BackgroundInformation(StandardsIIV)

Danielisin2ndgradeandis9yearsold.Hewasnewtoourschoollastyearwherehewas
placedin2ndgrade,howeverwithhislackofliteracyandmathematicalskillshewasplacedina
1stgradeclassroom.Thisyearhestillcontinuestostrugglewithreadinghoweverprogressis
beingmade.HereadsataDevelopmentalReadingAssessment(DRA)level12.The
benchmarkfor2ndgradestudentsattheendoftheyearisaDRA28.Danielalsoreceivestier
2readingsupportthroughResponsetoIntervention(RTI)fourdaysaweekforthirtyminutes.

Mathishisbestsubject!Hehasdevelopedbasicskillsnecessarytoproblemsolvehigherlevel
problems.Hisbiggeststruggleinmathisreadingthedirections.Thisobviouslystemsfromhis
difficultywithreading.Oncedirectionsoraquestionhavebeenreadtohim,heisableto
answertheproblemwithnoassistance.

Heseesaspeechteachertwiceaweekfor20minutes.Healsohasasocialworkerthat
consultswithhimmonthly.SheworkswithDanieltoprovidehimwithappropriateskills
necessarytocommunicatewithothers.Danielssocialskillscanbeveryinappropriate.Hewill
approachmeatinappropriatetimestohaveadiscussionaboutanythingonhismindand
sometimeshedoesntevenhaveanythingonhismind,butjustseekstheattention.Tomake
himawareofhisbehavior,Igivehim4ticketsandeverytimeheapproachesme,hehastogive

meaticket.Oncehisticketsaregonethenhecannotapproachme,sohehastousethem
wisely.

Hecomesfromalowsocioeconomicstatusfamily.Hereceivesfreelunchesthroughthe
school.ThefamilydynamicsaredifficultforDanieltodealwith.Dadisrarelyinthepicture,
whichaffectshim.Heliveswithhismom,momsboyfriend,andhisniecewhoisayearyounger
thanhim,butinthesamegrade.Theboyfriendisthemaincommunicationlinebetweenhome
andschool.Danielisahappystudentwhohasmadeatonofprocesswithinthelastyearanda
half.Hisclassroomsettingpusheshimtobeindependentandinchargeofhislearning.Daniel
isinaclassroomthatprovideshimwithasafelearningenvironmentwhereitisokaytomake
mistakes.WithintheclassroomDanielmakesgoalsforhimselftosupporthisindependence.

JDisin2ndgradeandwillalsobe9yearsold.Hewasretainedinkindergarten.JDisreading
atgradelevelanddoesreallywellinmath.JDreadsataDRAlevelof24.Heisontrackto
reachthebenchmarkof28bytheendofsecondgrade.Althoughhedoeshaveaspeech
impairment,thathasnotaffectedhiscomprehensionorfluency.SometimesJDwillhave
difficultypronouncingaword,butagainthisdoesnotaffectthecomponentsofreading.Math
comeseasytoJD,howeverhedoesstrugglewithexplaininghisthinking.Helikestoprovidea
shortphrasethatdoesnotincludeanydetails.Overthecourseoftheyear,hisexplanations
haveimproved.

JDhasstruggledwithhisspeechoverthecourseofhislife.Therewasatimeperiodwherehe
hadnoteethandhadtolearntospeakwithnoteeth.Thenafterhisadultteethcamein(after
muchdelay)hehashadtolearntospeakwithteeth.Heseesaspeechtherapisttwiceaweek
forabouttwentyminutes.Accordingtohisspeechteacherheisdoinganicejobworkingon
certainsounds.

JDalsotakesADD(attentiondeficitdisorder)medicationtwiceaday.Hewasdiagnosedinfirst
grade.WiththemedicationJDisabletomaintainfocusonatask,sitinoneplace,andbe
organized.Hestillhassomefidgetsandseesanoccupationaltherapist(OT).TheOThas
integratedayogaballseatintotheclassroomforhim.Helovestheseatandlovetoshareit
withotherstudents.

Heliveswithhisgrandmaandhalfsister.Bothparentshavebeenincarceratedandherarely
seesthem.Healsoisonthefreeandreducedlunchprogram.JDisahappykidwhokeepsto
himselfandwantstoplease.SometimesitisdifficulttogetaresponsefromJD,whichIthink
itsbecauseofhisspeechimpairment.Heknowswhathewantstosay,butitisdifficultforhim
tocommunicateit.

DanielandJDattendBrightonAreaSchools,locatedinthesoutheastcornerofLivingston
County.Thedistrictencompassesanareaofalmost57squaremiles.Thiscommunityisa
suburbanruralareathatincludesmanysmallbusinessesandindustries.Thiscountyisquickly
growingduetoitslocationtoLansing,AnnArbor,andDetroit.


BrightonAreaSchoolsconsistofsevenschools.Fourelementaryschoolsthatcontain
kindergartenthroughfourthgrade.Oneintermediateschoolthateducates5thand6thgraders.
Onemiddleschoolfor7thand8thgrade.Lastly,atraditionalhighschoolgrades9th12th.

Brightonisrecognizedforstrongacademicswithalloftheschoolsbeingwithinthetop80%of
thestate.Threeofthesevenschoolshavebeenrecognizedtobeinthetop5%inthestate.In
recentyearsthedistrictreceivedan88milliondollarfundfortechnologyandfacilities.Within
thedistrictwehave14.37%ofstudentsthatreceivefreeandreducedlunch.Brightonarea
schoolshas65emergentbilingualsoutof5,964students.AtDanielandJDsschoolthereare
9emergentbilingualsoutof504students.

Ichoosetocomparethesestudentsbecausetheyhavesimilarbackgrounds.JDisagood
reader,butduetohisspeechIchosehimforthislesson.Danielisalowreader(measuredby
DRA)andhasspeechrelatedissuesaswell.TheprosoftheDRAscaleisthatitisauniversal
scalethatcanbeusedacrossgradelevelsanditallowsforeasycomparison.Theconsforthis
scaleisthatitisonlyoneassessmentthatcanbeusedonlythreetimesayearandthatdefines
thestudentsreading.Ithoughtthatthesetwostudentswouldbeveryinterestingtocompare
becauseoftheirbackgrounds.Theirspeechteacherhadalsodiscussedwithmethattheyboth
struggletoarticulateduringtheirspeechsessions.IhadrealizedthiswhenDanielspells/writes
aswellasduringreading.JDstrugglestoarticulatewhenheseesunfamiliarwords.Withthis

informationIdecidedtoteachalessonrelatedtophonologicalawareness.IwouldassumeJD
willstrugglewiththislessonbecauseofhisspeechimpairmentandDanielwillstrugglebecause
ofhisliteraryskills.However,bothstudentswillbeinterestingtocomparebecausetheir
backgroundsareverysimilarhowevertheirskillsrangeisquitedrastic.

Iwantedtomakesurethattheassessmentwouldgivemeaccurateinformationanditwouldnt
beskeweddatabecauseoftheirspeechimpairment.IlookedtoCarolineBowen,whowrotean
articletitled,
LiteracyandChildrenwithSpeechSoundDisorders(
2011)tofindanyhelpfultips
tomakesurethattheirspeechwouldntaffecttheirperformanceontheassessment.Bowen
(2011)suggestthatteachersgivestudentswithSSDmanageablespokenorwrittenpartsso
thattheycanprocesstheinformation.Shealsosuggestthattheinformationpresentedisgiven
inatimelyratethatagainallowsforthemtoprocesstheinformation(2011).Bowenwrotethat
phonemicawarenessisanimportantskilltoworkonwithSSDstudents.WiththisinformationI
wouldbesuretoprovideJDandDanielwithampleamountoftimetoanswerthequestions.I
wouldalsomakesureIspokeslowlyandwouldrepeatmyselfmultipletimesifnecessary.

PreAssessment(StandardVandVI)
FirstIgavestudentsthepreassessment(artifact1).Thepreassessmentconsistedofthree
parts:phonemedeletionoffinalsounds,phonemedeletionoffirstsoundinconsonantblend,
andphonemesubstitution.Iaskedeachstudentaseriesof6questionspersection.For
phonemedeletionoffinalsoundsstudentswouldbegivenawordlikeroseandhavetodelete

thefinalsoundtocreateanewword,whichinthiscasewouldberow.Phonemedeletionoffirst
soundinconsonantblendwouldincludequestionslike,say
clap
without/k/.Resultinginthe
wordlap.Phonemesubstitutionquestionswouldfocusonreplacingthefirstsoundinaword
like
man
with/k/togetcan.Thiswasaverbaltestandincludednoreadingorwritingfromthe
student.Ididwritethefocuswordonawhiteboardsotheycouldseeitaswellashearme
pronounceit.

Afterthepreassessment,Irealizedthatbothstudentsstruggledwithphonemedeletionofthe
firstsound.JDwoulddeletethefirsttwosoundsoftheword.Forexample,hewouldturnstop
intoop.Danielalsodidthis,buthewouldalsodeleterandomsoundsoraddsoundstomakea
newword.Forexample,hetookclapandturneditintonapinsteadoflap.Theywereboth
reallysuccessfulatphonemesubstitution.JDalsoscoredwellonphonemedeletionoffinal
sounds.Danielscore4/6ondeletionoffinalsound.

However,withthecommonthemeofphonemedeletionoffirstsound,Idecidedtomakethatthe
focusofmylesson.Bowen(2011)mentionedthatahigherlevelskillisdeletingandadding
phonemes,whichencouragemetopursuethistopic.Iactuallyhadameetingwithmyliteracy
coachandaskedherifshehadanysuggestionstopracticephonemedeletion.Shewasableto
directmetosomeresourcesthatIusedformylesson.Withbothstudentshavingaspeech
impairmentIwantedtomakesureIchosealessonthatwouldntallowtheirspeechtoaffect
theirlearningormyunderstanding.WiththatIdecidedtoteachstudentsaboutphoneme

deletionusingamatchinggame.Studentshadtopickacard,saywhatitwasapictureofand
thendeletethefirstsoundandmatchitwiththecorrespondingpicture.Forexample,apicture
offeetwouldthenbecomeeatafterthefirstsoundhadbeendeletedsothestudentwould
havetofindapictureofsomeoneeatingtomatchitwithfeet.Ihadnevertaughtthislesson
beforeandIthoughtitwentreallywellandthestudentsseemedtoenjoyittoo!

Lesson/Analysis(StandardsIVI)
Forthelesson,Iattemptedtofindaquietspotandlaidoutthematchingcards.Ialsosetupan
iPadtorecordbothstudentsduringthelesson(artifact2).OnceIwassetupIcalledouteach
studentindividuallytoteachthelessontosincetheybothhavetroublefocusingandrespond
bettertooneononeinstruction.Iexplainedthedirectionsandmodeledanexampleforthem.
Throughoutthelesson,Iwouldgivestudentscues,prompts,andfeedbacktosupporttheir
learning(artifact2).Thelearningtargetforthestudentswas,thatstudentswillmanipulate
phonemesinwordsbypairingpicturestogether.Mygoalforthelessonwastogaininsighton
theirreadingabilitiesandtoseeiftheirspeechimpairmentisaffectingtheirreading.

JDandDanielwerebothsoexcitedtogetstartedbecauseitwasagame(artifact2)!Gambrell
andMorrowstatedinchapter14thatOurassessmentfocusmustbebroadenoughtofocus
notonlyonstrategies,skills,andcontentareaknowledgegain,butalsoonstudents
motivations,agency,attributions,andselfesteem(GM,2015,p.319).Iwantedtousethis
gamebecauseIknowthatgamesreallymotivateJDandDaniel.


JDcaughtontotheconceptofthelessonreallyquickly(artifact2).AsIamgivinghiman
examplehefiguresouttheanswerbeforeIcan.GMstatehowstudentscometoschoolwith
differentabilities,whichdependsontheirdailylivesathome(GM,2015,p.173).Eventhough
JDcomesfromabrokenhomehestillhadaloveforreadingandreaddaily,whichhashelped
hisphonologicalawareness.DanielIbelievecaughtontotheconceptofthelesson,but
struggledtodeletethesound.Youcanhearinthevideo(artifact2),thathewillinsertother
soundsafterdeletingthefirstsound.Manytimeshewantedtoputan/h/soundintheword.He
soundedoutthewordsalotmorethanJDdid.Ibelievethedifferencebetweenthesetwo
studentsistheirbackgroundintheirphonologicalawareness.Danielalsocomesfromabroken
home,butdoesnotfosterreadinglikeJD.GambrellandMorrowstatehowimportantitisfor
teacherstoknowthereaderoutsideofschoolbecauseitcantellateacheralotaboutthe
readersskills(2015,p.330).ItisclearinthevideothatDanielneedsmorepracticewith
developinghisphonologicalawarenessskills,whileJDdoesnot.

SamuelandFarstrup(2011)refertomanyskillsnecessaryateachageleveltoachievethe
statusofagoodreader(p.194).Insecondgradethefocusisonwordrecognitionmoresothan
comprehension.JDisreadingataDRAlevel24andDanielisreadingataDRAlevel12.This
lessonshowedmethatSamuelandFarstrupareonpointaboutachievingthestatusofagood
reader.JDcompletedthegamewitheaseandIconnectthatwithhisreadingabilities.JDhas
achievedthestatusofagoodreader,whileDanielisstillworkingatit.Danielstruggledto

deletesoundsandnotaddothersoundsintheword,againthistiesinwithhisstatusofbeinga
goodreaderhestillhassomeworktodo.

Ithinkthepicturesreallyhelpedbothstudentsbecauseiftheywerestucktheystartedtolookat
thepicturesforclues.Bothstudentsstruggledtoidentifyapictureofanox.Theyhadnever
heardofanoxbefore,butIthoughtitwasinterestingthattheybothdidnothavetheprior
knowledge.Therewasapictureofjacks(usedinamarblegame)thatIpredictedtheywouldnot
knowhoweverDanieldidknow.Uponrealizingthis,Ishouldhaveaskedthemtoidentifyeach
picturebeforewestartedplayingthegamesotheyhadtheknowledgeofwhateachpicture
was.IfIwastousethislessonagainIwoulddefinitelyhavethemidentifythepicturesfirst
beforeplayingthegame.

Byprovidingthestudentswithcues,prompts,andmodeling,theybothachievedthegoalofthe
lesson(artifact2).However,ifIwasteachingthislessonagaintoJD,Iwouldgivehimharder
wordstomanipulatetobettermeettheneedsofhimasareader.Asheapproacheshigher
readinglevels,thewordsbecomemoredifficultandarentaseasytodecode.Ithinkthislesson
wouldhelpJDbecomeabetterreaderathigherlevelsbecausehedoesstruggletoidentify
unfamiliarwords.IthinkthislessondidhelpDanielsreadingabilitiesandIwoulddoanother
lessonsimilartothisone.Danielcurrentskilltoimprovehisreadinglevellieswithword
recognitionanddecoding.BycontinuingthislessonDanielcouldimprovethoseskillsand
becomeabetterreading.LikeImentionedabove,SamuelandFarstrup(2011)refertomany

skillsnecessaryateachageleveltoachievethestatusofagoodreader(p.194).Itwasclear
bythislessonthatJDandDanielareattwodifferentstatusrightnow.Iwasgladtoidentifythis
becauseIknowwhatbothJDandDanielneedasreaders.Iwasalsohappytoknowthattheir
speechdidntaffectthelesson,likeIhadthoughtitwould.Again,Ithinkthepictureswerea
hugehelp.

PostAssessment
IdidnotassessstudentsrightafterthelessonforIwantedtogivethemtimetothinkaboutthe
conceptIhadjusttaught.Igavethemthepostassessmentafewdayslaterandpriortothe
assessmentIreviewedwhatwehaddoneduringthelesson.Studentswereabletorecallour
lessonandquicklycompletedtheirpostassessment.Thepostassessmentwasthesameas
theirpreassessmenthowever,Ididnotfinditnecessarytoassessthemonskillstheyhad
alreadyshownmasteryof.ForthepostassessmentIonlytestedstudentsonthephoneme
deletionsincebothstudentsstruggledonthepreassessmentwiththisconcept.Bothstudents
surprisingshoweddifficultywithfindingthesecondsoundintheword.Forexample,clapwould
becomeaptotheminsteadoflap.However,withaprompt(i.e.lookatthatagain)studentswere
abletofindthenewword.Thestudentsseemedtohaveadifficulttimewithouthavingany
picturestoguidethem.Theysoundedoutthewordaloudalotmorethanwhentheydidnthave
thepicturecards.Withacouplepromptsbothstudentswereabletosuccessfullycompletethe
phonemedeletionportionofthepostassessment.


Ifoundthepostassessmenttonotbeasinformativeastheactuallessonportion.Ilearnedalot
morethroughthelessonthanlookingatthepostassessment.Whatthepostassessmentdid
tellmewas,thatthestudentsperformedmuchbetterwhentheyhadpicturecards,whereasthe
assessmentwasallverbalandrequiredthemtoreallyinternalizethesoundsintheword.

Reflection
GambrellandMorrow(2015)alludedtomanypracticesthatalignwithourspellingcurriculum.
Forexample,theygavethemakingwordslessonexamplewherestudentsaregivenlettersand
youtellthemtousetwoletterstomakethewordup.Thelessoncontinuesbyhavingthe
studentschangetheletterstomakenewwords.Inanotherlessonstudentsusespelling
patternstomakenewwords(i.e.patternice,newwordmice).FromthelessontaughttoJD
andDaniel,Ithinkitisimportanttocontinuespellinglessonslikethese.GambrellandMorrow
discussbalanceliteracyandintegratingskillsfromonesubjecttoanotherisonewaytohavea
balancedapproachedtoliteracy.Byintegratingthislessonintospellingandnotjustreading,
studentscanhavemoretimetobuildonsuchskills.ThinkingaboutJDandDanielasspellers,
againJDisagoodspeller,whileDanielstruggleswithhearingthesounds.Ithinkthatitis
interestingthatthisskillalsoreflectstheirspellingabilitiesandnotjusttheirreadingabilities.
FromteachingthelessontoJD,Ithinkthatitmightbeimportanttodifferentiatethespelling
lessonsaswellbecausethisskillcanhelpbuildthemasreaders.IfIwastogivestudentslike
JDmoredifficultwords,theywouldbuildastrongvocabularytoaidtheirreadingabilities.The

onlydifficultyIseewiththisisthatinspellingstudentshavetobeassessedperdistrict
requirementonthesecondgradespellingwordswithincludesover200words.Iwouldfindit
difficulttoassessthesestudentsatadifferenttimeandalsofindtimetorecreatethelessonwith
moredifficultwords.

IfIweretoteachthelessonagain,Iwouldusethepicturecards,butthenIwouldgivethem
wordsonawhiteboardtopracticewith.Iwoulddothissothattheyweremorepreparedforthe
assessment,whichincludednopictures.Withthischangeinthelesson,Ithinkstudentswould
bemoreconfidentincompletingtheassessment.Ialsothinkthatitwouldhelptheminternalize
thesoundstheyhear.Thepicturescanbeviewedasanaid,sobyusingthewhiteboardthe
studentwouldbecomemoreindependentoftheaidsandhavestrongerknowledgeoftheskill.

IfIwastoteachthislessontoJDagain,Iwouldchangethewordstoreflectmoredifficultones
hemightseeinthebookshereads(DRAlevel24).Bydoingso,thislessonwouldmakea
moremeaningfulcontributiontoJDreadingabilities.Hestrugglestoidentifyunfamiliarwords
(accordingtopreviousmeetingswithhim)andashereadshigherlevelbooks,thewordsonly
becomemoredifficultandarenotaseasytodecode.Withthislesson,hecouldworkon
identifyingwordshemightseeinhisbooks.

AsforDaniel,Iwouldteachthesamelessonagainwithsimilarwords.Danielstruggledto
deletethesoundsandsoifIwastomakethewordsmoredifficultlikeIwouldforJD,Ithink
Danielwouldbecomefrustrated.InthevideoitisclearthatDanielhasdifficultyfocusingonthe

task.Nexttime,IwouldfindamuchquieterplaceforDanielwheretherearelessdistractions.
IwouldalsotellDanielpriortothelessonthatIamtiminghimtoseehowquicklyhecanmatch
thecards.Ithinkthiswouldhelphimfocusandnotgooffontangents.

Oncethislessonhadbeentaughttoeachstudentinmyclass,Icouldmakeitintoagame
station.Icouldlevelthepicturecards,sothatitwasdifferentiatedforeachstudent.Students
couldthenpracticethisskillontheirown,whichwouldhelppromotestudentsmotivationsand
selfesteem(GM,2015,p.322).Studentswouldviewthisasagametheygettoplaywiththeir
friends(motivation)andthemoretheypracticethebettertheirreading,writing,andspelling
become(selfesteem).

Reflectinguponthepreandpostassessment,Ifoundthepreassessmenttobeextremely
helpfulbecauseitguidedmylessonandwhatthegoalofthelessonwasgoingtobe.However,
thepostassessmentwasnotveryusefulinmyopinion.Ihadalreadygatheredallofmy
informationfromthelesson.SothepostassessmentliterallyjustconfirmedwhatIalready
knew.ThinkingabouthowIcouldchangethepostassessmentforthefuture,Iwouldhave
studentscompleteapoemorsongliketheonebelow(Avni,2002).

DROPIT!
Eatadate,nowdropthe/t/
andhaveagood____day
Takeaplate,nowcropthe/t/
thengooutsideto_____play

Clipthe/t/fromstate,
andhaveapleasant____stay

DroporcroporclipXXXXasoundaway.

Paintabead,nowdropthe/d/
andbuzzgoesthe_____bee
Plantaseed,nowcropthe/d/
jumpintothe_______sea
Clipthe/d/fromknead,
andgetdownonone______knee
DroporcroporclipXXXXasoundaway.
Droporcrop,cliporsnip,XXasoundaway.

Ithinkitwouldbeimportanttomodelthissongsotheyarefamiliarenoughwithit,thatthey
couldcreateoneontheirown.Ithinkthiswouldbeafunwaytoassessstudentslearningandit
wouldprovidemewithbetterinformationthantheoriginalpostassessment.Byhavingstudents
createasong,Icanseehowadvancetheirskillsareatdeletingsoundstomakenewwords
becauseintheirsongorpoemtheywouldhavetodecidewhichsoundstheyaredeletingand
whattheirnewwordis.Ithinkthistypeofassessmentwouldshowsomuchmorethanthe
originalassessment.Creatingasongorpoemwouldmotivatestudentsandbuildtheir
selfesteem(GM,2015,p.319).Iknowthisbecauseattheendofourpoetryunit,myclassdid
apoetryslam.Youwouldntbelievehowexcitedtheyweretocreateapoetryslamandshareit

withtheirparents.Werecordedthepoetryslamandtheywereabletowatchthemselvesand
theirparentswerealsoabletoprovidethemwithfeedback.Itwasagreatwaytoendtheunit!

References

Avni,Fran."DropIt!:SongforTeachingtheFinalPhonemeDeletion."
DropIt!:Songfor
TeachingtheFinalPhonemeDeletion.
N.p.,2002.Web.30Apr.2016.
<http://songsforteaching.com/avni/dropit.htm>.

Bowen,Caroline."LiteracyandChildrenwithSpeechSoundDisorders."
SpeechandLanguage
Therapy
.N.p.,23Nov.2011.Web.30Apr.2016.
<http://www.speechlanguagetherapy.com/index.php?option=com_content&view=article&id=73
:literacy&catid=11:admin>.

Gambrell,L.B.,&Morrow,L.M.(2015).
BestPracticesinLiteracyInstruction.
NewYork:
GuilfordPress.

Samuels,S.J.,&Farstrup,A.E.(Eds.).(2011).WhatResearchHastoSayAboutReading
Instruction(4thEdition).Newark,DE,USA:InternationalReadingAssociation.Retrievedfrom
http://www.ebrary.com.proxy2.cl.msu.edu

Artifacts
Artifact1Preassessment
Artifact2LessonVideos
Artifact3Postassessment
Artifact4Lesson

JDsVideo:
https://youtu.be/br6kW1XY1qM

DanielsVideo:
https://youtu.be/XWk5MWsZxvc

LessonTopic:PhonemeDeletionoffirstsoundTime:20minsGrade:2
Concept

Studentswilldeletethefirstsoundinwordstocreateanewword.

Learning

Studentswillmanipulatephonemesinwordsbypairingpictures

Target/objective

together(i.e.feetbecomeseat)

Materials

Picturecards
Whiteboard
Dryerasemarker

Notes

Thislessonwillbetaughtindividuallytostudents
Dependingonthestudent,theymayneedmorethanonesession
tocompletethepicturecardmatching.
Studentsbeingtestedhaveaspeechimpairmentandtherefore
picturescardsarebeingusedtohelpaidtheminreallythinking
aboutthesoundstheyhearandnotsomuchabouthowitsspelled
(atthispoint).

Connection

Studentshavepracticeddeletingphonemesandmakingnewwords
duringspellingpractice.Studentsalsoworkonsegmentingand
blendingphonemesinreading.

Demonstration/

Haveonestudentatatimemeetyouatthebacktableforthe

Teaching

lesson.
Namethelearninggoaltoday:Wearegoingtopracticedeleting
thefirstsoundinawordtomakenewwords.
Reviewwiththestudentthattheyhavebeenlearningaboutwords
andtheirsoundsinspellingandreading.Askthestudenthowthey
usesoundsinwordstohelpthemspellandread.

Explainthepicturecardgame:Youwillpickacardfromthepile,
saythewordandthentakeawaythefirstsoundtomakeanew
word.Findthepictureofthenewwordandputthosetwocards
together.Repeatuntilthecardsareallgone.Youmaywantto
givestudentsanexampleofhowtoplaybefore.
Asstudentssaythewordonthecardswritethemonthe
whiteboardinpairs.
Afterthestudenthaspairedallthecardstogetherreviewonthe
whiteboardthestartwordandthenewwordtheycreatedby
deletingthesound.
Dismissthestudenttosilentreadingtimeandcallthenextstudent
tothebacktableandrepeatthelesson.
Active
Involvement

Studentswillhavetomanipulatethecardsandmatchthem.
Studentswillgettoseethepicturesandwordstogetherasthey
matchthemtogether.

Linktofuture

Studentswillusetheknowledgetheyhavefromthislessontohelp
aidtheminspellingandreading.Thisskillcanhelpstudents
decodewordsinreadingaswellasinspelling.Ifstudentscan
deletephonemestheyareabletobreakthewordsdownintomore
manageableparts.

Teacher
interaction

Activatepriorknowledgebyreviewinghowstudentshavedeleted
phonemesinthepast.
Modeltostudenthowtoplaythephonemegame.
Assessstudentsprogress

Assessment

Iwillinformallyassessstudentsbytheirabilitytomatchthepicture
together.

SincestudentshavespeechimpairmentsIwontbelookingattheir
pronunciationofthewords,buttheirabilitytomatchthepictures.

TermProject(LiteracyCaseStudy)Feedback(45%)

Grade:42
Finalgrade:92/4.0

*Allitemsbelowareassessedonascalefrom05andaveragedaccordingly

1.Organization,grammar,andconventions
4
paperiswellorganizedandeasytoread
paperiswrittenusingcorrectgrammar
paperiswrittenusingcorrectconventions

2.ArtifactsIncluded
5
lessonplans
assessments
permanentproducts

3.TwoReasonableInstructionalTargets/CaseComparison
5

4.StandardsAddressed
5
knowledgeoflearningandchilddevelopmenttheoriesandtheprocessesofreadingand
writing
knowledgeofcurriculumcontentandgradelevelperformanceexpectations
knowledgeofliteracylearnersunderstandings,skills,strategies,interests,values,and
aspirations
abilitytoestablishacaring,stimulating,inclusive,democratic,andsafeliteracylearning
community
abilitytoselect,adapt,create,anduserichandvariedassessmentandinstructional
resources
abilitytouseavarietyofapproachesandactivities,derivedfromhighqualityresearch

5.Clear/Consistent/ConvincingEvidence
4
linkagesbetweenliteracyassessmentandinstruction,standards,andartifacts

6.Descriptionofstudent,context,actions,andreactions 4

7.Analysisofinformationcollected,impact,effectsofcontextualfactorsonteachingand
learning
5

8.Reflectiontocritiqueactionsinthecontextoftheory,empiricalresearch,andstudent
performance
5

9.Recommendations/Conclusion(s)
5