s WPM and WCPM are also on target for a Level 2, but did demonstrate a struggle to read without losing her place and needs guidance.