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Running head: READ - READING EVALUATION THROUGH ANALYSIS OF DATAREAD - Reading evaluation through analysis of dataMartin R. HahmGrand Canyon UniversityPrescriptive Reading and AssessmentsEED 544Dr. Lynne RiderJanuary 24, 2011AbstractREAD is a scientifically designed evaluation of one student’s reading ability at Theodore Roosevelt School, Ft. Apache, AZ, by analyzing data consistently applied in controlled private tutoring sessions to continually assess and strategize areas of need along with techniques, activities and methods to improve the student’s reading skills, interests and appreciation of literature. Four areas of attention were incorporated in lesson plans for small groups and this individual student focusing on four specific elements for students developing toward reading literacy. Phonics strategies to learn phonemic awareness were followed by word study leading to fluency. Developing vocabulary and comprehension was supported with strategies and activities engaging the student toward independent reading for pleasure and purpose. READ continues to evaluate by analyzing and comparing data from pretesting or assessing with graded reading passages and post assessments for future strategies and activities where needs are still apparent.READ - Reading evaluation through analysis of data Introduction READ - Reading evaluation through analysis of data is a project used to evaluate a student with scientifically designed assessments and develop a plan along with lesson plans to meet needs for improving reading skills. The student selected was further evaluated based on the demographics of his location at Theodore Roosevelt School, Ft. Apache, AZ. The action plan included a cycle of addressing the area to be emphasized in reading with four lesson plans followed with assessing to again address specific areas of needs. This plan was carried out in controlled, private tutoring sessions where limitations were addressed along with incorporated techniques, activities and methods to improve the student’s reading skills as well as encourage his interests and appreciation of reading. While data was analyzed consistently, the four specific elements for all students developing toward reading literacy were incorporated into the four lesson plans for small groups and this individual student. The first two focused on phonics strategies to learn phonemic awareness, followed by word study leading to fluency. Developing vocabulary is the third lesson plan, and the fourth worked with the student to discover metacognitive skills for comprehension. The lesson plans were supported with strategies and activities engaging the student toward independent reading for pleasure and purpose. READ continues to evaluate by analyzing and comparing data from pretesting or assessing with graded reading passages and post assessments for future strategies and activities where needs are still apparent. Future plans based on formative assessing during the sessions and on the post assessments are represented in the final conclusions.Location and demographics for project READTheodore Roosevelt Boarding School (TRS) of Ft. Apache, AZ, is restructuring for SY 2010-2011. TRS was in CA-1 and CA-2 (CA = corrective action) the previous two years. TRS is a middle school, grades 6-8, known as a grant school, under the auspices of the U.S. Department of the Interior, the Bureau of Indian Education. Operations and local oversight come directly through a local school board of personnel appointed by the tribal council of the White Mountain Apache Tribe (White Mountain Apache Tribe [WMAT], 2005, p. 1). The enrollment is holding at about 110, but transfers in and out weekly are not unusual. All students are Native American and speak English, although many also know Apache which is spoken at home in some cases, and always by the elderly, or for tribal functions including funerals and family activities. In addition to the White Mountain Apache Reservation 160 miles northeast of Phoenix and the San Carlos Apache Reservation adjacent to the south are many other tribes sending students to TRS, among whom are the Havasupai in the Grand Canyon, Yavapai, Pima, Hopi and Navajo. TRS is presently intensely committed to an SRA Reading Program held for three 45 minute class periods each day, one each in Language Arts and Reading, and one special reading hour in one of the other content area classrooms (SRA Reading Laboratory, 2010, p. 1). The reading program is having a positive effect on education in general as a part of the restructuring plan, even though most students are considered and remain “at risk” due to the challenge of gangs, drug and alcohol abuse, as well as consequential physical, sexual and emotional abuse. TRS has also hired consultants to monitor for improving education with goals of higher AYP (annual yearly percentage) scores in AIMS (Arizona Instrument for Measuring Standards)(Arizona Department of Education [ADE], 2010, p. 1).The student selected for this project: George Washington (GW)The student tested for this practicum has fluency and decoding skills at third grade or higher, but he admits to never having phonics. The evidence is his inability to sound out words, his miscues as well as vocabulary difficulties. The “debate” on the “p” word or using phonics comes from many sources. Among them are Crane and Law who have produced a work-book used in this practicum with a variety of interesting exercises (2005). Phonics began by determining the student’s phonemic awareness of letter sounds and affixes.George, a pseudo name for the student, is schooled in a resource room for mathematics and receives assistance for language arts, though he is mainstreamed in the regular reading class. George is Native American where White Mountain Apache is still spoken at home and in the community so English language learner (ELL) modifications are made, along with adaptations for special needs. Other strengths and assets include his eagerness to learn and especially his artistic understanding of order, geometric form and beauty. Curiosity serves for amplifying opportunities for reading and learning science.Mentors have offered this student-teacher a variety of resources including a textbook entitled, Words their way, which provides detailed explanation with suggested Activities for Emergent Readers (Bear, Invernizzi, Templeton, & Johnston, 2004, p. 115). This introduction to an action plan was based on the pretest of George.The pretest is summarized with the following chart on a Graded Passage (5C) entitled Waukewa’s eagle, from Part Two of Test Battery from Bader and Pearce (2009, p. 60). Ten or fewer errors were allowed for “Unprepared.” The memory errors, five or more, indicate the need for comprehension assistance, in George’s case with sequence and main idea.His strengths remain faithful attendance, eagerness to learn and a calm and reflective personality. His reading has shown continual improvement. His determination has produced some positive results. The chart which follows shows some of the areas which received special attention during the process of teaching the lessons.Correct reading – miscued -Miscue with Analysis or Analysis of NeedsGrade Level FunctionGrade Level ExpectationsFluency ExpectedActual Fluency1 WaukewaNo attempt to sound out. Phonics disability Emerging8th8th3-5th Grade2“was”Omitted. Need to focusEmerging8th8th3-5th Grade3“with”Substituted “when;”contextual fill inEmerging8th8th3-5th Grade4“lying”Omitted; unsure, vocabularyEmerging8th8th3-5th Grade5“.” Period No pause for punctuationEmerging8th8th3-5th Grade6“had fallen”Substituted “fell” contextual fill inEmerging8th8th3-5th Grade5“a”Substituted “the;” contextual fill inEmerging8th8th3-5th Grade6“being”Hesitation; unsure of context followingEmerging8th8th3-5th Grade7“fluttered”Substituted “flown” contextual fill in; vocabulary needsEmerging8th8th3-5th Grade8“.” Period No pause for punctuationEmerging8th8th3-5th Grade 9“severely”Struggled to pronounce; phonicsEmerging8th8th3-5th Grade10WaukewaRepeated error; phonics and memoryEmerging8th8th3-5th Grade11“sharp”Hesitation; vocabulary and phonicsEmerging8th8th3-5th Grade12“quivering”Unable to sound out; Phonics, endings; affixesEmerging8th8th3-5th Grade13“stooped”“stopped” corrected; phonics and vocabEmerging8th8th3-5th Grade14“keen”Hesitation; phonics-letter sounds and vocabularyEmerging8th8th3-5th Grade15“frightened”Hesitation: vocabulary; multisyllabic termsEmerging8th8th3-5th Grade16 after “look…..” Phrase repeated; Emerging8th8th3-5th Grade17Punctuation Need reminder and modeling of expression for proper use.Emerging8th8th3-5th GradeThe plan of action: Use of sources and resourcesEach week included exercises and activities to address the specific objective(s) gleaned from the sources cited depending on evaluations from daily assessing. Activities included use of index cards, sticky notes, and computers with reading programs and for exploring the internet for information on readings. Opportunities to use real-life, practical situations or daily surroundings and information along with prior knowledge were implemented for authentic assessing. Exercises and activities followed formative assessment involved a variety of testing strategies from resources provided by Grand Canyon University, the mentors facilitating, and other researched sources and resources. A summative assessment or set of summative assessments concluded each week and at the end of the four weeks of practicum. The following charts / diagrams show how this plan included weekly lesson plans to attach the sinew to this skeletal schematic for activities and assessing.. Assessments daily were used to refocus the student on objectives to prepare for the next series of a lesson’s activities.Week One — PhonicsWeek 1 Week Two — FluencyWeek Three — VocabularyWeek Four — ComprehensionUsing George’s (GW’s) interest in art and drawing, especially with his geometrical pictures, has proven a strategy to intensify interest and concentration. Improving comprehension facilitated metacognitive skills as well. The need to see improvement and reasons to motivate such progress will be ending at Theodore Roosevelt School [TRS] for him at the end of this school year. While much of this special tutoring provided positive results toward such improvement and motivation, his own personal involvement in this process or student-directed learning proved to progress as hoped for. While this action plan was only a beginning, the details fleshed out in the assessing process enabled on-going instruction to this developing reader (Gillet, Temple, & Crawford, 2008, Chapter 7). The ideas for lessons noted so far are included in the lesson plans along with assessing notes to strategize for changes and improvements.The post assessments used The Graded Reader’s Passages from the Bader Reading and Language Inventory (Bader & Pearce, 2009, p. 29). The first was the same as used for pre-assessment, entitled Waukewa’s eagle, to determine his ability to recall corrections as well as determine any improvements in fluency. Fluency improved with fewer miscues, yet he also repeated a few errors, or hesitated, disturbing fluency, even though pronouncing correctly. He was encouraged not to be afraid of making mistakes, and was shown how his progress was evident in knowing these terms. He had shown timidity in reading out loud, but private sessions allowed a chance to be more expressive. The purpose of using this familiar assessment first was to give a sense of accomplishment. The familiar proves friendly. A chart similar to the pre-assessment above shows areas of difficulty with phonemic awareness and fluency with words and vocabulary and follows on the next page.Post-assessment for GW on Waukewa’s eagleCorrect reading – miscued -Miscue with Analysis or Analysis of NeedsGrade Level FunctionGrade Level ExpectationsFluency ExpectedActual Fluency1 WaukewaHesitation after pronouncing correctly Emerging8th8th3-5th Grade2CommaPunctuation ignoredEmerging8th8th3-5th Grade3“fluttered”Paused, but pronounced correctlyEmerging8th8th3-5th Grade4“severely”Substituted “severally”Emerging8th8th3-5th Grade5“keen”Omitted (Deliberate, not knowing)Emerging8th8th3-5th GradeThe second post assessment was entitled, Land of many riches (2009, p. 59). Since GW took this unprepared, the inventory allows for eight or fewer errors. GW had only five. He had eight memories out of 15 possible unprompted memories provided in the inventory and only one out of order. He also knew eight of the ten comprehension questions. The interpretive question proved too difficult, but provides another specific area to work on, higher order thinking questions. The assessments show some progress, but evaluation of data, these assessment tests, and others used in connection with the lessons such as Graded Word Recognition Lists, Phonics and Structural Analysis and Cloze Tests provide more understanding of how to approach reading literacy for this student (Bader & Pearce, 2009, p. 4-5). The second post assessment for GW on Land of many richesCorrect reading – miscued -Miscue with Analysis or Analysis of NeedsGrade Level FunctionGrade Level ExpectationsFluency ExpectedActual Fluency1SewardHesitated and repeated, but pronounced correctlyEmerging8th8th3-5th Grade2boughtSubstituted “brought,” but self-corrected, with 3 attemptsEmerging8th8th3-5th Grade3acreOmittedEmerging8th8th3-5th Grade4provedSubstituted “provided,” then self-correctedEmerging8th8th3-5th Grade5becauseStumbled, not sure of context/meaningEmerging8th8th3-5th GradeConclusionThe overall experience for all involved has created a positive sense of purpose and understanding for teachers, the student and this student essayist. The teacher preferred to observe with little comment except support of this project. The student’s progress must also be connected to his SRA classes, three times daily, in addition to the less frequent tutoring sessions. How twenty hours of tutoring could have a measurable effect on GW’s reading could be easily questioned, before, and even after with results and data analyzed. The most positive result, however, is in the assessments and reading inventories showing specific areas for future progress. Observations, types of difficulty and authentic assessments will help this student in developing his own portfolio for improving not only reading, but all subject areas (Gillet, Temple, & Crawford, 2008, p. 121).ReferencesArizona Department of Education. (2010). Arizona’s instrument to measure standards. Retrieved November 23, 2010, from , L. A., & Pearce, D. L. (2009). Bader reading and inventory (6th ed.). [Adobe Digital]. doi: 1009-0001-13FC-000013FCDenver Public Schools. (n.d.). National reading panel findings on fluency. Retrieved December 14, 2010, from , G. M. (1943). Remedial techniques in basic school subjects. New York: McGraw-Hill.Gillet, J. W., Temple, C., & Crawford, A. (2008). Understanding problems: Assessment and instruction. doi: 1009-0001-13B0-000013B0Hook, P. E., & Jones, S. D. (2002, Winter). The Importance of automaticity and fluency for efficient reading comprehension. Perspectives , 28(1), 9-14. Retrieved December 11, 2010 from Education. (2010). Corrective reading 2008: Grade levels 3 - adult. Retrieved December 14, 2010, from . (2008). Corrective reading: Sra decoding strategies workbook decoding b-2 Columbus, OH: McGraw-Hill.National Institute of Child Health and Human Development. (2010). Phonics instruction. Retrieved December 14, 2010, from , T., Rupley, W. H., & Nichols, W. D. (2008, November). Two essential ingredients: Phonics and fluency getting to know each other. The Reading Teacher, 62(3), 257-260. Retrieved December 11, 2010 from , T. (2004, March). Creating fluent readers. Educational Leadership, 61(6), 46-51. Retrieved December 12, 2010 from , T. V., & Padak, N. (n.d.). 3-minute reading assessments: Word recognition, fluency & comprehension. New York: Scholastic.Sanders, M. (2001). Understanding dyslexia and the reading process: A guide for educators and parents. Needham Heights, MA: Allyn and Bacon.SRA-McGraw-Hill Reading Laboratory. (2010). Retrieved January 18, 2011, from , J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes (In M. Wolf (Ed.), Dyslexia, fluency, and the brain. ed.). Timonium, MD: York.Weinstock, T. R. (n.d.). Assessments for success LLC. Retrieved November 24, 2010 from , F. B., Flowers, F., & Grigorenko, E. (2001). On the functional neuroanatomy of fluency or why walking is just as important to reading as talking is (In M. Wolf (Ed.), Dyslexia, fluency, and the brain). Timonium, MD: York.White Mountain Apache Tribe. (2005). White Mountain Apache history. Retrieved May 16, 2010, from Fun with PhonicsAuthor: Martin Hahm ?12/08/2010 11:17:00 AM UMSTright0Reviewed and revised 1/24/2011VITAL INFORMATIONSubject(s): Reading?Topic or Unit of Study: Phonemic awareness and phonics?Grade/Level: 3-8?Summary: A variety of activities to review, refine and reassess phonemic awareness will include games, worksheets, exercises and technology to identify consonants, consonant blends and digraphs as well as practice analyzing multi-syllables with affixes.?STANDARDSStandards: AZ- Arizona English Language Learner Proficiency Standards ??Strand :?READING??Proficiency Stage ELL II:?Performance Conditions: Students at this stage of proficiency understand basic narrative text and authentic materials of a variety of lengths. They use contextual and visual cues to derive meaning from texts that contain unfamiliar words and expressions although most content words are everyday words, familiar to the learner. English learners also use prior knowledge and their experiences in their first language to understand meanings in English. They read to learn and read for pleasure. Instructions are common written instructions within a context that is predictable and personally relevant. Pictures often accompany the text. Narratives that are biographical or descriptive are often related to personal experience. Context is often factual, literal, familiar, and predictable.??Area :?Phonemic Awareness & Decoding??Standard :?The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts.??Level :?Early Intermediate?Benchmark :?Segment spoken phonemes contained in one-syllable words of 2 to 5 phoneme sounds into individual phoneme sounds (e.g., s/p/l/a/t=splat; r/i/ch=rich).??Level :?Intermediate?Benchmark :?Sometimes use knowledge of word order (syntax) and context to confirm decoding.??Level :?Early Intermediate?Benchmark :?Occasionally identify the words that comprise compound words (e.g., popcorn, sailboat, classroom) and contractions (e.g., haven’t, aren’t).?Benchmark :?Pronounce some English graphemes with general accuracy while reading aloud.?Benchmark :?Recognize the new spoken word when a specified phoneme is added, changed, or removed (e.g., change hat to cat, pan to an).??Level :?Intermediate?Benchmark :?Blend 2 to 4 phonemes orally into recognizable words (e.g., /c/a/t=cat;/fl/a/t= flat).?Benchmark :?Pronounce many English graphemes with general accuracy while reading aloud.?Benchmark :?Generate a series of rhyming words, including consonant blends.?Benchmark :?Segment spoken phonemes contained in two-syllable words into individual phoneme sounds (e.g., tiger makes /t/i/g/e/r/).?Benchmark :?Recognize many (26 to 50) common high frequency sight words.?Benchmark :?Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words (e.g., look, looks, looked, looking).?Benchmark :?Sometimes identify the words that comprise compound words and contractions.?Benchmark :?Recognize and use knowledge of a few spelling patterns such as consonant blends, consonant digraphs (e.g., th, sh, ck) and vowel digraphs and diphthongs (e.g., ea, ie, ee) when reading.?Benchmark :?Sometimes read common abbreviations.?SIOP (STRUCTURED INSTRUCTION OBSERVATION PROTOCOL) LESSON PLAN ELEMENTS REQUIREDObjective: Objectives for Phonemic Awareness:Student will learn letter identification with single consonants, consonant blends and digraphs. Student will use structural analysis with affixes. ?Preparation: This plan?adapts?use of technology along with activities?from Bader and Pearce (2009, pp.78-102), and Crane and Law (2005) as resources in lesson plan.ELL (2009, pp. 12-20). Instruction reassessed daily.Formative assessing with student during activities and summative at the end of the week.?Building Background: Use of student interview to discover?interests and experiences Pretest chart SRA progress testing and?reports from reading teachers. Vocabulary reading Journal On-line dictionaries and resources ?Contextualizing vocabulary with multisyllabic distinction ?Comprehensible Input: Use of student's special interests to design program together includes drawings, cartoons, Garfield and Otis, interest in nature, especially ducks at this time, and technology as a?tool for resource?for? metacognitively researching and developing activities and games to build phonemic awareness and practice with phonics activities and exercises.Assist/mentor toward career possibilities.?Strategies: Scaffolding TasksTeacher modeling?as needed, but with appropriate "wait time" to enable self-confidence. Use of technology included in games and exercises Time Lines or flow charts for week's activities as outlined in LP or separate sheet for student with relevant modifications. Thinking Skills?engaged with?exercises and activities with questions or as a part of the lesson.?? Predict,? Categorize, classify???? Observe/report.?? Sequence? Compare and analyze? Summarize, synthesize?? Solve problems? Evaluate??Interactions: Interaction with family, regular teachers and T.A.s encouraged with daily feedback.? This might also include fellow students as observations; however, as a tutoring situation, most interaction is with student and this student-teacher..?Practice/Application: Production of his own comic strip with Garfield type characters.(Writing headlines? Illustrations) Reading log will include terms, useful and new ?vocabulary Mix and match activities include:Bader and Pearce IVI (2009) ?Lesson Delivery: Daily lessons? have already begun and include:Initial review of program and plans with possible adjustments Begin with exercises and/or readings Use of activities? (Also internet--Cf. websites) designed for phonemic awareness and phonics along with four week activity/plan for writing comic strip. Summary (formative) assessment with student on progress/ Release?after "activities at home prep" Initial work showing confidence in "sounding out" unfamiliar words and awareness of roots and affixes.?Review/Assessment Evaluation: Assessment/Rubrics: Summative assessment both written and oral at the end of each week and conference or reflections for?planning or modifying following week.? A assessment at the end of the final week, with reflections toward future literary growth.Select appropriate individual inventory to determine validity and reliability of assessing process.Rubrics GWs Phonics?MATERIALS AND RESOURCESInstructional Materials: Use of technology for on-line activities and games, printing activities, and special resources from Bader and Crane are intended to encourage self-directed instruction as teacher facilitator.Journal booklet.Choice of several reading books, especially with animals he has interest in.Colored pencils and paper for cartoon drawings.?Resources: Technology resources:Firefox, Geometer's Sketchpad, Illustrator, Internet Explorer, Kid Pix, Kidspiration, Paint, Photoshop, PowerPoint, Word, Cameras The number of computers required is 1. Students Familiarity with Software Tool:Capable of accessing sites and images. Typing/keyboard needs practice. Personal oversightReferencesClueless crossword puzzle. (2010). Retrieved December 6, 2010, from , L. A., & Pearce, D. L. (2009). Bader reading and inventory (6th ed.). [Adobe Digital]. doi: 1009-0001-13FC-000013FCBurns, M. (1997). Spaghetti and meatballs for all!. New York: Scholastic Press.Crane, K. D., & Law, K. (2005). Book 3 phonics (Reprint ed.). Westminster, CA: Teacher Created Resources.Gillet, J. W., Temple, C., & Crawford, A. (2008). Understanding problems: Assessment and instruction. doi: 1009-0001-13B0-000013B0Public Broadcasting System Kids. (2010). Between the lions. Retrieved December 7, 2010, from Department of Education. (n.d.). Professor garfield. Retrieved December 7, 2010, from Word study and fluency LP for GWAuthor: Martin Hahm ?12/13/2010 12:28:00 PM UMSTright0Reviewed and revised 1/24/2011VITAL INFORMATIONSubject(s): Elementary, ESL, Language Arts (English), Reading?Topic or Unit of Study: ?Word study and fluency?Grade/Level: 3-8?Summary: Student will use a variety of material and activities to develop and assess his automatic decoding processes and fluency with prosodic reading for improving comprehension.?STANDARDSStandards: AZ- Arizona Academics Standards??Subject :?ENGLISH LANGUAGE PROFICIENCY (ELP) STANDARDS READING??Subject/ Grade/ Domain :?ELL IV (Correlates with Grades 6-8)??Performance Condition :?Performance Conditions: Students at this stage of proficiency read from a wide range of texts for both instructional purposes and personal enjoyment. They use the same reading strategies as their native English-speaking peers to derive meaning from text. They are able to read a variety of authentic texts, including newspaper and magazine articles, novels, poems, reports, editorials, and opinion essays. Language in text is at an appropriate level for the general public. Context of text is relevant, but not always familiar and predictable. Language in text is literal and abstract, and explicit and implicit. Inference may be required to identify the writer’s purpose or function of the text.??Area :?Comprehending Text??Standard :?Standard: The student will analyze text for expression, enjoyment, and response to other related content areas.??Level :?Intermediate?Performance Objective :?10. Translate a sentence written in context into an algebraic equation involving one operation.?Performance Objective :?3. Describe the structural elements of poetry (e.g., stanza, verse, rhyme scheme, rhythm, line breaks).??Subject/ Grade/ Domain :?ELL III (Correlates to Grades 3-5)??Performance Condition :?Performance Conditions: Students at this stage of proficiency comprehend the content of many different genres of texts independently. They are able to detect the overall tone and intent of text. Students read texts that are predominantly factual and literal, with some abstract ideas. They read narratives that are often related to personal experiences and are learning that reading can be fun as well as instructional. Students are able to read classroom textbooks, stories, poems, newspaper articles, encyclopedia entries, and reports.??Area :?Fluency??Standard :?Standard: The student will read with fluency and accuracy.??Level :?Early Advanced?Performance Objective :?1. Often read aloud grade level texts in ways that reflect understanding of the text and that engage the listeners.?Performance Objective :?2. Often read grade level text with at least 90 percent accuracy.??Subject/ Grade/ Domain :?ELL IV (Correlates with Grades 6-8)??Performance Condition :?Performance Conditions: Students at this stage of proficiency read from a wide range of texts for both instructional purposes and personal enjoyment. They use the same reading strategies as their native English-speaking peers to derive meaning from text. They are able to read a variety of authentic texts, including newspaper and magazine articles, novels, poems, reports, editorials, and opinion essays. Language in text is at an appropriate level for the general public. Context of text is relevant, but not always familiar and predictable. Language in text is literal and abstract, and explicit and implicit. Inference may be required to identify the writer’s purpose or function of the text.??Area :?Comprehending Text??Standard :?Standard: The student will analyze text for expression, enjoyment, and response to other related content areas.??Level :?Intermediate?Performance Objective :?1. Identify the theme (e.g., moral, lesson, meaning, message, view or comment on life) and point of view of a literary selection.?Performance Objective :?2. Describe a character’s traits using textual evidence (e.g., dialogue, actions, narrations).?Performance Objective :?12. Comprehend some content area words, including grade-level math, science, and social studies vocabulary.?Performance Objective :?4. Draw valid conclusions about the purpose and main ideas of text and the author’s position regarding the subject of that text.?Performance Objective :?5. Use information from text and text features to determine the sequence of activities needed to carry out a procedure.?Performance Objective :?6. Distinguish fact from opinion in persuasive text by providing supporting evidence from text.?Performance Objective :?7. Access and locate specific information from informational and functional text by using organizational structures of text, including cause and effect, chronological order, comparison and contrast, and logical order.?Performance Objective :?8. Navigates text that includes factual information with many unfamiliar names and events.?Performance Objective :?9. Interpret many graphic sources of information such as charts, timelines, tables, maps, graphs, and diagrams.?Performance Objective :?11. Comprehend some grade-level mathematics word problems.?SIOP (STRUCTURED INSTRUCTION OBSERVATION PROTOCOL) LESSON PLAN ELEMENTS REQUIREDObjective: Student will?show improving fluency with activities?for decoding?(Rasinski, 2004, p. 46) and for demonstrating automaticity??(Hook & Jones, 2002).Student will show improving fluency with activities for prosodic reading to reveal increasing comprehension as he is exposed to the upper elementary content area curricula (Wood, Flowers, & Grigorenko, 2001).?Preparation: This plan adapts use of technology with activities from Gillet, Temple, and Crawford (2008), Timothy V. Rasinski and Nancy Padak (Rasinski & Padak, n.d.), and?McGraw-Hill Education's SRA Corrective Reading program (2008).ELL (Bader & Pearce, 2009, pp. 12-20).? Instruction reassessed daily.Formative assessing with student during activities with pre-test at the beginning of the week and summative diagnostic at the end of the week for modifying instruction as needed.?Building Background: Continue use ofStudent's interests and experiences to design relevant reading exercises. SRA progress tests and reports from teachers. Vocabulary journal referencing for student to show contextual understanding. On-line dictionaries, thesauruses?and other?literary resources. Student's cartoon strip for developing his story using new vocabulary and expressions. ???Comprehensible Input: Use of "wait time" and the student's special interests continues engaging the student with his drawings and cartoons. Use of technology as a tool for?facilitating the development of?metacognitive research as well as demonstrating fluency in his reproduction of information read. Use of cultural sensitivity for seasonal experience during which a focus on fluency will be provided and encouraged. Use of career possibilities providing examples for prosodic reading. Welcome his view of real world observations and opinions, especially allowing a sharing of the SPED trip to the zoo as an example, while allowing him to gather literature to illustrate and explain this field trip.. ?Strategies: Scaffolding TasksTeacher modeling invites imitation according to student's personal style, contrasting with classmates Timeline limitation for tutoring sessions weekly with fourth week summative assessment and IRI Technology used as major tool for cartoon project Thinking SkillsQuestions used to engage student in critical thinking skills as below depend on what material is being used. See "Instructional Material," especially reading material. Note sample questions which may be used to generate thinking processes for furtherPredict -- What are some possible ways your cartoon strip could end? Categorize, classify -- What are more words that may be used for these poems to rhyme? Observe/report -- How is this new headline important?? Who will it affect most? Sequence -- What are possible slides which would help your cartoon strip? Compare and analyze? --? How are these comics the same or different from your project? Summarize, synthesize -- How can you explain this story in fewer words? Solve problems -- What do you think are the biggest problems people face? What are some possible solutions to help/fix/face these things? Evaluate?-- How are the characters in this drama /story facing life / their problems, or handling their situation.? Is there a better way? ?Interactions: Interaction with family, current teachers and T.A.s is encouraged with daily feedback.?This will include fellow students with peer-observations; however,?in this?tutoring situation, most interaction with this student is teacher-student and student-teacher.SRA-Corrective Reading program continues three times daily with his classmates and mastery assessments administered by language arts instructor as required.? These are monitored by this instructor-tutor.?Practice/Application: Continue project producing his comic strip. Reading log (journal) will include new vocabulary and list titles of readings Roll playing using comic strips and reading newspaper headlines and articles. Add poetry and narrative drama for modeling and observing prosodic reading. Antiphonal or echo reading of drama to note decoding, automatic processing and prosody with improving comprehension. ?Lesson Delivery: Lessons sequenced for each day of ?the week follow this order:Pretest or review with student-involved attention, reflection and response to objectives and make?modifications as needed. Use a variety of texts, reading material, comic strips, SRA Corrective Reading, selected poetry and drama. Use of technology and internet for further research and inquiry into selections of interest as included above. Summarize how objectives achieved with major input from student for formative assessing. Prepare for take-home activities before release. Use behavioral narration and positive reinforcement only as needed allowing for student-directed initiative on activities?Review/Assessment Evaluation: Assessment/Rubrics: Particular attention will be given to evidence of thinking skills applied to readings and developing project through formative assessments, both oral and written.?? A conference to evaluate automaticity and prosodic reading will serve as groundwork for planning and modifying succeeding weeks.Individual reading inventory will serve to determine validity and reliability of assessing process.Rubrics Fluency?MATERIALS AND RESOURCESInstructional Materials: Newspapers with comic sections Selected poems IRI (informal reading inventory) by Timothy V. Rasinski and Nancy Padak (Rasinski & Padak, n.d.) Journal for vocabulary, titles of material read, and websites Books with drama Word lists for phonetical review connected to SRA Corrective Reading Decoding C Skill Applications?Teacher Presentation Book and Student Book.?Lesson 44 (Englemann, S., Johnson, G., Carnine, L., & Meyer, L., 2008,?pp.272-275). Colored pencils Camera for digitalizing drawings ?Resources: Technology resources:Digital Cameras, Firefox, Geometer's Sketchpad, Illustrator, Internet Explorer, Kid Pix, Kidspiration, Paint, Photoshop, PowerPoint, Word, Computers (2) Students Familiarity with Software Tool:Capable of accessing sites and images. Learning PowerPoint and other software Personal oversight and independent research as school computers are available.?References Bader, L. A., & Pearce, D. L. (2009). Bader reading and inventory (6th ed.). [Adobe Digital]. doi: 1009-0001-13FC-000013FC Englemann, S., Johnson, G., Carnine, L., & Meyer, L.. (2008) SRA corrective reading decoding C skill applications:? Teacher presentation book. Columbus, OH: SRA/McGraw-HillFernald, G. M. (1943). Remedial techniques in basic school subjects. New York: McGraw-Hill.Gillet, J. W., Temple, C., & Crawford, A. (2008). Understanding problems: Assessment and instruction. doi: 1009-0001-13B0-000013B0Hook, P. E., & Jones, S. D. (2002, Winter). The Importance of automaticity and fluency for efficient reading comprehension. Perspectives , 28(1), 9-14. Retrieved December 11, 2010 from Education. (2010). Corrective reading 2008: Grade levels 3 - adult. Retrieved December 14, 2010, from . (2008). Corrective reading: Sra decoding strategies workbook decoding b-2 Columbus, OH: McGraw-Hill. Rasinski, T. (2004, March). Creating fluent readers. Educational Leadership, 61(6), 46-51. Retrieved December 12, 2010 from , T. V., & Padak, N. (n.d.). 3-minute reading assessments: Word recognition, fluency & comprehension. New York: Scholastic. Wood, F. B., Flowers, F., & Grigorenko, E. (2001). On the functional neuroanatomy of fluency or why walking is just as important to reading as talking is (In M. Wolf (Ed.), Dyslexia, fluency, and the brain). Timonium, MD Meaning vocabulary for GWAuthor: Martin Hahm ?12/22/2010 10:40:00 AM UMSTright0Reviewed and revised 1/24/2011VITAL INFORMATION Subject(s): Elementary, ESL, Language Arts (English), Reading, Special Education?Topic or Unit of Study: Cycles of Change?Grade/Level: 3-8?Summary: Student will acquire new vocabulary through reading activities designed to develop metacognitive strategies for increasing reading proficiency as it applies to approaching new vocabulary.?STANDARDSStandards: AZ- Arizona English Language Learner Proficiency Standards ??Strand :?READING??Proficiency Stage ELL III:?Performance Conditions: Students at this stage of proficiency comprehend the content of many different genres of texts independently. They are able to detect the overall tone and intent of text. Students read to learn and read for pleasure. Language in text is predominantly factual and literal, with some abstract ideas. Most information is explicit; some is implicit so that some level of inference is required to comprehend the text. Narratives that are biographical or descriptive are often related to personal experience. Linguistic and stylistic means of expression in some texts can be complex. Samples of text include classroom textbooks, stories, poems, newspaper articles, encyclopedia entries, and reports.??Area :?Vocabulary??Standard :?The student will acquire English language vocabulary and use it in relevant contexts.??Level :?Intermediate?Benchmark :?Use knowledge of root words and affixes to determine the meaning of some unknown grade-level words.?Benchmark :?Determine the intended meaning of some grade-level words with multiple meanings using word, sentence, and paragraph clues.??Level :?Early Intermediate?Benchmark :?Recognize the difference between figurative and literal language (e.g., break the ice, bury the hatchet).??Level :?Intermediate?Benchmark :?Recognize simple analogies and similes in literature and texts in content areas (e.g., fly like a bird).?Benchmark :?Occasionally recognize the meaning of grade-appropriate antonyms and synonyms (e.g., beginning/ end; start/finish) in stories or games. (?Benchmark :?Comprehend what kinds of information a dictionary contains.??Level :?Early Intermediate?Benchmark :?Know correct usages of a few problematic homophones (e.g., here, hear; bear, bare).??Level :?Intermediate?Benchmark :?Understand many words that indicate grade-specific mathematical operations (e.g., plus, minus, difference between, increase, decrease, add, subtract, product, times, double, yields).?SIOP (STRUCTURED INSTRUCTION OBSERVATION PROTOCOL) LESSON PLAN ELEMENTS REQUIREDObjective: Student will add new vocabulary through reading activities designed to develop metacognitive strategies for increasing reading proficiency.Student will use prior knowledge, contextual clues and/or dictionary sources (including internet) to identify roots and affixes for adding new vocabulary with meaning.Student will use prior knowledge, contextual clues and/or dictionary sources along with explicit instruction to recognize and recall synonyms, antonyms, homonyms and idioms for developing vocabulary leading to improving comprehension.?Preparation: This plan uses activities along with approaches to implement strategies from Gillet, Temple, and Crawford (2008), Steck-Vaughn (2004), J. Towell (1997-1998), and Joan Theurer (2009).? These may include morpheme triangles with sticky notes, web and word mapping with other graphic organizers, the student's vocabulary log, and scientist investigations using context clues, roots and affixes, analogies, synonyms, antonyms, multiple meanings and homonyms, classifying, inferring, creating models and other resources not to exclude cross word puzzles and internet access.ELL (Bader & Pearce, 2009, pp. 12-20).? Instruction reassessed daily.Formative assessing with student during activities with pre-test at the beginning of the week and summative diagnostic at the end of the week for modifying instruction as needed.? A rubric will be discussed before and after lesson series.?Building Background: Continue use of1.??? Student's interests and experiences to use relevant reading exercises, mainly science on cycles of change in this plan.2.??? SRA progress tests and reports from teachers.3.??? Vocabulary journal referencing for student to show contextual understanding.4.??? On-line dictionaries, thesauruses?and other?literary resources.5.??? Student's cartoon strip for developing his story using new vocabulary and expressions.Including supportive use ofcontextualizing vocabularyconcept definition maps (web/word mapping)word generations?Comprehensible Input: Use of "wait time" and the student's special interests continues engaging the student with his drawings and cartoons.Use of technology as a tool for?facilitating the development of?metacognitive research as well as demonstrating fluency in his reproduction of information read.Use of cultural sensitivity for seasonal experience during which a focus on vocabulary with meaning will be provided and encouraged.Use of career possibilities providing examples for prosodic reading.Welcome his view of real world observations and opinions, especially allowing him to continue sharing? SPED trip to the zoo as an example, while allowing him to gather literature to illustrate and explain this field trip?Strategies: Scaffolding TasksTeacher modeling invites imitation according to student's personal style, contrasting with classmatesStudent given opportunity to develop meaning of new vocabulary through word attack strategies.Timeline limitation for tutoring sessions weekly with fourth week summative assessment and IRITechnology used as major tool for cartoon projectThinking SkillsQuestions used to engage student in critical thinking skills as below depend on what material is being used. See "Instructional Material," especially reading material. Note sample questions which may be used to generate thinking processes for comparing lessons further with other literature, newspapers, internet, other material read.Predict -- What are some possible ways this term could be used?Categorize, classify -- How are the parts (roots, affixes, parts) within this vocable/word understood? How used with other words?Observe/report -- How is this new headline important?? Who will it affect most?Sequence -- What are possible slides which would help your cartoon strip use some new terms?Compare and analyze? --? How are these comics the same or different from your project? How are new words like new problems? How like new ideas?Summarize, synthesize -- How might you tell about this lesson in fewer words to your little brother?Solve problems -- What do you think are the biggest problems people face? What are some possible solutions to help/fix/face these things?? What are steps you could take to discover what a new word means?Evaluate?-- What do the lessons on the cycles of change help us understand about life???Interactions: Interaction with family, current teachers and T.A.s is encouraged with daily feedback.?This will include fellow students with peer-observations; however,?in this?tutoring situation, most interaction with this student is teacher-student and student-teacher.New vocabulary from SRA-Corrective Reading program continues three times daily with his classmates and mastery assessments administered by language arts instructor as required.? These are monitored by this instructor-tutor.Discovery learning of new vocabulary will be encouraged through sharing of vocabulary journal/log and web mapping experiences.Cooperative learning can be applied as this lesson is introduced to the entire class.?Practice/Application: Continue project developing student's comic strip.Reading log (journal) will include new vocabulary, word mapping and titles of readingsRoll playing using new vocabulary with comic strips and reading newspaper headlines and articles.Use new terms with experiments involving cycles of change.Engage student in vocabulary context clue exercises and related activities. Oral and written, involving synonyms, antonyms, homonyms, and relationships with word parts as well as unique, multiple meaning and idiomatic terms and expressions.?Lesson Delivery: Lessons sequenced for each day of ?the week follow this order:1.??? Pretest or review with student-involved attention, reflection and response to objectives and make?modifications as needed.? This may be introduced with a "grabber" such as a joke, riddle, or activity related to objectives and lesson. Cycles of change may include chrysalis, light bulb, volcano of vinegar and baking soda, and other tactile illustrations of change.2.??? Use a series of five reading lessons based on Steck-Vaughn (2004) entitled 1) The Magic Light, 2) an Island Is Born, 3) The Mango Tree, 4) From Tadpole to Frog, and 5) How Does Your Skin Grow?Included may be a variety of related texts, reading material, comic strips, SRA Corrective Reading, selected poetry and drama to support acquisition of new vocabulary with meaning.?Also encouraged to maintain focus out-loud reading or response reading with “Nice!" for parts agreed to or "What?" indicating a question about content or meaning.?Thinking questions will be used to prod prior knowledge and develop new concepts, such as "How might this be explained?" or "What's your opinion about....?"3.??? Use of technology and internet for further research and inquiry into selections of interest as included above.4.??? Summarize how well objectives are achieved with major input from student for formative assessing. Use of oral and written summary of new vocabulary and what ways for learning seem to work best from student's point of view.5.??? Prepare for take-home activities before release.Use behavioral narration and positive reinforcement only as needed allowing for student-directed initiative on activities?Review/Assessment Evaluation: Assessment/Rubrics: Particular attention will be given to evidence of thinking skills applied to acquisition-process of new vocabulary and how his project is developing through formative assessments, both oral and written.?? A conference to evaluate metacognitive strategies in student's vocabulary acquisition process will serve as groundwork for planning and modifying succeeding weeks.Individual reading inventory (IRI) will serve to determine validity and reliability of assessing process.SIOP LP and Rubric (Taskstream [TS], 2010).Rubrics Meaning vocabulary?MATERIALS AND RESOURCESInstructional Materials: Newspapers with comic sectionsReading lessons from Steck-Vaughn Level D with selected follow-up material for review and reinforcement of new vocabularyRelated IRI (informal reading inventory) by Timothy V. Rasinski and Nancy Padak (Rasinski & Padak, n.d.)Journal for vocabulary, titles of material read, and websitesColored pencilsSticky notesCamera for digitalizing drawings?Resources: Technology resources:Digital Cameras, Firefox, Geometer's Sketchpad, Illustrator, Internet Explorer, Kid Pix, Kidspiration, Paint, Photoshop, PowerPoint, WordThe number of computers required is 5.Students Familiarity with Software Tool:Capable of accessing sites and images. Learning PowerPoint and other softwarePersonal oversight and independent research as school computers are available.?ReferencesBader, L. A., & Pearce, D. L. (2009). Bader reading and inventory (6th ed.). [Adobe Digital]. doi: 1009-0001-13FC-000013FC Coulter, B., & Hatala, C. C. (Eds.). (2004). Vocabulary connections: Level D. Austin, TX: Harcourt Achieve.Gillet, J. W., Temple, C., & Crawford, A. (2008). Understanding problems: Assessment and instruction. doi: 1009-0001-13B0-000013B0 Rasinski, T. V., & Padak, N. (n.d.). 3-minute reading assessments: Word recognition, fluency & comprehension. New York: Scholastic. Theurer, J. L., & Arbildo, S. (2009, Winter). Empowering students through specific vocabulary instruction. California Reader, 42(2), 29-33. Retrieved December 21, 2010 from , J. (1997-1998, December-January). Fun with vocabulary. The Reading Teacher, 51, 356-360.Taskstream. (2010). Lessons, units and rubrics. Retrieved December 22, 2010, from for GWAuthor: Martin Hahm ?01/12/2011 08:41:00 AM UMSTright0Reviewed and revised 1/24/2011VITAL INFORMATIONSubject(s): Elementary, Language Arts (English), Reading, Science, Special Education?Topic or Unit of Study: Mountains of motion?Grade/Level: 3-8?Summary: Student will use various comprehension strategies with his tutor to?become a good reader for learning motion (Newton's Laws) including the theory of plate tectonics?(slow motion) and literature about mountains (Mt. Everest) and monsters (Big Foot on WM Apache Reservation).?STANDARDSStandards: AZ- Arizona English Language Learner Proficiency Standards ??Strand :?READING??Proficiency Stage ELL III:?Performance Conditions: Students at this stage of proficiency comprehend the content of many different genres of texts independently. They are able to detect the overall tone and intent of text. Students read to learn and read for pleasure. Language in text is predominantly factual and literal, with some abstract ideas. Most information is explicit; some is implicit so that some level of inference is required to comprehend the text. Narratives that are biographical or descriptive are often related to personal experience. Linguistic and stylistic means of expression in some texts can be complex. Samples of text include classroom textbooks, stories, poems, newspaper articles, encyclopedia entries, and reports.??Area :?Comprehending Text??Standard :?The student will analyze text for expression, enjoyment, and response to other related content areas.??Level :?Intermediate?Benchmark :?Identify the main ideas, key words, and important details in text that requires some level of inference.?Benchmark :?Identify stated cause and effect relationships in text.?Benchmark :?Comprehend and follow a set of written multi-step instructions on routine procedures.?Benchmark :?Distinguish facts from opinion in common persuasive text (e.g., ads, product labels).?Benchmark :?Access and locate information through table of contents, indexes, and glossaries.?Benchmark :?Identify the components and main problem or conflict of a plot and its resolution.?Benchmark :?Identify basic story elements in a literary selection: plot, setting, characters (major and minor), narration, and theme.?Benchmark :?Identify some structural elements of poetry (e.g., imagery, rhyme, verse, rhythm, meter).?Benchmark :?Sometimes locate specific information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) or functional text (e.g., maps, schedules, pamphlets).?Benchmark :?Comprehend some grade-level mathematics word problems.?Benchmark :?Comprehend some content area words, including grade-level math, science, and social studies vocabulary.?Benchmark :?Sometimes restate mathematical symbolic representations into words or sentences.?Benchmark :?Access and locate information through table of contents, indexes, and glossaries.?Benchmark :?Interpret information in functional documents (e.g., maps, schedules, pamphlets).??Level :?Early Intermediate?Benchmark :?Identify the main ideas, key words, and important details in short text on a familiar topic.?Benchmark :?Paraphrase main points of a story that includes a scenario.?Benchmark :?Distinguish cause from effect in text.?Benchmark :?Use graphic organizers to organize information in text (e.g., Herringbone Pattern, Venn diagram, concept mapping).?Benchmark :?Follow a short set of written multiple-step directions for classroom activities. (In science that includes directions for lab investigations; in math that includes problem solving.)?Benchmark :?Describe character traits (e.g., honesty, courage), setting, plot, and narrator of a story.?SIOP (STRUCTURED INSTRUCTION OBSERVATION PROTOCOL) LESSON PLAN ELEMENTS REQUIREDObjective: Student will learn to identify a variety of strategies to enjoy reading opportunities and to improve comprehension.Student will learn how to use strategies for developing his metacognitive skills as a way to improve his comprehension.Student will discover how these strategies can be used across various content areas, such as science, mathematics, social studies, art and computers/technology.?Preparation: This plan uses activities along with approaches to implement strategies from Gillet, Temple, and Crawford (2008), Bader & Pearce (2009), Steck-Vaughn (Coulter & Hatala, 2004), and assorted activities from Remedia publications (The five W’s, 2000) and Instructional Fair (Hancock, Richert, & Brittenum, 1995).? Strategies for comprehension will also be related to other content areas related to activities, for example, motion and plate tectonics in science, and mountain ranges and monsters in social studies, art and computers.ELL (Bader & Pearce, 2009, pp. 12-20).? Instruction reassessed daily.Formative assessing with student during activities with pre-test at the beginning of the week and summative diagnostic at the end of the week for modifying instruction as needed.? A rubric will be discussed before and after lesson series.?Building Background: Continue use of1.??? Student's interests and experiences to use relevant reading exercises, mainly science on motion and the theory of plate tectonics as well as prior understanding of local (contextual) ideas about monsters and "Big Foot"? in this plan.2.??? SRA progress tests and reports from teachers.3.??? Vocabulary journal additions for terms to clarify meaning and separate fact from fiction.4.??? On-line dictionaries, thesauruses?and other?literary resources.5.??? Student's cartoon strip for developing his story or humorous slide(s) visualizing new concepts and meanings.Including supportive use of“think aloud” strategies modeled by teacher/tutor for improving comprehension with increasing interest in reading for personal information and pleasure (Palincsar & Brown,?1985).contextualizing vocabulary to gain meaning, but not for slighting terms needing further attention to understand concepts and information in texttransactional strategies instruction (TSI) (Brown, 2008, p. 537).(Palinscar & Brown, 1985).reciprocal teaching as may be used with "think aloud" strategies referred to above (Gillet, Temple, & Crawford, 2008, p. 262-264).?Comprehensible Input: Use of "wait time" while the student's special interests continue engaging the student with his drawings and cartoons.Use of technology as a tool facilitating the development of?metacognitive research which will demonstrate how he uses strategies for comprehensionUse of cultural sensitivity for developing high-order thinking for problem solving and "fix-it" strategies in improving comprehension.Use of career possibilities for real life concepts in his approach to reading.Welcome his view of real world observations and opinions, especially allowing him to apply inclusion and?SPED experiences?for entrance into real life situations through readings.?Strategies: Scaffolding TasksTeacher modeling with think alouds invites imitation with comparison.Student given opportunity to develop comprehension building on prior knowledge of mountains, monsters and motion.Timeline limitation for tutoring sessions weekly with fourth week summative assessment and IRITechnology used as major tool for cartoon projectThinking SkillsQuestions used to engage student in critical thinking skills as below depend on material being used. See "Instructional Material," especially reading material. Note sample questions which may be used to generate thinking processes for comparing lessons further with other literature, newspapers, internet, other material read.Predict -- What difficulties might there be climbing Mt. Everest?Categorize, classify -- What kinds of things do you know that are moving? What are ways to measure speed and velocity?Observe/report -- How is this new headline important?? Who will it affect most?Sequence -- How would you prepare to climb a mountain?Compare and analyze?--?How are these comics the same or different from your project? How are new words like new problems? How like new ideas?Summarize, synthesize -- What would your friend appreciate knowing about this? How might you tell this lesson in fewer words to your little brother?Solve problems -- What do you think are the biggest problems people face? What are some possible solutions to help/fix/face these things?? What are steps you could take to understand a difficult text/ "this reading"?Evaluate?-- How do these lessons about mountains help us understand about life? Why is learning about speed, velocity and acceleration practical?? Real life examples to help or where not knowing is dangerous.??Interactions: Interaction with family, current teachers and T.A.s is still being encouraged with daily feedback.?This will include fellow students with peer-observations; however,?in this?tutoring situation, most interaction with this student is teacher-student and student-prehension through SRA-Corrective Reading program continues three times daily with his classmates and mastery assessments administered by language arts instructor as required.? These are monitored by this instructor-tutor.Discovery learning?will be encouraged through sharing of vocabulary journal/log along with highlighting, underlining and notes for developing web mapping experiences.Cooperative learning can be applied as lessons are introduced to the entire class.?Practice/Application: Continue project developing his comic strip.Reading log (journal) will include new vocabulary, word mapping and titles of readingsRoll playing using reproducible activities, and comic strips.Predicting possible outcomes reading chapter or activity headings, newspaper headlines and articles.Discuss concepts comparing and contrasting, clarifying and considering cause and effect with experiments involving motion, mountains and monsters, especially when interpreting graphs.Engage student in related activities to gain comprehension with attention to text used, both oral and written, involving synonyms, antonyms, homonyms, and relationships with word parts as well as unique, multiple meaning and idiomatic terms and expressions.?Lesson Delivery: Lessons sequenced for each day of ?the week follow this order:1.??? Pretest or review with student-involved attention, reflection and response to objectives and make?modifications as needed.? This may be introduced with a "grabber" such as a joke, riddle, or activity related to objectives and lesson.? Mountains, for example, uses prior knowledge of student's personal experience living in the White Mountains of AZ, and riding the ski-lift as a school field trip experience among the San Antonio Mountains near Mt. Humphrey.? Big Foot is related to future cartoon drawings, and motion to a variety of experiences with travel as well as model airplanes and cars.2.??? Use a series of five reading lessons based on Steck-Vaughn (2004) on mountains, as well as news articles from The five W's. Lessons in science and social studies discussed with use of text for facilitating comprehension of concepts of motion, plate tectonics (slow motion), and acceleration.Included are a variety of related texts, reading material, comic strips, SRA Corrective Reading, selected poetry and drama to support improving comprehension by also increasing interest and reading for pleasure and personal intellectual growth.Also encouraged to maintain focus are "Think aloud" strategies modeled and reciprocated by student to understand content or meaning, as well as stimulate further investigations.?Thinking questions will be used stimulate to prior knowledge and develop new concepts, such as "How might this be explained?" or "What's your opinion about....?"3.??? Use of technology and internet for further research and inquiry into selections of interest as included above.4.??? Summarize how well objectives are achieved with major input from student for formative assessing. Use of oral and written summary of new vocabulary and what ways for learning seem to work best from student's point of view.5.??? Prepare student for take-home activities before release. Discussion of prior take-home material.Use behavioral narration and positive reinforcement only as needed allowing for student-directed initiative on activities.? Continue to engage positive spirit and interest already being demonstrated in reading for pleasure and productiveness.?Review/Assessment Evaluation: Assessment/Rubrics: Particular attention will be given to how comprehension strategies are used, especially "think-alouds," as evidence of metacognitive development as a good readers. This will be coupled with transactional strategies and reciprocal teaching through formative assessments, oral and written, as well as engaging in all four dimensions of literacy, listening and speaking, reading and writing, to make comprehension effectively evident in each area.?? A conference to evaluate metacognitive strategies in the student's comprehension process will serve as groundwork for planning and modifying succeeding weeks as well as provide support for how his cartoon project is developing.Individual reading inventory (IRI) will serve to determine validity and reliability of assessing process.SIOP LP and Rubric (Taskstream [TS], 2010).RubricsComprehension process?MATERIALS AND RESOURCESInstructional Materials: Newspapers with comic sections? (Az republic)Reading lessons from Steck-Vaughn Level D with selected follow-up material for review and reinforcement of comprehension strategies (Bader & Pearce, 2009) (Coulter & Hatala, 2004)Activity sheets from Remedia (The five W’s, 2000)??Journal for vocabulary, titles of material read, and websitesColored pencilsCamera for digitalizing drawings?Resources: Technology resources:Digital Cameras, Firefox, Geometer's Sketchpad, Internet Explorer, Kid Pix, Kidspiration, Paint, Photoshop, PowerPoint, Word, The number of computers required is 5.Students Familiarity with Software Tool:Capable of accessing sites and images. Learning PowerPoint and other softwarePersonal oversight and independent research as school computers are available.Carter Technology installing necessary upgrades with training services.?ReferencesBader, L. A., & Pearce, D. L. (2009). Bader reading and inventory (6th ed.). [Adobe Digital]. doi: 1009-0001-13FC-000013FCBrown, R. (2008, April). The road not yet taken: A transactional strategies approach to comprehension instruction. The Reading Teacher, 61, 538-547. Retrieved January 8, 2011 from , B., & Hatala, C. C. (Eds.). (2004). Vocabulary connections: Level D. Austin, TX: Harcourt Achieve.Gillet, J. W., Temple, C., & Crawford, A. (2008). Understanding problems: Assessment and instruction. doi: 1009-0001-13B0-000013B0Hancock, L., Richert, J., & Brittenum, M. (1995). Reading comprehension. Grand Rapids, MI: Instructional Fair.Mercer, C. D., & Mercer, A. D. (2005). Teaching students with learning problems (7 ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.Palincsar, A. S., & Brown, A. L. (1985). Reciprocal teaching: Activities to promote read(ing) with your mind. In T. L. Harris & E. J. Cooper (Eds.), Reading, thinking and concept development: Strategies for the classroomThe five W’s. (2000). Scottsdale, AZ: Remedia. Running head: READ - READING EVALUATION THROUGH ANALYSIS OF DATA READ II - Reading evaluation through analysis of dataMartin R. HahmGrand Canyon UniversityPrescriptive Reading and AssessmentsEED 544Dr. Lynne RiderJanuary 24, 2011READ II - Reading evaluation through analysis of dataIntroduction comparing READ and READ IIIn the first essay, READ (Reading evaluation through analysis of data), or re-titled here, READ I, the cumulative plan for this class project was an essay “to summarize your learning experience during the practicum, assessment administration and data analysis, student instruction, collaboration with the classroom teacher, and a reflection on how assessment guides instruction” (Taskstream [TS], 2010). This READ II essay is “to summarize your learning experience during the practicum, assessment administration and data analysis, small group instruction, collaboration with the classroom teacher, and your reflection on how assessment guides instruction, called READ-Reading Evaluation through Analyzing Data” (TS, 2010). The major difference is italicized, while both are called READ – Reading Evaluation through Analyzing Data. The distinction between the single student tutored in the first essay and the small group instruction referred to in this second essay here titled, READ II, is emphasized in the assignment with this reminder: “Be sure to explain how data was used to target the needs of the small group and to plan instruction” (Italics added) (TS, 2010).The conclusion one must make from this assignment is that the reflection of the essayist will adapt the experience in READ I for targeting plans and instruction for the needs of small groups, instead of the individual student who had the name pseudonym, George Washington (GW). The lesson plans already included above for this unit of two essays, four lesson plans and a reflection on Bader' reassessment analysis, which is a separate submission, are the product of the action plan of READ I and can be easily adapted for use with small groups. But how will the teacher know about the individual needs of each student? Observation can provide some answers; however, scientifically designed tools for measuring were shown in READ I.Evaluation with Graded Reading Passages (2009)The problem, however, is that no one in the future small group has been evaluated with Bader’s tools such as the Graded Reading Passages (Bader & Pearce, 2009, p. 29), even though there has been an evaluation of each student for placement in SRA reading classes (SRA Reading Laboratory, 2010, p. 1). This problem of not having students evaluated as GW was can find resolution in each student being evaluated with the same IRI (Individual Reading Inventory) (Bader & Pearce, 2009, p. 168). The assessing, formatively as well, through individual observations and inquiry, engaging each student, will further define instruction strategies so that many of the same resources used for GW may be applicable for small groups as well. In fact, some of the games have use only if there are two or more involved to compete or to mutually assist. Vocabulary games while assessing to evaluate and analyze dataOne favorite is vocabulary bingo where each student is given a blank bingo card. Each is to write one vocabulary word from the words they have been learning in each square. The teacher may provide at least 25 words on the board from which they can choose. The teacher reads at random definitions to the vocabulary words while students circle the words on their card that matches the specific definitions until someone reaches “Bingo.”Another is “Quick Draw” (Jones, S. 2004). The purpose is to see how quickly students can convey the essence of a word’s meaning on the board without words. This works especially well with words describing visual concepts. In the same way one could also illustrate the words by showing pictures or video clips that demonstrate the meaning of a word. Students could draw and label something illustrating the meaning of the word. The labels should explain how the word and drawing fit. The students could use stick figure drawings and flashcards as examples to show different ways in how the ideas can be petition between small groups can be productive, too. A Vocabulary Bee is popular, similar to a spelling bee, but students will give a definition for the word instead of spelling it. This can be a friendly competition with students individually, or by dividing the students into teams. Or “Slap It Down!” uses fly swatters to master words and definitions. Ahead of time, the teacher writes the vocabulary words and definitions on the index cards and randomly tapes the cards to the board or wall. The class is divided into teams. Give one student from each team a fly swatter. Read either the word or the definition. The first student to slap the matching card gets a point. Prizes can be incentives as well as educational.Finding riches is like finding words in the “real world.” The instructor provides extra credits or points toward winning prizes if a student hears or sees a vocabulary word anywhere outside of the vocabulary exercises. In order for the students to get the points the student would have to write the word, its meaning, and where s/he heard it. The instructor could keep a list of the students’ words and incorporate them into class work assignments and discussions. Assessments to increase vocabulary may be similar to Bader’s Graded Word Recognition Lists (Bader & Pearce, 2009, p. 4). Teachers in the past encouraged students to go to the dictionary. Such trips usually did not stop with one page. Perhaps students will discover on-line dictionaries. As more words increase more understanding with meanings, the investigation of words becomes a Sherlock Holmes adventure to discover more answers and solutions. “Every word we have in our vocabulary is a flashlight that illuminates a corner of our experience” (Gillet, Temple, & Crawford, 2008, p. 245). Comprehension strategies and techniques from data to form dataComprehension strategies such as the K-W-L Chart engage students especially as a strategy for nonfiction reading. Readers will ask three questions as they read the selection: “What do I know? What do I want to learn? What did I learn from this?” The first two questions are asked before the reading, and the third is asked after the reading. These steps access prior knowledge, determine reading purposes, and recall information. Graphic organizers show readers how to construct displays that organize ideas (Adler, C. 2004). They help students focus on text structure, such as differences between fiction and nonfiction. As students read, tools can show relationships in a text and that help students write well-organized summaries. They can look for comparisons and contrast differences. They will see cause and effect. This instruction is useful for expository texts in content areas such as science or social studies. Examples of organizers might include Storyboards: Used to order or sequence events within a text.Story Maps: Used to chart the story structure.Venn-Diagrams: Used to compare or contrast prehension Think-Alouds can be modeled by the teacher. Students follow silently as the teacher reads and uses the following strategies: Make predictions: Show how to develop a hypothesis, for example, ask “Why was Hansel leaving bread crumbs behind? A good idea or not? Why?Develop a mental picture or visualizing: “I see a picture of a ginger-bread house.”Linking prior knowledge with an analogy: “This hunter who helped them is how policemen protect and help.”Verbalize confusion: “This is not what I thought would happen.”Demonstrate “fix-it” strategies- “I’ll keep reading to see if I understand what’s really happening.”After teacher modeling comes student imitating in what is called Reciprocal Teaching used for demonstrating and developing reading comprehension in a group setting. The teacher models a way to improve comprehension by summarizing, questioning, clarifying, and predicting. After the teacher models these processes, the students take turns following the same steps and then leading others in discussing what was read (Gillet et al., 2008, p. 262).. Student Engagement is a strategy for the student to learn responsibility, choice and independence. For example, students respond positively when they are expected to assume responsibility for their own reading assignments independently. Students are also motivated when given the choice to select their own text topic. When students are given a chance to be responsible, make choices, work independently, in most cases these students will be more successful in comprehending stories by reading more and for longer periods of time. Jigsaw is a cooperative learning strategy that helps each student of a “home” group to specialize in one aspect of a topic. Students meet with members from other groups who are assigned the same aspect, and, after mastering the material, return to the “home” group and teach material to their group members. Each student in the “home” group serves as a piece of the topic’s puzzle. When they work together as a whole, they create the complete jigsaw puzzle. Introduce the strategy and the topic to be studied.Assign each student to a “home group” of 3-5 students who reflect a range of reading abilities. Determine a set of reading selections and assign one selection to each student.Create “expert groups” that consist of students across “home groups” who will read the same selection.Give all students a frame work for managing their time on the various parts of the jigsaw task.Provide key questions to help the “expert groups” gather information in their particular area.Provide materials and resources necessary for all students to learn about their topics and become “experts”. *It is important that the reading material assigned is at appropriate instructional levels (90-95% reading accuracy).Discuss the rules for reconvening into “home groups” and provide guidelines as each “expert” reports the information learned.Prepare a summary chart or graphic organizer for each “home group” as a guide for organizing the experts’ information.Remind students that “home group” members are responsible to learn all content from one another. ("Jigsaw", 2011, p. 1)Providing authentic engaging strategies instructors can use methods such as, interactive read alouds, shared reading, guided reading and independent reading as Authentic Literacy activities. Each activity gives students the opportunity to connect with real world issues, inside and outside of the classroom and from these experiences, the students can understand the process of literacy in a more innovative way during their class work and outside studies. To help comprehension there are many techniques. Students can use sticky notes, highlight, underline or taking notes. Story structure instruction is designed to help readers understand the who, what, where, when, and why of stories, what happened, and what was done and to infer causal relationships between events ("Reading: Comprehension", 2011, p. 2). Retelling stories helps students to understand and remember what has been read and requires readers to organize information and make inferences based prior knowledge and information from the text. ConclusionThese strategies result from collaboration from fellow GCU students as well as faculty, friends and family in the teaching profession. This source remains a highly valuable resource as assessing raises issues and problems, while suggestions, innovation and solutions come from many sources. READ II rises from READ I to continue the process of READ, reading evaluation through analysis of data. ReferencesAdler, C.R. (2004). Seven Strategies to Teach Students Text Comprehension. Retrieved January 8, 2011 from: . Bader, L. A., & Pearce, D. L. (2009). Bader reading and inventory (6th ed.). [Adobe Digital]. doi: 1009-0001-13FC-000013FCGillet, J. W., Temple, C., & Crawford, A. (2008). Understanding problems: Assessment and instruction. doi: 1009-0001-13B0-000013B0Jigsaw. (2011). Retrieved January 13, 2011, from , S. (2004) Multisensory Vocabulary Guidelines and Activities. Retrieved January 8, 2011 from: , C.D., & Mercer, A.D. (2005).Teaching students with learning problems (7 ed).Upper Saddle River, New Jersey: Pearson Prentice Hall. Reading: Comprehension. (2011). Retrieved January 12, 2011, from Reading Rockets.(2011). Jigsaw. U.S. Department of Education, Office of Special Education programs. Retrieved January 10, 2011 from: Reading Laboratory. (2010). Retrieved January 18, 2011, from . (2010). Lessons, units and rubrics. Retrieved November 16, 2010, from ................
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