Manchester University



Kristina Faudree

EDUC 301

Dr. Eastman

December 9, 2011

Phase I

A. Background Information

On a study done between a college student and an elementary level student, the college student was able to take the place of a researcher to learn more about the elementary student. The researcher will student teach at a rural elementary school with a third grade class in the spring. She focused on a male student and was able to collect information about him through various forms of communication and assessments. Because the child is on free and reduced lunch, this means that he is most likely of middle/lower economic status because the school provides his lunches. The child lives in a family with both parents who are married, and is the third born child. One of his sisters is in college while the other is in high school. His younger brother is in preschool. When the child is not in school, he enjoys playing baseball with his free time. His reading skills are lower than the average third grade student because his Lexile is 275 and third grade students should be around a 500-800 Lexile. When reading with the teacher, he does not utilize any decoding skills. He also puts the wrong vowel sounds for certain words and does not correct himself.

B. Assessments

After speaking with the child’s classroom teacher, the researcher concluded that the student will need to focus mainly on phonics to help re-teach vowels and help build the student’s knowledge of how to correctly decode. The researcher will use three different assessments during the case study.

For the screening stage of the assessments, the researcher will be doing a running record. The screening stage is meant to give the researcher a chance to figure out what level the reader is reading. A running record will help the researcher with this because in a running record the student is given a book to read and the teacher writes down which words he/she gets incorrect. Depending on the number of words in the book, the score will be determined using those numbers. By choosing to do the running record first, the researcher will be able to figure out what words he does and does not know, which is important to phonic lesson interventions.

The second stage of assessment is the progress monitoring stage. Progress monitoring is used as an ongoing type of assessment in which the researcher can figure out what progress still needs to be done and what has already been accomplished. The researcher can adjust the intervention lesson done with the student if no improvement is occurring. One type of informal reading inventory assessment that the researcher will use is a phoneme blending assessment. This assessment blends each sound and helps the student hear how the word is put together. The second type of assessment focusing on phonemic awareness is the Yopp-Singer test of Phonemic Segmentation. In this assessment the student will separate each phoneme for every word. The student’s score reflects the number of correctly segmented items. They must say the word correctly segmented with no partial credit given. This type of assessment is important because it allows the teacher to see how the child hears words. It will help the researcher learn which vowels the student hears within the words and sounds.

The researcher will be using a running record again for the outcome-based assessment. Outcome-based assessments are at the end of the year or instructional time that are state or district type assessments. By using the running record at the end of the instruction time with the student, the researcher can see the changes made from the start of the intervention time and the end. The researcher will do the second running record last. Running records are scored based on error and accuracy rates. Error rates are found by dividing the total words by the total errors the student makes. Accuracy rates are found by first subtracting the total words and errors. Then divide the total words by this number and multiply by 100.

C. Assessment Database

|Name |Grade |How to Use |When to Use It |Information Provided |Reference Information |

|Scholastic Reading |K-12 |Students choose a topic|To identify student’s |Comprehension | |

|Inventory | |to test on and then |comprehension level and to|Reading level | |

| | |test is administered |monitor progress | |.com/products/sri_ |

| | |through the computer | | |reading_assessment |

| | | | | |/index.htm |

|Northwest Evaluation|3, 6, 7, 8,|These tests are broken |Beginning in the fall |The four different | |

|Assessment |9 |down into sections for |school year |subjects leveled out for |NWEA |

| | |mathematics, language | |each grade | |

| | |usage, reading, and | | | |

| | |science | | | |

|Dynamic Indicators |K-6 |Short one minute |To identify students who |Phonemic awareness and | |

|of Basic Early | |fluency measures to |are having difficulty with|fluency |dibels.html |

|Literacy Skills | |monitor early literacy |early literacy skills | | |

|(DIBELS) | | | | | |

|Qualitative Reading |K-12 |Oral and written |To identify a student’s |Comprehension | |

|Inventory | |questions to retell |instructional level | |images |

| | |story and questions | | |/9780137019236/ |

| | | | | |downloads/978013 |

| | | | | |7019236ch3.pdf |

|Abecedarian Reading |K-3 |This test is divided into|Beginning of the school |Phonemes | |

|Assessment | |six sections that focus |year |Phonemic awareness | |

| | |on phonemes within the | |Letter recognition |/assessment/abec |

| | |words and put into letter| | |edarian.pdf |

| | |clusters | | | |

Phase II

D. Administration of Screening Assessment

The reader being studied in this case study is a third grade male student who is identified as an English as a second language student. The researcher administered a running record with this student to determine the student’s reading ability and phonemic skills as the first screening assessment. The test was given at 11:30 a.m. in a computer lab.

E. Interpretations of Assessments

After administering the screening test, the researcher discovered that the initial running record completed was too easy. The researcher then did a higher level running record, and even though this was still fairly easy, the student still had a few noticeable challenges to focus on for the researcher. The student had difficulty with the “I” vowel, which means that phonics will be the main focus.

F. Plan of Action

The researcher has designed a specific plan for the reader to implement on days when the researcher is there and when the researcher is not there. The researcher is given 30 minutes of time with the reader to carry out the plan at 11:30 a.m. in the computer lab. When the researcher is not there, the teacher and a student at Flyer Time will help the reader by practicing the same skills and assessments as the researcher implemented. In specific, the researcher will focus on multiple syllables within the lesson of phonics.

Intervention Lessons

Syllable Introduction- Prefixes

The first lesson is on prefixes, which will introduce the topic of multiple syllables for the rest of the week. The researcher and student first will find five books they will read together during their intervention time. The first book the student will read is Junie B. Jones by Barbara Park. After reading this book the researcher will ask the student any words the student is unsure about. The researcher and student will have a discussion about the words that are most difficult. This then will lead into the introduction that during the intervention time the researcher and student will work with syllables. The researcher will bring in a list of important prefixes the student should know. The researcher and student will work together to discuss these prefixes and how they are used in a sentence and their definitions. Using the book read by the student, the researcher will be able to not only use examples they come up with together, but examples from a book the student is familiar with. Next, to practice the use of prefixes, the student will do a worksheet where the student has to put in the correct prefix that matches the word. The researcher will give some guidance but allow the student to figure out the words on their own. After this is completed, the student will write two sentences using one prefix they have learned from the lesson and the worksheet. To end the first lesson, the student will read Panic in Pompeii. After reading a chapter of this book, the researcher will have the student point out any prefixes read. The student’s homework is to finish reading the rest of the book and to come prepared to share any prefixes found.

Lesson 2: Suffixes

The second lesson focuses on suffixes. The student will begin by reading another chapter from Panic in Pompeii. The researcher and student will work together to review prefixes by pointing out any words found in the section read. They will discuss the definitions of the words and how the prefix helps determine the word. Suffixes will then be introduced to the student as a part of a word that is at the end of a sentence to make it a new word. The researcher will bring in a sheet for the student to look at that includes the definition and examples of suffixes with their meanings. These suffixes are a variety of important examples the researcher feels are important for the student to know. On the back of this sheet is a practice for the student to do to help provide instruction and practice. The first part of the practice involves the student reading a sentence with a base word that needs a suffix added to make the sentence clear. The second section involves the student’s word wall words for third grade. The student is given a word bank to add to the base word. Next, the student will be given a writing prompt that will test their ability to use suffixes. This writing assignment asks the student to write a short story with five sentences about what it would be like to be a suffix. The student is required to include at least two suffixes in the story. The researcher will give the student time to do this activity. They will then end the lesson by reading Good Morning Gorillas. During the reading time, the researcher will have the student point out prefixes and suffixes. The student’s homework will be to find all of the prefixes and suffixes in the book to discuss the next day.

Lesson 3: Prefix and Suffix Review

The third lesson will be a review of prefixes and suffixes for the student. The student will first read Good Morning Gorillas and will tell the researcher which words are prefixes and suffixes. The student will be asked what the words mean based on what the prefixes and suffixes do to the base word. Next, the researcher will prepare a practice that combines both of the lessons to help provide more assistance on the lessons. The sheet will be a matching assessment. The student will be given prefixes and suffixes and have to match them with the definitions. The teacher will have an answer sheet in order to help assist the student when they are unsure about the definitions. The student will then do a graphic organizer based on Good Morning Gorillas. The word the student will focus on will be from this book that incorporates both a prefix and suffix. The student will write the definition, point out the prefix, suffix, and base word, find the antonym of the word, and write a sentence using the word. The researcher and student will then discuss this word and make sure that the student understands the concepts of prefixes and suffixes. To end the lesson the student will read Henry and Mudge: The Tall Tree House. The student will be asked to again focus on the prefixes and suffixes within the book.

Lesson 4: Compound Words

The fourth lesson will focus on compound words. The student will begin the lesson by reading a small section from Henry and Mudge: The Tall Tree House. After reading and reviewing any prefixes and suffixes found in the book, the researcher will ask the student if they know what a compound word is. A compound word is a word made up of two smaller words that are joined together. The researcher will ask the student if they found any of these words in the book they just read. They will discuss this together and see if they can find any connections. Next, the researcher will point out examples of compound words from the student’s word wall words. The researcher will help the student define these words by breaking apart the words and modeling which words can be broken down into two words and which words cannot. The student will then do a practice provided by the researcher. The first section of the practice asks the student to circle the word that is the compound word in the sentence. The second section is to again circle the compound word when given four words to choose from. The last section is to fill in the given sentence using a compound word. The next activity the student will do is a more interactive way for the student to picture how the compound words can be broken down. The student will have to cut out base words and put them together to create the compound word. The researcher will give assistance, if needed, but will only give assistance if the student has a lot of difficulty. To end the lesson, the student will read Big Apple Barn: Happy’s Big Plan. The student will be asked to look for compound words while reading.

Lesson 5: Review Prefixes, Suffixes, and Compound Words

The fifth lesson will be a review session for the student. The student will begin by reading another section of Big Apple Barn: Happy’s Big Plan. The researcher will ask the student what compound words they found and what the words mean by taking apart both words. The researcher will then spend time verbally asking review questions on what had been learned that week. The researcher will ask what prefixes are and to give a specific example of one. Then the researcher will ask what suffixes are and to give an example of a suffix, as well. The student will be asked to give an example of a word that uses both a prefix and a suffix to review the lesson done in after those two lessons. Because the student will have just completed the lesson on compound words, the researcher will discuss compound words again briefly. As an assessment, the teacher will have the student write one example of a prefix, suffix, and a compound word. These words need to be from the word wall sheet provided by the researcher. The student will end the lesson by reading Flat Stanley Worldwide Adventures: The Flying Chinese Wonders. The researcher will ask the student to point out and describe all of the syllables found in the book.

Lesson 6: Final Assessment

The sixth lesson will include the last assessment with the student. The researcher will ask the student to read the word wall words that have prefixes, suffixes, and compound words in them. The researcher will assess if they can say the word correctly and at a fast pace. Before the assessment, the researcher will review with the student all of the lessons taught. The researcher will administer the assessment and record the scores. The student and researcher will then discuss which words were difficult for the student and why they think it is a difficult word. They will also discuss words that were easier for the student. Whether or not the word contains a prefix, suffix, or compound word will also be mentioned and stressed that while reading, the student must look for these syllables in order to read efficiently. The student will end the lesson by reading a book they choose for fun.

Dear Parent/Guardian,

Over the past few weeks, I have been working with Johnny on a one-on-one basis to develop his reading skills. Johnny is an intelligent student who works hard and is enjoyable to work with. I am very appreciative that I have been able to work with him and not only help develop his reading skills, but also help develop my skills as a future educator. His teacher, Janet Morgan and I decided that we would focus on vowel sounds, inferences, and comprehension skills. His test scores show that he still needs to work on his vowels because he skips over words that he does not know. This means focusing on phonics for Johnny. By practicing phonics and making sure that he is able to fully understand this concept, we are able to get him reading third grade level books. After focusing on phonics, we can then move to comprehension skills that will help Johnny understand what he is reading. Our main focus is metacognition and having him be aware of what he is thinking about when reading.

Mrs. Morgan and I encourage you to read with Johnny at home. The more he reads, the more familiar he will become with words. If he is able to add more words to his vocabulary, he will become a more proficient reader who can easily read words he does not know at first. It is up to parents and guardians to focus on their child inside and outside of school.

I would like to thank you again for the opportunity to work with Johnny. I look forward to seeing his progression through our time together and hope to have results that will be shown to you at the end.

Sincerely,

Miss Kristina Faudree

Information Page for Kidspiration Web

Title of Book: Good Morning Gorillas

Author: Mary Pope Osborne

Copyright 2003

Summary of the book:

This story is a continuation of the Magic Tree House series. The tree house takes Jack and Annie to the mountains of Africa. When they are there, they run into a big gorilla. Because they are unfamiliar with dealing with large gorillas, they are not sure how to handle him. However, the gorilla turns out to be nice. Each time Jack and Annie are taken somewhere by the tree house, they are given a task in order to learn magic by Morgan. They receive a new task from her and the gorilla helps them to learn new magic.

Kidspiration Graphic Organizer

The graphic organizer will be a useful tool to use to help engage the text with the reader. It will also help the student organize their thoughts and practice using prefixes and suffixes from texts. This graphic organizer will be used on the review day for prefixes and suffixes. It will help the students review these two concepts and also connect them. The organizer will have a word that contains both a prefix and suffix. It will require the student to break down the prefix and suffix and the meaning of the word when combined. This will help the student see how these concepts work in a way that connects to the text they are reading. The student will then be required to use the given word in a sentence in order to apply what they have learned.

Phase III

As stated earlier, the target focus for the interventions is phonics with a specific focus on multiple syllables. The researcher will teach the parts of syllables and how the student can use syllables to break down words. In order to teach syllables to the student, the researcher will use interactive methods and verbal discussion. The student will be given a chance to practice using the skills taught while reading a variety of texts chosen at the beginning of the interventions. Throughout the lessons, the researcher will allow the student to review and practice the new skill learned and connect it to the text. This will allow the student to build upon each lesson in order to fully understand and develop the concepts.

Lesson One: Introduction to Prefixes

• Researcher will administer running record as initial screening assessment

• Researcher will then have the student read Junie B. Jones

• Researcher will introduce prefixes and examples. Researcher will focus on prefixes from third grade wall list to discus with student. Researcher will also define the prefixes discussed with the student

• Student will then fill out a prefix worksheet using the prefixes the researcher and student learned about. The worksheet will ask the student to match what prefix matches the base word. Researcher will assist student when struggling.

• Student will next write two sentences using one prefix discussed during lesson

• Researcher will then tell student to look for and define prefixes while reading Panic in Pompeii to practice at home

Today the researcher administered the diagnostic assessment as well as the initial lesson to begin the interventions. The first lesson focused on phonics and more specifically, multiple syllables because it breaks apart the word wall words the student should know. The researcher decided to focus on syllables because if the student knows the meaning of a prefix, then they will be able to use that knowledge to figure out the definition of the base word and prefix put together. Many of the required third grade word wall words contain prefixes in them so the researcher will also focus on the knowledge and practice of these words. The researcher began the lesson by having the student read a level J reading level passage for the student. The student was given two minutes to read the passage. After administering the screening, the researcher found out the student had a 97% accuracy rate, which meant that the level was not challenging enough for the student. The screening test helped the researcher determine what lessons they needed to focus on during intervention time. Many words the student had difficulty with applied to the lesson of syllables so this became the focus. The student read the first book together to begin the lesson and struggled with the same problem. After introducing the topic of prefixes, the student still struggled to fully grasp the concept. The researcher had to adapt the questions asked during the review time after the lesson and the homework for the student. During practice time of the lesson, the student had difficulty putting the correct prefixes on the correct base words. The student usually had an idea of what the word meant, but still struggled to put the correct prefix with the word. This helped the researcher have a better idea how to prepare the student for the next lesson and what instruction was needed in order to continue teaching and practicing the new concept.

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This document is the worksheet given to the student to practice prefixes.[pic]

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Lesson 2: Introduction to Suffixes

• Student will reread a small section from Panic in Pompeii

• Researcher will review prefixes at the beginning of the lesson and ask student if they found any in the text they read while practicing at home

• Researcher will then describe a suffix and allow the student to see the definition

• Together, the student and researcher will look at the suffix terms and figure out the meanings of them

• The student will then be given a practice material sheet to fill out with assistance from the researcher

• This practice will use suffixes in sentences so the student will have examples to look at. The practice will also include practice with word wall words so the student becomes familiar with the terms

• The student will then practice using suffixes in a short story to show their knowledge of the terms

• The researcher will send Good Morning Gorillas home with the student to become familiar with the text and to look for prefixes and suffixes.

In this lesson, the researcher introduced the new concept of suffixes. Suffixes are groups of letters that go at the end of a word. These syllables in a word are essential to learning words because it adds a different meaning to words. After the researcher had the student reread Panic in Pompeii the researcher had the student review prefixes and point out any prefixes in the text. Then after introducing suffixes to the student, the researcher had the student point out any suffixes. The student had difficulty doing this task without having specific examples so the researcher then verbally discussed the examples and used the sheet for support. The researcher then allowed the student to work on the suffix practice sheet on their own. However, the student needed assistance with this task for clarification on their answers. The student was able to do the first part of the practice correctly but the second section with the third grade wall words he struggled with. The researcher decided that more practice would need to be put in for the student to be able to accurately and efficiently say the words. The student then did a writing activity where they wrote a short story about what it would be like to be a suffix. The student was required to include two suffixes in the short story. Even though the student included two suffixes in the story, it did not follow the prompt given. The researcher then realized that the student would need more instruction if they did a writing assignment that required them to write a story. The student’s skills have not fully developed enough to be able to do this task. The last part of the lesson was to read the next book, Good Morning Gorilla. While reading a section allowed to the teacher, the student had to find prefixes and suffixes. The student was able to accurately find suffixes but still struggled finding prefixes within the text. The researcher then decided to make the next lesson a review on both prefixes and suffixes.

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Lesson 3: Review Prefix and Suffix

• Student will reread Good Morning Gorillas

• Researcher will ask student to review and search for prefixes and suffixes in the text

• Researcher will verbally have the student repeat the definitions of the two concepts

• Researcher will then give the student the prefix and suffix assessment practice. This practice has the student match the prefix or suffix with its definition. If student needs assistance, researcher will provide guidance

• Researcher will then discuss with the student how prefixes and suffixes can both be added to a base word. Researcher will take out the graphic organizer created with the word unhappiness in the middle of it. The researcher will allow the student to fill it out. After filling out the graphic organizer, the student and researcher will discuss the answers the student came up with and check their accuracy.

• Student will read Henry and Mudge and will repeat practicing prefixes and suffixes

In this lesson, the student was able to grasp more of the idea of prefixes and suffixes. Because the lesson focused fully on review, the student had a chance to understand these concepts. Having the student use the repetition technique to continuously stress and practice the ideas taught, benefitted the learner and the researcher. Not only did the student have the opportunity to search for these concepts in the text they were familiar with, but the student also was able to use the text as a connection to apply these terms in real-life situations. After reading the Good Morning Gorillas, the student participated in a prefix and suffix practice assessment. This had the student match the prefix or suffix with its definition in order to check their understanding. The student still struggled with this activity. The researcher picked familiar prefix and suffix terms that had been taught in previous lessons, but the student still did not do all of the problems correctly. After reviewing the answers together, the researcher stressed the issue that many prefixes and suffixes can be put into one base word. The graphic organizer was given to the student to fill out as an example of this. The student filled out most parts of this organizer correctly, except for writing a sentence that included the term. The student did not even attempt to write the sentence. This made the researcher believe that even though the student knew the term, they were not able to apply the term to something they could use. The student then read Henry and Mudge to apply and complete the review session. After the review session, the student was able to point out more prefixes and suffixes during the reading. This book was to be taken home to practice and brought in the next day.

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Lesson 4: Introduction to Compound Words

• Researcher will have student reread Henry and Mudge and will ask student to point out not only prefixes and suffixes, but also any words that have both a prefix and a suffix

• Researcher will introduce compound words to the student. Will ask if the student came across any in the section read in Henry and Mudge.

• The researcher will then connect compound words to the word wall list and define these words together by breaking them apart and forming two words. The researcher will ask that while learning and reading texts that the student look for these word wall words.

• The student will then fill out the compound practice given by the researcher. Researcher will assist in any way, if needed

• The student will then do an activity where they cut out two words and have to connect and glue them on another sheet to form compound words

• The student will be given the book Big Apple’s Barn: Happy’s Big Plan and will look for compound words to practice

In this lesson the student was introduced to compound words. The researcher began the lesson by having the student reread Henry and Mudge. The student and researcher again reviewed the lesson before. Because of the constant repetition, the student was getting better at remembering the definitions and examples, which told the researcher to continue this type of verbal assessment. To introduce compound words, the researcher told the student the definition and provided an example using a sentence. The researcher then asked the student to find a compound word in the text that they just read together. Then, the researcher connected compound words to the words that the student should be learning in class and on their own. They pointed out the compound words on the word wall list. The researcher broke down a few words into two parts in order to show the student the appropriate way to do this. The researcher then had the student practice on their own by filling in the compound worksheet. The student was able to do this activity without any help, which helped the reader see that compound words were not a difficult task for the student so little guidance was needed. Next, the student did an activity where they cut out two words and found their matching word that combined to make a compound word and glued them on the given sheet. The student, again, was able to do this activity easily so the researcher allowed the student to have more reading time. The student read Big Apple Barn: Happy’s Big Plan to the researcher and was asked to point out the compound words.

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Lesson 5: Review Prefix, Suffix, and Compound Words

• Researcher will have student reread Big Apple’s Barn: Happy’s Big Plan. Researcher will ask student to point out prefixes, suffixes and compound words

• Researcher will review all terms and ask student to provide definitions of each term

• Researcher will ask student to give examples of each term from the word wall list

• Student will be assessed on if they can write a prefix, suffix, and compound word in a sentence

• Researcher and student will discuss the student’s sentences together

• Student will be given Flat Stanley Worldwide Adventures: The Flying Chinese Wonders to read for the next lesson

The last lesson includes a review for all three terms that were introduced. The student first began by rereading Big Apple’s Barn: Happy’s Big Plan and telling the researcher any compound words they found in the book. Because the researcher found out in the lesson the day before that the student knew compound words, the researcher did not review compound words.

However, the researcher did ask the student to provide definitions for a suffix, prefix, and a compound word. The student then had to give an example of each from their word wall list. The student tried thinking of their word wall list without looking at it, but the researcher had to allow the student to search for a word that was a prefix on the list. As an assessment, the teacher had the student write one example of a prefix, suffix, and a compound word. These words needed to be from the word wall sheet provided by the researcher. The student was able to accurately use all terms correctly and create sentences that made sense with the given term. The student will end the lesson by reading Flat Stanley Worldwide Adventures: The Flying Chinese Wonders. The researcher will ask the student to point out and describe all of the syllables found in the book.

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Lesson 6: Outcome-Based Assessment

• The researcher will review the phonics lessons on syllables concerning prefixes, suffixes, and compound words. The student will be required to give a definition of each and an example

• The researcher will administer the outcome based assessment based on the word wall list

• The researcher will put together a list of all the terms discussed during interventions based on the third grade word wall list

• The student will say all of the given words correctly in a fast pace with expression

This lesson included the researcher administering the outcome-based assessment to the student. The researcher reviewed prefixes, suffixes, and compound words and asked for an example of each before administering the assessment. The student still did not fully answer the definition of a prefix but accurately answered the other two definitions. The researcher provided assistance and guidance on what a prefix is in order to help the student come up with an example that would help the student remember the term. The researcher then gave the student a sheet to read the terms off of while the researcher had another sheet to record the student’s score. The student had an accuracy of around 82%. This means that the student still struggled with these words. Assistance will still be needed in the classroom in order to help the student grasp these words and say them correctly. The researcher also noticed that the student did not use expression while saying these words. Even though these words were not in a text, it was still important for the student not to read the words in a monotone or quiet voice. If the researcher had more time with the student, the researcher would work on expression within the words and also continue to work on breaking down the words into smaller parts and categories.

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Phase IV

Before beginning the lessons and interventions, the researcher had to discuss with the student’s classroom teacher what the student needed help in while reading. After this discussion, the researcher concluded that focusing on phonics for the student would be beneficial. The student would need specific help with syllables in their reading so the researcher decided to focus on multiple syllables like prefixes, suffixes, and compound words. The researcher used the third grade word wall list to base many of the interventions on in order to help the student learn these words. In order to see what level of reading the student was, the researcher used a running record as the initial screening assessment. The researcher’s job in a running record was to record which words the student got correct and incorrect. The points would then be added and combined with the number of words in the running record to come up with a score and accuracy rate that would help determine the level of the reader. The level of the running record was level J but the student finished the running record with 97% accuracy. This means that the running record was fairly easy for the student so the researcher needed to do a higher level running record to see if the student fit into that level instead.

During lesson three, the researcher administered a diagnostic assessment to see how the student was progressing after two days of interventions. The assessment was an informal assessment that allowed the researcher to check the progress and not score how well the student did on it. The researcher was able to use this assessment as a way to base the next lessons to see what other guidance was needed for the rest of the intervention. Because the researcher did not actually score the assessment, the researcher was able to help the student with the assessment. After allowing the student to try each problem on their own, the student needed assistance in order to figure out the definitions of each prefix or suffix. The researcher noticed that the student needed assistance for many of the prefixes and suffixes, which let the researcher know that the student still needed help with these two concepts.

The final outcome based assessment was an oral sight word test based on the word wall words. This measured the student’s ability to read the words fluently and with expression. This lesson was administered after lesson five. The researcher took fifty word wall words that the student and researcher had learned and used that week from the word wall list. The student had to read orally the words to the researcher correctly. The student was able to say 41 out of 50 words correctly without stuttering or pausing and starting again. This means that the student knew only 82% of the words. The researcher was not able to meet all the reader’s instructional needs that were required. However, after reviewing with the student the score on the assessment, the student was able to accurately define and pick out two examples of a prefix, suffix, and compound word. Knowing this, the researcher was able to realize that with more practice from the classroom teacher and other assistance, the student will be able to use the knowledge gained and apply it to other readings.

Accuracy Rate (%)

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The curriculum design was designed to help the student improve their fluency in their sight words. However, according to the post-test completed with the outcome-based assessment, this does not show an improvement. It is difficult to accurately assess if the student improved within the assessments because the first assessment was too easy for the student. The running record completed was done at a level that the student found fairly easy. If a different running record was done at a higher level, the scores might have been different. The researcher did see improvement throughout the week, no matter how small. The student was able to learn to break words down into parts depending on the multiple syllables within the word. He learned that beginnings or endings to a word can change the word’s definition to mean something. He also learned that combining two words that do not mean the same thing when separate mean something very different when put together. By doing learning these lessons, the student was able to learn to break apart words while reading to determine how to say and understand the word. If the student knows the root or ending of the word, they will be able to put the complete word together to make the correct word. Each of the concepts learned were reviewed and practiced multiple times for the student in order to make sure the student understand the concepts. The student learned the definitions and specific examples. The researcher made sure the student used examples of each from their sight word list. This allowed the researcher to assess their fluency with the words as well as understanding of the concepts. Syllables are an important lesson for students to learn in order to learn how to read words they do not know. The student will continue to use this method for reading as he grows as a reader. By developing the base for this skill, the student should have a prior knowledge to use when encountering words he does not know. With more practice, the student will be able to fluently say all of the sight words and eventually be able to say them under a time limit with fluency and expression.

Being able to analyze the student’s work is beneficial to document the impact on the student learning. At the beginning of the intervention, the student was noticeably struggling with prefixes. The researcher would constantly have to provide guidance and help led the student in the right direction on which part of the word a prefix was. However, after working through the practice sheets and verbally reviewing with the student before and after every lesson, by the end of the lessons, the student could fully define the term without assistance.

Even though the student progressed by learning the terms of multiple syllables, the student still needs to work on being able to apply this knowledge when reading and orally saying sight words or texts. The student had gained knowledge from the interventions, but did not apply this knowledge. This was clear from the outcome-based assessment the researcher implemented with the sight words. Another weakness the researcher saw during the lessons was his inability to correctly write out his thoughts. This correlates to his fluency in reading because if the student cannot read a text fluently, they will not be able to accurately write their thoughts out on paper. If the researcher had more time, the student and researcher would continue to work on multiple syllables and do lessons that required the student to practice writing instead of just focusing on learning the concept. They would have to apply the concept and use what they know from prior knowledge.

The researcher shared instructional goals with the reader after every lesson. The researcher explained that it was important that the student practiced at home after every lesson the concept that was taught. This would allow the student to see the terms and concept applied in daily reading. For the diagnostic assessment in the middle of the week, the researcher explained that with that assessment, the student was to apply what they had learned in the two days before and combine that knowledge. On the last day of the interventions, the researcher again explained that the student would do an assessment that would assess the learning from the entire week. The goal of that assessment was to make sure that the student learned what was needed throughout the week and was able to apply this new knowledge in their learning in the regular classroom.

The motivation for the student changed throughout the week, but not in the motivation for reading. The student was unsure about the intervention plan at the beginning of the week and was timid while working with the researcher. The student enjoys reading, which made the reading portion of the lessons easier, but the assessments and action plan did not interest the student. In the middle of the week when the researcher changed the action plan to more interactive work, the student became more engaged and interested. The student also opened up more to the researcher during this time.

The reader’s attention span was fairly consistent throughout the intervention. The student realized that after working with the researcher for a half an hour, they would be able to go to recess. It helped the student be motivated to do all that was asked from the researcher in order to make the process go smoothly. However, at times, the student had difficulty paying attention when the researcher tried to explain topics to him. The researcher would wait until the student was actively listening in order to proceed so the student would not miss out on an important part of the instruction or verbal lesson.

The student used a one-on-one tutoring session provided by the school to do the required reading assigned by the researcher. This helped remind the student and also receive extra help and feedback on his reading. However, one day during the week, the student forgot to take a book home to read. The researcher and student then had to pick a different book for the student to read at the beginning of the lesson. The researcher made sure the student realized the importance of making sure to bring the book assigned to practice at home. After that day, the student did not forget to read.

The student has been taught very well by the classroom teacher to self-discipline themselves while working on their assignments inside of class and outside of class. This helped the researcher when working with the student because the student did not need to be reminded to stay on task or do what was told. The student enjoyed the one-on-one time and used it to benefit his learning by paying attention and listening to the researcher.

By doing an intervention with a student, the researcher also was able to go through a growth period to apply to their future teaching on reading. The researcher struggled coming up with assessments and instruction for this specific student. Talking with the classroom teacher about all of the areas in reading the student needed help with confused and overwhelmed the researcher. This made it difficult to only focus on one aspect of reading during the intervention. After the researcher had figured out that phonics and syllables needed to be the focus of the instruction, the researcher had to then think of the type of assessment they wanted to implement. Being able to figure out the correct assessment to drive instruction, is still an issue for the researcher, but the researcher will continue to work on this aspect of teaching.

The researcher realizes the important relationship between assessment and instruction after being able to work with this specific student. This skill was developed after creating the intervention because in order to come up with work or instruction to do with the student, the researcher had to have an assessment that would result from doing the instruction. The researcher could not have instruction with the student that was not assessed because then the student’s knowledge would not be tested. Instruction and assessment correlate with each other because when there is one in an intervention, there has to be another. Students cannot be assessed without being instructed or taught a lesson but also students cannot be taught a lesson without clarifying that they knew the material.

The researcher has had very little experience with analyzing and interpreting data in Excel before this intervention. This lesson was important for the researcher and the student because of this aspect. It allowed the researcher to learn how to appropriately show change over time. It also allowed the researcher to see the impact that the lessons had on the student. Without putting this information on an Excel chart and graph, the information could be lost and not fully interpreted because it would not be put together for the researcher to see. The researcher, however, is still developing the skill how to utilize assessment data in instruction. After learning more effective teaching methods to assess instruction and how to teach the instruction, the researcher will be able to effectively use the data from a student’s assessment. This will come with more experience and more time with students. The researcher also will continue to improve on analyzing and interpreting student work samples. This type of technique is important for instruction and assessment because the researcher must give instruction and assess the knowledge taught but then also be able to interpret what the students came up with on that lesson. The researcher will need to continue practicing utilizing and analyzing students work at the same time in order to become fully efficient at understanding the responses given.

Designing effective reading instruction is essential to a classroom and intervention plan. The instruction needs to be effective for the student. The researcher realized after the intervention that the student might not have had a fully effective instruction taught to them. The student did not improve like they should have, which reflects the reading instruction given by the researcher.

The researcher continues to develop effective reading instruction based on the needs of their classroom readers and on assessments. By practicing the skills of implementing assessments, driving instruction, and analyzing data, the researcher will continue to develop these skills with their readers. This will allow the researcher to focus on the individual student’s needs in order to prepare assessments that will test the student’s knowledge and instruction that will develop the student’s education and reading skills.

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Antonym

Sentence

Unhappiness

Suffix

Base Word

Prefix

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