Abby$Ward$

TE$846$
Literacy$Learner$Analysis$Part$1$
$
$
I.#
Brief#Background#and#Reason#for#Project#Focus#
$

Throughout$my$teacher$education,$I$always$understood$the$importance$of$

differentiating$instruction.$It$was$rightly$assumed$that$every$class$would$have$a$range$of$
ability$levels,$filled$with$unique$individuals$with$varying$strengths$and$weaknesses.$I$
knew,$as$an$educator,$it$was$my$goal$to$help$all$students$achieve$their$full$literacy$
potential$through$comprehensive$literacy$instruction$(Gambrell,$Malloy$&$Mazzoni,$
2011,$p.$18).$If$I$was$to$help$all$students,$instruction$had$to$be$differentiated$to$each$
childs$needs,$so$they$could$make$the$gains$necessary$to$reach$their$potential.$$
$

After$completing$my$first$year$teaching,$I$now$know$how$important$and$difficult$

differentiation$can$be$in$the$classroom.$In$my$first$grade$class,$my$students$reading$
levels$ranged$from$kindergarten$to$third$grade$or$higher.$In$order$for$my$students$to$be$
successful$literacy$learners,$I$had$to$differentiate$instruction$to$meet$their$needs.$My$
goal$for$this$project$is$to$better$understand$and$apply$differentiation$in$the$classroom,$
specifically$with$beginning$readers.$I$want$to$find$new$techniques$to$help$students$
decode$words$and$build$fluency,$as$well$as$quality$assessments$to$guide$my$teaching.$
Ultimately,$I$want$to$make$literacy$learning$accessible$and$successful$for$every$student.$$
#
II.####

Home#and#Family#$$

The$student$I$chose$to$work$with$is$one$of$my$former$students.$Justin$is$seven$

years$old$and$has$just$finished$first$grade.$He$is$a$Caucasian$native$English$speaker.$
Justin$is$strong$in$math,$but$struggles$in$reading.$At$the$end$of$the$school$year,$he$was$

reading$at$a$kindergarten$level.$He$received$Title$One$services$for$the$whole$year$and$
the$previous$year$in$kindergarten.$He$received$speech$services$in$kindergarten$as$well,$
but$was$dismissed$at$the$beginning$of$first$grade$because$he$no$longer$needed$them.$$
$

Justins$family$is$very$active$in$our$school.$He$has$an$older$sister$in$upper$

elementary,$and$a$younger$brother$not$yet$in$school.$Justins$family$members$have$
varied$literacy$backgrounds.$His$mother$is$not$a$strong$reader,$and$does$not$like$to$read$
on$her$free$time.$His$older$sister$is$also$a$struggling$reader,$but$enjoys$reading$at$home.$
His$father$is$a$strong$reader$and$enjoys$reading.$Both$of$his$parents$have$some$higher$
education.$His$mother$is$currently$taking$early$childhood$classes$at$the$local$community$
college$and$working$at$a$day$care.$$
$

Since$Justins$mother$does$not$enjoy$reading,$his$dad$primarily$works$with$him.$

During$the$school$year,$Justin$was$very$good$about$turning$in$homework$and$reading$
logs.$This$summer,$Justin$is$working$out$of$a$reading$and$spelling$workbook$daily.$
Justins$family$understands$the$importance$of$literacy$and$has$access$at$home$and$at$
the$public$library$to$lots$of$books.$When$reading,$Justins$parents$always$have$him$try$
before$they$help$him,$and$ask$questions$while$they$are$reading$to$make$sure$he$
understands$the$story.$$
#
III.###

Emotional#Climate$

During$literacy$activities$in$the$classroom,$Justin$was$rarely$a$reluctant$learner.$

He$was$often$ready$to$participate,$especially$in$a$small$group.$During$this$teacher$time$
he$was$a$hard$worker,$loved$to$share$answers,$and$had$a$positive$attitude.$He$took$joy$
in$knowing$the$answer$and$being$the$first$to$announce$it.$However,$during$large$group$

activities,$he$had$trouble$focusing$throughout$a$task.$Some$assignments,$especially$
writing,$were$hard$for$him$to$complete$independently.$During$these$difficult$tasks$his$
attention$would$dwindle$and$social$nature$blossomed.$This$also$occurred$during$silent$
reading.$Justin$preferred$reading$with$a$partner$rather$than$reading$independently.$
$

In$a$reading$attitude$survey,$Justin$got$the$same$score$(19$out$of$24$possible$

points)$for$enjoying$both$academic$and$recreational$reading.$His$answers$showed$that$
he$liked$to$read$at$home$and$at$school,$but$preferred$reading$during$free$time$rather$
than$during$reading$time$in$class.$The$survey$reflected$Justins$confidence$in$his$abilities$
and$his$preference$of$autonomy$in$reading$choices$at$home$and$at$school.$Like$most$
active$first$graders,$Justin$was$not$excited$about$reading$instead$of$playing$or$receiving$
a$book$as$a$present.$However,$his$scores$showed$a$generally$positive$outlook$on$
reading.$
$
#
IV.### Literacy#History##
$
$
$
Justin$has$been$struggling$with$literacy$since$kindergarten,$when$he$began$
school.$In$kindergarten$and$first$grade,$Justins$core$instruction$came$from$a$basal$
reading$program.$Reading$Street$was$used$when$he$was$in$kindergarten,$and$Wonders$
when$he$was$in$first$grade.$As$a$low$reader,$Justin$needed$small$group$work$to$
supplement$the$core$instruction$because$it$was$often$too$challenging.$He$needed$the$
extra$help$and$time$to$develop$phonological$awareness$and$phonics$skills.$Justin$
worked$in$small$groups$in$kindergarten,$first$grade,$and$in$Title$One$pull$out$groups,$
which$he$participated$in$both$years.$$He$also$needed$speech$support$in$kindergarten.$In$
first$grade,$a$phonics]based$Response$to$Intervention$(RTI)$program$was$piloted,$which$

Justin$participated$in$as$well.$Even$with$this$extra$support,$Justin$still$fell$below$grade$
level$at$the$end$of$first$grade.$$
$

Justins$family$values$education$and$supports$his$learning$at$home$as$best$they$

can.$While$his$father$is$a$proficient$reader,$his$older$sister$and$mother$both$struggle.$
Through$her$continuing$early$childhood$education$training$and$daycare$work,$Justins$
mom$understands$the$importance$of$literacy,$homework,$and$learning$over$the$summer.$
I$believe$his$family$will$try$their$best$to$help$him$be$successful.$However,$due$to$his$
family$history$and$his$own$difficulties$with$reading,$Justin$is$going$to$continue$to$need$
individual$and$small$group$help$at$school$in$order$to$reach$grade$level.$$
$
V.###
$
$
$

Tests#Given#and#Summary#of#Test#Results#$$#
For$all$readers,$the$true$purpose$of$reading$is$to$understand,$or$comprehend$text.$

There$are$many$components$that$affect$reading$comprehension,$including$vocabulary,$
motivation,$and$prior$knowledge$(Duke,$Pearson,$Strachan,$&$Billman,$2011).$$However,$
the$National$Reading$Panel$has$also$pinpointed$fluency$as$an$essential$component$of$
reading$instructioneffective$in$leading$children$to$acquire$literacy$(Rasinski$&$
Samuels,$2011,$p.$94).$Fluent$readers$recognize$words$quickly$and$automatically,$which$
allows$them$to$focus$on$comprehending$the$text$rather$than$decoding$each$word$
(Rasinski$&$Samuels,$2011).$As$a$beginning$reader,$my$student,$Justin,$struggled$with$
automaticity.$His$developing$decoding$skills$helped$him$understand$easy$text,$but$his$
speed,$accuracy,$and$word$knowledge$kept$him$from$independently$reading$and$
comprehending$grade$level$texts.$As$a$result,$my$ultimate$goal$for$our$lessons$was$to$
help$Justin$improve$his$reading$fluency.$

To$determine$Justins$reading$growth,$I$used$running$records$from$our$reading$

program,$Wonders,$as$both$a$pre$and$post]assessment.$I$chose$this$assessment$
because$it$allowed$me$to$calculate$his$reading$accuracy$on$different$leveled$texts.$
Accuracy$scores$reflect$fluency$through$the$number$of$words$recognized$correctly.$To$
determine$accuracy,$I$took$the$number$of$words$he$read$and$subtracted$the$errors$
made.$I$then$divided$that$number$by$the$total$number$of$words$to$find$the$accuracy$
percentage.$In$order$to$read$at$an$independent$level,$Justin$had$to$read$the$story$with$
95]100$percent$accuracy.$In$addition$to$accuracy,$the$running$records$also$helped$me$
learn$more$about$his$ability$to$monitor$for$sense$and$expressiveness$when$reading.$
Prosody,$along$with$automaticity,$is$another$major$component$of$fluency$(Rasinski$&$
Samuels,$2011).$As$I$listened$to$him$read,$I$noted$mistakes,$self]corrections,$and$
pauses$on$my$recording$sheet.$I$hoped$by$the$end$of$our$lessons$together,$Justin$would$
be$able$to$accurately$read$one$level$higher$than$his$pre]test,$scoring$95$percent$or$
above.$
$

For$the$pre]test,$I$had$Justin$begin$at$Guided$Reading$level$A.$This$story,$Sam%at%

School,$had$patterned$sentences,$each$beginning$with$I$have$a$The$book$also$had$
descriptive$pictures$to$aid$the$reader.$Justin$read$this$story$with$100$percent$accuracy.$
Since$he$did$so$well,$I$had$him$read$the$next$story,$Cats,$which$was$level$B.$This$story$
also$had$descriptive$pictures$and$patterned$sentences,$each$beginning$with$Cats$like$
to$Justin$read$this$story$with$70$percent$accuracy.$This$storys$pattern,$unlike$the$
previous$story,$gave$him$trouble.$He$often$made$the$same$mistake,$reading$cat$likes$
instead$of$cats$like.$He$also$read$the$word$drink$as$dip.$Because$the$cats$like$

pattern$was$on$every$page,$Justins$errors$continuously$added$up,$although$not$
consistently.$$
$

His$miscues$in$this$story$showed$me$that$Justin$did$not$read$the$whole$word$

when$decoding.$Looking$at$a$word$from$beginning$to$end$would$be$an$area$to$work$on.$
Engaging$in$repeated$readings$would$help$this$issue$because$practice$would$improve$
word$recognition.$As$shown$in$Samuels$(1979)$study,$word$recognition,$fluency,$and$
comprehension$improved$each$time$students$read$the$same$text$(Rasinski$&$Samuels,$
2011).$Students$then$transferred$the$new$words$and$skills$they$learned$from$the$
repeated$reading$to$new$texts$(Rasinski$&$Samuels,$2011).$In$order$to$improve$word$
recognition,$automaticity,$and$therefore$fluency,$I$included$repeated$level$B$and$C$
readings$along$with$sight$word$practice,$reading$phrases,$and$word$study$in$our$
lessons.$
$

For$the$post]assessment,$I$gave$Justin$the$next$running$record$story,$Who%Works%

Here?,$a$level$C$story.$Like$the$other$stories$this$one$had$a$pattern,$but$it$was$more$
complex.$Instead$of$having$one$sentence$that$repeated,$Who%Works%Here$had$two$
sentences,$with$only$one$repeating.$Each$page$introduced$a$new$job$reading,$A$
______$has$a$job,$and$another$sentence$describing$the$job.$Justin$made$7$errors$in$a$
70$word$story,$resulting$in$a$90$percent$accuracy.$Many$of$the$mistakes$he$made$were$
similar$to$the$pre]test$because$they$were$decoding$errors$that$were$close$to$the$correct$
word.$For$example,$Justin$read$teach$instead$of$teaches$and$room$instead$of$
rooms.$Other$miscues$included$words$that$still$made$sense$in$context,$such$as$heal$
instead$of$well$and$sack$instead$of$stack.$These$errors$showed$me$that$most$of$the$
time,$Justin$was$monitoring$for$sense$as$he$was$reading.$It$also$proved$that$he$still$

needed$to$work$on$looking$at$a$whole$word$when$decoding,$as$well$as$automaticity$and$
sight$word$recognition.$
$

After$reading$Who%Works%Here?$I$had$Justin$read$an$easier$story$to$see$if$he$

could$read$it$with$at$least$95$percent$accuracy.$This$would$show$me$his$independent$
reading$level.$I$moved$back$to$level$B,$where$he$had$struggled$on$the$pre]test.$This$time$
he$read$a$different$story$called$Pat%at%the%Park.$This$patterned$story$began$each$page$
with$Look$at$Pat$go$Justin$read$this$story$with$100$percent$accuracy,$making$his$
ending$independent$reading$level$B.$My$goal$for$Justin$was$to$get$at$least$95$percent$
accuracy$on$level$C,$but$I$was$still$pleased$with$his$reading.$He$improved$from$70$
percent$to$100$percent$on$a$level$B$story,$and$read$at$an$instructional$level$on$a$level$C$
book.$Although$he$still$has$more$work$to$do$on$fluency,$Justin$showed$improvement$on$
running$records.$$
$
VI.## Lesson#Plan#Matrix#
$
Lesson#Foci/Date Objectives#(include$
including$performance,$
conditions,$and$
criterion.$State$the$
Common%Core%State%
Standard%at$the$end$of$
each$objective.#

#
July$14,$2014$&$$
July$16,$2014:$$
Fluency$
$
$
$
$
$
$
$
$

Instructional#
materials#(what$will$

OnIgoing#
assessment#(to$

use$to$deliver$the$main$
measure$attainment$
objectives$of$the$lesson)# of$objectives)##

#
#
The$student$will$read$ $
Cats,$by$Ann$
Langran,$at$an$
$
independent$reading$
level$with$95%$
$
accuracy.$
(RF.1.4)$
$
$
The$student$will$
fluently$read$6$lists$of$
rhyming$words,$as$

#
Running$record$
$
book,$Cats$
Speedy$rime$word$ $
list$
Dolch$phrase$list$
#1$and$2$and$
$
place$markers$
Level]appropriate$
$$
books$to$choose$
$
from,$including$
$

Running$record$
(pre]assess)$
Recording$
repeated$timed$
readings$$
Recording$
speedy$rime$
words$$

July$17,$2014$&$
July$22,$2014:$
Fluency$&$Word$
Recognition$

evidenced$by$5$or$
less$miscues.$
(RF.1.4)$
$

Elephant%and%
Piggie$books$
$ Sight$word$cards$

The$student$will$read$
Up%and%Down,$by$
Bobbie$Neate,$at$an$
independent$reading$
level$with$95%$
accuracy.$$
(RF.1.4)$
$
The$student$will$
continue$to$develop$
fluency$through$word$
recognition$practice$
by$reading$15$out$of$
20$sight$words,$
reading$6$lists$of$
rhyming$words$with$5$
or$less$miscues,$and$
creating$words$using$
letter$tiles$and$letter$
cubes$with$80%$
accuracy.$
(RF.1.3)$

$ Running$record$
book,$Up%and%
Down$
$ Speedy$rime$word$
list$
$ Dolch$phrase$list$
#3$and$4$and$
place$markers$
$ Sight$word$cards$
$ Letter$tiles$and$
flashcards$for$the$
Making$Words$
lesson$
(Cunningham,$
2011)$
$ Whiteboard$and$
marker$
$ Letter$cubes$
$ Nonsense$word$
and$real$word$
recording$sheet$

$
$

$ Recording$
repeated$timed$
readings$
$ Recording$
speedy$rime$
words$$
$ Running$record$
(post]assess)$

$
$
$
#
VII.##### Reflections#on#Your#Differentiated#Literacy#Lesson#Plans#
#
#
Throughout$this$project,#having$the$opportunity$to$work$with$one$of$my$former$
students$gave$me$mixed$feelings.$When$first$planning$lessons,$I$was$confident.$I$knew$
Justin.$I$had$worked$with$him$all$year.$I$was$familiar$with$his$needs,$interests,$and$
abilities.$I$even$had$sufficient$data$from$the$school$year$to$help$me$make$decisions$
about$what$skills$to$focus$on$and$where$to$begin.$However,$as$our$lessons$progressed,$

as$I$collected$data,$and$as$I$have$reflected$back$on$our$experiences,$concern$began$
creeping$into$my$confidence.$This$child$that$I$worked$with$in$first$grade$and$part$of$the$
summer$still$had$many$improvements$to$make.$Would$I,$as$his$possible$second$grade$
teacher,$be$able$to$help$him$grow$enough$next$year?$
$

Because$of$my$work$with$Justin$in$first$grade,$I$knew$he$needed$to$work$on$

fluency,$and$I$knew$word$recognition$would$assist$that$growth.$At$the$end$of$the$year,$
Justin$had$not$learned$all$of$his$first$grade$sight$words,$and$decoding$words$in$text$often$
slowed$him$down,$which$affected$his$speed$and$accuracy.$Boosting$both$of$those$skills$
would$help$his$reading$improve.$I$decided$to$integrate$fluency$practice$into$our$lessons$
through$a$rhyming$word$fluency$activity$and$a$literacy$version$of$Connect$Four$that$
involved$reading$phrases.$After$reading$Rasinski$and$Samuels$(2011),$who$supported$
the$relationship$between$word$recognition$and$fluency,$I$also$added$repeated$readings$
and$paired$readings$to$my$lesson$plans.$As$shown$in$Samuels$(1979)$study,$word$
recognition,$fluency,$and$comprehension$improved$each$time$students$read$the$same$
text$(Rasinski$&$Samuels,$2011).$In$Toppings$(1987a,$1987b)$study,$paired$reading$
improved$fluency$and$comprehension$as$well$(Rasinski$&$Samuels,$2011).$For$both$
approaches,$students$were$able$to$transfer$their$learning$to$new$texts$later$on$(Rasinski$
&$Samuels,$2011).$I$decided$this$type$of$practice$would$be$beneficial.$It$was$different$
than$other$strategies$we$had$tried,$and$it$would$target$the$skills$we$were$focusing$on.$$
$

For$the$specific$word$recognition$component$of$our$lessons,$we$worked$on$

reading$sight$word$cards$and$making$words$with$manipulatives.$Sight$word$practice$
would$be$a$great$way$to$improve$automaticity$when$reading,$and$reading$sight$word$
cards$was$a$familiar$activity$for$Justin$from$the$school$year.$I$extended$the$sight$word$

practice$for$our$one]on]one$lessons,$adding$a$sight$word$memory$game$to$increase$
motivation$and$engagement.$I$was$inspired$to$add$a$Making$Words$activity$into$our$word$
recognition$lesson$after$reading$that$discovering$phonemic$awareness$strategies$helps$
children$truly$learn$and$retain$those$strategies$(Cunningham,$2011,$p.$205).$The$
lesson$easily$combined$phonics,$spelling,$and$phonemic$awareness$through$the$
manipulation$of$letters.$We$continued$to$work$on$those$skills$with$a$beginning$blends$
dice$activity$as$well.$$
$

For$each$lesson$I$provided$direct$instruction,$focusing$on$our$two$skills,$fluency$

and$word$recognition.$Each$lesson$had$a$similar$structure,$which$allowed$both$skills$to$
be$practiced$even$if$the$objective$of$the$lesson$focused$more$on$fluency$or$word$
recognition.$The$Making$Words$lesson$that$I$used$also$involved$learning$through$guided$
discovery.$In$this$type$of$instruction,$students$are$guided$through$the$lesson$to$come$to$
certain$conclusions,$or$discoveries$(Cunningham,$2011).$$For$each$lesson,$regardless$of$
the$type$of$instruction$used,$I$provided$assistance$as$needed.$I$would$prompt$Justin$with$
questions$or$hints$to$help$him$figure$out$words$or$think$about$them$in$a$different$way.$I$
also$provided$modeling$for$new$skills$and$feedback.$Using$guided$discovery$during$the$
Making$Words$lesson$required$more$hints$than$usual$because$Justin$had$to$come$to$
certain$conclusions$on$his$own.$He$needed$prompting$during$letter$manipulation$portion$
of$the$lesson$to$think$about$similar$letter]sound$relationships.$For$example,$when$he$
spelled$the$word$$sake$s]a]c]e,$I$asked$him$what$other$letter$made$the$/k/$sound.$I$
used$the$same$strategy$for$pace$and$the$/s/$sound$in$the$middle$of$the$word$(Appendix$
B).$After$these$prompts,$Justin$was$able$to$spell$the$word$correctly.$He$just$needed$
extra$guidance$to$come$to$his$discoveries.$$

My$ultimate$goal$for$Justin$was$to$become$a$better$reader$after$our$work$

together.$I$wanted$him$to$improve$fluency,$which$would$help$him$get$closer$to$reading$
grade$level$text.$In$order$to$measure$this$goal,$I$used$running$records$as$a$pre$and$post]
assessment.$After$working$on$fluency$and$word$recognition$for$four$lessons,$my$short]
term$goal$for$Justin$was$to$move$up$one$level$on$running$records.$After$a$limited$period$
of$instruction,$I$thought$this$small$jump$would$be$achievable.$At$the$beginning$of$our$
sessions,$Justins$independent$reading$level$was$A.$He$read$Sam%at%School$with$100$
percent$accuracy$(Appendix$I).$When$we$tried$level$B,$Justin$made$too$many$errors$and$
was$only$70$percent$accurate$(Appendix$F).$However,$by$the$end$of$our$sessions,$Justin$
made$the$goal.$His$ending$independent$reading$level$was$B.$He$read$Pat%at%the%Park$
with$no$errors,$scoring$100$percent$accuracy$(Appendix$J).$He$showed$further$
improvement$by$reading$a$level$C$story$at$an$instructional$level,$scoring$90$percent$
accuracy$(Appendix$K).$Because$he$moved$from$level$A$to$B$and$showed$growth,$Justin$
achieved$the$running$record$goal.$
$

With$the$achievement$of$this$goal,$I$am$led$to$believe$that$my$reading$instruction$

made$a$meaningful$contribution$to$Justins$overall$reading$progress.$He$improved$
fluency$and$word$recognition$enough$to$move$up$a$reading$level.$He$also$made$
improvements$in$sight$word$recognition,$learning$at$least$15$more$words$than$he$knew$
at$the$end$of$the$school$year.$During$paired$reading,$he$worked$on$reading$with$
expression$to$make$the$text$interesting$and$during$word$recognition$practice$he$worked$
on$important$phonemic$awareness$and$phonics$skills.$However,$there$were$still$many$
areas$where$Justin$needed$to$make$progress.$His$reading$was$far$below$where$it$

needed$to$be$for$second$grade.$At$the$end$of$first$grade,$students$should$be$reading$at$
a$level$J,$eight$levels$higher$than$Justin.$$
$

Consistency$was$also$a$struggle$for$Justin.$We$completed$many$repeated$

reading$tasks,$and$they$all$had$mixed$results.$Every$day$I$had$Justin$read$through$the$
same$lists$of$rhyming$words$(Appendix$E).$We$would$review$the$rime$of$each$list,$and$I$
would$time$him$for$one$minute$to$see$how$many$words$he$could$read$correctly.$By$the$
second$lesson,$I$was$pleased$with$the$results.$He$read$almost$all$of$the$words$correctly$
(Appendix$C).$As$our$lessons$continued$however,$I$began$to$notice$a$pattern$of$
inconsistency.$He$began$with$21$words$correct,$moved$up$to$35,$went$down$to$33,$and$
then$went$way$down$to$13.$This$fluctuation$was$also$visible$on$his$repeated$text$
readings$(Appendix$D$&$G).$When$reading$Cats,$Justin$began$with$70%$accuracy,$
jumped$up$to$96%,$and$went$back$down$to$74%$(Appendix$D).$When$reading$Up%and%
Down%timed$for$one$minute,$he$read$23$words$per$minute$gaining$more$words$read$and$
more$errors$the$second$time.$$
$

When$reading,$many$of$Justins$errors$involved$decoding.$The$miscues$he$made$

showed$that$he$was$not$reading$the$whole$word.$For$example,$when$reading$Cats%he$
often$made$the$same$mistake,$reading$cat$likes$instead$of$cats$like.$He$also$read$the$
word$drink$as$dip$(Appendix$F).$In$Who%Works%Here?%Justin$read$teach$instead$of$
teaches$and$room$instead$of$rooms$(Appendix$K).$$Many$of$his$guesses$during$
lessons$were$words$that$had$similar$beginning$sounds.$Looking$back,$if$I$were$to$add$
anything$to$our$lessons,$the$most$beneficial$instruction$would$be$adding$whole$word$
decoding$into$our$word$recognition$study.$I$would$have$used$some$of$the$data$I$
collected$to$show$him$the$sort$of$mistakes$he$was$making$to$give$him$real$life$examples.$

I$would$also$have$modeled$examples$and$non]examples$of$successful$decoding.$Using$
some$of$the$same$activities,$such$as$Making$Words$or$memory,$I$would$change$the$
words$involved$so$that$they$had$similar$beginnings.$This$would$require$Justin$to$pay$
attention$to$every$sound$in$the$word$in$order$to$decode$it$correctly.$By$adding$these$
activities,$Justins$accuracy$would$improve,$building$fluency$and$word$recognition$as$a$
result.$$
$

With$the$addition$of$the$decoding$focus,$I$would$also$emphasize$looking$at$the$

whole$word$during$my$instruction$and$assistance.$I$gave$reminders$during$our$lessons$
to$look$at$the$whole$word,$but$with$a$new$focus$on$decoding,$I$would$emphasize$that$
strategy$even$more.$Taking$away$second$chances$on$games$would$be$a$helpful$
addition$as$well.$Having$only$one$chance$would$help$Justin$focus$on$the$word$before$
saying$it$aloud.$Continuing$to$use$activities$like$Making$Words$or$building$words$with$
dice$would$also$help$decoding.$The$process$of$hearing$and$blending$each$sound$in$a$
word$would$be$good$decoding$practice$in$a$different$context.$Learning$the$same$skill$in$
a$different$way$would$increase$motivation$and$allow$for$transfer$of$skills.$
$

For$Justin,$future$reading$instruction$needs$to$focus$on$the$basics.$Word$

recognition$and$decoding$strategies,$such$as$reading$the$whole$word,$are$crucial$for$his$
success.$In$addition$to$learning$ways$to$figure$out$new$words,$Justin$needs$to$continue$
learning$sight$words$to$build$automaticity.$He$is$very$good$at$reading$isolated$sight$
words,$which$makes$integrating$those$words$into$context$the$next$critical$step.$Many$
word$recognition$activities$integrate$successfully$into$fluency$activities,$which$is$still$an$
area$of$need$as$well.$It$is$possible$to$combine$the$word$recognition,$decoding,$and$
fluency$skills$Justin$must$focus$on$to$make$lessons$more$productive$and$

comprehensive.$However,$these$lessons$will$most$likely$have$to$occur$during$small$
group$instruction,$in$order$to$cater$to$Justins$specific$beginning$reader$needs.$$
$

It$was$promising$to$see$the$small$steps$Justin$made$toward$becoming$a$proficient$

reader.$The$practice$we$did$together$was$beneficial,$but$there$is$still$a$long$way$to$go.$
As$I$continue$to$worry$about$my$students$reading$grade$level$and$making$average$
growth,$I$must$remember$to$not$think$of$them$only$as$a$predetermined$reading$level$
(Duke,$Pearson,$Strachan$&$Billman,$2011,$p.$61).$Reading$is$a$process$that$unfolds$
differently$in$every$child,$and$it$is$my$job$to$find$ways$that$work$best$for$each$individual$
(Allington,$2011).$My$lessons,$data,$and$reflection$from$this$project$have$pinpointed$
specific$areas$that$Justin$and$I$can$work$on$in$second$grade.$Using$this$information,$I$
can$start$the$year$prepared$with$the$keys$to$get$Justins$reading$in$gear$for$second$
grade.$
$
VIII.# Recommendations#to#Teachers#and#Parents/Caregivers#
$
Dear$Teachers$and$Parents,$
$

This$past$summer$Justin$and$I$worked$on$building$fluency$and$word$recognition$

skills$through$a$series$of$four$hour]long$lessons.$As$a$result$of$our$work$together,$he$
moved$from$reading$level$A$to$reading$level$B.$This$accomplishment$was$made$possible$
because$of$Justins$great$attitude$and$hard$work.$However,$he$still$has$a$lot$of$room$to$
grow.$Our$goal$is$to$have$students$at$a$reading$level$J$by$the$end$of$first$grade.$
$

Justin$has$many$skills$and$the$right$attitude$to$help$him$improve$in$second$grade.$

He$did$an$excellent$job$recognizing$sight$words$on$flashcards$and$monitoring$for$sense$
while$he$was$reading.$In$order$to$help$Justin$grow$as$a$reader,$he$needs$to$use$those$

skills$and$continue$to$work$on$looking$at$a$whole$word$(especially$the$ending)$
recognizing$sight$words$in$text,$and$fluency.$Justin$should$focus$on$decoding$words$
from$beginning$to$end,$practicing$with$words$that$start$the$same$but$have$different$
endings.$He$can$work$on$finding$sight$words$in$stories$or$reading$sight$word$phrases$to$
help$him$recognize$those$familiar$words$in$text.$Last,$he$should$continue$reading$books$
that$he$enjoys,$remembering$to$read$them$smoothly,$at$a$good$pace,$and$with$
expression.$Some$just$right$books$Justin$might$enjoy$are:$the$Elephant%and%Piggie$
series,$the$Fly%Guy$series,$and$easy$non]fiction$readers$about$subjects$he$likes.$At$
school,$we$will$continue$to$focus$on$Justins$specific$needs,$especially$during$small$
group$instruction.$Teacher$time$during$centers$and$Title$One$instruction$will$help$Justin$
hone$the$skills$he$needs$to$be$a$successful$reader.$$
$

Justin$is$a$great$student.$He$is$confident,$motivated,$and$loves$to$participate.$

With$his$attitude$and$lots$of$daily$practice,$he$will$make$great$improvement!$
$
Together$in$teaching,$
Miss$Abby$Ward$
$
$
$
$
$
$
$

$
IX.#
Appendices#of#work#
#
Appendix#A$

!Lessons!1!&!2!!
#
Date:!July$14$&$16,$2014$
%
Objective(s)!for!todays!lesson:!
1.$ The$student$will$read$Cats,$by$Ann$Langran,$at$an$independent$reading$level$with$
95%$accuracy.$(RF.1.4)$
2.$ The$student$will$fluently$read$6$lists$of$rhyming$words,$as$evidenced$by$5$or$less$
miscues.$(RF.1.4)$
!
Rationale!!
Reading$fluently$is$an$essential$component$in$comprehending$text$and$is$strongly$
related$to$overall$reading$achievement$(Rasinski$&$Samuels,$2011).$When$words$are$
recognized$quickly$and$automatically,$more$energy$can$be$spent$on$understanding$the$
text$rather$than$decoding$each$word.$Proficient$readers$are$fluent$readers,$making$
meaning$through$automatic$word$recognition$and$prosody.$When$readers$have$the$
ability$to$read$fluently,$decoding$is$no$longer$a$burden.$Reading$text$becomes$easier$
and$more$enjoyable.$Successful$reading,$whether$for$information$or$pleasure,$is$
possible$through$fluency.$$
Fluency$is$relevant$any$time$a$student$has$to$read$because$it$is$a$critical$part$of$
literacy.$To$make$fluency$meaningful$and$engaging$in$this$lesson,$I$chose$activities$
similar$to$those$experienced$at$home$or$at$school.$I$offered$a$choice$of$interesting$
books,$integrated$games$into$word$recognition$practice,$and$included$tasks$that$could$
be$completed$successfully.$$
$
Materials!&!supplies!needed:!
$ Running$record$book,$Cats%$
$ Speedy$rime$word$list$(Appendix$E)$
$ Dolch$phrase$list$#1$and$2$and$place$markers$
$ Level]appropriate$books$to$choose$from,$including$Elephant%and%Piggie$books$
$ Sight$word$cards!
$
Procedures!and!approximate!time!allocated!for!each! Academic,!Social!and!
Linguistic!Support!during!
event!!%
each!event%$$
%
$
(Before%lesson%begins,%administer%Reading%Attitude%
Read$each$question$aloud$during$
Survey%and%Running%Record%assessment%~15%min.)%
Reading$Attitude$Survey.$$
$
%
$

%Introduction!to!the!lesson!(What%will%I%say%to%help%children%
understand%the%purpose%of%the%lesson?%%How%will%I%help%them%make%connections%to%
prior%lessons%or%experiences%in%and%out%of%school?%%How%will%I%motivate%them%to%
become%engaged%in%the%lesson%and%understand%its%real%world%purpose?)%(5%
minutes)%%%
%

1.$ Introduce$concept$of$fluency$by$reminding$Justin$
what$it$means$to$be$a$fluent$reader:$read$smoothly,$
at$a$good$pace$(not$too$fast$or$too$slow),$and$
sound$like$youre$talking$when$you$are$reading$
(expression).$$
2.$ Model$an$example$and$non]example$of$fluent$
reading.$$
%%
%OUTLINE!of!key!events%during!the!lesson%(Include%
specific%details%about%how%I%will%begin%and%end%activitiesP%what%discussion%
questions%I%will%useP%how%I%will%help%children%understand%behavior%expectations%
during%the%lessonP%when/how%I%will%distribute%supplies%and%materials)%(35%minutes)%%
%

1.$ Sight$Words$Warm$Up$(July$16$Lesson$Only)$
$ Read$through$sight$word$flash$cards$
$ Have$Justin$choose$10$
$ Play$sight$word$memory$
2.$ Speedy$Rime$words$(6$lists$of$6$words,$all$with$the$
same$rime)$
$ Part$of$fluency$is$being$able$to$recognize$words$
quickly.$I$am$going$to$time$you$reading$these$
words$to$see$how$many$you$can$read$in$one$
minute.$What$do$you$notice$about$them?$
(Discuss$rime$and$what$that$means$for$the$words$
in$each$list.)$
$ Go$through$each$list$and$practice$reading$just$the$
rime$to$become$familiar$with$it.$
$ Time$Justin$for$1$minute.$Record$mistakes$and$
stopping$point$on$a$duplicate$copy.$
$ Have$Justin$record$results$on$Speedy$Rime$
Words$Graph$(Appendix$C).$
3.$ Connect$4$Phrases$
$ We$played$this$game$during$Teacher$Time.$Do$
you$remember$it?$Explain$rules:$Must$read$
phrase$correctly$to$put$a$chip$on$the$phrase.$
Need$four$chips$in$a$row$diagonally,$horizontally,$
or$vertically$to$win.$$
$ Distribute$chips.$Have$Justin$read$through$each$
phrase$before$beginning$the$game.$
$ Play$as$multiple$games$if$time.$Try$challenge$
version$where$each$phrase$must$be$made$into$a$
complete$sentence.$$$
4.$ Read$a$book$

$
$
$
$
$
Review$prior$concepts$
$
$
$
$
$
Model$expectations$
$
$
$
$
$
$
$
Teacher$assistance$with$
decoding$as$needed$
$
$
$
$
$
$
$
$
$
$
Reviewing$rime$concept$$
$
Additional$practice$before$being$
timed$
$
$
Visual$support$for$monitoring$
progress$
$
$
$
Assist$as$needed$with$phrase$
decoding,$even$during$game$play$
$
$
$
$
$
$
Restate$sentences$if$they$are$not$
grammatically$correct.$$
$
$
$
Support$as$needed$

$ (July$14)$Choose$a$book$and$read$through$it$
independently,$with$teacher$assistance$as$
needed.$
$ (July$16)$Pair$read$There%is%a%Bird%on%Your%Head!$
by$Mo$Willems$the$first$time$through.$For$the$
second$reading,$choose$a$part$(Gerald$or$Piggie)$
and$read$just$that$characters$part$with$
expression.$
5.$ Running$record$for$repeated$reading$
$ Justin$independently$reads$Cats$by$Ann$
Langram.$
$ Take$running$record$notes.$Record$words$correct$
on$Repeated$Timed$Readings$sheet$(Appendix$
D).$
%
!Closing!summary!for!the!lesson%(How%will%I%bring%closure%to%
the%lesson%and%actively%involve%children%in%reflecting%on%their%experiences?%%How%
will%I%help%them%make%connections%to%prior%lessons%or%prepare%for%future%
experiences?%%What%kind%of%feedback%do%I%want%from%them%at%this%time?)%(5%
minutes)%
%

Praise$Justin$for$his$hard$work$today.$Remind$him$that$
we$will$keep$working$on$fluency$(reading$smoothly,$at$
a$good$pace,$and$with$expression).$Remind$him$to$
keep$reading$at$home.$
$
Assessment!(How%will%I%gauge%the%students%learning%as%I%implement%the%lesson% Academic,!Social,!and!
plan%and%once%the%lesson%is%completed?%%Specifically,%what%will%I%look%for?%%How%will%I%
use%what%I%am%learning%to%inform%my%next%steps?)%

$
$ (July$16)$Make$note$of$hard$and$easy$sight$words$by$
putting$them$in$piles.$Practice$the$hard$ones$again.$
$ Note$the$ease$of$recognizing$each$rime$within$the$
Speedy$Rime$Word$list$(Appendix$E).$Look$at$the$
results$of$reading$the$Speedy$Rime$Words$and$the$
progress$made$between$lessons$(Appendix$C).$The$
number$of$words$read$should$increase.$Practice$the$
tricky$words$again$after$reading$through$the$list.$
$ During$Connect$4$and$book$reading,$note$Justins$
general$accuracy$rate.$If$he$is$approximately$70%$
accurate$or$less,$consider$more$teacher$assistance,$
stopping$for$extra$review,$or$ending$activity.$$
$ Analyze$the$miscues$and$correct$words$read$on$the$
Repeated$Timed$Readings$running$records$(Appendix$
D).$$Look$to$see$if$the$number$of$words$has$increased$
and$the$number$of$errors$has$decreased.$Review$any$
errors$with$Justin.$$
$$

Linguistic!Support!during!
assessment!!

!
Reviewing$miscues$after$each$
assessment$

!
!
!

$
IX.#
Appendices#of#work#
#
Appendix#B$
!

!Lessons!3!&!4!
#
Date:!July$17$&$July$22,$2014$
%
Objective(s)!for!todays!lesson:!$$
1.$ The$student$will$read$Up%and%Down,$by$Bobbie$Neate,$at$an$independent$reading$
level$with$95%$accuracy.$(RF.1.4)$
$
2.$ The$student$will$continue$to$develop$fluency$through$word$recognition$practice$by$
reading$15$out$of$20$sight$words,$reading$6$lists$of$rhyming$words$with$5$or$less$
miscues,$and$creating$words$using$letter$tiles$and$letter$cubes$with$80%$accuracy.$
(RF.1.3)$
#
Rationale!!
$
$$$$$$$$$Word$recognition$is$critical$in$developing$word$automaticity,$one$of$the$two$major$
components$of$fluency$(Rasinski$&$Samuels,$2011).$Automaticity$is$the$ability$to$
recognize$words$quickly$and$accurately.$Students$that$read$with$automaticity$do$not$
expend$great$amounts$of$cognitive$energy$decoding$words,$allowing$them$to$focus$on$
the$most$important$task]]comprehending$the$text$(Rasinski$&$Samuels,$2011).$The$more$
words$and$patterns$a$student$can$recognize$in$text,$the$more$words$they$can$read$and$
decode,$building$their$proficiency.$
$$$$$$$$$Because$of$their$interconnected$relationship,$word$recognition,$like$fluency,$is$
relevant$any$time$a$student$is$reading.$To$make$word$recognition$meaningful$and$
engaging$in$this$lesson,$I$chose$activities$that$involved$multiple$tasks$and$manipulatives.$
I$offered$different$ways$to$express$understanding,$through$writing,$moving$tiles,$and$oral$
response,$integrated$games$into$word$recognition$practice,$and$included$tasks$that$
could$be$completed$successfully.$
$
$
Materials!&!supplies!needed:!
$ Running$record$book,$Up%and%Down$
$ Speedy$rime$word$list$(Appendix$E)$
$ Dolch$phrase$list$#3$and$4$and$place$markers$
$ Sight$word$cards$
$ Letter$tiles$and$flashcards$for$the$Making$Words$lesson$(Cunningham,$2011)$
$ Whiteboard$and$marker$
$ Letter$cubes$

$ Nonsense$word$and$real$word$recording$sheet$(Appendix$L)!
Procedures!and!approximate!time!allocated!for!each!
event!!%

%
%Introduction!to!the!lesson!(What%will%I%say%to%help%children%
understand%the%purpose%of%the%lesson?%%How%will%I%help%them%make%connections%to%
prior%lessons%or%experiences%in%and%out%of%school?%%How%will%I%motivate%them%to%
become%engaged%in%the%lesson%and%understand%its%real%world%purpose?)%(5%
minutes)%%%
%

1.$ Introduce$5$new$sight$words.$$
2.$ We$practice$sight$words$to$help$you$recognize$
those$words$quickly$when$youre$reading.$We$are$
going$to$do$some$other$activities$today$that$are$
going$to$help$you$learn$even$more$words$and$
become$an$even$better$reader.$
%
%OUTLINE!of!key!events%during!the!lesson%(Include%
specific%details%about%how%I%will%begin%and%end%activitiesP%what%discussion%
questions%I%will%useP%how%I%will%help%children%understand%behavior%expectations%
during%the%lessonP%when/how%I%will%distribute%supplies%and%materials)%(45%minutes)%%
%

1.$ Sight$Words$Warm$Up$$
$ Read$through$sight$word$flash$cards$
$ Play$sight$word$memory$
2.$ Speedy$Rime$words$(6$lists$of$6$words,$all$with$the$
same$rime)$
$ Go$through$each$list$and$practice$reading$just$the$
rime$to$become$familiar$with$it.$
$ Time$Justin$for$1$minute.$Record$mistakes$and$
stopping$point$on$a$duplicate$copy.$
$ Have$Justin$record$results$on$Speedy$Rime$
Words$Graph$(Appendix$C).$
3.$ Connect$4$Phrases$
$ Distribute$chips.$Determine$who$goes$first$by$
playing$Rock,$Paper,$Scissors.$Have$Justin$read$
through$each$phrase$before$beginning$the$game.$
$ Play$as$multiple$games$if$time.$Try$challenge$
version$where$each$phrase$must$be$made$into$a$
complete$sentence.$$$
4.$ Word$Recognition$Practice$
$ (July$17)$Making$Words$Lesson$(Cunningham,$
2011)$
$ Determine$vowel$and$consonant$letter$tiles.$
$ These$letters$make$many$small$words,$but$they$
also$make$one$big$word.$Well$figure$that$out$at$
the$end.$

Academic,!Social!and!
Linguistic!Support!during!
each!event%$$
$
$
$$
$
$
$
Help$decode$words$as$needed$$
$
$
Review$prior$concepts$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
Reviewing$rime$concept$$
$
Additional$practice$before$being$
timed$
$
Visual$support$for$monitoring$
progress$
$
$
$
Assist$as$needed$with$phrase$
decoding,$even$during$game$play$
$
Restate$sentences$if$they$are$not$
grammatically$correct.$
$
$
$
$
$
$
$
$
$
$

$ Dictate$words$to$Justin,$which$he$makes$using$
the$letter$tiles.$Use$the$word$in$a$sentence.$
Once$he$creates$the$word,$flip$over$word$card.$
o$ up,$us$
o$ use,$sue,$cue,$cup,$cap$$
o$ cape,$cake,$sake,$sack,$pack,$pace$
space$$
o$ secret$word:$cupcakes$
$ Sort$word$cards$into$columns$based$on$number$
of$letters$
$ Find$cards$that$rhyme$with:$sue,$cake,$pace,$
sack,$cup$
o$ read$pairs$
$ On$a$whiteboard,$have$Justin$write$words$that$
rhyme$with$the$pairs$and$then$match$his$word$to$
the$rhyming$pairs:$snack,$brace,$blue,$pup,$track$
$ (July$22)$Rolling$words$with$beginning$l$and$r$
blends$
$ Show$Justin$the$die$that$is$the$first$part$of$
the$word,$second$part,$and$last$part.$
$ Have$him$roll$each$die$and$put$the$sounds$
together$to$make$a$word.$$
$ Determine$if$the$word$is$real$or$nonsense,$
and$write$it$in$the$corresponding$column$
on$the$recording$sheet$(Appendix$L).$$
5.$ $Running$record$for$repeated$reading$(timed)$
$ Justin$independently$reads$Up%and%Down$by$
Bobbie$Neate$for$one$minute.$
$ Take$running$record$notes.$Record$words$correct$
on$Repeated$Timed$Readings$sheet$(Appendix$
D).$
6.$ Give$final$running$record$as$post$assessment$(July$
22$only)$
%
!Closing!summary!for!the!lesson%(How%will%I%bring%closure%to%
the%lesson%and%actively%involve%children%in%reflecting%on%their%experiences?%%How%
will%I%help%them%make%connections%to%prior%lessons%or%prepare%for%future%
experiences?%%What%kind%of%feedback%do%I%want%from%them%at%this%time?)%(5%
minutes)%
%

Praise$Justin$for$his$hard$work$today.$Remind$him$to$
keep$working$on$fluency$(reading$smoothly,$at$a$good$
pace,$and$with$expression)$and$practicing$sight$words.$
Remind$him$to$keep$reading$at$home.$July$22:$Send$
home$sight$word$cards$and$Roll,$Say,$Keep$game$
board$to$practice$words$at$home.%
%

$
$
$
$
Remind$Justin$to$think$of$other$
letters$that$make$the$same$
sound$if$he$misspells$a$word$
$
$
$
$
If$stuck,$say$words$out$loud$to$
help$him$hear$if$they$rhyme$or$
not$
$
$
$
$
$
$
$
$
$
Assist$with$blending$if$needed$

!Transition!to!next!learning!activity!
Assessment!(How%will%I%gauge%the%students%learning%as%I%implement%the%lesson% Academic,!Social,!and!
plan%and%once%the%lesson%is%completed?%%Specifically,%what%will%I%look%for?%%How%will%I%
use%what%I%am%learning%to%inform%my%next%steps?)%
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$ Make$note$of$hard$and$easy$sight$words$by$putting$
them$in$piles.$Practice$the$hard$ones$again.$
$ Note$the$ease$of$recognizing$each$rime$within$the$
Speedy$Rime$Word$list$(Appendix$E).$Look$at$the$
results$of$reading$the$Speedy$Rime$Words$and$the$
progress$made$between$lessons$(Appendix$C).$The$
number$of$words$read$should$increase.$Practice$the$
tricky$words$again$after$reading$through$the$list.$
$ During$Connect$4$and$word$recognition$activities,$
note$Justins$general$accuracy$rate.$If$he$is$
approximately$70%$accurate$or$less,$consider$more$
teacher$assistance,$stopping$for$extra$review,$or$
ending$activity.$$
$ Analyze$ the$ miscues$ and$ correct$ words$ read$ on$ the$
Repeated$Timed$Readings$running$records$(Appendix$
D).$$Look$to$see$if$the$number$of$words$has$increased$
and$the$number$of$errors$has$decreased.$Review$any$
errors$with$Justin.%
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Linguistic!Support!during!
assessment!!

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Reviewing$miscues$after$each$
assessment$

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!

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X.#
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$